1. Planning, Instruction, and Technology Pertemuan 9
Matakuliah : E Psikologi Pendidikan
Tahun : 2010
Planning, Instruction, and Technology Pertemuan 9

2. Planning
Instructional Planning: A systematic, organized strategy for planning lesson.
Time Frames and Planning:
What needs to be done
Set instrutional goals (what do I expect to accomplish)
Plan Activities (what do I have to do to reach the goals)
Set Priorities (which tasks are more important than other)
The time to do it
Make time estimates (how much time will each activity take?)
Creative Schedule (When will we do each activity?)
Be flexible (How will I handle unexpected occurances?)
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3. Five Time Spans of Teacher Planning
Robert Yinger (1980) identified five time spans of teacher planing; yearly planning, term planning, unit planning, weekly planning, daily planning
Teachers attend to four areas when planning; goals, sources of information, the form of the plan, and criteria for the effectiveness of the planning
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4. Teacher-Centered Lesson Planning and Instruction
Behavioral Objectives ; statements that communicate proposed changes in students’s behavior to reach desired levels of performance.
Task Analysis: breaking down a complex task that students are to learn into its component parts
Instructional Taxonomy ; a classification system developed by Benjamin Bloom and collegues; consists of educational objectives in three domain- cognitive, affective, and psychomotor.
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5. Bloom’s Taxonomy The Cognitive Domain:
Knowledge, students have the ability to remember information
Comprehension; students understand the information and can explain it in their own words.
Application; students use knowledge to solve real-life problems
Analysis; students break down complex information into smaller part and relate information to other information.
Sinthesis; students combine elements and create new information.
Evaluation; students make good judgements and decisions.
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6. Bloom’s Taxonomy The Affective Domain;
Receiving; students become aware of or attend to something in the environment.
Responding ; students become motivated to learn and display a new behavior as a result of an experience.
Valuing; students become involved in, or committed to, some experience.
Oreganizing; students integrate a new value into an already existing set of values and give it proper priority
Value Characteizing; students act in accordance with the value and are firmly committed to it.
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7. Bloom’s Taxonomy The Psychomotor Domain;
Reflex movements; students respond involuntarily without conscious thought to a stimulus
Basic fundamentals; students make basic voluntary movements that are directed toward a particular purpose.
Percetual abilities; students use their senses to guide their skill efforts.
Physical abilities; students develop general skills of endurance, strength, flexibility, and agility
Skilled movements; students perform complex physical skills with some degree of proficiency.
Nondiscussive behaviors; students communicate feeling and emotions through bodily action.
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8. Direct Instruction
A structured, teacher-centered approach that is characterized by teacher direction and control, high teacher expectations for students’ progress, maximum time spent by students on academic tasks, and efforts by the teacher to keep negative affect to a minimum.
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9. Teacher-Centered Instructional Strategies
Orienting; before presenting and explaining new material, establish a framework for the lesson and orient students to the new material.
Review the previous day’s activities
Discuss the lesson’s objective
Provide clear, explicit instructions about the work to be done
Give an overview of today’s lesson
Lecturing, explaining, and Demonstrating
Presenting information and motivating students
Introducting a topic
Summarizing or synthesizing information after a discussion
Providing alternative points of view
Explaining materials
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10. Teacher-Centered Instructional Strategies
Questioning and Discussing; it is necessary but challenging to integrate questions and discussion in teacher-centered instruction
Mastery Learning; learning one concept or topic thoroughly before moving on to a mre difficult one.
Seatwork; the practice of having all or majority of students work independently at their seats.
Homework; homework can be valuable tool for increasing learning, especially in middle and high school.
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11. Evaluating Teacher-Centered Instruction
Be an organized planner, create instructional objectives
Have high expectations for students’ progress
Use lecturing, explaining, and demonstrating to benefit certain aspects of students’ learning
Enggage students in learning by developing good question-asking skills
Have students do meaningful seatwork
Give students meaningful homework to increase their academic learning time
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12. Learner-centered lesson planning and instruction
Learner-centered principles
Learner centered lesson planning and instruction move the focus away from the teacher and toward the student
Cognitive and metacognitive factors
Motivational and affective factors
Developmental and social factors
Individual differences
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13. Learner-centered lesson planning and instruction
Some learner-centered instructional strategies
Problem based learning; emphasize real-life problem solving
Essential questions; question that reflect the heart of the curriculum, the most important things that students should explore and learn
Discovery learning; learning in which students construct an understanding on their own.
Evaluating learner-centered instruction
critics of learner-centered instruction argue that it gives too much attention to the process of learning, and not enough to academic content.
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14. Technology and Education
The technology revolution and the internet
Standard for technology-lierate students
Teaching. Learning, and technology
Technology and sociocultural diversity
The future of technology in school
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