1. Instruction

2. Objectives Participants will: 1. Understand the importance of aligning their teaching to the revised PA Academic Standards ensuring the right level of rigor and relevance (authenticity). 2. Understand the importance of research-based strategies to address student needs. 3. Recognize the need for teachers to have a repertoire of instructional strategies, so that they are prepared to work with students to all ability levels.

3. Instructional Design is…

4. PURPOSE OF INSTRUCTIONAL DESIGN

5. Purposes of Instructional Design To identify the outcomes of the instruction. To guide the development of the instructional content (scope and sequence). To establish how instructional effectiveness will be evaluated.

6. Foundation for Instruction MIGHTY OAK PICTURE Behaviorism, Cognitivism, Constructivism

7. Behavioral Learning Theory Behavioral tasks requiring a low degree of processing (e.g., basic paired associations, discriminations, rote memorization) seem to be facilitated by strategies most frequently associated with a behavioral outlook (e.g., stimulus-response, contiguity of feedback/reinforcement).

8. The Cognitive Learning Theory Cognitive tasks requiring an increased level of processing (e.g., classifications, rule or procedural executions) are primarily associated with strategies having a stronger cognitive emphasis (e.g., schematic organization, analogical reasoning, algorithmic problem solving).

9. The Constructivist Learning Theory Constructive tasks demanding high levels of processing (e.g., heuristic problem solving, personal selection and monitoring of cognitive strategies) are frequently best learned with strategies advanced by the constructivist perspective (e.g., situated learning, cognitive apprenticeships, social negotiation.)

10. Pulling It All Together Ertmer and Newby believe that the strategies promoted by different learning theories overlap (the same strategy for a different reason). Ertmer P. & Newby, T., 1993

12. Bloom’s Taxonomy New Original CreatingEvaluate EvaluatingSynthesis AnalyzingAnalysis ApplyingApplication UnderstandingComprehension RememberingKnowledge

13. Create Evaluate Analyze Apply Understand Remember Higher Order Basic Skills Complexity Real World Artificial Didactic Instructional Approach to Learning Constructivist Coaching Authenticity A Acquisition C Assimilation D Adaptation B Applicatio n Range of Use & Rigor

14. Technology Construction Tools Range of Use Higher Order Basic Skills Complexity Authenticity Real World Artificial Didactic Instructional Approach to Learning Constructivist Data Collection and Probeware Simulations and Modeling Online Research Problem Solving and Data Analysis eCommunications and Virtual Collaboration Expression and Visualization Document Creation/Publication Integrated Learning Systems Drill and Practice Coaching

15. Remember Understand Apply Analyze Evaluate Create 20% 80% Technology Construction Tools Online Research Data Collection and Probeware Simulations & Modeling eCommunications and Virtual Collaboration Expression and Visualization Document Creation/Publication Integrated Learning Systems Drill and Practice