Inst Des & Tech w
Inst Des & Tech w ELED 3110
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This 41 page Class Notes was uploaded by Greta Witting on Sunday October 25, 2015. The Class Notes belongs to ELED 3110 at University of North Carolina - Charlotte taught by Leigh Ausband in Fall. Since its upload, it has received 19 views. For similar materials see /class/228941/eled-3110-university-of-north-carolina-charlotte in Education and Teacher Studies at University of North Carolina - Charlotte.
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Date Created: 10/25/15
Instructional Methods ELED 3110 1 Name and explain 10 types of methods 2 the advantages and disadvanmges of using one method over another 3 Choose appropriate instructional methods for lesson objectives Presentation A one way communication controlled by a source with no immediate response from or interaction with the audience Showing students how to do a task or perform a procedure Discussion A group of individuals sharing information about a topic Games A situation in which learners follow prescribed rules in a competitive or challenging environment in order to attain a speci ed goal Simulation A realistic approximation of a real life situation Practice exeteises designed to increase pro ciency in a newly learned skill or refresh an one Cooperative Learning Small groups of students working collaboratively toward a common academic goal or task through an inductive or inquiry approach in which students are encouraged and enabled to nd answers for themselves Using previously leamcd content and skills to solve problems 1 De ne the problem 2 Formulate hypotheses 3 Collect and analyze data 4 Formulate conclusions solutions 5 Verify conclusion s olutions Tutorial Conveys content usually on a one tO One basis between the tutor and the student d monstratlon would you use if you were going to teach your 5th grade class about the care and handling of rabbits quot 7quot a V I L x 393 4 I 7 s ytcu use if wanted your 3 1 gm to practice their multiplication facts Which instructional method discovery cooperative learning problem solving would you use if you wanted to engage your 4th graders in a learning situation that emphasized academic areas as well as social areas 753 in 1 34 A 393 MM roblem solving would a teac if he or she were interested in using an inductive method that would get students actively involved in solving a problem or answering a question using previously taught content and that would most likely result in a higher retention of the material Which instructional method tutorial presentation discussion would you use if you needed to convey a large amount of content quickly to a group of students How do you know the best method to use in any given situation What instructional method would you choose to teach the topic Conserving our natural resources to upper elemenme grade students You can have all the time you need and any materials you want Why Problem to solve Mr Rust will be teaching his fth graders about the geography of North Carolina in a few weeks He will have a 45 minute class period for this topic and has the option of using either his classroom with 4 computers or the computer lab for this lesson What instructional methods would be most appropriate for him to use Chapter 5 lnstructicnal Activities objectives 0 Name and de ne the 5 types of instructional activities 0 Identify the 5 types of instructional activities in a lesson 0 Write information and application activities for objectives on the planning chart 0 Write a lesson using the 5 types of instructional activities appropriately Motivation Purpose ARCS model How would you use this type activity in a lesson Orientation Q Purpose How would you use this type activity in a lesson Information Purpose How would you use this type activity in a lesson Application Purpose How would you use this type activity in a lesson frJ Evaluation Purpose How would you use this type activity in a lesson Which type of activity is each of these describing motivation orientation information application or evaluation 1 What will you do to help students understand the objectives of the current lesson Which type of activity is each of these describing motivation orientation information application or evaluation 2 How will you give students opportunities to practice using their new knowledge or skill Which type of activity is each of these describing motivation orientation information application or evaluation 3 What will you do at the beginning of the lesson to gain the students attention Which type of activity is each of these describing motivation orientation information application or evaluation 4 How will you help students understand and remember the ideas you present Which type of activity is each of these describing motivation orientation information application or evaluation 5 How will you provide smooth transitions between the parts of the lesson Which type of activity is each of these describing motivation orientation information application or evaluation 6 What will you do to determine whether students have achieved the learning objectives Which type of activity is each of these describing motivation orientation information application or evaluation 7 What can you do throughout the lesson to increase attention relevance confidence and satisfaction motlvatlon Which type of activity is each of these describing motivation orientation information application or evaluation 8 How will you help students see the relationships among the ideas presented in the lesson Which type of activity is each of these describing motivation orientation information application or evaluation 9 How much guidance will you provide and what form will it take Which type of activity is each of these describing motivation orientation information application or evaluation 10 What content will you provide students in what order and using what examples ELED 3110 Instructional Design 1 North Carolina Thinking Skills The North Carolina Levels of Thinking organize the cognitive skills used in learning into a framework for developing curriculum instruction assessment and professional development They involve learners in using different levels of thinking so that they can develop a wide range of cognitive skills This taxonomy was adapted based upon Marzano Dimensions of Thinking and is used by the North Carolina Department of Public Instruction in developing the Standard Course of Study and items for endofgrade tests Here are the seven levels in the North Carolina Thinking Skills in order from lowest to highest De nition When content is new students must be guided in relating the new knowledge to what they already know organizing and then using that new knowledge Knowledge can be of two types Declarative ie attributes rules or procedural skills and processes Items of this type are factual and contentspecific See further de nition key action words and examples of trigger questions for knowledge Organizing is used to arrange information so it can be understood This is a higher level way of expressing what Bloom referred to as comprehension Comparing identifies similiarities and differences between or among entities Classifying groups of items into categories on the basis of attributes Ordering sequences or ordering entities acccording to a given criterion Representing changes in the form of the information to show how critical events are related visual verbal and symbolic See further definition key action words and examples of trigger questions for organizing Applying requires demonstration of prior knowledge within a new situation Application is based on an individual s ability to apply previous learning to a new or a novel situation without having to be shown how to use it The task is to bring together the appropriate information generalization or principles 39 1 and r 39 k 39 A that are required to solve a problem Leigh Ausband EdD 2006 ELED 3110 Instructional Design 2 See further de nition key action words and examples of trigger guestions for applying Analyzing clari es existing information by discovering and examining partsrelationships Identifying attributes and components refers to recognizing and articulating the parts that together constitute a whole Identifying relationships and patterns refers to recognizing and articulating the interrelationships among components causal hierarchical temporal spatial correctional or metaphorical equivalence symmetry and similarity difference contradiction and exclusion See further de nition key action words and examples of trigger guestions for analyzing Generating constructs a framework of ideas that holds new and old information together The step of inference could also be seen as the rst step of what Bloom called synthesis or Marzano called integrating Inferring refers to going beyond the available information to identify what reasonably may be true Predicting refers to assessing the likelihood of an outcome based on prior knowledge of how things usually turn out Elaborating involves adding details explanations examples or other relevant information from prior knowledge in order to improve understanding explanations analogies and metaphors See further de nition key action words and examples of trigger guestionsg for generating Integrating connects or combines prior knowledge and new information to build new understandings Bloom called this synthesis Summarizing refers to combining information effectively into a cohesive statement It involves condensing information selecting what is important and discarding what is not and combining logical text proportions Restructuring refers to changing existing knowledge structure to incorporate new information New information and prior knowleldge are connected combined and incorporated into a new understanding See further de nition key action words and examples of trigger guestions for integrating Leigh Ausband EdD 2006 ELED 3110 Instructional Deslgi 3 Evaluating requires assessing the appropriateness and quality of ideas 0 Establishing criteria sets standards for judging the value or logic of ideas 0 Verifying refers to con rming or proving the truth of an idea using speci c standards or criteria of evaluation checking the accuracy of facts checking the meaning or accuracy of the author39s statement by looking back at the text using research results to verify the hypotheses See further de nition key action words and examples of trigger questions for evaluating From hrrnlwww raan wrii loiinhmn l earnerT 39 hinkhtml It is helpful to familiarize yourself with the levels of thinking with their definitions with their associated verbs and with examples of related questions that can help you identify the levels in objectives learning activities and assessment Being able to identify levels of thinking in objectives learning activities and assessments can help ensure strong alignment in lessons which in turn can help ensure a stronger likelihood of students meeting the objectives and higher levels of student achievement Other resources North Carolina Thinking Skills chart NC Levels of Thinking guestions NC Thinking Skills An Introduction I quot North Carolina Tests Thinkin Skill Level If you are familiar with Bloom s Taxonomy Bloom s Taxonomy Bloom et al39s Taxonomy of the Cognitive Domain you will see some commonalities with the NC Levels of Thinking Both have the same goal Some lings to t inE a out 1 W at is a taxonomy 2 W at are cognitive SEitTS 3 W y is it important to Enow t e INC Level of T inEing 4 ow can you Eecome more familiar Wit t exe eaat oft in ing Leigh Ausband Ed D zoos ELED 3110 Instructional Design Leigh Ausband EdD 2006