This document discusses models and theories of instruction. It outlines the framework for teaching, which is based on four domains: planning and instruction, classroom environment, instruction, and professional responsibilities. It also describes the National Board for Professional Teaching Standards' five core propositions that accomplished teachers should know. The document defines factors to consider in lesson planning like standards and resources. It identifies three learning domains - psychomotor, affective, and cognitive - and explains how to write measurable objectives using the ABCD method aligned to standards.

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

12. Domains of Learning

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

20. Questions