designing and planning technology enhanced instruction chapter 2 lever-duffy edmd 3300, fall 2004
TRANSCRIPT
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?
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 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
KNOW THE LEARNER
ESTABLISH THE
LEARNING ENVIRONMENT
STATE YOUR
OBJECTIVES
IDENTIFY AND
SELECT TECHNOLOGIES
SUMMATIVE EVAULATION
IDENTIFY TEACHING AND
LEARNING STRATEGIES
The DID Model
Figure 2.2, p. 39Lever-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 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 ObjectivesObjective components can also be illustrated:
• 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 Objectives should address different levels
of thinking Blooms Taxonomy offers a guide for six
levels of cognition1. Knowledge – Recall of facts2. Comprehension – Interpreting facts3. Application – Apply information to new situations4. Analysis – Recognizing components within data5. Synthesis – Creating new ideas for the data
provided6. 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 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 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
ProvidePreorganizer
UseMotivators
Bridge PriorKnowledge
ShareObjectives
Introduce NewKnowledge
ReinforceKnowledge
ProvidePractice
CulminatingReview
Adapted from Figure 2.4 p. 50Lever-Duffy
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 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 The PLAN Phase The essential components of the Lesson
Plan include– Readying the Learners– Target specific daily objectives– Prepare the lesson
Prepare the classroom Detail the steps of the Pedagogical Cycle Identify technologies and materials Check for success
Instructional Planning 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 The ACT Phase The Instructional Action Plan includes
– 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 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.