CHAPTER 12

1. CHAPTER 12 Planning, Instruction, and Technology

2. Learning Goals • Explain what is involved in classroom planning. • Identify important forms of teacher-centered instruction. • Discuss important forms of learner-centered instruction. • Summarize how to effectively use technology to help children learn.

3. Planning, Instruction, and Technology Planning Instructional Planning Time Framesand Planning

4. 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.

5. Time Frames of Teacher Planning

6. Planning, Instruction, and Technology Teacher-Centered Lesson Planning and Instruction Teacher-Centered Lesson Planning Evaluating Teacher-Centered Instruction Teacher-Centered Instructional Strategies Direct Instruction

7. Teacher-Centered Lesson Planning Behavioral Objectives What will students do? How will behavior be assessed? What level of performance will be acceptable?

8. Teacher-Centered Lesson Planning Instructional Taxonomies Cognitive Domain Affective Domain Psychomotor Domain

9. Teacher-Centered Lesson Planning

10. Teacher-Centered Lesson Planning

11. Teacher-Centered Lesson Planning

12. 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

13. Teacher-Centered Instructional StrategiesOrienting/Lecturing In lectures, effective teachers . . . Establish a framework and ORIENT students to new material using advance organizers. Take the time toEXPLAIN and DEMONSTRATE new material.

14. Teacher-Centered Instructional StrategiesQuestions and Discussion • Use fact-based questions before thinking-based questions • Avoid yes/no and leading questions • Give students time to think • Ask clear, purposeful, brief, and sequenced questions • Monitor your response to students’ answers • Pose questions to whole class or individual students appropriately • Encourage students to ask questions

15. Teacher-Centered Instructional StrategiesQuestions 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.

16. Teacher-Centered Instructional StrategiesMastery Learning 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

17. Enter the Debate Should teachers assign homework to elementary students? YES NO

18. Planning, Instruction, and Technology Learner-Centered Lesson Planning and Instruction Learner-Centered Principles Evaluating Learner- Centered Strategies Some Learner-Centered Instructional Strategies

19. Learner-Centered Psychological PrinciplesCognitive and Metacognitive Factors • Nature of the learning process:The learning of complex subject matter is most effective when it is an intentional process of constructing meaning from information and experience. • Goals of the learning process:The successful learner, over time and with support and instructional guidance, can create meaningful, coherent representations of knowledge. • Construction of knowledge:The successful learner can link new information with existing knowledge in meaningful ways.

20. Learner-Centered Psychological PrinciplesCognitive and Metacognitive Factors • Strategic thinking:The successful learner can create and use a repertoire of thinking and reasoning strategies to achieve complex learning goals. • Thinking about thinking:Higher order strategies for selecting and monitoring mental operations facilitate creative and critical thinking. • Context of learning:Learning is influenced by environmental factors, including culture, technology, and instructional practices.

21. Learner-Centered Psychological PrinciplesMotivational and Affective Factors • Motivational and emotional influences on learning:What and how much is learned is influenced by the learner’s motivation. Motivation to learn, in turn, is influenced by the individual's emotional states, beliefs, interests, and goals, and habits of thinking. • Intrinsic motivation to learn:The learner’s creativity, higher order thinking, and natural curiosity all contribute to motivation to learn. Intrinsic motivation is stimulated by tasks of optimal novelty and difficulty, relevant to personal interests and providing for personal choice and control.

22. Learner-Centered Psychological PrinciplesMotivational and Affective Factors • Effects of motivation on effort:Acquisition of complex knowledge and skills requires extended learner effort and guided practice. Without learners’ motivation to learn, the willingness to exert this effort is unlikely without coercion.

23. Learner-Centered Psychological PrinciplesDevelopmental and Social Factors • Developmental influence on learning: As individuals develop, they encounter different opportunities and experience different constraints for learning. Learning is most effective when differential development within and across physical, intellectual, emotional, and social domains is taken into account. • Social influences on learning: Learning is influenced by social interactions, interpersonal relations, and communication with others.

24. Learner-Centered Psychological PrinciplesIndividual Differences Factors • Individual differences in learning:Learners have different strategies, approaches, and capabilities for learning that are a function of prior experience and heredity. • Learning and diversity:Learning is most effective when differences in learners’ linguistic, cultural, and social backgrounds are taken into account. • Standards and assessment:Setting appropriately high and challenging standards and assessing the learner and learning progress - including diagnostic, process, and outcome assessment - are integral parts of the learning process.

25. Learner-Centered Instructional Strategies Students identify real-life problems, locate materials, and address the issues; teacher guides student problem-solving Problem-Based Learning Questions that reflect the most important things that students should learn Essential Questions Students construct an understanding of their own; teachers provide stimulating activities Discovery Learning

26. Planning, Instruction, and Technology Technology and Education The Technology Revolution and the Internet Teaching, Learning, and Technology Standards for Technology-Literate Students

27. Technology and Curriculum Planning • Learning Goal for Students – NETS*S • Resource for Planning • Instructional Tools • Techniques • Software

28. 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

29. Creativity and innovation Communication and collaboration Research and information fluency Critical thinking, problem solving, and decision making Digital citizenship Technology operations and concepts Standards for Technology-Literate Students – NETS*S

30. Teaching, Learning, and Technology • Evaluate which topics are worth understanding • Think about what students should understand about a topic • Pay attention to how students develop and demonstrate understanding • Consider how students and teachers assess learning • Reflect on how students and teachers can learn together

31. Crack the CaseThe Big Debate • What are the issues in this case? • Where should Mrs. Rumer go from here? • How can she take a curriculum that has been taught in a teacher-centered manner and convert it to a learner-centered curriculum? Should she? Why or why not? • How can she incorporate technology into the curriculum so that the computers don’t become mere electronic flash cards?

32. Reflection & Observation Reflection: • In your educational experiences, how have teachers used technology? • How has it affected your learning? Explain.