Designing and Planning
Technology-Enhanced Instruction
Chapter 2
Teaching and Learning
With Technology
Judy Lever-Duffy, Jean B. McDonald
Effective Learning Environment
“A learning environment includes all
conditions, circumstances, and influences
that affect the learner’s development.”
 Physical environment
 Teaching and learning process
Strategies and technologies
 Interaction
 Assessment techniques
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Requires systematic planning
Instructional Planning System
Design-Plan-Act (DPA)
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Design: Design the instructional
unit (Create your unit design)
Plan: Articulate specific lesson
plans (Design your daily lessons)
Act: Develop an instructional action
plan (Write the to-do lists)
Dynamic Instructional Design (DID)
Continually growth and
adjustment based on data
provided by ongoing
feedback
p. 49
Step 1: Know the Learners
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Developmental stages
Cultural or language backgrounds
Incoming skills and knowledge
Learning & cognitive styles, types of
intelligence
Group similarities and differences
and how they might affect the
design
Step 2: State Your Objectives
 Use
Performance Objectives
 Use action verbs
 Use Depth of Knowledge to
target higher order thinking
skills (not Bloom’s Taxonomy)
http://dese.mo.gov/divimprove/sia/msip/
DOK_presentation.pdf
Performance Objectives
Example: The student will be able to
identify latitude and longitude lines on
a map with 100 % accuracy.
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Stem: The student will be able to
Target performance: …identify latitude and
longitude lines…
Measurement conditions: …on a map…
Criterion for success: with 100% accuracy.
Depth of Knowledge (DOK)
There are four levels of DOK
1. Recall
2. Skill/Concept
3. Strategic Thinking
4. Extended Thinking
http://www.missouriartscouncil.org/html/documents/DOKlevels.pdf
http://www.hermann.k12.mo.us/Curriculum/DOK
/depth.of.knowledge.descriptors.pdf
This diagram shows the
four DOK levels,
associated verbs and
sample activities. A full
sized chart can be found
in the Chapter Two
folder on Blackboard.
Step 3: Establish the Learning
Environment
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Physical space
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Classroom climate
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Well-lit reading areas
Warmer or cooler sections
Informal seating areas
Quiet or screened study areas
Flexibility, cooperation, healthy
competition, active learning
Attitudes
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Teacher positive and encouraging
Students confident
Step 4: Identify T & L Strategies
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Teaching strategies
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Learning strategies
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Methods used to assist students in
achieving the objectives
Techniques and activities students are
required to engage in to master the
content
Teaching and learning strategies are
components of the Pedagogical Cycle
Pedagogical Cycle
p. 60
Step 5: Identify & Select Technologies
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“Instructional technologies are the
tools used to enhance and support
the teaching and learning strategies
planned…”
“…technology’s primary role is in
support of the strategies …select[ed]”
Step 6: Plan Summative Evaluation
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Evaluate effectiveness
Make appropriate revisions
Ultimate evaluation is students’
performance based on instructional
objectives
Use student achievement and other
feedback to make improvements in
your instructional design
p. 64-65
3e
Lesson Planning
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Lesson plan is the daily
instructional guideline
Follows same basic organization as
the instructional design
Lesson plan steps are
1.
2.
3.
Readying the learners
Targeting specific objectives
Preparing the lesson
p.70-71
Lesson Plan (cont.)
STEP 3: PREPARE THE LESSON (cont.)
EXAMPLES (cont.)
Technology/Media Preparation
Scan, print, and make copies of bank
center forms. Enlarge one of each and
laminate them.
Prepare money equivalence
transparencies.
Create a chart of bank processes on a
computer, print out, enlarge, and
laminate.
Locate a suitable bank web site to
share.
Assessment Preparation
Prepare and administer a quiz asking
students to fill in each type of
form and to compute their account
balances.
Instructional Action Planning
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Articulate your lesson’s to-do list
Detail all preparations necessary for a
successful lesson
The action planning steps are:
1.
2.
3.
4.
5.
6.
7.
Identifying learner preparation activities
Getting classroom ready
Listing teaching-learning activities
Creating personal prompts
Listing support technologies
Listing feedback instruments
Detailing follow-up activities
p. 72-73
Action Planner (cont.)
TO-DO #5: LIST SUPPORT TECHNOLOGIES
Describe the things you need to do to ensure that the
technologies you have selected are available and
working.
• What technologies and related materials need to be
acquired for another source? From where?
• What hardware or software adjustments need to be
made?
• Which technologies need to be checked to be sure
they are functioning?
EXAMPLE
Technology Checklist
___ Make sure the scanner is working.
___ Check the printer cartridge.
___ Get colored paper from the art room.
___ Get ink-jet transparency film from the office.
___ Install a software upgrade.
___ Print the home page of web sites on which to
make notes.
___ Check the LCD display for all cables and to be
sure it is
working
TO-DO #6: LIST FEEDBACK INSTRUMENTS
Describe the feedback instruments you need to have
ready for this lesson.
• What do you need for formative feedback?
• What do you need for summative feedback?
EXAMPLE
Feedback Checklist
___ Rubric for assessing performance while at the
bank center
___ Quiz on filling in forms and determining
balances
___ Lesson objective test on terms and concepts
___ Student satisfaction questionnaire
TO-DO #7: DETAIL FOLLOW-UP ACTIVITIES
Given the feedback, describe the follow-up activities.
• If the lesson was not successful, what remediation is
planned?
• If the lesson was successful, what reinforcement is
planned?
EXAMPLE
Remediation: PowerPoint self-paced review of key
terms followed by a quiz on key points; direct
tutoring or peer mentoring if mastery is not
demonstrated on quiz
Reinforcement: Continued use of the bank center
for a token-economy reward system
Planning, Teaching,
Learning and Technology
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Design
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Plan
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Narrows the planning to a specific
objective and knowledge segment
Act
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Blueprint of overall unit
Lesson plan to-do list
Technology
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Only after instructional planning complete
Make better or create new possibility