1、,C H A P T E R 12 Planning, Instruction, and Technology,Copyright The McGraw-Hill Companies, Inc. Permission required for reproduction or display.,Planning, Instruction, and Technology Chapter Outline,Planning Instructional Planning Time Frames and Planning Teacher-Centered Lesson Planning and Instr

2、uction Teacher-Centered Lesson Planning Direct Instruction Teacher-Centered Instructional Strategies Evaluating Teacher-Centered Instruction,2,Planning, Instruction, and Technology Chapter Outline, continued,Learner-Centered Lesson Planning and Instruction Learner-Centered Principles Some Learner-Ce

3、ntered Instructional Strategies Evaluating Learner-Centered Instruction Technology and Education The Technology Revolution The Internet Technology and Sociocultural Diversity Standards for Technology-Literate Students The Future: Ubiquitous Computing,3,Planning, Instruction, and Technology,Learning

4、Goals for Chapter 12 1. Explain what is involved in classroom learning. 2. Identify important forms of teacher-centered instruction. 3. Discuss important forms of learner-centered instruction. 4. Summarize how to effectively use technology to help children learn.,4,Planning, Instruction, and Technol

5、ogy,PLANNING,Planning,Time Framesand Planning,Instructional Planning,5,Planning,Instructional Planning involves developing a systematic, organized strategy for planning lessons. Planning will give you confidence, guide content coverage, and help instructors make good use of class time.,6,Planning,Fi

6、ve Time Spans of Teacher Planning and Their Occurrence Throughout the Year,7,Set instructional goals Plan activities Set priorities Make time estimates Create schedules Be flexible,Planning, Instruction, and Technology,Teacher-Centered Planning and Instruction,Evaluating Teacher-Centered Instruction

7、,Teacher-Centered Lesson Planning,Direct Instruction,Teacher-Centered Instructional Strategies,8,Teacher-CenteredLesson Planning,Focus on what students will learn. How are behaviors evaluated? What level of performance will be acceptable?,Behavioral Objectives,9,Teacher-CenteredLesson Planning,Educa

8、tional objectives are classified into three domains: The Cognitive Domain The Affective Domain The Psychomotor Domain,Instructional Taxonomies,10,Teacher-Centered Lesson Planning,11,Teacher-Centered Lesson Planning,12,Teacher-Centered Lesson Planning,13,Teacher-Centered Instructional Strategies Dire

9、ct Instruction,Direct Instruction High teacher direction and control High teacher expectations of students progress Maximization of time on academic tasks,14,Teacher-Centered Instructional Strategies Orienting/Lecturing,In lectures, effective teachers . . . Establish a framework and ORIENT students

10、to new material using advanced organizers. Take the time to EXPLAIN and DEMONSTRATE new material.,15,Teacher-Centered Instructional StrategiesQuestions and Discussion,Effective Use of Questions ?,Encourage questions Avoid Yes/No and leading questions Give students time to think Be clear, purposeful,

11、 and brief Monitor student responses,16,Teacher-Centered Instructional StrategiesQuestions/Discussion,Respond to each students learning needs while maintaining groups interest. Encourage overall classroom participation while retaining class enthusiasm. Allow students to contribute while maintaining

12、focus on the lesson.,17,Teacher-Centered Instructional StrategiesMastery Learning,Specify the task. Design learning units based on instructional objectives. Plan instruction to include corrective feedback. Evaluate mastery level at the end of the unit/course.,18,Planning, Instruction, and Technology

13、,PLANNING,Evaluating Learner- Centered Instruction,Learner-Centered Principles,Learner-Centered Lesson Planning and Instruction,Some Learner-Centered Instructional Strategies,19,Learning-Centered Lesson Planning and InstructionCognitive and Metacognitive Factors,Successful Learners: Are active and g

14、oal directed Link new information to existing information Create a variety of thinking and reasoning strategies Reflect on how they think and learn Realize that learning is contextual Create meaningful, coherent representations of knowledge,20,Learning-Centered Lesson Planning and InstructionMotivat

15、ional and Emotional Factors,The learners motivation depends on: Learners beliefs and expectations for success or failure that enhance or interfere with learning Interesting tasks that are personally relevant and increase intrinsic motivation Teacher encouragement of childrens efforts and persistence

16、 on tasks,21,Learning-Centered Lesson Planning and InstructionDevelopmental and Social Factors,Successful Learners Experience an optimal learning environment when teachers have an awareness and understanding of developmental variations in children. Learning is enhanced when children have the opportu

17、nity to interact and collaborate with others on instructional tasks.,22,Learning-Centered Lesson Planning and InstructionIndividual Differences,Successful Learners Have teachers who examine student preferences, build on them, and modify them Perceive that their individual differences and abilities a

18、re valued and accommodated Are challenged to work toward appropriately high goals,23,Learning-Centered Lesson Planning and InstructionLearner-Centered Instructional Strategies,Students identify Real-life problems, locate materials, and address the issues.,Students figure things out for themselves; t

19、eachers provide stimulating activities.,Questions that reflect the most important things that students should learn.,Problem-based Learning,Discovery Learning,Essential Questions,24,Technology and EducationThe Technology Revolution,Teachers need adequate training and workable technology in order to transform classrooms. The technology revolution: 1983 6 million school computers The information society relies on: Basic nontechnological competencies Thinking critically Ability to solve problems Having a positive attitude,25,Technology and Educa