TLPI – 2/26/07
Cognitive, Humanistic, and Behavioral Theories
School environments
Instructional objectives
Lesson planning
5-step lesson plan format
Into-Through-Beyond lesson plan format

For next week . . .
Cognitive, Humanistic, and Behavioral Views
Cognitive
Humanistic
Behavioral
Focus
How we acquire
knowledge
How we develop
How behavior is
feelings, attitudes, modified by our
values
environment
Topics &
Themes
Info processing
Meaningful learning
Basic needs
Affect
Contiguity
Classical and
operant
conditioning,
social learning
Special
Concepts
Attention, memory,
connecting to
previous knowledge,
instructional variety
Self-worth
Efficacy
Reinforcement
Instructional
Approaches
Expository teaching,
authentic learning,
scaffolding, problem
solving
Cooperative
learning,
character &
multiethnic
education
Direct instruction
PI
CAI
Mastery learning
School Environments
Traditional Classrooms
Constructivist Classrooms
Curriculum presented part to whole, with
emphasis on basic skills
Curriculum presented whole to part, with
emphasis on big concepts
Strict adherence to fixed curriculum is highly
valued
Pursuit of student questions is highly valued
Curricular activities rely heavily on textbooks and
workbooks
Curricular activities rely heavily on primary
sources and manipulatives
Students are viewed as “blank slates” onto which
information is etched by the teacher
Students are viewed as thinkers with emerging
theories about the world
Teachers generally behave in a didactic manner,
disseminating information to students
Teachers generally behave in an interactive
manner, mediating the environment for students
Teachers seek the correct answer to validate
student learning
Teachers seek the students’ points of view in
order to understand their present conceptions for
use in subsequent lessons
Assessment of student learning is viewed as
separate from teaching, and occurs almost
entirely through testing
Assessment of student learning is interwoven with
teaching and occurs through teacher observation
of students at work, and through student
exhibitions and portfolios
Students primarily work alone
Students primarily work in groups
Math and Science Lesson Plan Resources
Classroom Compass: Constructing Knowledge in the
Classroom, Southwest Educational Development
Laboratory
http://www.sedl.org/scimath/compass/v01n03/welcome.html
GEMS, Lawrence Hall of Science, University of
California, Berkeley
http://www.lhsgems.org/
NCTM Illuminations
http://illuminations.nctm.org
Everyday Mathematics, University of Chicago
http://everydaymath.uchicago.edu/educators/index.shtml
Instructional Objectives
Teachers must have objectives, a clear and
understandable plan for what students should
know and be able to do at the end of a course of
study;
their lessons must be designed to accomplish
these objectives;
and their evaluation of students must tell them
which objectives each student has actually
mastered and can do by the end of the course
(Mabry & Stake, 1994)
“A teacher is like a wilderness guide with a
troop of tenderfeet. If the teacher doesn’t
have a map or a plan for getting the group
where it needs to go, the whole group will
surely be lost.”
(Slavin, 2000)
Behavioral Objectives
Objectives written by people with
behavioral views focus on observable and
measurable changes in the learner
Behavioral objectives use terms such as
list, define, add, calculate.
Cognitive Objectives
Cognitive objectives emphasize thinking
and comprehension.
They are more likely to include words such
as demonstrate understanding by,
recognize, create, apply, judge.
Affective (Emotional Response) Objectives
Receiving
Being aware of or attending to something in the
environment. This is the I’ll-listen-to-the-concert-but-Iwon’t-promise-to-like-it level.
Responding
Showing some new behavior as a result of experience.
At this level a person might applaud after the concert or
hum some of the music the next day.
Valuing
Showing some definite involvement or commitment. At
this point a person might choose to go to a concert
instead of a film.
Organization
Integrating a new value into one’s general set of values,
give it some ranking among one’s general priorities.
This is the level at which a person would begin to make
long-range commitment to concert attendance.
Characterization
Acting consistently with the new value. At this highest
level, a person would be firmly committed to a love of
music and demonstrate it openly and consistently
Put another (simpler) way,
Every teacher should have a clear idea of
where the class is going,
how it will get there,
and how to know whether it has arrived
You don’t want to be like the
biology teacher . . .
who spent most of the year teaching
biochemistry (his strength) so his students knew
all about the chemical makeup of DNA, red blood
cells, chlorophyll, and starch, but little about
zoology, botany, anatomy—topics usually central
to high school biology—and had students dissect
a frog, a cow’s eye, a sheep brain, and a fetal pig
on successive days in the last week of the year
in order to fit in the required laboratory exercises.
Parts of an Instructional Objective
Performance Conditions
Criterion
Definition
An objective
always say what a
learner is
expected to do.
An objective always
describes the
conditions under
which the
performance is to
occur
An objective
describes the
criterion of
acceptable
performance
Question
Answered
What should the
learner be able to
do?
Under what
conditions do you
want the learner to
be able to do it?
How well must
it be done?
Example
Correctly balance
chemical equations
Given 5 unbalanced
equations, students will
correctly manipulate
coefficients until the
numbers of atoms of
each element are the
same on both sides of
the equation.
Students will
correctly balance 4
of the 5 equations
(AND will
understand how to
and will correct their
errors after checking
with a partner).
Planning Lesson Objectives
(the structure = condition-performance-criterion)
First, state the conditions under which
learning will be assessed:



Given a 10-item test, students will be able to . . .
In an essay, a student will be able to . . .
Using a compass and protractor, a student will be
able to . . .
Next . . .
The second part of an objective is usually
an action verb that indicates what the
student will be able to do or perform:






List . . .
Interpret . . .
Explain . . .
Compare . . .
Design . . .
Evaluate . . .
Like this . . .

List the characteristic of vertebrates (knowledge)

Interpret the graph of y = x – 3 (comprehension)




Explain why a balloon is larger on a hot day than on a cold
day (application)
Compare the periods of two pendulums of different length
(analysis/analyze)
Design a scientific experiment (synthesis)
Evaluate whether solar or wind is a better renewable energy
source (evaluation)
Finally . . .
An instructional objective generally states
the criterion for success:




. . . all 100 multiplication facts in 3 minutes
. . . at least 9 of 10 correctly
. . . with 80% accuracy
. . . within 0.1 g of its actual mass
Instructional objectives should be
specific and measurable
Words open to many
interpretations
Words open to fewer
interpretations
to know
to write
to understand
to solve
to comprehend
to identify
to appreciate
to calculate
to fully appreciate
to solve
to grasp the significance
to construct
to enjoy
to demonstrate
Some Research on
Instructional Objectives
While it would be a mistake to overplan or to
adhere to an inflexible plan most experienced
teachers create, use, and value objectives and
assessments that are planned in advance.
(Shalverson, 1987; Brown, 1988; Clark & Yinger,
1986).
Cooley and Leinhardt (1980) found that the
strongest single factor predicting student reading
and math scores was the degree to which
students were actually taught the skills that were
tested.
Task Analysis
(= breaking tasks into fundamental subskills)
Identify the prerequisite skills.

What should students know before you teach the
lesson?
Identify the component skills.

In the actual lesson, what subskills must students be
taught before they can achieve the larger objective?
Each of these must be planned for, taught, and
assessed during the lesson.
Plan how component skills will be assembled
into the final skill.

Assemble the subskills back into the complete
process being taught so students can understand and
practice
Lesson Planning
2 types of lesson plans are needed for your thematic
units


5-step lesson plan (handout)
Into-Through-Beyond lesson plan
Let’s revisit your first attempts at lesson planning from
last week


What clicked and what didn’t?
What have you learned to add/improve?
Create another (ungraded) lesson plan that integrates
what you learned tonight. Select another standard in a
grade level you teach or may teach.
Some Lesson Planning Resources
Effective Lesson Planning for ELL
http://coe.sdsu.edu/people/jmora/5StepELL/
5E Lesson Planning for science
http://manzano.aps.edu/science/curriculum/planning.shtml#
planningtools
Educator’s Desk Reference
http://www.eduref.org/cgi-bin/lessons.cgi/Science
University of Arizona Marine Discovery Lessons
http://marinediscovery.arizona.edu/lessons.html
More Theme for Math/Science Units
Interaction
Probability
Communities
Prediction
Interdependence
Conservation
Time and Space
Diversity and Variation
Work
Form & Function
Motion
Change and Constancy
Power
Measurement
Evidence
Equilibrium
Systems
Properties
Organization
Representations
Cause and Effect
Order
For next week and beyond . . .
Email your ideas for possible themes for your thematic units
Bring resources to work on thematic unit—web sites, textbooks, etc. Please don’t
come empty handed
Turn in revisions of written assignments

Drop-dead date for FINAL revisions of assignments to date (LI, PPP, MS, PG, and
ethnography) = March 19 (before your Spring Break)
Double-entry journal notes for



Moore, et al.
Cruikshank, et al.: Ch. 7 and 8
Daniels & Bizar: Ch 3 & 4
Planning Ahead: Begin Through Ebony Eyes

One page reflection and 3 questions due 3/19
3/19 class meets in Albrecht Auditorium: Visual and Performing Arts