1. Designing and Planning Technology-Enhanced Instruction Chapter 3 Teaching and Learning with Technology

2. Instructional Planning Teachers need to determine what needs to occur in the classroom and during lessons Set of focused questions provides a framework and systematic process to create effective instruction Planning ensures best possible approach to learning 3 3

3. Instructional Planning System Effective instruction is planned by skillful and creative educators Systems Approach - carefully planned, step- by-step process to design, create, evaluate, and revise The Design-Plan-Act! (D-P-A) three-step system addresses all needed planning steps 4 4

4. The D-P-A System 5 5

5. Instructional Planning The Design Phase Teacher looks comprehensively and strategically at the targeted curriculum An instructional design template helps ensure that no step is missed –The Dynamic Instructional Design (DID) model assists you in creating your instructional design 6 6

6. Lesson Planning The PLAN Phase Essential components of the daily lesson plans: Ready the learners Target specific daily objectives Systematically prepare the lesson Prepare the classroom Detail the steps of the pedagogical cycle Identify technologies and materials Check for success 7 7

7. Action Planning The ACT Phase Review your lesson plan The Instructional Action Plan (IAP) is your lesson plan to-do list Your IAP details everything to be done as a series of steps Then you are ready to implement 8 8

8. The DID Model Gagné’s DID, comprehensive model of instructional design Focuses on dynamic design supporting continuous adjustment and change DID model built around continuous internal/external feedback loop Continuous improvement is core of high-quality instruction –Formative feedback occurs during every step of the learning process –Summative feedback is returned at end of the learning process 9 9

9. The DID Model 10

10. The DID Model Step 1 - Know the Learner What are the learners’: Physical and cognitive developmental stage(s)? Cultural and language differences? Incoming skills and current knowledge base? Individual characteristics (learning and cognitive styles, intelligences, etc.)? Group similarities and differences? How will the above affect the design? 11

11. The DID Model Step 2 – State Your Objectives Use Performance Objectives State what the learner will do after the instructional event Focus objectives on skills and competencies of students Objectives should be clear, reasonable, and measurable 12

12. The DID Model Performance Objectives contain four components: Stem Target performance Assessment method Criterion for success Example: The student will be able to identify the subject and verb in a sentence written on the board with 95% accuracy. 13

13. The DID Model Consider Bloom’s taxonomy when articulating objectives Bloom’s Levels of Cognition –Knowledge – recall of facts –Comprehension – interpreting facts –Application – applying information to new situations –Analysis – recognizing components within data –Synthesis – creating new ideas for the data provided –Evaluation – making thoughtful value judgments 14

14. The DID Model 15 Objective action verbs based on Bloom’s Taxonomy 15

15. The DID Model Step 3 - Establish the Learning Environment Adjust the physical space to support learners Provide a positive nurturing environment Keep learners active and engaged Prepare well-organized and articulated lesson plans 16

16. What is the Learning Environment? Includes all conditions affecting learners, physical and nonphysical Physical space Classroom climate Attitude of teacher Dunn and Dunn’s research Different aspects of physical space affect different learning styles Simple changes can often enhance the learning environment 17

17. The DID Model Step 4 - Identify Teaching and Learning Strategies Teaching strategies = methods you use to help your students obtain objectives Learning strategies = techniques and activities you require for your students to master content Combined, they are referred to as pedagogy or the pedagogical cycle 18

18. The DID Model Utilize the steps of the pedagogical cycle to help determine your teaching strategies 19

19. The DID Model The pedagogical cycle steps: Provide preorganizers to focus attention Use motivators to help learners focus and engage Bridge to prior knowledge Share objectives and expectations Introduce new knowledge using selected methods and media Reinforce knowledge acquisition with demonstrations, modeling, and feedback Provide practice experiences Include culminating verbal, visual, and auditory reviews 20

20. Methods vs. Media Methods = strategies you use to achieve lesson objective Media = all audio, visual, video, and digital resources you use to present learning Methods include: Teacher-centered strategies Presentation, lecture, demonstration, and class discussion Student-centered strategies Research projects, oral reports, learning groups, simulations, role playing, and games Media include: Nonprojected visuals Projected visuals Audio Video Digital 21

21. The DID Model Step 5 - Identify and Select Support Technologies Select tools to support teaching and learning strategies Once strategies have been mapped out, tools to build experience should be evident Identify the technology tools you need Select from those available to you Be competent in their use 22

22. The DID Model 23 Available Support Technologies 23

23. The DID Model Step 6 – Summative Evaluation and Revision Plan Formative feedback continues throughout all steps of the DID model Summative feedback is evaluation at the end of the design Final evaluation and revision ensure continuous improvement of design 24

24. Lesson Planning The PLAN Phase The DID model provides the instructional big picture and a blueprint for the teaching- learning process Once design is completed, you can PLAN your daily lessons Lesson plans provide day-to-day snapshots of what will happen 25

25. Action Planning The ACT Phase The Instructional Action Plan includes: 1.Identify learner preparation activities 2.Ready the classroom 3.List teaching and learning activities 4.Create your personal prompts 5.Identify support technologies 6.List feedback tools 7.Detail follow-up activities 26

26. Planning for Technology in Teaching and Learning Remember that technology… Is a tool that may support your design and plans Enhanced teaching and learning must be well thought out Should help you do something new or do it better Has many options; choose wisely 27