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Transcript of Educational Psychology Developed by W. Huitt (1998) Discuss the process of instructional planning...
![Page 1: Educational Psychology Developed by W. Huitt (1998) Discuss the process of instructional planning and describe why it is an important teacher behavior.](https://reader035.fdocuments.us/reader035/viewer/2022062511/551b133e5503465e7d8b6169/html5/thumbnails/1.jpg)
Educational Psychology
Developed by W. Huitt (1998)
Discuss the process of instructional planning and describe why it is an important teacher behavior. Compare and contrast goals and objectives....
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Classroom Planning
There are three major questions involved in any planning process:
• Where am I going?
• Where am I now?
• How will I get there?
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Goals & Objectives
Student Activities
Instructional Methods
Individual Differences
Prerequisite Skills
Strategies & Models Time
Evaluation Methods
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Classroom Planning
Where am I going?
GoalsLong-term outcomes generally presented in broad, general terms
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Classroom Planning
Where am I going?
Goals
• Become a competent educator
• Become a participating citizen in a democratic society
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Classroom Planning
Where am I going?
Specific, short- and medium-term statements related to tasks that students should master after instruction
Objectives
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Classroom Planning
Where am I going?
ObjectivesA clear, unambiguous description of educational intentions for students
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Classroom Planning
Where am I going?
Objectives
• Write a well-written behavioral objective
• Compare and contrast democracy and dictatorship
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Classroom Planning
Where am I going?
Criteria and instrumentation for measuring goals and objectives
Measurement of Results
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Classroom Planning
Where am I going?
• 80% on multiple-choice testMeasurement
of Results• Well-written essay on
one article of the Bill of Rights
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Classroom Planning
Where am I now?
• Aptitude
Student Characteristics
• Prior Knowledge• Study Habits• Academic Efficacy
• Cognitive Development
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Classroom Planning
Where am I now?
• Teacher EfficacyTeacher Characteristics • Subject Knowledge
• Pedagogical Competence
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Classroom Planning
Where am I now?
• Administrative SupportContext
Factors • Parental Support
• Community Support
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Classroom Planning
How do I get there?
Long-term (Annual)Content overlap--do the objectives I intend to cover with students overlap with important outcome expectations and measures
• Objectives on the standardized test?
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Classroom Planning
How do I get there?
Long-term (Annual)Content overlap--do the objectives I intend to cover with students overlap with important outcome expectations and measures
• Prerequisite skills needed for next academic or work experience
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Classroom Planning
How do I get there?
Long-term (Annual)Content overlap--do the objectives I intend to cover with students overlap with important outcome expectations and measures
• Expectations of important stakeholders
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Classroom Planning
How do I get there?
Long-term (Annual)• Task analysis
• Models of instruction
• Instructional methods and techniques
• Backwards Planning
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Classroom Planning
How do I get there?
Medium-term (Units)
• Themes• Units
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Classroom Planning
How do I get there?
Short-term (Individual Lessons)
• Student materials
• Teacher materials
• Teacher and student instructional events
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Steps in the Planning Process
Frudden and Stow (1986) identified 8 steps in the planning process:
1. Establish goals and objectives
3. Establish allocated time
4. Identify strategies and models of teaching
2. Identify prerequisite skills
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Steps in the Planning Process
Frudden and Stow (1986) identified 8 steps in the planning process:
6. Select instructional methods and techniques
7. Design student activities
8. Provide for variety & individual differences
5. Determine evaluation methods
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Goals & Objectives
Student Activities
Instructional Methods
Individual Differences
Prerequisite Skills
Strategies & Models Time
Evaluation Methods
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Recommended Book
Squires, D. (2004). Aligning and balancing the standards-based curriculum. Corwin Press.
http://books.google.com/books?id=cDh6CavlsZQC