Presented by Leslie Thompson
Based on Madeline Hunter
Knowledge of
Child Growth and
Development
Classroom
Management Skills
Knowledge of
Content
Instructional
Skills
Human Relation
Skills
Planning Skills
Knowledge and
Use of Materials
Select the Objective at the
Correct Level of Difficulty
Teach to the Objective
Teacher as
Decision Maker
Monitor the Learners and
Adjust the Teaching
Use the Principles of
Learning
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Lower Levels
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Higher Levels
◦ Knowledge
◦ Analysis
◦ Comprehension
◦ Synthesis
◦ Application
◦ Evaluation
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Knowledge- the remembering of previously
learned material
Comprehension- the understanding of
material or information and the ability to
grasp its meaning
Application- the ability to use learned
materials in new, not previously encountered
situations
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Analysis- the ability to break down material
into its component parts and identify the
relationship of the parts to each other and to
the whole
Synthesis- the putting together of elements
and parts to form a whole
Evaluation- the ability to judge the value of
material for a given purpose
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The process of identifying essential sublearnings which lead to a final objective
Process:
◦ Select the topic
◦ Clarify the topic
◦ Identify the essential sub-learnings
 Brainstorm
 delete
◦ Sequence the essential sub-learnings
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Identify necessary learnings
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Eliminate unnecessary learnings
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Narrow down a long term objective into daily
teaching objectives
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Organize learnings
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Serve as a diagnostic tool
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Enabling Objectives
◦ SWBAT identify a perpendicular, parallel, and
intersecting lines.
◦ SWBAT identify a polygon as a quadrilateral,
triangle, etc.
◦ SWBAT find the perimeter of regular and
irregular polygons.
Final Objective
SWBAT find the area of a square,
a rectangle, and a parallelogram.
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Students will be able to (SWBAT) add fractions
with unlike denominators.
SWBAT write a paragraph.
SWBAT measure the length of an object in
both English and metric measure.
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A statement describing what it is that is to be
learned, the thought process involved, and
what the learner will do to demonstrate that
he or she has acquired the learning
◦ Learning: the content to be learned
◦ Behavior- an activity the students do to show the
learning has been accomplished
◦ Condition- the circumstances under which the
learner must perform (materials, time)
A series of teacher actions that when kept
congruent, help the learners in accomplishing
the intended outcome
(Congruency refers to the one-to-one match
between the teacher’s actions and the
objectives.)
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Provide information- content and knowledge
used explain the learning
Ask questions-seek information; tool for
diagnosis, bring back to learning
Design activities- what students will do
Respond to the efforts of the learners- use of
feedback to maintain focus on the objective
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Not Clear: The student
will understand the
reasons for the Civil
War.
Clear: The students
will list in writing three
major differences
between the North and
South which led to the
Civil War.
Shows specific action
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Not Clear: The student
will know the three
states of matter.
Clear: If given
examples of solids,
liquids, and gasses the
student will correctly
identify them with
100% accuracy.
Shows specific action
A process which allows the teacher to check
the level of understanding of the students in
order to make appropriate changes in the
instruction
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Elicit overt behavior
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Check for understanding
◦ Choral
◦ Sample
◦ Signal
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Interpret the behavior
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Act on the interpretation
◦ Proceed
◦ Practice
Reteach
Quit
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Signal Response
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◦ Teacher poses a question
or statement to the entire
group and elicits a
simultaneous verbal
response from all
students
◦ Teacher poses a question
or statement and student
signals the answer
(flashcards, slates, clickers)
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Sampling
◦ Teacher poses a question
or statement to the group
and randomly asks several
students (most able,
average, and least able to
answer)
Choral Response
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Composite Response
◦ Teacher poses a question
or statement to the group
and calls on different
members of the group to
contribute a part of the
answer
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Allows the teacher to adjust the teaching by
determining if:
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Is it appropriate to proceed
Is more practice needed
Needs to be retaught
Is it time to quit and return to the lesson later
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Allows for Repetition
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Part of Guided Practice
Consistent involvement of the minds of the
learners with the learning(s)
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Overt- involvement is both observable and
measurable by the teacher
Covert- involvement is a mental process and
is neither observable nor measurable by the
teacher
◦ Engage the minds of the students
◦ Provide activities that are relevant to the objective
◦ Engage the learners continually throughout the
lesson
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You are in a high school class. The teacher has
his students giving oral reports, one at a time.
What can the teacher do to maximize the
involvement of the students at their seats?
You are in a middle school classroom where you
notice that one student is constantly blurting out
answers to questions, thereby not giving other
students an opportunity. What might the teacher
do to dignify the student and maximize the
involvement of the others?
An opportunity for the students to focus on
the learning by bringing to mind that which
they already know about the objective.
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Involve all students
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Gauge prior knowledge about the objective
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Bridge previous lesson
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Congruent with objective
Bridges prior knowledge or experiences to
the learning
Involves the learner’s mind
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Beginning of the lesson
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After an interruption
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When moving to another part of the task
analysis for the lesson
At the end of a lesson to prepare for the next
day
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Modeling
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Journal Writing
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Recalling
Experiences
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Using Pictures
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Asking Questions
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Role Playing
Brainstorming
Visualizing
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Be as specific as possible, describe what the
lessons about.
What experiences, feelings or prior
knowledge do the students already have that
is similar to the new learnings?
What will the students do to transfer their
experiences, feelings, or prior knowledge to
the new learnings?
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An activity placed anywhere in the lesson in
which the students have an opportunity to
consolidate what has been learned
Done by the students
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Usefulness in life
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Visual organizers
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Translation
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Personalization
Demonstrating a behavior to increase the
probability that it will be learned and
remembered
The act of maintaining focus on a given task
Intrinsic- accomplishing the task is reward
enough
Extrinsic- external variables are needed to
accomplish the task
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Success- the student’s perception of growth
and accomplishment, which is related to the
teacher’s control of the difficulty level in the
instruction
Knowledge of Results- the feedback provided
to students throughout the learning process.
Should be immediate and specific
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Interest- stimulate and maintain by using
novelty in presentation and integrating the
students into the instruction
Feeling Tone- the climate established for the
learning
Level of Concern- moderate stress, anxiety,
or tension to promote learning
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Repeated correct performance of material or
a skill in order to increase the probability of
remembering it
◦ How much practice is needed?
◦ How long for each practice session?
◦ How often should practice occur?
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The process of past learning or experience
influencing the acquisition of new learning
◦ Positive- where old learning or past experiences
help the new learning
◦ Negative- where old learning or past experiences
interferes with the new learning