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Educational Psychology Developed by W. Huitt (1998) Discuss the process of instructional planning and describe why it is an important teacher behavior.

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Presentation on theme: "Educational Psychology Developed by W. Huitt (1998) Discuss the process of instructional planning and describe why it is an important teacher behavior."— Presentation transcript:

1 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....

2 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?

3 Goals & Objectives Student Activities Instructional Methods Individual Differences Prerequisite Skills Strategies & Models Time Evaluation Methods

4 Classroom Planning Where am I going? Goals Long-term outcomes generally presented in broad, general terms

5 Classroom Planning Where am I going? Goals Become a competent educator Become a participating citizen in a democratic society

6 Classroom Planning Where am I going? Specific, short- and medium-term statements related to tasks that students should master after instruction Objectives

7 Classroom Planning Where am I going? Objectives A clear, unambiguous description of educational intentions for students

8 Classroom Planning Where am I going? Objectives Write a well-written behavioral objective Compare and contrast democracy and dictatorship

9 Classroom Planning Where am I going? Criteria and instrumentation for measuring goals and objectives Measurement of Results

10 Classroom Planning Where am I going? 80% on multiple-choice test Measurement of Results Well-written essay on one article of the Bill of Rights

11 Classroom Planning Where am I now? Aptitude Student Characteristics Prior Knowledge Study Habits Academic Efficacy Cognitive Development

12 Classroom Planning Where am I now? Teacher Efficacy Teacher Characteristics Subject Knowledge Pedagogical Competence

13 Classroom Planning Where am I now? Administrative Support Context Factors Parental Support Community Support

14 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?

15 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

16 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

17 Classroom Planning How do I get there? Long-term (Annual) Task analysis Models of instruction Instructional methods and techniques Backwards Planning

18 Classroom Planning How do I get there? Medium-term (Units) Themes Units

19 Classroom Planning How do I get there? Short-term (Individual Lessons) Student materials Teacher materials Teacher and student instructional events

20 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

21 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

22 Goals & Objectives Student Activities Instructional Methods Individual Differences Prerequisite Skills Strategies & Models Time Evaluation Methods

23 Recommended Book Squires, D. (2004). Aligning and balancing the standards-based curriculum. Corwin Press.


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