CHAPTER 12
Planning, Instruction, and
Technology
© 2008 McGraw-Hill Higher Education. All rights reserved.
Planning
Instructional planning involves
developing a systematic, organized
strategy for planning lessons. Planning
will give instructors confidence, guide
content coverage, and help make good
use of class time.
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Planning
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Organization
Classroom Management
Prevention Approach
Confidence
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Teacher-Centered Lesson
Planning
Behavioral Objectives
What will students do?
How will behavior be assessed?
What level of performance will
be acceptable?
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Example Objectives
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Given a sheet with 10 single digit math
problems, the student will successfully
solve a minimum of 7.
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Condition: A sheet with 10 single digit
addition problems
Behavior: to solve
Criteria: a minimum of 7 out of 10
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Teacher-Centered Lesson
Planning
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ABCD format of Armstrong and
Savage
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Audience
Behavior
Conditions
Degree of Competency
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Identify ABCD
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Each student will be able to define 8 of
10 items in the reading passage of the
unit test
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Task Analysis
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Determine skills/concepts
Necessary materials
List individual components of task
Task analysis to teach a preschool
child how to get dressed
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Teacher-Centered Lesson
Planning
Instructional Taxonomies
Cognitive
Domain
Affective
Domain
Psychomotor
Domain
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Teacher-Centered Lesson
Planning
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Examples from Cognitive
Domain
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Knowledge: Can list state capitals
Comprehension: Describe, in your own
words, what an outcome is
Application: Calculate the cost of the
ticket with a 10% discount
Analysis: What was the motive for
depicting the character that way?
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Examples from Cognitive
Domain
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Synthesis: Given these 3 words,
create a slogan for a new toothpaste
Evaluation: Which essay has the most
persuasive argument
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• Of the following items, which would best
assess a student’s ability to apply
information?
– Explain how resistors can be used to adjust
the intensity of a light bulb.
– Identify weaknesses in the argument that all
nuclear testing should be banned
– Present evidence to support the claim that
power plan emissions contribute to acid rain.
– Explain why all rainbows have a similar shape
and arrangement of colors.
• Of the following items, which would best
assess a student’s ability to synthesize
information?
– Explain how resistors can be used to adjust
the intensity of a light bulb.
– Identify weaknesses in the argument that all
nuclear testing should be banned
– Present evidence to support the claim that
power plan emissions contribute to acid rain.
– Explain why all rainbows have a similar shape
and arrangement of colors.
Teacher-Centered Lesson
Planning
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Examples from the Affective
Domain
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Receiving: I’ll go and watch but I’m
not going to participate
Responding: Applauds and whistles at
the end of the play
Valuing: Wants to go back to see the
play again
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Examples from the Affective
Domain
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Organization: Joins the “friends of the
academy” as a supporter of their plays
Value Characterizing: Continues to be
a “friend of the academy” and leaves
estate to them
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Teacher-Centered Lesson
Planning
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Examples from the
Psychomotor Domain
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Reflex: sneezing, knee jerk
Basic fundamental movements:
walking, eating
Perceptual abilities: balancing on a
beam, skipping rope
Physical abilities: push-ups, sit-ups
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Examples from the
Psychomotor Domain
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Skilled Movement: playing a sport,
hitting a ball
Nondiscussive communication:
expressing emotions through body
language
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• Of the following objectives pertaining to
reading a short story, which is most
pertinent to the affective domain of
Bloom’s hierarchy?
– List main ideas
– Identify the main characters
– Value short story reading
– Draw a picture representing the main idea
• Of the following objectives pertaining to
reading a short story, which is most
pertinent to the psychomotor domain of
Bloom’s hierarchy?
– List main ideas
– Identify the main characters
– Value short story reading
– Draw a picture representing the main idea
In-Class Activity
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Create six behavioral objectives (using
the ABCD method) that are
appropriate for the content of this
chapter and for each level of Bloom’s
taxonomy of the cognitive domain.
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Teacher-Centered Instructional Strategies
Direct Instruction
Direct Instruction
High teacher direction and control
High teacher expectations
of students’ progress
Maximization of time on academic tasks
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Teacher-Centered Instructional Strategies
Orienting/Lecturing
In lectures, effective teachers . . .
establish a framework and ORIENT
students to new material using
advance organizers.
Take the time to EXPLAIN and
DEMONSTRATE new material.
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Teacher-Centered Instructional Strategies
Questions and Discussion
• Use fact-based questions before thinking-based
questions
• Avoid yes/no and leading questions
• Give students time to think
• Be clear, purposeful, and brief
• Monitor your response to students’ answers
• Pose questions to whole class or individual
students appropriately
• Encourage students to ask questions
© 2008 McGraw-Hill Higher Education. All rights reserved.
Teacher-Centered Instructional Strategies
Questions and Discussion
Respond to each student’s learning needs while
maintaining group’s interest.
Allow students to contribute while
maintaining focus on the lesson.
Encourage overall classroom
participation while retaining
class enthusiasm.
© 2008 McGraw-Hill Higher Education. All rights reserved.
• Of the following questions, which is the
best example of a “leading question”?
– What is your biggest concern regarding acid
rain?
– What strategies can lead to the reduction of
acid rain?
– What is the biggest cause of acid rain?
– You do want to read more about acid rain,
don’t you?
Homework
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Early 20th century: homework
disciplined minds
1940s: reaction against homework
1950s: trend reversed due to Soviet
launching of Sputnik
Mid 1960s: again reversed, too much
pressure
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Homework (con’t)
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Wildman (1968, p. 203):
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Whenever homework crowds out social
experience, outdoor recreation, and
creative activities, it is not meeting the
basic needs of children and adolescents
Mid-1980s: viewed more positively
once again
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What are some positive and negative
aspects of homework?
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Effects of Homework
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High school scored 2/3 standard
deviation higher on measures of
achievement
Junior high scored ½ the magnitude of
high school effect
Elementary, effect size was ¼ that of
the high school level
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Optimal Amount?
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Homework and Disabilities
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Completion and practice-type activities
most helpful
Novel assignments less helpful
Clear, structured assignments with
extra assistance/adaptations most
helpful overall
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In-Class Activity
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Get into small groups and develop a lesson
to teach students about Native Americans in
Pennsylvania. Develop advance
organizers, use the principles/strategies for
lecturing on pp. 417, decide how you would
use questioning/discussing (see pp. 418419), incorporate mastery learning, and
devise seatwork and homework for the
lesson.
© 2008 McGraw-Hill Higher Education. All rights reserved.
Learner-Centered Psychological Principles
Cognitive and Metacognitive Factors
Successful Learners:
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Are active and goal-directed
Link new information to existing information
Create a variety of thinking and reasoning strategies
Reflect on how they think and learn
Realize that learning is contextual
Create meaningful, coherent representations of
knowledge
© 2008 McGraw-Hill Higher Education. All rights reserved.
In-Class Activity
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Get into groups and choose one topic
(e.g., photosynthesis, growing a plant).
Then design a problem-based learning
activity, essential questions, and
discovery learning.
© 2008 McGraw-Hill Higher Education. All rights reserved.
Learner-Centered Instructional
Strategies
Problem-Based
Learning
Students identify
real-life problems,
locate materials,
and address the
issues; teacher
guides student
problem-solving
Essential
Questions
Discovery
Learning
Questions that
reflect the most
important things
that students
should learn
Students construct
an understanding
of their own;
teachers provide
stimulating
activities
© 2008 McGraw-Hill Higher Education. All rights reserved.
• Which of the following teachers is engaging
students in problem-based learning?
– Mr. Doolittle’s class is busy working with paints of the
primary colors. Students are excited because they
have just figured out how to make green paint.
– Ms. Rowley has her students at the edge of their
seats. Though she has a very important academic
concept to communicate, she has been asking them
very perplexing questions and they are excited to see
where she is going with her efforts.
– Mr. MacNeil’s class is thoroughly engaged with
newspapers, magazines, and the internet trying to
answer the teacher’s question about how we should
go about raising funds to allow for more computers in
the school.
– As Mr. Whitehead watches students work with their
paints, he offers suggestions that might aid them in
reaching the objective of the activity, to understand
that yellow and blue makes green.
• Which of the following teachers is utilizing
essential questions?
– Mr. Doolittle’s class is busy working with paints of the
primary colors. Students are excited because they
have just figured out how to make green paint.
– Ms. Rowley has her students at the edge of their
seats. Though she has a very important academic
concept to communicate, she has been asking them
very perplexing questions and they are excited to see
where she is going with her efforts.
– Mr. MacNeil’s class is thoroughly engaged with
newspapers, magazines, and the internet trying to
answer the teacher’s question about how we should
go about raising funds to allow for more computers in
the school.
– As Mr. Whitehead watches students work with their
paints, he offers suggestions that might aid them in
reaching the objective of the activity, to understand
that yellow and blue makes green.
• Which of the following teachers is utilizing
guided discovery learning?
– Mr. Doolittle’s class is busy working with paints of the
primary colors. Students are excited because they
have just figured out how to make green paint.
– Ms. Rowley has her students at the edge of their
seats. Though she has a very important academic
concept to communicate, she has been asking them
very perplexing questions and they are excited to see
where she is going with her efforts.
– Mr. MacNeil’s class is thoroughly engaged with
newspapers, magazines, and the internet trying to
answer the teacher’s question about how we should
go about raising funds to allow for more computers in
the school.
– As Mr. Whitehead watches students work with their
paints, he offers suggestions that might aid them in
reaching the objective of the activity, to understand
that yellow and blue makes green.
What do you think?
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What seem to be the trade-off s
between teacher-centered and learnercentered approaches to learning?
What has been your experience as a
student with each kind of learning?
What has been positive and negative
about these experiences?
© 2008 McGraw-Hill Higher Education. All rights reserved.
Assignment
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Planning Reaction Journal
© 2008 McGraw-Hill Higher Education. All rights reserved.
The Technology Revolution
Teachers need adequate training and workable
technology in order to transform classrooms.
The technology revolution:
1983 < 50,000 computers in schools
2002 > 6 million school computers
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The Internet
The Internet system is worldwide and connects
thousands of computer networks, providing an incredible
array of information that students can access.
World Wide Web: A hypermedia information retrieval
system that links a variety of Internet materials
Website: An individual’s location on the Internet
E-mail: Electronic mail
© 2008 McGraw-Hill Higher Education. All rights reserved.