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| usually at district level (broader) |
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| demonstrated behavior (more specific than learning goals) classroom teacher level |
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Three part objective:
-behavior (action verb)
-condition (given)
-standard (criteria) |
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| cognitive, affective, psychomotor |
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| should be specific and observable, "action" |
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| conditions under which behavior is to be completed is stated, including what tools or assisstance is to be provided, the "given" |
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| level of performance that is desirable, acceptable range of answers that are allowable as correct, "criteria" |
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-allow a system for addressing a range of outcomes for our learners
-help those writing objectives for higher-level outcomes
-facilitate planning and effective use of class time
-facilitate year to year curriculum development |
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| Bloom's taxonomy (cognitive domain) |
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universal, helps us organize knowledge
-Kelly Caught An Artsy Shannon Eloping
(knowledge, comprehension, application, analysis, synthesis, evaluation) |
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-terms, facts, definitions, algorithms, methods
-state a definition, complete rote problems, state examples
-define, distinguish, recall, recognize |
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-translate, identify, example
-identify examples of mammals
-conclude, draw, explain in own words |
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-applies rules, methods, principles to a novel example
-uses figurative language to rework a passage
-apply, classify, develop, use, relate |
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-break into parts
-identifies author intent
-analyze, detect, deduce |
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-creates new products, or methods, put together
-create original work using figurative language
-combine, formulate, originate, relate, synthesize, produce |
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-judgment based on criteria
-assess quality of writing
-appraise, assess, decide, argue, judge |
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-receiving: listening
-responding: participation
-valuing: engage in deeper behavior, aka actually recycling
-organizing: demonstrates greater commitment
-characterizing by value: leader, over long period of time, dedication over time |
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-reflex movements
-basic fundamental movements
-perceptual abilities
-physical abilities
-skilled movements
-non discursive communication |
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1. specify terminal behavior
-what you want learner to to be able to do at the end
2. identify prerequisite skills
-list of everything learner needs to be successful
3. sequence subskills
-put in orderfrom easiest to hardest
4. diagnose students
-test students to see where they are |
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| success of individual is dependent on others |
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| success of individual depends on success of others |
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-intro and review (tell class what they're doing and what they will be doing today)
-present (model, teach)
-guided practice (with teacher)
-individual practice (homework) |
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-structured teacher presentations
-advanced organizers: introduce, frame, organize, and might even motivate
->tell what it is they need to be learning
-social studies, lit
-organize bodies of language
->facts, concepts, generalizations, principles, and relationships |
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-instructional design model
-active motivation->why it's important
-learner takes more part in learning
->illustrates bridges between behavior and cognitive views of learning |
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-cover infor not easily or readily available to learners
-flexible
-integrate info from many sources |
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-monitor comprehension: to see if students are getting the knowledge
-integration
-assesses background knowledge
-active involvement
-integration of ideas
-monitor learning progress and modify accordingly |
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-anticipatory set: get students set to learn, intro
-input and model: provide information
-structured practice: check for understanding and give guided practice
-independent practice |
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-attention: gain attention
-expectancy: inform the learner of the objective, activate motivation
-retrieval: recall prior knowledge
-selective perception of stimulus features: present material |
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-encoding/storage: provide learning guidance, help organize and elaborate
-retrieval and responding: elicit performance
-cueing retrieval: assess performance
-generalizing: providing transfer |
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-meaningful
-connected
-opportunities for higher-level learning
-require clear expectations
-require management-think routine
-challenge activities
-additional longer-term responsibilities |
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-prompting
->used when students fail to answer or give an incorrect answer
-wait-time
->should be 3-5 seconds, but is usually less than 1
-sufficient wait time
->students give longer and better responses
->voluntary participation and equitable distribution increases |
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-specification of the goal
-careful pilot testing of material
-self-pacing
->allow learners to move through at own rate
-need for definite responses from learner
-immediate feedback
-division of overall task in small steps |
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| -immediate and summary feedback |
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-more instruction
-whys of feedback |
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-more opportunities for feedback
-active involvement
-social skill development
-diverse opinions and experiences
-shared knowledge base
-respect for individual differences |
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-students assigned a letter and then paired off in groups accordingly to learn certain topic
-report back to original group |
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| STAD-Student Teams-Achievement Divisions |
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-meant for review
-heterogeneously grouped students assigned to 3-5 member teams
-study together; test separately
-group rewards based on test performance |
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-student centered
-open ended difficult problems
-collaborative groups
-teacher's role is facilitator |
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-students first analyze problem
-activate prior knowledge (individual and shared)
-elaboration on prior knowledge with new info
->reconstruction
->social knowledge construction
-interest and motivation
->learning in context
->problem nature |
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1: Definition
2: Analysis
3: Research aims
4: Research
5: Synthesis |
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| students tend to lose breadth of knowledge |
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| able to manage environment based on experience |
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| able to manage different groups of different people doing different things at the same time |
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| don't yell in front of everyone |
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| keep interventions brief and avoid arguments |
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| when students are embarrassed it causes respect issues |
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| inconsistency leads to mismanagement |
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| proximity (stand close), eye contact, body orientation, facial expression, gestures, vocal variation-->less likely to engage in inappropriate behavior |
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-setting up and arranging the classroom for the next day
-fitting daily schedule to last-minute intrusions
-preparing students for day's activites |
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-establish general content from district objectives
-establish basic curriculum
-ordering and reserving materials
(SCOPE) |
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-detailing of content to be covered in next 3 months
-establishing a weekly schedule for term
->break down into more manageable parts
(SCOPE) |
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-developing a sequence of well organized learning experiences
-presenting comprehensive, integrated content
-flows, works with term and yearly
(SEQUENCE) |
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-laying out week's activities with framework of weekly schedule
-adjusting schedule for interruptions and special needs
-maintaining continuity and regularity of activities
->without this=ambiguity
(SEQUENCE) |
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| amount of time the students are successfully engaged in learning activities |
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| amount of time students are actively involved in learning activities |
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| amount of time left after daily tasks are completed |
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| amount of time designated for a content area or topic |
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| materials that are used to maintain students' attention |
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-gets students engaged
-attracts students attention and provides a framework for the lesson |
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-organizational strategy
-summarizes and links what has been learned to what will be taught
-can occur at any point
-promotes deeper conceptual connections |
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-review @ end of lesson
-pulls content together and signals end of lesson |
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| info learners receive about the accuracy or appropriateness of a response (formal or informal) |
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-immediate
->closer to behavior=more successful learning
-specific
-provides corrective info for the learner
-has positive emotional tone |
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| establish rule, ignore bad behavior, praise good behavior (ie: I'm gonna call on Sam because she's sitting down) |
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| genuine, immediate, specific, incidental answers, effort, judiciously |
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| Where do we lose most instructional time? |
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| physical environment structures |
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-visibilty
-accessibility
-distractibility |
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| all students can see the chalkboard |
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| high traffic areas such as pencil sharpener |
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think about potential distractors
ie: movement outside windows |
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| all students face the teacher |
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| small numbers of students sit not directly facing each other (small group instruction, less distracting) |
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| large number sit in square or "u" shape (large group discussion) |
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| small number sit in small bunched groups (small group discussions, teams) |
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