Title: Effective Instructional Strategies From Theory to Practice
1Effective Instructional StrategiesFrom Theory to
Practice
- Chapter 3
- Setting Goals and Objectives
2Standards for Student Performance
- Schools must assure the public that a
high-quality education is being provided to
students. - Attempts to control quality
- accountability
- accreditation
3Federal laws enacted to protect students
- Public Law 94-142the Education for All
Handicapped Children Act - Individuals with Disabilities Education Act
(IDEA, 1990) - Individuals with Disabilities Education Act
Amendments (IDEA, 1997) - Section 504 of the Vocational Rehabilitation Act
4Limited English Proficiency (LEP) Students
- It is not uncommon for more than half the
students to come from homes where the first
language in not English. - By 2026, it is projected that about ΒΌ of all
students will come from homes in which the
primary language is not English.
5Limited English Proficiency (LEP) Students (cont.)
- Terms to describe students who have not yet
attained an adequate level of English - LEP-limited English proficiency
- ELL-English language learners
- Strategies to meet the needs of LEP/ELL students
- Cooperative learning
- Demonstrations
- Communication that is encouraging and positive
- Communication through gestures and pictures
6Objectives
- can be defined as a clear and unambiguous
description of instructional intent. It is
finite and measurable. Its accomplishment can be
verified. - are statements of what your students should be
able to do after instruction. - should place emphasis on student outcome or
performance.
7Goals are broad statements of educational intent
e.g. To know the three theories pertaining to the
extinction of the dinosaurs
Objectives are the educational outcome defined
in behavioral terms
e.g. Given a list of dinosaurs, students will be
able to arrange them in their various groups with
80 accuracy
8Goals are broad objectives are narrow. Goals
are general intentions objectives are
precise. Goals are intangible objectives are
tangible. Goals are abstract objectives are
concrete.
9Teacher Accountability Model
10Levels of Specificity
- Educational goals (pg. 70)
- give direction to our instructional intent and
describe what the teacher wishes to accomplish in
the broadest sense. - e.g. Students will fully appreciate the play
Cats. -
- verb is rather vague and open to
interpretation..not observable (pg. 71)
11Instructional objectives precisely communicate
learning intent 4 elements include
performance (what they are expected to do after
instruction) product (what is to be produced
by the student actions) conditions (under
which the learner is to perform the
prescribed action) criteria (the level of
acceptable performance)
12condition
performance
Given a list of dinosaurs, students will be able
to arrange them in their various groups with
80 accuracy
criteria
product
13Informational objectives an abbreviate version
of instructional objectives that omits the
conditions and criteria
performance
Students will be able to arrange dinosaurs in
their various groups.
product
14Domains of Learning
- Cognitive
- Thinking and reasoning ability of students
- Affective
- Students attitudes, feelings, and emotions
- Psychomotor
- Development of muscular abilities from simple
reflex to creativity in performing a skill.
15Blooms Taxonomy for the Cognitive
Domainoriginal and revised versions
- Original Blooms
- Knowledge
- Comprehension
- Application
- Analysis
- Synthesis
- Evaluation
- Revised Blooms
- Remembering
- Understanding
- Applying
- Analyzing
- Evaluating
- Creating
16Krathwohls Taxonomy for the Affective Domain
- Receiving
- Student pays attention to what is going on in
classroom - Responding
- Students develop an interest and participate
- Valuing
- Students see worth in an idea and internalize it
- Organization
- Students has a value system and is willing to
defend it - Characterization by a Value or Value Complex
- Students has a consistent value system and acts
accordingly
17Taxonomy for the Psychomotor Domain -based on
Harlow (1972) and Jewett and Mullan (1977)
- Fundamental Movement
- Ability to track objects, grasp objects, crawl,
walk - Generic Movement
- Motor skills, timing, coordination developing
- Ordinative Movement
- Perform a skill ably and indepentdently
- Creative Movement
- Able to invent unique motor options
- Pg. 88
18Linking Standards and Objectives
- Under No Child Left Behind, states must implement
accountability systems that are aligned with
state standards. - Teachers must clearly link
- state expectations
- classroom objectives
- instruction
- assessment
- Behavior content charts ensure these links have
been established.
19Backward Design Approach
- Identify what knowledge is worth understanding
- Develop essential questions that cover the full
range of understanding - Focus essential questions on the key knowledge
and skills students should acquire.