EDN 301 Instructional Design
I URGE you to download and use items in RED.
Flapdoodle vs. Serious Instruction doc
Flapdoodle ppt
Goofy ideas and methods -> Low achievement
Good instruction -> High achievement ppt)
General procedure for teaching new knowledge (acquisition phase)
[First assignment: Using class notes, fill out a copy of the above doc.]
General procedure. Tuesday/Thursday
General procedure. Monday/Wednesday
Main Topics
1. Human beings organize what we know (about how things are connected) into knowledge systems: biology, mathematics, history, literature, and many more.
2. Knowledge or information is stored in different places. (1) programs; (2) textbooks and internet documents; (3) original documents (e.g., U.S. Constitution, poems, letters); (4) your mind.
3. But what IS it that is stored, that you can know and teach? Knowledge is of connections. Things can be connected five ways. So, there are five kinds of knowledge:
(1) Simple facts. For example, an event (signing the Declaration
of
Independence) is connected
with a date (July 4, 1776).
(2) Lists. For example, a name (Bill of Rights) is connected with a list of things (the first ten amendments to the U.S. Constitution).
(3) Concepts. Things (examples) are connected because they have
common features; e.g., things that are blue, things that are
mammals.
(4) Rule-relationships. Whole sets of things go together; e.g., when prices go up, sales go down.
(5) Routines. Actions are connected into a sequence of steps for
getting something done; e.g.,
brushing your teeth, solving math
problems.
Assessment of "Forms of Knowledge"
Summary of forms of knowledge and phases of mastery
4. The point is to help students to acquire and use the knowledge that is stored in different places. This means that YOU have to identify the knowledge you want students to “get.” Sources of knowledge include a state’s or a county’s standard course of study, scientific research, opinions of experts, and your own expertise.
Curriculum Standards
Assessment
of Knowledge of Curriculum Standards
5. Curriculum
(1) A curriculum is knowledge to teach (drawn from knowledge systems) and the sequence for teaching it.
(2) A curriculum consists of strands of similar subject matter. For example, counting (e.g., forward and backwards, by ones or by multiples), addition (one-column, two-column, etc.), and subtraction, are three strands in a math curriculum.
(3) A curriculum should identify and teach both new knowledge and the pre-skills (parts, elements) needed to learn the new knowledge.
(4) A curriculum should identify and teach both content knowledge (e.g., poems, plays, novels) and the tools skills (large pre-skills, such as reading, comparing and contrasting) needed to learn the content knowledge.
6. How do you “move” knowledge from storage to students? Through INstruction. How do we learn? The “learning mechanism” uses a sequence of steps (a routine), called “inductive reasoning,” to “get” knowledge from the examples that you give.
This [m] says mmm.
What sound? [immediate acquisition test]
This [m] says mmm.
What sound?
This [m] says mmm.
What sound?
This [m] says mmm.
What sound?
Point to each example and ask, “What sound?” [delayed acquisition test]
The learning mechanism uses a different sequence of steps (routine), called “deductive reasoning,” to apply or generalize knowledge to new examples.
“What sound?” m [generalization test]
If you want students to get and apply knowledge without struggling and failing, you must design instruction in a way that enables the learning mechanism to DO inductive and deductive reasoning.
Gain attention. “Boys and girls.” “Eyes on me.” “SHUT UUUUP!”
Frame the task. “New sound.”
Present the information (model). “This sound [r] says rrrrrr.”
Lead. Have students do it with you. “Say it with me.”
Immediate acquisition test. “Your turn. What sound?”
Correct any errors immediately. “This sound [r] says rrrr. What sound?”
In other words,
***There is an OBVIOUS OBJECTIVE (when teacher points to letter and says “What sound?” students say the correct sound within 2 seconds.”
***Instruction (communication) is FOCUSED on the objective.
***Instruction is DIRECT. Teacher tells, demonstrates, models NEW and ESSENTIAL information.
***Instruction is LOGICALLY SEQUENCED. Students already know the pre-skills.
E.g., they know WHAT to look at; they know HOW to say the sound (rrrr). They know what “Your turn” says that they
should do.
How
Knowledge is acquired and applied brief
Making sense of what you read and hear expanded
Selecting and Presenting Examples
Assessment
of Knowledge of Selecting and Presenting Examples
Teaching
Sameness: "There are the same."
Teaching
Difference: "These are different."
7. Students must have certain pre-skills or background knowledge in order to acquire new knowledge. You can’t multiply two-digit numbers until you can multiply one-digit numbers, can write numbers, know the columns, know that some numbers consist of 10s and 1’s; and know how to add.
Knowledge Analysis
Assessment of Knowledge of Knowledge Analysis
Form for Doing Knowledge Analysis
8. Students need assistance to acquire knowledge from examples and to apply knowledge to new examples. This assistance is scaffolding.
How Knowledge is
acquired and applied
Curriculum: Organizing Instruction Around
Big Ideas
Assessment
of Knowledge of Big Ideas
Advance Organizers [And all below.]
How to use the following documents
Glossary for English lit course
Glossary for Declaration of Independence
Guided notes for Declaration of Independence
Glossary
for early America unit
Guided
notes for civics course
Guided
notes on revolutionary America
Guided
notes on teaching Blake poem
Guided
notes on history course
Cornell note-taking. Blank page
Guided Notes Using the Cornell Note-taking Method
9. Some forms of storage and some methods of instruction (communication) have more scaffolding than others.
Original documents Original documents Textbooks;
e.g., Lecture;
e.g., Programs; e.g.,
[letters, poems, with commentary;
with
sections,
same as text- same as
philosophical
e.g., definitions, logical
sequence, books,
plus textbooks,
works, political the main
point.
advance organizers guided notes, plus
fluency,
tracts, speeches]
[summaries,
PPT, demon- extra cues
diagrams,
strations,
definitions],
extra cues
review,
applications
Less scaffolded >>>> More scaffolded
10. To ensure student mastery of knowledge, you must teach and assess four phases of mastery: (1) acquisition of new knowledge; (2) generalization of knowledge to new examples; (3) fluent use of knowledge; (4) retention of knowledge.
Instructional Objectives
Assessment
of Knowledge of Instructional Objectives
Example
Sets
Phases of Mastery
Phases of Mastery Table
Assessment of Knowledge of Phases of Mastery
11. You must know what to do when students make errors or too little progress.
Four-Level Procedure for Remediation
Assessment
of Knowledge of Four-Level Procedure for Remediation
12.
Teachers must know how to evaluate, select or reject, and if needed improve
programs.
ASSIGNMENT. WE WILL EVALUATE AND IMPROVE A
PROGRAM.
Assessing and Improving Curriculum Materials
Form for Assessing and Improving Curriculum Materials
Short form for assessing and improving curriculum materials (and instruction)
13.
Teachers must know how to evaluate, select or reject, and if needed improve
textbooks.
ASSIGNMENT. WE WILL EVALUATE TEXTBOOKS AND DESIGN
INSTRUCTION.
Designing instruction from textbooks
14. Teachers must know how to evaluate and improve their own teaching.
Table for Assessing and Improving Instruction
Assessing and Improving Instruction
Scout, and the condition of schooling
Summary of forms of knowledge and phases of mastery
Making sense of what you read and hear
2. DESIGNING AND DELIVERING INSTRUCTION FROM A PROGRAM
Assignment on 100 Easy Lessons
Form
for assessing and improving curriculum materials
*** Short form for
assessing and improving curriculum materials (and instruction)
Use the above form to assess and improve 100 Easy Lessons.
COMPLETED ASSESSMENT OF 100 EASY LESSONS. DOWNLOAD AND STUDY!!!
2. IMPROVING A LESSON IN A TEXTBOOK OR PROGRAM
Improving a math lesson
Evaluating a
lesson
Improving a lesson
General procedure for teaching acquisition
Use the above, and below, to improve math lesson
Improving math lessons---class project
3. TEACHING FROM A TEXTBOOK
First see these:
Routine for Designing Instruction Textbooks. BLANK COPY
Guided Notes Using the Cornell Note-taking Method. BLANK COPY.
START HERE. Designing instruction from textbooks Partly filled out, as example of how.
Use the above for assignment ONE.
How to evaluate and select textbooks
Teaching from a textbook Powerpoint
2. Some Resources on Teaching From a Textbook
** How to Teach Vocabulary
** Some Big Ideas in Social Science Find big ideas to teach---to introduce an organize information in a section.
*************************************************
TEACHING THE BILL OF RIGHTS
Routine for Designing Instruction on the Bill of Right. Fill out
Guided Notes with the Cornell Note-Taking Method. Fill out
Features of Nondemocratic, Statist, Totalitarian Governments
Some Big Ideas in Social Science
Quotations relevant to writing the Constitution
**************************************************
Teaching Communism—focus on Soviet Union
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Teaching the American Revolution
** Lord Acton. The NC Standard Course of Study says that students should know the history of democracy. Lord Acton describes the sequence (routine) by which Solon instituted it. Definitions of concepts. Rules/propositions about political arrangements.
** Text on American Revolution
** American Revolution. Use Powerpoints, and students/you read short sections, and guided notes---students list events and give short descriptions and explanations of the importance or role of events leading to the “outbreak.” Elaborate on important events and persons (and define concepts) using historical documents and hot links. Have students identify and state general rules about how revolutions start. First, YOU must do this.
*******************************************************
** Instruction on Background to American Revolution or on Declaration of Independence
[This shows the whole routine for designing instruction.]
** Designing instruction on the Declaration
Background information
http://www.loc.gov/rr/program/bib/ourdocs/DeclarInd.html
http://www.ushistory.org/Declaration/
Analyzing the Declaration
Rhetorical analysis of Declaration
Introducing (Framing) instruction on the Declaration
**********************************************************
** U.S. Constitution. Lists (e.g., rules in each Article and Amendment; list of Amendments); concepts.
** Federalist 10. How factions develop; difficulties they pose. Republics vs. democracies.
** Anti-federalist. Patrick Henry speech. Anti-federalists did not want a strong central government. They wanted a confederation of states.
** The Jacksonian Tradition. Jacksonians. Who are they? Walter Russell Mead. Concepts, lists, rules, propositions
Teaching Science
** Inflation, recession, depression, business cycle: concepts, rules/propsitions, routines (explanations)
** The Krebs cycle. Main page.
Mitochondrion. Background knowledge.
Teaching the Persian Wars
** Designing and Delivering Instruction from a Textbook. html Persian Wars
[This shows the whole routine for designing instruction.]
** Designing and Delivering Instruction From a Textbook. Doc Persian Wars
[This shows the whole routine for designing instruction.]
** Persian Wars Powerpoint Can be used along with guided notes and text.
** Persian or Greco-Persian Wars
** Greek panoply—weapons and armor
** Spartan poetry and memorials
