Chapter 13- Principles of Instruction
Chapter 13- Principles of Instruction EDP 301
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This 3 page Class Notes was uploaded by Texana Sonnefeld on Sunday May 10, 2015. The Class Notes belongs to EDP 301 at University of Arizona taught by Heidi Burross in Fall. Since its upload, it has received 207 views. For similar materials see Child development in Educational Psychology at University of Arizona.
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Date Created: 05/10/15
54 gt Disclaimer This outline in black is provided from Heidi Burross from D2L see citation in footer PAGES 508521 Principles of Instruction Learning Goals 1 Identify the meaning and importance of planning 2 Consider the methods advantages and disadvantages of teachercentered instruction 3 Describe the characteristics and types of leanercentered instruction Instructional planning Involves developing a systematic organized strategy for putting together lessons hardest year is your rst year teaching a lot of work and planning keep a exible plan time and interaction wise It gives instructors con dence guide content coverage and help make good use of class time make sure you can get through content plan in advance to some extent but when it falls through pick the most important things requires constant planning job is never done can t leave work at work Time frames of teacher planning constant planning depends on the amount of time you have to do it replanning Planning for the next year gt Level 5 Yearly planning Level 4 Term planning Level 3 Unit planning Level 2 Weekly planning Level 1 Daily planning September December Teachercentered lesson planning Behavioral Obiectives What will students do By the end of instruction could be at the end of the day week year How will behavior be assessed How are they successful What are their abilities What level of performance will be acceptable How well can they perform now Is that good enough Teachercentered instructional strategies Direct Instruction High teacher direction and control walk into class teacher teaches walk out of class focused on teacher sharing information little to no talkingdiscussion High teacher expectations of students progress expecting that students are with them during the material expects no confusion etc Maximization of time on academic tasks bene t that students are on task because they have to in order to be caught up Good for big classes Burross H 2015 May 4 Principles of Instruction University of Arizona Tucson AZ 56 gt Disclaimer This outline in black is provided from Heidi Burross from D2L see citation in footer Teachercentered instructional strategies Mastery Learning mastering a task without thinking can be used with the other systems above but is speci c to a learning area Specify the task Design learning units based on instructional objectives Plan instruction to include corrective feedback Evaluate mastery level at the end of the unit course Teachercentered instructional strategies OrientingLecturing Still teacherfocused but encourages student input during lectures encourage interaction but still teacher focused Establish a framework and orient students to new material using advanced organizers learning will occur in outlines very structured helps with transitions with old learning and new learning connections Take the time to explain and demonstrate new material Teachercentered instructional strategies Questions And Discussion teacher directs questions and class discusses about interaction Teacher poses questions and has students discuss Use factbased questions before thinkingbased questions why Build from the bottom up establishes parameters they can discuss keeps focus establishes foundation to make sure everyone understands the concept Avoid yesno and leading questions short answer no discussions leading questions doesn t allow for their opinions Give students time to think rephrase if they appear confused Be clear purposeful and brief while keeping focus Monitor your response to students answers when a student gives a wrong answer direct them into a way that doesn t completely shut them down well that s not how we use this in this topic followup if you think some students are competent or others are not you will followup on a student you don t think has it while you don t followup with a student you do think gets it Encourage students to ask questions Learnercentered instructional strategies teachers provide initial prompts but students take it from there Problembased learning students identify reallife problems locate materials and address the issues teacher guides student problemsolving reallife problems that students work on the solution teacher s role is secondary Essential questions questions that re ect the most important things that students should learn what questions students need to know and the students nd the answers perhaps over a few weeks Discovery learning students construct an understanding of their own teachers provide stimulating activities students provide resourcesactivities to discover something eX go build a bottle rocket Burross H 2015 May 4 Principles of Instruction University of Arizona Tucson AZ Disclaimer This outline in black is provided from Heidi Burross from D2L see citation in footer Learnercentered instruction Characteristics of students in leamer centered approaches there are schoolsclassrooms devoted to these types of instruction correlational O 0 Cognitive and metacognitive factors developmental advancement hitting milestones earlier cognitively Piaget Motivational and emotional factors greater motivation for learning Developmental factors language development sooner Social environmental factors good at seeking out and providing rescores for others work well with others socially Effective teachers What are characteristics of effective teachers and teaching 0 000000 0000000 0 Teachers with good listening skills Expertise in content area Positive authoritarian roles but warmth too Differentiated instruction encourage learning in new ways Following lesson plan but being exible as well adaptation Social skills working with others Understanding of your students where they are at developmentally and cognitively what are the expectations Valuable feedback constructive and effective Curiosity and equilibrium Emotionalselfregulation being able to model it as well Making things interestingrelevantfun Inclusive of multicultural backgrounds and diversity Positiveprofessional relationship with students Being genuine not everything works for everyone be true to yourself and your learning style Communication with parentshome life Burross H 2015 May 4 Principles of Instruction University of Arizona Tucson AZ