Chapter 1- Instructional design and planning Flashcards
Planning
The decision making process in which a teacher decides what, why, when, and how to teach.
Curriculums, instruction, assessment
Write out what they are planning to do, how they’re going to do it, and how they will determine that it worked
Preplan
This is when teachers review lesson from the students point of you anticipating explanations, directions, additional instruction etc.
Next generation sunshine state standards (NGSSS)
They specify the core content knowledge and skills that K – 12 public school students are expected to acquire for language arts, mathematics, science, social studies, visual and performing arts, physical education, health, and foreign languages.
Must be relevant, rigorous, and logically sequential
Common Core state standards (CCSS)
Currently denoted as mathematics Florida standards (MAFS) and language arts Florida standards (LAFS)
Benchmarks
Divided smaller units of the standards. Which outlined a specific context, knowledge, and skills that students are expected to learn in school.
CPALMS
An online source of information, expert reviewed resources, and interactive tools, is the state of Florida official website for standard information and course descriptions.
Good instructional objectives
Action: what the student will do
Analyze, assess, classify, compare
Conditions: The circumstances in which the action will take place
Level of mastery: The level of proficiency expected for the action.
Task analysis
The process of identifying the pre-requisite skills and prior knowledge that students must have in order to achieve instructional objective with a high degree of success.
Bloom’s Taxonomy
A guide in identifying and writing instructional objectives. Consists of three general categories called domains that encompass the possibilities of learning outcomes
Cognitive
Affective
Psychomotor
Cognitive domain
The category for learning that involves thinking capabilities, from recalling simple facts to judging the quality of an argument.
Knowledge Comprehension Application Analysis Synthesis Evaluation
Ex. Given a list of 10 animals, the student will classify the animals as herbivores, carnivores, or omnivores with 90% accuracy.
Affective domain
The category for learning that involves feeling, values, and dispositions.
Receiving Responding Valuing Organizing Internalizing
Ex. While participating in a whole class discussion, the student will show respect for others by not interrupting when others are talking for 100% of the discussion time.
Psychomotor domain
The category for learning that involves manual, athletic, and other physical skills.
Generic movement
Ordinate movement
Creative movement
Ex. Given a set of 10 functions, the student will graph the functions on a graphing calculator with 90% accuracy.
Content complexity
Refers to the level of cognitive demand that standards and curriculums place on learners.
Depth of knowledge model (DOK)
Depth of knowledge
Level 1: Recall
Identify, locate, recognize, demonstrate skill
Level 2: Basic application of concepts and skills
Demonstrate comprehension, process info
Level 3: Strategic thinking and complex reasoning
Demonstrate higher thinking
Level 4: Extended thinking and complex reasoning
Demonstrate higher thinking overtime (research)
Lesson cycle model
Anticipatory set
Explanation
Check for understanding
Guided practice
Closure
Independent practice
Reteach and extend
5E model or learning cycle model
The principle that students learn best when they are provided opportunities to construct their own understandings of concepts by building on prior knowledge and by actively engaging in the learning experience.
The 5Es
Engage
Explore
Explain
Extend/elaborate
Evaluate
Cooperative Learning
Instruction that allows students to assume responsibility for their own learning as they work together to complete a project or activity
Positive interdependence
Individual accountability
Group providing of a social skills
Face to face promotive interaction
Effective interpersonal interaction
Types of cooperative Learning
Jigsaw
Corners
Think, pair, share
Debate
Developmentally appropriate practice (DAP)
A framework that takes into account the typical patterns of physical, social, and cognitive development of students in order to optimize student learning and to promote social growth.
Play
Pleasurable, spontaneous, self motivated, and freely chosen activity.
During early childhood play supports children’s cognitive, physical, emotional, and social development
Functional Play
Symbolic Play
Games with rules play
5 progressive stages of play
Onlooker play: one child only watches others play
Solitary play: A child plays alone
Parallel play: children play side by side but not together
Associative play: children place similar activities side-by-side, (talking or sharing)
Cooperative play: Children place group of two or more (turn talking, common focus)
Piaget’s Learning process (3)
Assimilation
Accommodation
Equilibration
Piaget’s 3 types of knowledge
Physical knowledge
Logical mathematical knowledge
Social knowledge
Bruner’s developmental modes
Enactive mode- interaction with objects in their environment (age: 6)
Iconic mode: involves the use of images or graphic illustrations to convey concepts (age:6-11)
Symbolic mode: Involves using symbols in words to represent concepts (age: 11+)
Vygotsky’s theory of cognitive development
Self regulation: ability to learn and solve one’s own problems
Private speech: self talk learners use monitor and guide themselves through a problem
Zone of proximal development: The gap between students independent level of problem-solving ability and the students potential level that can be achieved with assistance
Scaffolding:
Support and assistance provided for learning and problem-solving
Witkin & Goodenough
Field independence: having the ability to perceive objects without being influenced by the background
Field dependent: Having the ability to perceive objects as a whole rather than individual parts
Gregorc’s mind styles
Concrete learners: Rely on physical experience
Abstract learners: process symbolically
Random organizers: Chunk information in no particular order
Sequential organizers: Linear, step-by-step organizational approach
Howard Gardner
Multiple intelligences (8)
Verbal linguistic intelligence
Logical mathematical Intelligence
Visual-Spatial intelligence
Body-Kinesthetic intelligence
Musical-rhythmic intelligence
Intrapersonal intelligence
Interpersonal intelligence
Naturalistic intelligence
Extinction
The process of weakening and eventually illuminating the occurrence of a behavior usually through the removal or withholding of reinforcement
Schedule of reinforcement
The frequency with which reinforcement is given, influences the response rate of a behavior and, furthermore, it’s resistance to extinction.
Unpredictable schedule
Tend to have a steady, high response rates and be resistant to extinction
Predictable schedule (fixed)
Uneven response rates and drop off quickly after reinforcement is removed.
Shaping
Uses positive reinforcement upon successful completion of incremental steps along the way toward a desired learning or behavior to change a student’s behavior
Constructivism
A learner centered approach to teaching that emphasizes teaching for understanding, predicated on the concept that students construct knowledge by making connections between present learning experiences in the existing knowledge they already possess
Multi tiered system of supports (MTSS)
3
RtI- The change in performance or behavior that results from an intervention
PS/RtI- A database decision making model that enables educators to match instruction and or intervention to learners areas of specific need as soon as those need to become apparent
Tier 1
MTSS
Universal
This type of instruction provided general core academic instruction to all students in whole group or small group settings in the general education classroom
Tier 2
Targeted
This instruction is supplemental skills focused on instruction that uses evidence based interventions
Tier 3
Intensive
This type of instruction uses the most intensive, evidence based interventions and support.
