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Edu310r4 faculty notes[1]

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  • 1. College of Education Faculty Notes EDU/310 Version 4 Models and Theories of Instruction Copyright Copyright © 2010, 2006, 2005 by University of Phoenix. All rights reserved. University of Phoenix® is a registered trademark of Apollo Group, Inc. in the United States and/or other countries. Microsoft®, Windows®, and Windows NT® are registered trademarks of Microsoft Corporation in the United States and/or other countries. All other company and product names are trademarks or registered trademarks of their respective companies. Use of these marks is not intended to imply endorsement, sponsorship, or affiliation. Edited in accordance with University of Phoenix® editorial standards and practices.
  • 2. Faculty Notes EDU/310 Version 4 2 Week One Faculty Notes Teacher as Decision Maker and Planner • Identify the framework for teaching and the National Board for Professional Teaching Standards’ core propositions. • Identify the main factors considered in lesson planning. • Recognize the difference between goals and observable and measurable objectives. Preview ALL DELIVERY METHODS Facilitate introductions and a course overview discussion. CLASSROOM AND ONLINE Form Learning Teams. Discuss Learning Team Meetings. Discuss required Learning Team Logs. Discuss the Learning Team Charter assignment. DIRECTED STUDY AND ONLINE Set expectations for the Learning Summaries and responses to discussion questions. Framework for teaching Based on the Educational Testing Service (ETS) Praxis III Classroom Performance Assessments and Charlotte Danielson’s (2007) book Enhancing Professional Practice: A Framework for Teaching Teachers are responsible for addressing the following four domains in planning and instruction: Planning and instruction Demonstrating knowledge of content and pedagogy Demonstrating knowledge of students Selecting instructional goals Demonstrating knowledge of resources Designing coherent instruction Assessing student learning by setting criteria and standards of performance Classroom environment Creating an environment of respect and rapport Establishing a culture for learning Managing classroom procedures Managing student behavior Organizing physical space Instruction Communicating clearly and accurately Using questioning and discussion techniques Engaging students in learning Providing feedback to students
  • 3. Faculty Notes EDU/310 Version 4 3 Demonstrating flexibility and responsiveness Professional responsibilities Reflecting on teaching Maintaining accurate records Communicating with families Contributing to school and district Growing and developing professionally Showing professionalism National Board for Professional Teaching Standards’ core propositions Five core propositions that articulate what accomplished teachers should know and be able to do: Teachers are committed to students and their learning. Teachers know the subjects they teach and how to teach those subjects. Teachers are responsible for managing and monitoring student learning. Teachers think systematically about their practice and learn from experience. Teachers are members of learning communities. Factors to consider in lesson planning Reasons for planning Approaches to planning Resources for planning Standards Domains of learning Psychomotor Reflex movements Fundamental movements Perceptual abilities Physical abilities Skilled movements Nondiscursive communication Affective Receiving Responding Valuing Organization Characterization by a value or a value complex Cognitive Remembering Understanding Applying Analyzing Evaluating Creating Content in the cognitive domain Abstractions Concepts
  • 4. Faculty Notes EDU/310 Version 4 4 Generalizations Facts Higher-level thinking skills Goals Sources Standards Child Society Academic discipline Diversity Measurable and observable objectives Aligned to the standards Can be observed and results shown through assessment ABCD method A – Audience B – Behavior C – Conditions D – Degree Summary ALL DELIVERY METHODS Review key points and preview Week Two. Remind students to submit the Main Factors of Lesson Plans Paper. DIRECTED STUDY AND ONLINE Remind students to submit their Learning Summaries. Remind students to submit their responses to the discussion questions. Note. There are two almost identical discussion questions this week. These were created in anticipation of national standards being replaced by core standards. Select the applicable discussion question based on the current standards in effect: • How do the state standards relate to the national standards? • How do the state standards relate to the core standards?
  • 5. Faculty Notes EDU/310 Version 4 5 Week Two Faculty Notes Learner-Centered Planning and Instruction • Identify essential lesson plan components and lesson plan models. • Describe instructional strategies. • Recognize the purposes for direct and indirect instructional strategies. • Apply knowledge of different learning styles to the development of instruction. • Formulate learning objectives that reflect selected state standards. • Develop a standards-based lesson plan. Preview ALL DELIVERY METHODS Present Week Two overview. Essential lesson plan components Anticipatory set Objectives Content considerations Instructional strategies Procedures Check for understanding Differentiation Assessment Materials Resources Lesson plan models Linear-rational Mental-image approach Backward mapping (backward design) Hunter model Instructional strategies Questioning Kinds of questions Questions for the learning domain Convergent and divergent questions Types of questions Focusing Prompting Probing Questioning techniques Random selection of students Variety and unpredictability Ask the question before calling on a student
  • 6. Faculty Notes EDU/310 Version 4 6 Wait time Relate questions to real life Teacher-centered strategies: direct instruction Learner-centered instruction: indirect instruction Direct and indirect instructional strategies Direct Deductive Explicit Four key components Clear determination and articulation of goals Teacher-directed instruction Careful monitoring of students’ outcomes Consistent use of effective classroom organization and management methods Indirect Inductive Concept attainment approaches Comparisons Classification Metaphor Analogies Inquiry, discovery, and problem-solving Projects, reports, and problems Social approaches Discussions Cooperative learning Informal groups Formal groups Base groups Panels and debates Role playing, simulations and games Independent approaches Learning centers or stations Contracts and independent work Learning styles and instruction Cognitive styles Metacognition Howard Gardner’s multiple intelligences Linguistic Logical-mathematical Musical Spatial Bodily-kinesthetic Interpersonal Intrapersonal
  • 7. Faculty Notes EDU/310 Version 4 7 Naturalist Formulate learning objectives that align with state standards. Summary ALL DELIVERY METHODS Review key points and preview Week Three. Remind students to submit the following: Lesson Plan Components Table Writing Objectives Activity DIRECTED STUDY AND ONLINE Remind students to submit their Learning Summaries. Remind students to submit their responses to the discussion questions.
  • 8. Faculty Notes EDU/310 Version 4 8 Week Three Faculty Notes Learner-Centered Planning and Instruction – Differentiation for the Diverse Learner • Identify differentiation techniques that accommodate diverse learners. • Identify cooperative learning structures. • Describe important components of group building. • Explain different ways to govern groups. • Design a cooperative learning activity. Preview ALL DELIVERY METHODS Present Week Three overview. Differentiation techniques Content Product Process Universal design for learning Multiple means of representation Multiple means of expression Multiple means of engagement Diverse learners Implications Sources Cognitive area Struggling learners Gifted or talented learners Affective area Physical area Learning style Cognitive style Brain hemispherity Sensory modality Gender Language Cultural diversity Exceptionalities Socioeconomic status Cooperative learning Students have specific responsibilities within a larger group task or project. Students work together on a common project or task. Students take responsibility for all group members’ learning. Five essential elements
  • 9. Faculty Notes EDU/310 Version 4 9 Social interaction is used to facilitate learning. Students work together in groups on clearly assigned tasks. Learning objectives create group goals that direct learning activities within the group. Teachers hold students individually accountable for their learning. Students develop collaboration skills while also learning content objectives. Components of group building Heterogeneous Homogeneous: can be negative for low-achieving students Governing groups Teach helpful interaction skills Listening and questioning Checking for understanding Staying on task Emotional support Off task behaviors Unclear task goals Lack of accountability Develop interactive skills Name learning Interview Team name or logo Cooperative learning activities Group work Think-pair-share Pairs check Student teams achievement division Group investigation Seven steps Topic selection Cooperative planning Implementation Analysis and synthesis Presentation of final product Evaluation Jigsaw Team-games-tournament Team accelerated instruction Learning together Summary ALL DELIVERY METHODS Review key points and preview Week Four. Remind students to submit the following:
  • 10. Faculty Notes EDU/310 Version 4 10 Cooperative Learning Presentation Cooperative Learning Activity and Lesson Plan DIRECTED STUDY AND ONLINE Remind students to submit their Learning Summaries. Remind students to submit their responses to the discussion questions.
  • 11. Faculty Notes EDU/310 Version 4 11 Week Four Faculty Notes Learner-Centered Assessment • Explain the importance of assessing prior knowledge. • Define formative and summative assessment. • Identify formal and informal assessment. • Explain authentic assessment. Preview ALL DELIVERY METHODS Present Week Four overview. Types of evaluation Diagnostic Formative Summative Assessing prior knowledge Diagnostic evaluation: done at the beginning of learning to determine students’ individual levels of competence, to identify those who have already achieved mastery of the requisite learning, and to help classify students into tentative small groups for learning Formative assessment Monitors learning progress during instruction Provides continuous feedback to students and parents Frequent and systematic Summative assessment End of the unit, marking period, or course Purposes Determines the extent of the students’ achievement and competence Provides a basis for assigning grades Provides the data from which reports to families and transcripts can be prepared Characteristics of good assessments Reliability – consistency of results Validity – the extent to which a measuring device measures what it purports to measure Practicality – the ease of administering and interpreting results Formal assessment Process of systematically gathering information and making decisions about the learning process Types of formal assessment Objective tests Performance-based assessments High-stakes tests Norm-referenced tests – used to interpret a score of an individual by comparing it with the scores of other individuals Criterion-referenced tests – used to interpret an individual’s performance by comparing it to a specific criterion, such as performance standards
  • 12. Faculty Notes EDU/310 Version 4 12 Informal assessment: process of gathering incidental information about learning progress and making decisions based on that information Authentic assessment: performance-based assessment that requires the students to perform real-world tasks and show meaningful application of knowledge and skills Summary ALL DELIVERY METHODS Review key points and preview Week Five. Remind students to submit the following: Teacher Interview and Observation on Lesson Implementation Field Experience Record Review Assessment Presentation DIRECTED STUDY AND ONLINE Remind students to submit their Learning Summaries. Remind students to submit their responses to the discussion questions.
  • 13. Faculty Notes EDU/310 Version 4 13 Week Five Faculty Notes Teacher as Reflector • State the importance of reflection in teaching. • Examine how to use reflection to improve decision making. • Identify how to use reflection to revise instruction. Teacher as a Technological Leader • Identify ways to integrate technology in lesson planning. • List technological tools for improving planning, student learning, and assessment. Preview ALL DELIVERY METHODS Present Week Five overview. Teacher as a reflector Reflection in teaching What works? Today This week This year What needs to be improved? Reflection to improve decision making Reflection can be defined as a way of thinking about educational matters that involves the ability to make rational choices and assume responsibility for those choices. Reflection requires that the teacher be introspective, open-minded, and willing to accept responsibility for decisions and actions. Reflection to revise instruction: Reflective practice is a problem-solving strategy by which individuals or groups can work to improve practice by reviewing routines and the procedures and other aspects of the instructional environment. Teacher as a technological teacher leader Integrating technology Computer-assisted instruction Computer-managed instruction Design of instructional materials Information tools for students Informational retrieval Processing Multimedia learning Technological teaching tools Document cameras Interactive whiteboards Blogs Podcasts
  • 14. Faculty Notes EDU/310 Version 4 14 Teacher websites Computer software Computer-assisted technology Website tools Wikis Grading systems Electronic portfolios Simulations Summary ALL DELIVERY METHODS Present course summary. Remind students to complete the Student-End-of-Course Survey located on the student website. Remind students to submit the following: Lesson Plan to eCampus and e-portfolio Video Reflection Chart and Summary Note. Scan, upload and submit the completed formal field experience evaluation to your e- portfolio by the last day of class. DIRECTED STUDY AND ONLINE Remind students to submit their Learning Summaries. Remind students to submit their responses to the discussion questions.

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