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Models and Theories of Instruction
EDU 310
Week 1
Objectives
• 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.
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
• 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 (discursive –
moving from topic to topic without order.
Merriam-Webster)
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
• 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
Questions

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Edu 310 Wk 1

  • 1. Models and Theories of Instruction EDU 310 Week 1
  • 2. Objectives • 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.
  • 3. 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:
  • 4. 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
  • 5. Classroom environment • Creating an environment of respect and rapport • Establishing a culture for learning • Managing classroom procedures • Managing student behavior • Organizing physical space
  • 6. Instruction • Communicating clearly and accurately • Using questioning and discussion techniques • Engaging students in learning • Providing feedback to students • Demonstrating flexibility and responsiveness
  • 7. Professional responsibilities • Reflecting on teaching • Maintaining accurate records • Communicating with families • Contributing to school and district • Growing and developing professionally • Showing professionalism
  • 8. National Board for Professional Teaching Standards’ Core Propositions
  • 9. Five core propositions that articulate what accomplished teachers should know and be able to do:
  • 10. • 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.
  • 11. Factors to consider in lesson planning • Reasons for planning • Approaches to planning • Resources for planning • Standards
  • 13. Psychomotor • Reflex movements • Fundamental movements • Perceptual abilities • Physical abilities • Skilled movements • Nondiscursive communication (discursive – moving from topic to topic without order. Merriam-Webster)
  • 14. Affective • Receiving • Responding • Valuing • Organization • Characterization by a value or a value complex
  • 15. Cognitive • Remembering • Understanding • Applying • Analyzing • Evaluating • Creating
  • 16. Content in the Cognitive Domain • Abstractions • Concepts • Generalizations • Facts • Higher-level thinking skills
  • 17. Goals
  • 18. Sources • Standards • Child • Society • Academic discipline • Diversity
  • 19. 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