FINALS

• Instructional planning


  A systematic, organized strategy for planning lessons
• Time frames and planning


  Knowing what needs to be done and when to do it, or focusing on "task" and "time"
• Teacher-centered lesson planning


  • Three general tools are especially useful: behavioral objectives, task analysis, and instructional taxonomies (classifications)
• Behavioral objectives


  Statements that communicate proposed changes in students' behavior to reach desired levels of performance
• Behavioral objectives


  1. Student's behavior

  2. Conditions under which the behavior will occur

  3. Performance criteria
• Task analysis


  Breaking down a complex task that students are to learn into its component parts
• Task analysis


  1. Determine what skills or concepts the student needs

  2. List any materials required

  3. List all components of the task in order
• Taxonomy


  A classification system
• Bloom's taxonomy


  Classifies educational objectives into three domains: cognitive, affective, and psychomotor
• Cognitive domain objectives


  • Knowledge
  • Comprehension
  • Application
  • Analysis
  • Synthesis
  • Evaluation
• Affective domain objectives


  • Receiving
  • Responding
  • Valuing
  • Organizing
  • Value characterizing
• Psychomotor domain objectives


  • Reflex movements
  • Basic fundamentals
  • Perceptual abilities
  • Physical abilities
  • Skilled movements
  • Nondiscussive behaviors
• Knowledge dimension categories


  • Factual
  • Conceptual
  • Procedural
  • Metacognitive
• Cognitive process dimension categories


  • Remember
  • Understand
  • Apply
  • Analyze
  • Evaluate
  • Create
• Direct instruction


  Structured, teacher-centered approach focused on academic activity; characterized by teacher direction and control, high teacher expectations for student progress, and keeping negative affect to a minimum
• Orienting


  1. Review previous day's activities

  2. Discuss lesson objective

  3. Provide clear instructions

  4. Give overview of today's lesson

  
• Advance organizers


  Teaching activities and techniques that establish a framework and orient students to material before it is presented
• Expository advance organizers


  Organizers that provide students with new knowledge that will orient them to the upcoming lesson
• Comparative advance organizers


  Organizers that introduce new material by connecting it with the students' prior knowledge
• Goals that lecturing can accomplish


  • Presenting information and motivating interest
  • Introducing a topic before reading
  • Summarizing or synthesizing information
  • Providing alternative points of view
  • Explaining materials students are having difficulty learning
• Learner-centered principles


  Principles that guide learner-centered instructional strategies
• Problem-based learning


  A learner-centered approach involving small-group efforts to identify problems or issues to explore, then locate necessary materials and resources
• Essential questions


  Questions that reflect the heart of the curriculum, the most important things that students should explore and learn
• Discovery learning


  Learning in which students construct an understanding on their own
• Guided discovery learning

  Learning in which students are encouraged to construct their understanding with the assistance of teacher-guided questions and directions
• Internet


  A system of computer networks that operates worldwide
• World Wide Web


  A system for browsing Internet sites that are linked together
• Graphics software like PowerPoint can improve many of the presentations used in teaching
• Text presented on screens should support material presented orally
• Technology standards for students


  • Creativity and innovation
  • Communication and collaboration
  • Research and information fluency
  • Critical thinking, problem solving, and decision making
  • Digital citizenship
  • Technology operations and concepts
• Using technology for understanding


  1. Evaluate which topics are worth understanding

  2. Think about what students should understand

  3. Pay attention to how students develop and demonstrate understanding

  4. Consider how students and teachers assess learning

  5. Reflect on how students and teachers can learn together
• Technology units students and teachers collaborate on


  • Online communications
  • Digital media
  • Digital authoring
  • Web publishing
  • Student leadership and community service
• Technological Pedagogical Content Knowledge (TPCK)


  Knowledge needed to effectively integrate technology into teaching

  
• Stages of integrating technology into classroom teaching


  • Awareness
  • Learning basics
  • Thinking about specific uses
  • Gaining confidence
  • Perceiving technology as helpful
  • Using technology effectively across the curriculum
• Social Constructivist Approach


  Theory that adds concern with cognitive factors such as beliefs, self-perceptions, and expectations to social learning theory
• Social Cognitive Theory


  • Theory that emphasizes learning through observation of others - model
  • Triarchic Reciprocal Causality - An explanation of behavior that emphasizes the mutual effects of the individual and the environment on each other

  
• Modeling: Learning by Observing Others


  1. Attention

  2. Retention

  3. Production

  4. Motivation and Reinforcement

  
• Forms of Reinforcement


  • Direct Reinforcement - Reinforcement given after successful completion of a task
  • Vicarious Reinforcement - Increasing the chances that we will repeat a behavior by observing another person being reinforced for that behavior
  • Self-Reinforcement - Controlling (selecting and administering) your own reinforcers
• Self-Efficacy


  A person's sense of being able to deal effectively with a particular task. Beliefs about personal competence in a particular situation
• Sources of Self-Efficacy


  • Mastery Experiences
  • Vicarious Experiences
  • Social Persuasion
  • Physiological Arousal