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Designing to Instruct: Analyzing Skills, Setting Objectives, and Developing Strategies

This instructional guide focuses on designing effective instruction by analyzing skills, setting objectives, and developing strategies. It covers assessing learner needs, creating assessment tools, and revisiting audience characteristics and learning styles.

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Designing to Instruct: Analyzing Skills, Setting Objectives, and Developing Strategies

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  1. Designing to Instruct

  2. Designing to Instruct • Setting a Goal • in general broad terms what do you expect the learner to accomplish • Assessing the Needs of the Goal • audience, environment, context • Analyzing Skills • needed to meet the goal

  3. Designing to Instruct • Analyzing Skills • needed to enter the lesson • Analyzing the learners • in the environment and context of the instruction

  4. Designing to Instruct • Setting Objectives • what do should the learner/receiver do after the lesson • Designing an Assessment Tool • to assess the learner/receiver’s response • include benchmarks along the way

  5. Designing to Instruct • Develop strategies • how to present the information/instruction Develop a Sample Plan Develop Materials Develop a “How did it go?”

  6. Revisiting our Audience • Academic Level • particularly when teaching • Personal & Social Characteristics • age and maturity • motivation/attitude toward the subject • expectations and aspirations • previous and current experience • special talents • mechanical dexterity • ability to work in different environments

  7. Revisiting our Audience • Nonconventional Learners • culturally diverse learners • learners with disabilities • adult learners

  8. Revisiting our Audience • Learning Styles • learning conditions • physical environment • emotionality • sociological needs • physical needs

  9. Revisiting our Audience • Cognitive Learning Styles • how perceived: visual or auditory • type perceived: sensory (ext) or intuitive (int) • how organized: inductive or deductive • how processed: actively or reflectively • how understanding goes: sequentially or globally

  10. What is our Task • Task Analysis can be seen as • “the collection of procedures for defining the content of an instructional [or informational] unit.” • Designing Effective Instruction • by Jerrold E. Kemp • Gary R. Morrison • Steven M. Ross

  11. What is our Task • Content structure • facts • concepts • principles and rules • procedures • interpersonal skills • attitudes Prodecural Analysis

  12. Objectives Cognitive Domain Concerning information/knowledge Psychomotor Domain Use of skeletal muscles Affective Domain Concerning attitude/values/emotions Interrelation of Domains

  13. Objectives Writing objectives Action indicating what the learner will do Observable actions Very challenging to write objectives

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