Jeanne Ormrod Eighth Edition © 2014, 2011, 2008, 2006, 2003 Pearson Education, Inc. All rights reserved. Educational Psychology Developing Learners

12-1 Ormrod Educational Psychology: Developing Learners, 8e © 2014 Pearson Education, Inc. All rights reserved. Chapter 12 Instructional Strategies

12-2 Ormrod Educational Psychology: Developing Learners, 8e © 2014 Pearson Education, Inc. All rights reserved. General Principles That Can Guide Instruction

12-3 Ormrod Educational Psychology: Developing Learners, 8e © 2014 Pearson Education, Inc. All rights reserved. General Principles Determine what you ultimately want students to know and be able to do. backward design Use a variety of instructional strategies. Promote productive cognitive processing of subject matter. Focus on knowledge/skills most likely to enhance students’ long-term success. Provide some structure and scaffolding for activities and assignments.

12-4 Ormrod Educational Psychology: Developing Learners, 8e © 2014 Pearson Education, Inc. All rights reserved. General Principles Capitalize on technological innovations to enhance students’ learning and performance. Take student diversity into account when planning and carrying out instruction. differentiated instruction Regularly assess and provide feedback about students’ progress. formative assessment

12-5 Ormrod Educational Psychology: Developing Learners, 8e © 2014 Pearson Education, Inc. All rights reserved. Planning for Instruction

12-6 Ormrod Educational Psychology: Developing Learners, 8e © 2014 Pearson Education, Inc. All rights reserved. Planning and carrying out instruction is part of an interdependent network.

12-7 Ormrod Educational Psychology: Developing Learners, 8e © 2014 Pearson Education, Inc. All rights reserved. Identifying Goals of Instruction Instructional goal = desired long-term outcome of instruction Instructional objective = desired outcome of lesson or unit. objectives help teachers and students reach the goal

12-8 Ormrod Educational Psychology: Developing Learners, 8e © 2014 Pearson Education, Inc. All rights reserved. Aligning Goals with Standards Content area standards general statements regarding knowledge and skills that students should acquire at various grade levels characteristics their accomplishments should reflect National, international, state standards Common Core standards useful, but have limitations

12-9 Ormrod Educational Psychology: Developing Learners, 8e © 2014 Pearson Education, Inc. All rights reserved. Writing Goals & Objectives Consult standards, but don ’ t rely on them exclusively. Identify short-term objectives, long- term goals. Identify goals related to specific topics and content areas. Identify goals related to long-term academic success.

12-10 Ormrod Educational Psychology: Developing Learners, 8e © 2014 Pearson Education, Inc. All rights reserved. Writing Goals & Objectives Include goals and objectives with varying levels of complexity and sophistication. Consider physical, social, motivational, affective, and cognitive outcomes. Describe what students should be able to do at the end of instruction.

12-11 Ormrod Educational Psychology: Developing Learners, 8e © 2014 Pearson Education, Inc. All rights reserved. Writing Goals & Objectives Identify behaviors that reflect accomplishment of objectives. List abstract outcomes for long-term goals, & give examples of specific behaviors. Provide opportunities for students to identify goals and objectives of their own.

12-12 Ormrod Educational Psychology: Developing Learners, 8e © 2014 Pearson Education, Inc. All rights reserved. Writing Goals & Objectives Bloom ’ s taxonomy (cognitive processes) remember understand apply analyze evaluate create

12-13 Ormrod Educational Psychology: Developing Learners, 8e © 2014 Pearson Education, Inc. All rights reserved. Writing Goals & Objectives Wiggins and McTighe—Understanding By Design Explanation Interpretation Application Perspective Empathy Self-knowledge

12-14 Ormrod Educational Psychology: Developing Learners, 8e © 2014 Pearson Education, Inc. All rights reserved. Communicating Goals & Objectives Traditional means—printed syllabus Class website Dependent on students’ access to and comfort with technology

12-15 Ormrod Educational Psychology: Developing Learners, 8e © 2014 Pearson Education, Inc. All rights reserved. Examples of Useful Objectives “ The student will identify the main thesis or argument in a scholarly paper. ” “ The students will demonstrate effective ways of kicking, dribbling, and passing the ball. ” "Given a sentence written in the future tense, the student will be able to rewrite the sentence in the past tense with no errors. ”

12-16 Ormrod Educational Psychology: Developing Learners, 8e © 2014 Pearson Education, Inc. All rights reserved. Task Analysis Identifying specific knowledge and behaviors necessary to master subject matter behavioral analysis subject matter analysis information processing analysis

12-17 Ormrod Educational Psychology: Developing Learners, 8e © 2014 Pearson Education, Inc. All rights reserved. Developing a Lesson Plan Lesson plans include goal(s) or objective(s) instructional materials, equipment instructional strategies assessment method(s) Guide, not recipe

12-18 Ormrod Educational Psychology: Developing Learners, 8e © 2014 Pearson Education, Inc. All rights reserved. Teacher- vs. Student-Directed Teacher-directed instruction teacher is in control of content and course of lesson Learner-directed instruction students have considerable control regarding the issues they address and the ways they address them

12-19 Ormrod Educational Psychology: Developing Learners, 8e © 2014 Pearson Education, Inc. All rights reserved. Teacher-Directed Instructional Strategies

12-20 Ormrod Educational Psychology: Developing Learners, 8e © 2014 Pearson Education, Inc. All rights reserved. Expository Instruction Information is presented in the form in which students are expected to learn it Lectures and textbooks students must be cognitively active

12-21 Ormrod Educational Psychology: Developing Learners, 8e © 2014 Pearson Education, Inc. All rights reserved. Teacher Questions Lower-level questions students retrieve information focus attention, allow for comprehension monitoring Higher-level questions students go beyond information they have learned encourage elaboration, transfer, problem solving, critical thinking Give students feedback about their responses.

12-22 Ormrod Educational Psychology: Developing Learners, 8e © 2014 Pearson Education, Inc. All rights reserved. In-Class Assignments Can focus on “ remember, ” “ understand ” (Bloom) Authentic activities address higher-level goals

12-23 Ormrod Educational Psychology: Developing Learners, 8e © 2014 Pearson Education, Inc. All rights reserved. Homework Use assignments for instructional or diagnostic purposes. Provide information, structure for students to complete assignments with little or no assistance. Mix required and voluntary assignments. Discuss assignments in class as soon as possible. If necessary, establish supervised after-school homework programs.

12-24 Ormrod Educational Psychology: Developing Learners, 8e © 2014 Pearson Education, Inc. All rights reserved. Direct Instruction Review Statement of objectives Presentation of new material Guided student practice, assessment Independent practice Follow-up reviews

12-25 Ormrod Educational Psychology: Developing Learners, 8e © 2014 Pearson Education, Inc. All rights reserved. Promoting Mastery Small, discrete units. A logical sequence. Demonstration of mastery at the end of each unit. Additional activities for students needing extra help or practice to attain mastery.

12-26 Ormrod Educational Psychology: Developing Learners, 8e © 2014 Pearson Education, Inc. All rights reserved. Instructional Websites Types of websites—search engines, Wikipedia, etc. Considerations: students’ self-regulation skills and technological literacy little to no quality control of internet unproductive searches the need for scaffolding

12-27 Ormrod Educational Psychology: Developing Learners, 8e © 2014 Pearson Education, Inc. All rights reserved. Computer Based Instruction Benefits: often effective in learning subject matter can be highly motivating includes multimedia records and maintain data for every student provides instruction when teachers aren’t available Drawback few opportunities for face-to-face social interaction

12-28 Ormrod Educational Psychology: Developing Learners, 8e © 2014 Pearson Education, Inc. All rights reserved. Learner-Directed Instructional Strategies

12-29 Ormrod Educational Psychology: Developing Learners, 8e © 2014 Pearson Education, Inc. All rights reserved. Class Discussions Focus on topics that lend themselves to multiple perspectives. Make sure students have prior knowledge about a topic. Create a classroom atmosphere conducive to open debate. Use small-group discussions to encourage all students to participate. Provide a structure to guide the discussion. Provide closure at the end.

12-30 Ormrod Educational Psychology: Developing Learners, 8e © 2014 Pearson Education, Inc. All rights reserved. Reciprocal Teaching Discussion format Teacher and students model effective reading and learning strategies Focused on metacognitive strategies summarizing questioning clarifying predicting

12-31 Ormrod Educational Psychology: Developing Learners, 8e © 2014 Pearson Education, Inc. All rights reserved. Discovery & Inquiry Learning Discovery students interact with environment derive information for themselves useful for fostering transfer, problem solving, creativity, self-regulated learning promotes positive attitude Inquiry promotes effective reasoning processes

12-32 Ormrod Educational Psychology: Developing Learners, 8e © 2014 Pearson Education, Inc. All rights reserved. Computer Simulations & Applications Simulations game-like or authentic tasks Applications concept mapping, brainstorming software word processing programs database programs spreadsheets music editors geographic mapping software

12-33 Ormrod Educational Psychology: Developing Learners, 8e © 2014 Pearson Education, Inc. All rights reserved. Cooperative Learning Small group with common goal For effective groups: form groups of students who are likely to work together productively provide clear goals toward which groups should work provide clear guidelines for behavior structure tasks so that group members must depend on one another for success

12-34 Ormrod Educational Psychology: Developing Learners, 8e © 2014 Pearson Education, Inc. All rights reserved. Peer Tutoring Can lead to considerable gains in academic achievement Benefits tutors as well as those being tutored

12-35 Ormrod Educational Psychology: Developing Learners, 8e © 2014 Pearson Education, Inc. All rights reserved. Peer Tutoring Make sure tutors have mastered the material and use sound instructional techniques. Provide a structure for students ’ interactions. Do not rely on higher-achieving students to tutor lower-achieving students excessively. Make sure that all students have opportunities to tutor.

12-36 Ormrod Educational Psychology: Developing Learners, 8e © 2014 Pearson Education, Inc. All rights reserved. Technology-Based Collaborative Learning Can enhance student interaction and knowledge construction electronic mail ( ) web-based chat rooms discussion boards electronic bulletin boards web logs (blogs)

12-37 Ormrod Educational Psychology: Developing Learners, 8e © 2014 Pearson Education, Inc. All rights reserved. Taking Student Diversity into Account

12-38 Ormrod Educational Psychology: Developing Learners, 8e © 2014 Pearson Education, Inc. All rights reserved. Diversity Attend to students ’ ages, developmental level, prior knowledge and skills. Attend to students ’ cultural and ethnic backgrounds. Accommodate students with special needs. differentiated instruction

12-39 Ormrod Educational Psychology: Developing Learners, 8e © 2014 Pearson Education, Inc. All rights reserved. The Big Picture

12-40 Ormrod Educational Psychology: Developing Learners, 8e © 2014 Pearson Education, Inc. All rights reserved. The Big Picture The choice of instructional strategies must depend to some degree on the goals of instruction. The choice of instructional strategies must also depend on students ’ characteristics and needs. Effective teachers regularly use a variety of instructional strategies.