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....

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?

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

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

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

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

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

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

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

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

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

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

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

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?

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

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

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

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

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

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

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

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

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