Designing and Planning
Technology Enhanced
Instruction
Chapter 2
Lever-Duffy
EDMD 3300, Fall 2004
What is the Learning
Environment?
The learning environment includes all
conditions that impact the learner
 Physical space and its characteristics
can impact learning
 Dunn and Dunn’s research suggests
different aspects of the physical space
appeal to different learning styles

What is the Learning
Environment?

Non physical aspects of the learning
environment include:
– Teaching strategies selected by teachers
– Technologies selected to support
instruction
– Plan for interaction among students
– Assessment strategies
– Attitude and role of the teacher in the
learning process
Why Is Planning
Important?
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To build the best possible learning
environment, all aspects of it must be
planned
A systems approach to planning calls for a
step-by-step process that designs, creates,
evaluates and revises all aspects of
instruction
The Design-Plan-Act! (D-P-A) system
ensures all necessary steps are addressed
Instructional Planning
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The DESIGN Phase
The Design phase allows the teacher to
take a strategic look at the delivery of
instruction
In this phase, the broad steps necessary are
considered and refined
An instructional design model is often used
in this phase to ensure no steps are missed
The Dynamic Instructional Design (DID)
model will assist you in creating your design
The DID Model
KNOW THE
LEARNER
STAT E
YOUR
OBJECTIVES
ESTABLISH
THE
LEARNING
ENVIRONMENT
IDENTIFY
TEACHING AND
LEARNING
STRATEGIES
IDENTIFY
AND
SELECT
TECHNOLOGIES
SUMMATIVE
EVAULATION
Figure 2.2, p. 39
Lever-Duffy
DID Model Clarification
The DID Model
 Know


the Learner
To identify the instruction necessary, you
must first know the people you are teaching
You should consider:
–
–
–
–
Physical and cognitive developmental stage
Cultural and language differences
Incoming skills and current knowledge base
Personal characteristics (learning styles,
dominant intelligences, etc)
– Group characteristics and dynamics
The DID Model
State your Objectives
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Performance objectives state what the student
will be able to DO at the conclusion of instruction
Performance objectives have 4 components:
• The Stem
• The Target Performance
• The Measurement Conditions
• The Criterion for Success
Example: The student will be able to identify the
subject and verb in a sentence written on the
board with 95% accuracy.
ABC’s of Objectives
Objective components can also be illustrated:
•
•
•
•
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Audience
Behavior
Condition
Degree
Example: Given a calculator and scratch paper
The student will be able to multiply simple
fractions (reducing the answer to simplest terms),
answering 9/10 exercises correctly.
The DID Model
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Objectives should address different levels
of thinking
Blooms Taxonomy offers a guide for six
levels of cognition
1.
2.
3.
4.
5.
6.
Knowledge – Recall of facts
Comprehension – Interpreting facts
Application – Apply information to new situations
Analysis – Recognizing components within data
Synthesis – Creating new ideas for the data
provided
Evaluation – Making thoughtful value judgments
The DID Model
 Establish
the Learning
Environment
– Adjust the physical space to support learners
– Encourage and support a positive climate that
includes a feeling of safety, confidence, and
positive attitude
– Prepare to keep learners active and engaged
– Prepare well organized and articulated lesson
plans
The DID Model
 Identify
Teaching and Learning
Strategies
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Decide upon the methods that are most
likely to help the stated objectives
Utilize the steps of the Pedagogical Cycle to
help determine strategies
The steps of the Pedagogical Cycle include
–
–
–
–
Providing pre-organizers
Using motivators
Bridging to past knowledge
Sharing objectives and expectations
The DID Model
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Identify Teaching and Learning Strategies
The steps of the Pedagogical Cycle also
include
– Introducing new knowledge via varied teaching
methods
– Reinforcing knowledge
– Providing practice experiences
– Offering a culminating review
Pedagogical Cycle
Provide
Preorganizer
Culminating
Review
Use
Motivators
Provide
Practice
Bridge Prior
Knowledge
Reinforce
Knowledge
Share
Objectives
Adapted from
Figure 2.4 p. 50
Lever-Duffy
Introduce New
Knowledge
The DID Model
 Identify
and Select Support
Technologies
– Determine which technology tools will build the
desired learning environment
– Examine technology options
– Evaluate appropriateness of the technologies
under consideration
– Experiment with the technologies selected
The DID Model
 Evaluate
and Revise the Design
– You have already adjusted continually
throughout the DID model in response to
formative feedback
– Summative feedback is the evaluation that
occurs at the end of the process
– Using the feedback from this final evaluation,
revise the design to make it even better
Instructional Planning
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The PLAN Phase
Once you have completed your design, it is
now time to PLAN your lessons
Lesson Plans provide day-to-day snapshot
of what will happen in the classroom
Each component of the lesson plan grows
out from a component of the design so they
will parallel each other
Instructional Planning
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The PLAN Phase
The essential components of the Lesson
Plan include
– Readying the Learners
– Target specific daily objectives
– Prepare the lesson
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Prepare the classroom
Detail the steps of the Pedagogical Cycle
Identify technologies and materials
Check for success
Instructional Planning
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The ACT Phase
Once you have completed your lesson plan,
it is now time to take ACT to get ready to
teach
The Instructional Action Plan (IAP) is your
lesson’s To-Do list
The IAP will detail everything you need to
do in order to carry out your planned lesson
successfully
Instructional Planning
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The ACT Phase
The Instructional Action Plan includes
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–
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–
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Identifying learner preparation activities
Getting the classroom ready
Preparing all teaching and learning materials
Creating your personal prompts
Practice with your support technologies
Preparing your formative and summative
feedback tools
– Preparing follow-up activities
Planning for
Technology in
Teaching & Learning
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Remember…
Technology is a tool that supports your
design and your plans
Technology should make it possible to
something done before better or make it
possible to do something that wasn’t
previously possible
Many technologies are available, choose
wisely and well
Connect!
Journal Entry: Sept 7, 2004
 Reflect on class so far, what evidence
of the DID model do you see in
practice? Be specific in the things that
you identify.
 How can you apply the DID model to
your Group Tutorial Assignments? Be
specific in your suggestions.
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