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Published byVivien Stephens Modified over 9 years ago
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Designing to Instruct
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Setting a Goal in general broad terms what do you expect the learner to accomplish Assessing the Needs of the Goal audience, environment, context Analyzing Skills needed to meet the goal
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Designing to Instruct Analyzing Skills needed to enter the lesson Analyzing the learners in the environment and context of the instruction
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Designing to Instruct Setting Objectives what do should the learner/receiver do after the lesson Designing an Assessment Tool to assess the learner/receiver’s response include benchmarks along the way
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Designing to Instruct Develop strategies how to present the information/instruction Develop a Sample Plan Develop Materials Develop a “How did it go?”
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Revisiting our Audience Academic Level particularly when teaching Personal & Social Characteristics age and maturity motivation/attitude toward the subject expectations and aspirations previous and current experience special talents mechanical dexterity ability to work in different environments
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Revisiting our Audience Nonconventional Learners culturally diverse learners learners with disabilities adult learners
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Revisiting our Audience Learning Styles learning conditions physical environment emotionality sociological needs physical needs
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Revisiting our Audience Cognitive Learning Styles how perceived: visual or auditory type perceived: sensory (ext) or intuitive (int) how organized: inductive or deductive how processed: actively or reflectively how understanding goes: sequentially or globally
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What is our Task Task Analysis can be seen as “the collection of procedures for defining the content of an instructional [or informational] unit.” Designing Effective Instruction by Jerrold E. Kemp Gary R. Morrison Steven M. Ross
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What is our Task Content structure facts concepts principles and rules procedures interpersonal skills attitudes Prodecural Analysis
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Objectives Cognitive Domain Concerning information/knowledge Psychomotor Domain Use of skeletal muscles Affective Domain Concerning attitude/values/emotions Interrelation of Domains
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Objectives Writing objectives Action indicating what the learner will do Observable actions Very challenging to write objectives
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