Instructional Planning

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Instructional Planning

• and
• Teaching Strategies

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Instructional Planning Process

• Specify objectives
• Determine and sequence content
• Set priorities
• Select and organize learning experiences
• Plan for evaluation

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Determine and Sequence Content

• Choose only what learners need to achieve
  objectives
• Consider natural or traditional organization of
  subject
• Arrange content in a logical, continuous,
  integrated manner
• simple to complex
• concrete to abstract
• known to experimental
• whole to parts to whole
• task analysis

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Set Priorities

• How much time is available?
• How diverse is the group?
• What equipment is available?
• What materials will you need?
• What facilities are available?

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Select and Organize the Learning Experiences

• Types of learning
• Teaching strategies

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Types of Learning

• Trial and error
• Conditioning
• Imitation
• Insight

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Teaching Strategies

• Lecture
• Demonstration
• Discussion and experiential small groups
• Debates and seminars
• Case studies
• Role-playing
• Games
• Self-directed

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Lecture

• Advantages
• Time
• Group size
• Beginning or advanced learners
• Control over content and sequencing

• Disadvantages
• One-way
• Students passive
• Difficult
• Not appropriate for all content

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Demonstration

• Advantages
• Attention-getting
• Real-world
• Thought-provoking
• Flexible pace

• Disadvantages
• Preparation is demanding
• Hard for all to see or hear
• Expense and time
• Limited to small groups

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Discussion, Debates, Case Studies, Role Playing,
Games

• Advantages
• Everyone can participate
• Pools abilities, knowledge, experiences
• Highly stimulating
• Group decisions better
• Real world

• Disadvantages
• Requires skill to organize
• Group size limited
• Time consuming
• Group can be dominated by autocratic person

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Self-Directed Learning

• Advantages
• Progress at own pace
• Accept responsibility
• Focuses on mastery
• Sense of progress

• Disadvantages
• Does not work if student unmotivated
• Lonely
• Assessment
• Logistical problems

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EXERCISE 4
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Instructional Media

• Enhances presentation
• Enhances retention
• 3 hours later 3 days later
•  
• Telling alone 70 10
• Showing alone 72 20
• Show tell 85 65

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Instructional Media/Materials

• Chalkboard/Dry Erase Board
• Handouts
• Overhead Transparencies
• PowerPoint/Slides
• Videotapes/Movies

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Chalkboard/Dry Erase Board

• Highlight certain points
• Convey information
•  
• Provide change of pace
•  
• Increase learning
•  
• Provide a flexible response

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Handouts

• Never give out handouts and start talking
• Give students a chance to scan the handout before
  you start to talk about what's on the handout

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Overhead Transparencies

• Keep transparencies simple
• Prepare attractive transparencies 
• Present knowledge sequentially 
• Present one main concept per frame 
• Shut off the overhead projector 
• Expose one item at a time

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PowerPoint/Slides

• Same principles as overheads
• Room must be dark, therefore students can't take
  notes
• Slide/tape has a more professional quality
  Must turn off to respond to questions

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Videotapes/Movies

• Can be a change of pace 
• Generally interesting 
• Don't overdo not a substitute for the
  instructor 
• Always preview 
• Don't expect students to take notes give
  handout 
• Excellent for teaching psychomotor skills and
  affective skills

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EXERCISE 5