Designing and Planning Instruction

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Designing and Planning Instruction
Focus on the content, not the technology
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Why Plan???
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Where does technology fit?
Content
Pedagogy
Interdisciplinary
Site based
Collaborative
?
Meaningful
Active
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Multiple Intelligences and Learning Styles

• How can you accommodate all of your students?
• Remember that the student is the most important
  piece in teaching

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Multiple Intelligences

• Howard Gardner
• Linguistic intelligence involves sensitivity to
  spoken and written language, the ability to learn
  languages, and the capacity to use language to
  accomplish certain goals.
• Logical-mathematical intelligence consists of the
  capacity to analyze problems logically, carry out
  mathematical operations, and investigate issues
  scientifically. In Howard Gardner's words, in
  entails the ability to detect patterns, reason
  deductively and think logically.
  http//www.infed.org/thinkers/gardner.htm

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Multiple Intelligences

• Bodily-Kinesthetic intelligence entails the
  potential of using one's whole body or parts of
  the body to solve problems.
• Musical intelligence involves skill in the
  performance, composition, and appreciation of
  musical patterns. It encompasses the capacity to
  recognize and compose musical pitches, tones, and
  rhythms.
• http//www.infed.org/thinkers/gardner.htm

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Multiple Intelligences

• Spatial intelligence involves the potential to
  recognize and use the patterns of wide space and
  more confined areas. 
• http//www.infed.org/thinkers/gardner.htm

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Multiple Intelligences

• Interpersonal intelligence is concerned with the
  capacity to understand the intentions,
  motivations and desires of other people. It
  allows people to work effectively with others..
• Intrapersonal intelligence entails the capacity
  to understand oneself, to appreciate one's
  feelings, fears and motivations.
• http//www.infed.org/thinkers/gardner.htm

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Multiple Intelligences

• Naturalist intelligence enables human beings to
  recognize, categorize and draw upon certain
  features of the environment.
• http//www.infed.org/thinkers/gardner.htm

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Multiple Intelligences and Technology

• http//eduscapes.com/tap/topic68.htm
• Look at the technologies that can be used to
  reach different MI.

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Learning Styles (dont confuse with MI)

• Visual Learners- http//www.vark-learn.com/english
  /page.asp?pvisual
• Auditory/Aural Learners- http//www.vark-learn.com
  /english/page.asp?paural
• Kinesthetic Learners- http//www.vark-learn.com/en
  glish/page.asp?pkinesthetic

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Learning Environment

• All conditions, circumstances, and influences
  that affect the learners development
• Physical (examples include space, facilities,
  room arrangement)
• Non-physical (examples include teaching
  strategies, technologies used, attitudes)

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Common Components of Lesson Plan Design

• Standards
• Objectives
• Assessment
• Strategies

Most Importantly- Who are your students?
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Start with the Standards

• Florida Sunshine State Standards
• National Standards- all content areas

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Then write your objectives

• Components (think ABCD)
• Who is your AUDIENCE?
• What BEHAVIOR do you desire?
• What CONDITIONS are present?
• What DEGREE of mastery is needed?
• Your assessment must match with your objective
• Do not describe the activity ?

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Behavior (The B in ABCD)

• Behavior must be identifiable
• Good examples- analyze, solve, illustrate
• Bad examples- understand, feel, think, know
• Action verb depends on level of Blooms Taxonomy
  desired

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Blooms Taxonomy (More B)

• Levels of cognition (1956)
• Look at Page 44 for the action verbs

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Try it out

• http//chiron.valdosta.edu/whuitt/col/cogsys/bloom
  .html

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Writing an Objective
A

• The student will be able to

B
identify the equator
C
on a map
D
with 100 accuracy.
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More Objectives

• The student will be able to label a diagram of
  the water cycle with a word bank with 100
  accuracy.
• Given twenty examples of incorrect verb tense
  usage, the student will identify and correct a
  minimum of sixteen instances.

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Practice

• Science 3-5 Processes of Life
• Standard 1 The student describes patterns of
  structure and function in living things.
  (SC.F.1.2)
• 1. knows that the human body is made of systems
• with structures and functions that are related.
• 2. knows how all animals depend on plants.
• 3. knows that living things are different but
  share
• similar structures.
• 4. knows that similar cells form different kinds
  of
• structures.

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Another Practice

• Force and Motion Standard 1
• The student understands that types of motion may
  be described, measured, and predicted. (SC.C.1.2)
• 1. understands that the motion of an object can
  be described and measured.
• 2. knows that waves travel at different speeds
  through different materials.

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Assessment

• Goal
• Determine student success in learning
• Formative- During Lesson
• Summative- At the end of the lesson
• Must match the verb in your objective

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What About Including Technology?

• When planning for effective instruction, always
  return to the following questions
• Does the technology enable you to do something
  you couldnt do before?
• Does the technology enable you to do something
  you could do before, only better?