1. Designing and Planning Technology Enhanced Instruction
Chapter 2
Lever-Duffy
EDMD 3300, Fall 2004

2. What is the Learning Environment?
The learning environment includes all conditions that impact the learner
Physical space and its characteristics can impact learning
Dunn and Dunn’s research suggests different aspects of the physical space appeal to different learning styles

3. What is the Learning Environment?
Non physical aspects of the learning environment include:
Teaching strategies selected by teachers
Technologies selected to support instruction
Plan for interaction among students
Assessment strategies
Attitude and role of the teacher in the learning process

4. Why Is Planning Important?
To build the best possible learning environment, all aspects of it must be planned
A systems approach to planning calls for a step-by-step process that designs, creates, evaluates and revises all aspects of instruction
The Design-Plan-Act! (D-P-A) system ensures all necessary steps are addressed

5. Instructional Planning
The DESIGN Phase
The Design phase allows the teacher to take a strategic look at the delivery of instruction
In this phase, the broad steps necessary are considered and refined
An instructional design model is often used in this phase to ensure no steps are missed
The Dynamic Instructional Design (DID) model will assist you in creating your design

6. The DID Model
Figure 2.2, p. 39 Lever-Duffy

7. DID Model Clarification
Formative Feedback
Responsive Adjustments

8. The DID Model Know the Learner
To identify the instruction necessary, you must first know the people you are teaching
You should consider:
Physical and cognitive developmental stage
Cultural and language differences
Incoming skills and current knowledge base
Personal characteristics (learning styles, dominant intelligences, etc)
Group characteristics and dynamics

9. The DID Model State your Objectives
Performance objectives state what the student will be able to DO at the conclusion of instruction
Performance objectives have 4 components:
The Stem
The Target Performance
The Measurement Conditions
The Criterion for Success
Example: The student will be able to identify the subject and verb in a sentence written on the board with 95% accuracy.

10. ABC’s of Objectives Audience Behavior Condition Degree
Objective components can also be illustrated:
Audience
Behavior
Condition
Degree
Example: Given a calculator and scratch paper The student will be able to multiply simple fractions (reducing the answer to simplest terms), answering 9/10 exercises correctly.

11. The DID Model Objectives should address different levels of thinking
Blooms Taxonomy offers a guide for six levels of cognition
Knowledge – Recall of facts
Comprehension – Interpreting facts
Application – Apply information to new situations
Analysis – Recognizing components within data
Synthesis – Creating new ideas for the data provided
Evaluation – Making thoughtful value judgments

12. The DID Model Establish the Learning Environment
Adjust the physical space to support learners
Encourage and support a positive climate that includes a feeling of safety, confidence, and positive attitude
Prepare to keep learners active and engaged
Prepare well organized and articulated lesson plans

13. The DID Model Identify Teaching and Learning Strategies
Decide upon the methods that are most likely to help the stated objectives
Utilize the steps of the Pedagogical Cycle to help determine strategies
The steps of the Pedagogical Cycle include
Providing pre-organizers
Using motivators
Bridging to past knowledge
Sharing objectives and expectations

14. The DID Model Identify Teaching and Learning Strategies
The steps of the Pedagogical Cycle also include
Introducing new knowledge via varied teaching methods
Reinforcing knowledge
Providing practice experiences
Offering a culminating review

15. Pedagogical Cycle Provide Preorganizer Use Motivators
Bridge Prior Knowledge
Share Objectives
Introduce New Knowledge
Reinforce Knowledge
Provide Practice
Culminating Review
Adapted from
Figure 2.4 p. 50
Lever-Duffy

16. The DID Model Identify and Select Support Technologies
Determine which technology tools will build the desired learning environment
Examine technology options
Evaluate appropriateness of the technologies under consideration
Experiment with the technologies selected

17. The DID Model Evaluate and Revise the Design
You have already adjusted continually throughout the DID model in response to formative feedback
Summative feedback is the evaluation that occurs at the end of the process
Using the feedback from this final evaluation, revise the design to make it even better

18. Instructional Planning
The PLAN Phase
Once you have completed your design, it is now time to PLAN your lessons
Lesson Plans provide day-to-day snapshot of what will happen in the classroom
Each component of the lesson plan grows out from a component of the design so they will parallel each other

19. Instructional Planning
The PLAN Phase
The essential components of the Lesson Plan include
Readying the Learners
Target specific daily objectives
Prepare the lesson
Prepare the classroom
Detail the steps of the Pedagogical Cycle
Identify technologies and materials
Check for success

20. Instructional Planning
The ACT Phase
Once you have completed your lesson plan, it is now time to take ACT to get ready to teach
The Instructional Action Plan (IAP) is your lesson’s To-Do list
The IAP will detail everything you need to do in order to carry out your planned lesson successfully

21. Instructional Planning
The ACT Phase
The Instructional Action Plan includes
Identifying learner preparation activities
Getting the classroom ready
Preparing all teaching and learning materials
Creating your personal prompts
Practice with your support technologies
Preparing your formative and summative feedback tools
Preparing follow-up activities

22. Planning for Technology in Teaching & Learning
Remember…
Technology is a tool that supports your design and your plans
Technology should make it possible to something done before better or make it possible to do something that wasn’t previously possible
Many technologies are available, choose wisely and well

23. Connect! Journal Entry: Sept 7, 2004
Reflect on class so far, what evidence of the DID model do you see in practice? Be specific in the things that you identify.
How can you apply the DID model to your Group Tutorial Assignments? Be specific in your suggestions.