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Teaching Method Demonstrations

Teaching Method Demonstrations. October 2 October 16. October 23 Hiler October 30. ALEC 805 Assignment 2. Creating objectives for a contextual statement .

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Teaching Method Demonstrations

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  1. Teaching Method Demonstrations • October 2 • October 16 • October 23 • Hiler • October 30

  2. ALEC 805 Assignment 2 Creating objectives for a contextual statement. Select a course in which you are already teaching, or a course in which you have participated, and complete the following information in order to place the topic in a learning context. • General subject area: • Teaching unit: • Instructional area: • Contextual Statement: Create three behavioral objectives for the contextual statement. Place them in sequence of simple to complex and encourage a variety in learning style delivery. • Objective 1. • Objective 2. • Objective 3.

  3. Currently, how do you plan for the delivery of instruction? • Based on preferred learning style, participants will identify steps they follow when planning for instruction. • Within a teacher led discussion, define four necessary content level considerations in order to create an appropriate instructional context. • Through participant examples, demonstrate 3 of the 4 necessary components of an instructional objective.

  4. How do you plan for the delivery of instruction? • Determine the context! • General Subject Area • Instructional Unit • Instructional Area • Contextual Statement

  5. A contextual statement is …….. • Stated in the form of a question. • Usually 6 to 8 words in length. • Accompanied by 2 to 3 instructional objectives. • An excellent transition point, especially for summary.

  6. Objectives are ………… • An instructor’s intent of how • “Scaffold” presentation content. • Learners will be engaged with the content. • Learner’s will change as a result of the instruction. • The contextual statement will be answered.

  7. Step 1 Determine the type of learning engagement desired. Key Points 1.1 Student will be able to …. 1.2 Use precise action verbs not open to interpretation. - list vs know - identify vs understand - compare vs appreciate How are instructional objectives written ?

  8. Step 2 Determine the condition under which learning will occur. Key Points 2.1 Listing of resources or situation necessary to accomplish behavior. 2.2 Time or resource limitation. - “Given a set of tools …” - “Working individually & without the use of notes …” 2.3 Often at the beginning or ending of the objective. How are instructional objectives written ?

  9. Step 3 Define the acceptable performance level or standard. Key Points 3.1 Especially appropriate for outcome based education. 3.2 Evidence that learning has occurred. “….. at least 85%” “….. correct to the nearest percentage.” “….. four of the five reasons.” How are instructional objectives written ?

  10. How does agriculture relate to city people? • Compare and contrast agriculture vs farming. • List the six sciences involved in agriculture. • Give examples of the 10 different areas of agriculture.

  11. What is the impact of agriculture on society? • Given the terms natural resources, farming and agribusiness, students will be able to orally describe the role of each in supporting agriculture to the satisfaction of their peers. • Based on the class reading assignment, students will be able to identify at least one application of basic science to an agricultural science industry. • In groups of three and randomly provided a list of basic sciences and areas of agriculture, students will create a drawing illustrating the interdependence of science and agriculture to the benefit of society.

  12. Basis for instructional objectives. Serve as a creative union where, “The learner will …..” achieve a desiredlearner outcome measurement in coordination with a desired level of thought behavioral action facilitated by a purposeful methodology • condition

  13. What are the benefits? • Encourages visioning. • “What will instruction look like?” • Enhances likelihood of student engagement. • Student investment. • Promotes organized preparation. • Creates a “planning rhythm.” • Audience consideration prevents exclusive focus on content.

  14. Basis for instructional objectives. Serve as a creative union where, “The learner will …..” achieve a desiredlearner outcome measurement in coordination with a desired level of thought behavioral action facilitated by a purposeful methodology • condition

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