INSTRUCTIONAL%20SKILLS

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INSTRUCTIONAL SKILLS

• Dr. Len Elovitz
• Associate Professor

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Classroom Responsibilities of the Teacher
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INSTRUCTION

• Instruction is a process of deliberate decision
  making and actions that makes learning more
  probable and more predictably successful than it
  would be without teaching.
• Madeline Hunter

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CORRECT LEVEL OF DIFFICULTY

• KNOWLEDGE OF PRIOR LEARNING
• USE OF QUESTIONS
• USE OF PRE-TESTS
• DIAGNOSTIC TESTING

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TEACH TO THE OBJECTIVE

• Formulate an instructional objective
• Teacher actions
• Give information
• Ask questions
• Make specific responses
• Design activities
• Related vs.. Relevant

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TEACHER ACTIONS Identify the teacher actions
reflected in the statements below with an I for
information, Q for question, A for activity and
SP for specific response 1. The Lenni Lenape
Indians lived in New Jersey. 2. No, Trenton is a
city and we are listing countries. 3. Take out a
piece of paper and write down all the states
you can think of that begin with the letter
"M". 4. What is the definition of
photosynthesis? 5. How many syllables are in the
word telegram? 6. The things you wrote in your
report show me that you understand the concept
of sequence. 7. Draw a picture of what you did on
your summer vacation.
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8. Yes, mineral is one of the three
classifications of matter. 9. Boat could be a
correct answer if we wanted all forms of
transportation, but right now we are only
talking about land transportation. 10. Tell
your neighbor the definition of relevancy in your
own words 11. You can use the technique of
expansion in three ways Words to
sentences Sentences to paragraphs Paragraphs to
composition 12. Answer the questions at the end
of the chapter. 13. Jackson Township was named
after President Andrew Jackson. 14. There will be
10 questions on this test and you will
need space for each one.
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Which Activity is More Relevant?
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TO PRINT THE LETTER M

• 1. Demonstrate formation of M on the chalkboard
• 2. Have students color pictures beginning with
  the letter M

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To locate all of the counties in New Jersey

• 1. Label the counties on a map of NJ
• 2. Explain how all of the counties were named

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To visually discriminate a hexagon and pentagon

1. Label hexagon and pentagon shapes on a ditto of
   assorted shapes
2. Use a protractor to measure the angles of a
   hexagon and pentagon

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To predict an outcome

1. Read an incomplete story and write a concluding
   paragraph.
2. Read a short story and write the ending in your
   own words.

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Teaching to an Objective

• The teacher has identified a learning she/he
  wishes to have kids learn. All behaviors of the
  teacher promote activity that leads the learner
  to achieve the objective. The teacher will make
  all teaching decisions using the criterion, "Does
  it promote the learning in my objective?"

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Teaching to an Objective

• Teaching to an objective means the activities in
  which student are involved relate directly to the
  learning the teacher wants the children to
  master. In addition to the activity, the
  questions the teacher asks,the way she/he
  responds to the learner, and the explanation
  she/he gives must all speak directly to the
  learning.

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Teaching to an Objective

• Teaching to an objective means to select a topic
  for instruction and clearly present it. This
  objective should clearly generate learning by the
  student.

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Teaching to an Objective

• Teaching to an objective is that part of the
  teaching process in which the teacher's actions
  (such as explanations, directions, questions,
  etc.)elicit relevant, observable student
  behavior. This student behavior should be
  relevant to or reflect the critical attributes of
  the learning.

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Teaching to an Objective

• The learning that takes place in a classroom is
  directly related to the activities the student
  does. Therefore, those activities should be
  closely structured and controlled by the teacher
  so everything the student does is related to a
  specific learning. When the teacher does this,
  he/she is teaching to an objective.

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Teaching to an Objective

• Teaching to an objective means that all
  activities used to teach the objective should be
  relevant to the objective.

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Teaching to an Objective

• It means all teachers actions, questions,
  explanations, input, response to learners'
  answers and planned activities will be directed
  toward the desired learning.

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Teaching to an Objective

• The teacher having students do 'things' which
  are directly relevant to that which the teacher
  has decided the students are to learn. This
  implies the teacher will use all kinds of input,
  questions, activities,but all these 'doings' must
  be relevant to the learning.

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Educational Objectives

• A goal is a long-range aim to work toward
• An objective is statement of what the learner
  will know or be able to do as a result of the
  instruction

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Educational Objectives

• Curriculum Objectives Long-range, overall
  outcomes for a curriculum area, these are also
  called terminal or content objectives
• Instructional Objective Short-term, specific
  objectives that state what the student will do
  after the instruction has taken place, these are
  also called performance or behavioral objectives.

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• INSTRUCTIONAL OBJECTIVES
• IDENTIFY WHAT THE STUDENT SHOULD KNOW OR BE
  ABLE TO DO AS A RESULT OF INSTRUCTION
• Components
• Learning
• Behavior
• Conditions

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BLOOMS TAXONOMY OF THE COGNITIVE DOMAIN
LEVEL OF COMPLEXITY 1. KNOWLEDGE RECALL,
MEMORY, FACTS 2. COMPREHENSION
UNDERSTANDING, TRANSLATION 3. APPLICATION USE
INFORMATION IN A NEW
     SITUATION 4.
ANALYSIS TAKE APART, COMPARE/CONTRAST 5.
SYNTHESIS PUT TOGETHER A NEW CREATION 6.
EVALUATION JUDGMENTS BASED ON MORE THAN

OPINIONS
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OBJECTIVE DEVELOPMENT USING BLOOMS
TAXONOMY LEVEL VERB 1. KNOWLEDGE LIST,
LABEL, DEFINE, NAME, STATE 2. COMPREHENSION SUMM
ARIZE, EXPLAIN, DESCRIBE IN YOUR OWN
WORDS, ILLUSTRATE, PARAPHRASE, IDENTIFY 3.
APPLICATION COMPUTE, DEMONSTRATE, USE, SOLVE 4.
ANALYSIS BREAK INTO PARTS, CLARIFY,
OUTLINE, COMPARE/CONTRAST 5.
SYNTHESIS DESIGN, REARRANGE, COMPOSE,
WRITE AN ORIGINAL ENDING


6.
EVALUATION SUPPORT, DECIDE, CRITICIZE, CHOOSE
ONE AND JUSTIFY
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SAMPLE INSTRUCTIONAL OBJECTIVES THE STUDENTS
WILL DEMONSTRATE THE ABILITY TO -IDENTIFY THE
POSITION OF THE EARTH RELATIVE TO THE SUN, THE
MOON, AND OTHER PLANETS. -DESCRIBE THE ROTATION
AND REVOLUTION OF THE EARTH AND OTHER PLANETS
AROUND THE SUN. -DEMONSTRATE HOW THE EARTHS
POSITION AND TILT OF ITS AXIS PRODUCE THE
SEASONS. -COMPARE THE POSITIONS OF THE EARTH,
MOON, AND SUN DURING A SOLAR ECLIPSE AND A LUNAR
ECLIPSE.
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MONITOR ADJUST

• ELICIT OVERT BEHAVIOR
• CHECK FOR UNDERSTANDING

SIGNAL
SAMPLE
CHORAL RESPONSE
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MONITOR ADJUST

• INTERPRET THE BEHAVIOR
• ACT ON INTERPRETATION

PROCEED
PRACTICE
RETEACH
QUIT
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PRINCIPLES OF LEARNING
POWERFUL TOOLS THAT TEACHERS USE TO
ENCOURAGE STUDENTS TO
EXHIBIT BEHAVIORS THAT LEAD TO INCREASED
LEARNING RESULT FROM CONTINUOUS DETAILED
RESEARCH TEACHER DECIDES ON WHICH, WHEN AND
HOW THEY ARE USED USE MUST BE CONGRUENT WITH
STANDARDS NOT NECESSARY TO INCLUDE ALL
PRINCIPLES IN ALL LESSONS
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Set
Active Participation
Reinforcement
PRINCIPLES OF LEARNING
Motivation
Retention
Transfer
Closure
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Active Participation

• Aims at keeping the mind of the learner
  focused on the objective. It involves consistent,
  relevant engagement of all learners in the lesson
  and process of learning.

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It is the responsibility of the teacher to
actively

• engage the brain of the learner,
• create relevant learning and activities,
• engage students consistently throughout the
  lesson, and
• involve all students

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Types of Active Participation

• Overt activities are observable, measurable,
  elicited by the teacher, and relevant to the
  learning.
• 2. Covert activities are not observable, not
  measurable, elicited by the teacher, relevant to
  the learning

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Most Effective Use of Active Participation

• puts covert and overt together
• gives direction for covert activity
• allows thinking time
• followed by overt activity
• Holds learner accountable for covert - level of
  concern

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Active Participation

1. Helps retention by giving immediate practice
2. Provides overt responses which allow for
   monitoring and adjustment
3. Elicits student behavior when teaching to an
   objective
4. Helps to determine if level of difficulty is
   correct
5. Establishes anticipatory set
6. Helps establish reinforcement through repetition
7. Gives knowledge of results for motivation

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Indicate if the words are used to stimulate Overt
orCovert behavior

• summarize to yourself
• make a mental list
• jot down the answers in your notebook
• give some thought to
• hold up your pencil
• discuss in your group
• show me 2 fingers
• draw a picture in your mind
• think of another example
• whisper to your neighbor

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ACTIONS THAT HINDER ACTIVE PARTICIPATION

1. call a student's name first and then ask a
   question
2. send one person to the board
3. say "who would like to answer a question"
4. "who can tell us"
5. raise your hand
6. what do you think?

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• round robin
• alphabetical order in calling on students
• call on the same people
• answer your own questions
• straight lecture
• any questions?
• silence means they've got it!
• same routine process

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Anticipatory Set

• Provides focus
• The opportunity for the mind of the learner to
  bring forward prior knowledge to current
  learning.
• Must be relevant

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Anticipatory Set must

• Involve the learners in active participation
• Draw upon prior learning
• Relate to the new learning

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Motivation

• Motivation is a state of need or desire that
  activates
• the person to do something to satisfy that need
  or
• desire. Motivation is a state within a person. We
  as
• teachers cannot motivate a student, but we can
• manipulate variables in the environment which may
  
• result in increased motivation. Motivation
  implies that
• the student is no longer in passive equilibrium,
  but is
• activated to change his behavior in order to
  achieve
• some goal.

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Variables of Motivation

1. Degree of tension or concern. Each student has a
   different optimum level of tension. Too much
   tension diverts energy off task. A moderate
   amount of tension is best.
2. Feeling tone. A moderate amount of pleasant or
   unpleasant tone should increase motivation. Too
   much will produce debilitating tension. Absence
   of feeling tone tends to decrease motivation.
   Positive reinforcement leads to positive feeling
   tone.

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Variables of Motivation

• 3. Interest. If teachers make topics interesting,
  student may be more motivated.
• 4. Success. If the task is too easy, the student
  doesn't feel success If the task is too difficult
  or the student is unsuccessful motivation is
  decreased. Success and the correct degree of
  difficulty should increase motivation.

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Variables of Motivation

• 5. Knowledge of results. The more specific the
  feedback on performance, the more motivation
  should increase.
• 6. Relation of activity to reward
• a. Intrinsic motivation When the activity
  itself is rewarding doing the activity will
  always achieve the goal and motivation compounds.
  
• b. Extrinsic motivation depends on, and
  changes with the specific environmental
  situation. The activity produces the reward
  rather than being the reward.

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RETENTION

• Retention is the preservation of a learning that
  makes recall and recognition possible and
  relearning easier.

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VARIABLES OF RETENTION

• A. MEANING
• One of the most important variables
• When material is meaningful it is learned faster
  and remembered long
• The more meaningful the task, the easier
• Meaning does not exist in the material - it is
  the relationship of the student's past experience
  to the material which is to be learned. The
  teacher must explain the use.
• Learning is made more meaningful if we can
  translate it into other forms - words, charts,
  diagrams
• Mnemonic devices

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VARIABLES OF RETENTION

• B. DEGREE OF ORIGINAL LEARNING
• anything that is not learned well is rapidly
  forgotten
• Teach well - not just "once over lightly
• Vary examples so it's not boring
• Vary activities
• "When I hear, I forget
• When I see, I remember
• When I do, I learn!"

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VARIABLES OF RETENTION

• Practice
• Involves how long, how much, how well, how often
• For new learnings
• a. Massive - many times as opposed to many
  examples
• b. Close together
• c. Short units that have meaning
• Intensive - mind focused
• Review learning - Distributed practice for
  longer retention
• Practice makes perfect permanent

X
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VARIABLES OF RETENTION

• Feeling Tone
• The presence of feelings, either pleasant or
  unpleasant, aids retention.
• Positive feeling tone is a better enhancer of
  learning than negative feeling tone.
• Caution should be taken not to overuse negative
  feeling tone because the learner may try to avoid
  that subject from there on.
• Neutral feeling tone does not aid retention.

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VARIABLES OF RETENTION

• E. Transfer
• Past learnings can transfer into the present and
  assist or interfere with learnings.
• The more similar the learnings, the more the
  transfer.
• Positive transfer - similarity of an old learning
  assists a new learning.
• Negative transfer - the old learning interferes
  with the new learning.
• The skilled teacher constantly thinks about what
  a student already knows or has experienced

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VARIABLES OF RETENTION

• F. Modeling
• 1. A correct model must be presented.
• 2. The criteria that makes the model correct
  must be
• known before or during the learning
  experience.
• 3. Children learn patterns of behavior by
  observing
• adult models.

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Reinforcement

• THE PROCESS OF LEARNING IS ESSENTIALLY THE
  PROCESS OF CHANGING BEHAVIOR. ANYONE ENGAGED IN
  THIS PROCESS WILL SEE THE VALUE OF REINFORCEMENT
  THEORY.

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Positive Reinforcement

• A positive reinforcer can be anything that is
  desired or needed by a student. A positive
  reinforcer will strengthen the behavior it
  follows and make the behavior more likely to
  reoccur. (This interaction between the behavior
  and the reinforcer is positive reinforcement.)
  The positive reinforcer must follow the behavior
  IMMEDIATELY to result in positive reinforcement

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Positive Reinforcement

• Whenever children behave in a way that we want
  them to continue, immediate positive
  reinforcement will increase the likelihood that
  they will keep on doing it.

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Negative Reinforcement

• A negative reinforcer can be anything unpleasant
  or not desired by the student. A negative
  reinforcer weakens the response it immediately
  follows. This can happen in two ways
• 1. Negative reinforcement strengthens the
  behavior that takes away the negative reinforcer.
• 2. Negative reinforcement suppresses the behavior
  that brought on the negative reinforcer.

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Extinction

• Nothing happening (neither positive or negative
  reinforcement) simply ignoring a behavior is the
  action of a technique called extinction. The
  principle here is that a behavior is extinguished
  by withholding reinforcement. A person will not
  continue a behavior that they get nothing out of.

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Reinforcement

• Ignoring a behavior helps a child forget it
• Negative reinforcement helps a child remember
  what not to do
• Positive reinforcement helps a child to know what
  is continually desired

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Closure

• Closure is a process which allows the mind of
  the learners to summarize for themselves, their
  perceptions of what has been learned. It is not
  an attempt for mastery, rather it is time for the
  student to study the various pieces of a
  learning, though the puzzle may not fit together
  as yet. The entire process of closure must be
  worked through by the student..., the teacher
  just provides the time and means to do this.
• It is not summarizing by the teacher.

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