TLPI – 2/26/07TLPI – 2/26/07

Cognitive, Humanistic, and Behavioral Cognitive, Humanistic, and Behavioral TheoriesTheoriesSchool environmentsSchool environmentsInstructional objectivesInstructional objectivesLesson planningLesson planning

5-step lesson plan format5-step lesson plan formatInto-Through-Beyond lesson plan formatInto-Through-Beyond lesson plan format

For next week . . .For next week . . .

Cognitive, Humanistic, and Behavioral ViewsCognitive, Humanistic, and Behavioral Views

CognitiveCognitive HumanisticHumanistic BehavioralBehavioral

FocusFocus How we acquire How we acquire knowledgeknowledge

How we develop How we develop feelings, attitudes, feelings, attitudes, valuesvalues

How behavior is How behavior is modified by our modified by our environmentenvironment

Topics & Topics & ThemesThemes

Info processingInfo processing

Meaningful learningMeaningful learning

Basic needsBasic needs

AffectAffect

ContiguityContiguity

Classical and Classical and operant operant conditioning, conditioning, social learningsocial learning

SpecialSpecial

ConceptsConcepts

Attention, memory, Attention, memory, connecting to connecting to previous knowledge, previous knowledge, instructional varietyinstructional variety

Self-worthSelf-worth

EfficacyEfficacy

ReinforcementReinforcement

Instructional Instructional ApproachesApproaches

Expository teaching, Expository teaching, authentic learning, authentic learning, scaffolding, problem scaffolding, problem solvingsolving

Cooperative Cooperative learning, learning, character & character & multiethnic multiethnic educationeducation

Direct instructionDirect instruction

PIPI

CAICAI

Mastery learningMastery learning

School EnvironmentsSchool Environments

Traditional ClassroomsTraditional Classrooms Constructivist ClassroomsConstructivist ClassroomsCurriculum presented part to whole, with Curriculum presented part to whole, with emphasis on basic skillsemphasis on basic skills

Curriculum presented whole to part, with Curriculum presented whole to part, with emphasis on big conceptsemphasis on big concepts

Strict adherence to fixed curriculum is highly Strict adherence to fixed curriculum is highly valuedvalued

Pursuit of student questions is highly valuedPursuit of student questions is highly valued

Curricular activities rely heavily on textbooks and Curricular activities rely heavily on textbooks and workbooksworkbooks

Curricular activities rely heavily on primary Curricular activities rely heavily on primary sources and manipulativessources and manipulatives

Students are viewed as “blank slates” onto which Students are viewed as “blank slates” onto which information is etched by the teacherinformation is etched by the teacher

Students are viewed as thinkers with emerging Students are viewed as thinkers with emerging theories about the worldtheories about the world

Teachers generally behave in a didactic manner, Teachers generally behave in a didactic manner, disseminating information to studentsdisseminating information to students

Teachers generally behave in an interactive Teachers generally behave in an interactive manner, mediating the environment for studentsmanner, mediating the environment for students

Teachers seek the correct answer to validate Teachers seek the correct answer to validate student learningstudent learning

Teachers seek the students’ points of view in Teachers seek the students’ points of view in order to understand their present conceptions for order to understand their present conceptions for use in subsequent lessonsuse in subsequent lessons

Assessment of student learning is viewed as Assessment of student learning is viewed as separate from teaching, and occurs almost separate from teaching, and occurs almost entirely through testingentirely through testing

Assessment of student learning is interwoven Assessment of student learning is interwoven with teaching and occurs through teacher with teaching and occurs through teacher observation of students at work, and through observation of students at work, and through student exhibitions and portfoliosstudent exhibitions and portfolios

Students primarily work aloneStudents primarily work alone Students primarily work in groupsStudents primarily work in groups

Math and Science Lesson Plan ResourcesMath and Science Lesson Plan Resources

Classroom Compass: Constructing Knowledge in the Classroom Compass: Constructing Knowledge in the Classroom,Classroom, Southwest Educational Development Southwest Educational Development LaboratoryLaboratory

http://www.sedl.org/scimath/compass/v01n03/welcome.htmlhttp://www.sedl.org/scimath/compass/v01n03/welcome.html

GEMSGEMS, Lawrence Hall of Science, University of , Lawrence Hall of Science, University of California, BerkeleyCalifornia, Berkeley

http://www.lhsgems.org/http://www.lhsgems.org/

NCTM IlluminationsNCTM Illuminationshttp://illuminations.nctm.orghttp://illuminations.nctm.org

Everyday MathematicsEveryday Mathematics, University of Chicago, University of Chicagohttp://everydaymath.uchicago.edu/educators/index.shtmlhttp://everydaymath.uchicago.edu/educators/index.shtml

Instructional ObjectivesInstructional Objectives

Teachers must have objectives, a clear and Teachers must have objectives, a clear and understandable plan for what students should understandable plan for what students should know and be able to do at the end of a course of know and be able to do at the end of a course of study;study;their lessons must be designed to accomplish their lessons must be designed to accomplish these objectives;these objectives;and their evaluation of students must tell them and their evaluation of students must tell them which objectives each student has actually which objectives each student has actually mastered and can do by the end of the coursemastered and can do by the end of the course

(Mabry & Stake, 1994)(Mabry & Stake, 1994)

““A teacher is like a wilderness guide with a A teacher is like a wilderness guide with a troop of tenderfeet. If the teacher doesn’t troop of tenderfeet. If the teacher doesn’t have a map or a plan for getting the group have a map or a plan for getting the group where it needs to go, the whole group will where it needs to go, the whole group will surely be lost.”surely be lost.”

(Slavin, 2000)(Slavin, 2000)

Behavioral ObjectivesBehavioral Objectives

Objectives written by people with Objectives written by people with behavioral views focus on observable and behavioral views focus on observable and measurable changes in the learnermeasurable changes in the learner

Behavioral objectives use terms such as Behavioral objectives use terms such as list, define, add, calculate.list, define, add, calculate.

Cognitive ObjectivesCognitive Objectives

Cognitive objectives emphasize thinking Cognitive objectives emphasize thinking and comprehension.and comprehension.

They are more likely to include words such They are more likely to include words such as as demonstrate understanding by, demonstrate understanding by, recognize, create, apply, judge.recognize, create, apply, judge.

Affective (Emotional Response) ObjectivesAffective (Emotional Response) Objectives

ReceivingReceiving Being aware of or attending to something in the Being aware of or attending to something in the environment. This is the I’ll-listen-to-the-concert-but-I-environment. This is the I’ll-listen-to-the-concert-but-I-won’t-promise-to-like-it level.won’t-promise-to-like-it level.

RespondingResponding Showing some new behavior as a result of experience. Showing some new behavior as a result of experience. At this level a person might applaud after the concert or At this level a person might applaud after the concert or hum some of the music the next day.hum some of the music the next day.

ValuingValuing Showing some definite involvement or commitment. At Showing some definite involvement or commitment. At this point a person might choose to go to a concert this point a person might choose to go to a concert instead of a film.instead of a film.

OrganizationOrganization Integrating a new value into one’s general set of values, Integrating a new value into one’s general set of values, give it some ranking among one’s general priorities. give it some ranking among one’s general priorities. This is the level at which a person would begin to make This is the level at which a person would begin to make long-range commitment to concert attendance.long-range commitment to concert attendance.

CharacterizationCharacterization Acting consistently with the new value. At this highest Acting consistently with the new value. At this highest level, a person would be firmly committed to a love of level, a person would be firmly committed to a love of music and demonstrate it openly and consistentlymusic and demonstrate it openly and consistently

Put another (simpler) way,Put another (simpler) way,

Every teacher should have a clear idea of Every teacher should have a clear idea of where the class is going,where the class is going,

how it will get there, how it will get there,

and how to know whether it has arrivedand how to know whether it has arrived

You don’t want to be like the You don’t want to be like the biology teacher . . . biology teacher . . .

who spent most of the year teaching who spent most of the year teaching biochemistry (his strength) so his students knew biochemistry (his strength) so his students knew all about the chemical makeup of DNA, red blood all about the chemical makeup of DNA, red blood cells, chlorophyll, and starch, but little about cells, chlorophyll, and starch, but little about zoology, botany, anatomy—topics usually central zoology, botany, anatomy—topics usually central to high school biology—and had students dissect to high school biology—and had students dissect a frog, a cow’s eye, a sheep brain, and a fetal pig a frog, a cow’s eye, a sheep brain, and a fetal pig on successive days in the last week of the year on successive days in the last week of the year in order to fit in the required laboratory exercises.in order to fit in the required laboratory exercises.

Parts of an Instructional ObjectiveParts of an Instructional Objective

PerformancePerformance ConditionsConditions CriterionCriterion

DefinitionDefinition An objective An objective always say what a always say what a learner is learner is expected to do.expected to do.

An objective always An objective always describes the describes the conditions under conditions under which the which the performance is to performance is to occuroccur

An objective An objective describes the describes the criterion of criterion of acceptable acceptable performanceperformance

QuestionQuestion

AnsweredAnswered

What should the What should the learner be able to learner be able to do?do?

Under what Under what conditions do you conditions do you want the learner to want the learner to be able to do it?be able to do it?

How well must it How well must it be done?be done?

ExampleExample Correctly balance Correctly balance chemical equationschemical equations

Given 5 unbalanced Given 5 unbalanced equations, students will equations, students will correctly manipulate correctly manipulate coefficients until the coefficients until the numbers of atoms of numbers of atoms of each element are the each element are the same on both sides of same on both sides of the equation.the equation.

Students will Students will correctly balance 4 correctly balance 4 of the 5 equations of the 5 equations (AND will (AND will understand how to understand how to and will correct their and will correct their errors after checking errors after checking with a partner).with a partner).

Planning Lesson ObjectivesPlanning Lesson Objectives (the structure = condition-performance-criterion)(the structure = condition-performance-criterion)

First, state the conditions under which First, state the conditions under which learning will be assessed:learning will be assessed:

Given a 10-item test, students will be able to . . .Given a 10-item test, students will be able to . . . In an essay, a student will be able to . . . In an essay, a student will be able to . . . Using a compass and protractor, a student will be Using a compass and protractor, a student will be

able to . . .able to . . .

Next . . .Next . . .

The second part of an objective is usually The second part of an objective is usually an action verb that indicates what the an action verb that indicates what the student will be able to do or perform:student will be able to do or perform:

ListList . . . . . . InterpreInterpret . . .t . . . ExplainExplain . . . . . . CompareCompare . . . . . . DesignDesign . . . . . . EvaluateEvaluate . . . . . .

Like this . . . Like this . . . ListList the characteristic of vertebrates the characteristic of vertebrates (knowledge)(knowledge)

InterpreInterprett the graph of y = x – 3 the graph of y = x – 3 (comprehension)(comprehension)

ExplainExplain why a balloon is larger on a hot day than on a cold why a balloon is larger on a hot day than on a cold day day (application)(application)

CompareCompare the periods of two pendulums of different length the periods of two pendulums of different length (analysis/analyze)(analysis/analyze)

DesignDesign a scientific experiment a scientific experiment (synthesis)(synthesis)

EvaluateEvaluate whether solar or wind is a better renewable energy whether solar or wind is a better renewable energy source source (evaluation)(evaluation)

Finally . . .Finally . . .

An instructional objective generally states An instructional objective generally states the criterion for success:the criterion for success:

. . . all 100 multiplication facts in 3 minutes. . . all 100 multiplication facts in 3 minutes . . . at least 9 of 10 correctly. . . at least 9 of 10 correctly . . . with 80% accuracy. . . with 80% accuracy . . . within 0.1 g of its actual mass. . . within 0.1 g of its actual mass

Instructional objectives should be Instructional objectives should be specific and measurablespecific and measurable

Words open to many Words open to many interpretationsinterpretations

Words open to fewer Words open to fewer interpretationsinterpretations

to knowto know to writeto write

to understandto understand to solveto solve

to comprehendto comprehend to identifyto identify

to appreciateto appreciate to calculateto calculate

to fully appreciateto fully appreciate to solveto solve

to grasp the significanceto grasp the significance to constructto construct

to enjoyto enjoy to demonstrateto demonstrate

Some Research on Some Research on Instructional ObjectivesInstructional Objectives

While it would be a mistake to overplan or to While it would be a mistake to overplan or to adhere to an inflexible plan most experienced adhere to an inflexible plan most experienced teachers create, use, and value objectives and teachers create, use, and value objectives and assessments that are planned in advance. assessments that are planned in advance. (Shalverson, 1987; Brown, 1988; Clark & Yinger, (Shalverson, 1987; Brown, 1988; Clark & Yinger, 1986).1986).Cooley and Leinhardt (1980) found that the Cooley and Leinhardt (1980) found that the strongest single factor predicting student reading strongest single factor predicting student reading and math scores was the degree to which and math scores was the degree to which students were actually taught the skills that were students were actually taught the skills that were tested.tested.

Task AnalysisTask Analysis(= breaking tasks into fundamental subskills)(= breaking tasks into fundamental subskills)

Identify the prerequisite skills.Identify the prerequisite skills. What should students know before you teach the What should students know before you teach the

lesson? lesson?

Identify the component skills.Identify the component skills. In the actual lesson, what subskills must students be In the actual lesson, what subskills must students be

taught before they can achieve the larger objective? taught before they can achieve the larger objective? Each of these must be planned for, taught, and Each of these must be planned for, taught, and assessed during the lesson.assessed during the lesson.

Plan how component skills will be assembled Plan how component skills will be assembled into the final skill.into the final skill. Assemble the subskills back into the complete Assemble the subskills back into the complete

process being taught so students can understand and process being taught so students can understand and practicepractice

Lesson PlanningLesson Planning

2 types of lesson plans are needed for your thematic 2 types of lesson plans are needed for your thematic unitsunits

5-step lesson plan (handout)5-step lesson plan (handout) Into-Through-Beyond lesson planInto-Through-Beyond lesson plan

Let’s revisit your first attempts at lesson planning from Let’s revisit your first attempts at lesson planning from last weeklast week

What clicked and what didn’t?What clicked and what didn’t? What have you learned to add/improve?What have you learned to add/improve?

Create another (ungraded) lesson plan that integrates Create another (ungraded) lesson plan that integrates what you learned tonight. Select another standard in a what you learned tonight. Select another standard in a grade level you teach or may teach.grade level you teach or may teach.

Some Lesson Planning ResourcesSome Lesson Planning Resources

Effective Lesson Planning for ELLEffective Lesson Planning for ELLhttp://coe.sdsu.edu/people/jmora/5StepELL/http://coe.sdsu.edu/people/jmora/5StepELL/

5E Lesson Planning for science5E Lesson Planning for sciencehttp://manzano.aps.edu/science/curriculum/planning.shtml#http://manzano.aps.edu/science/curriculum/planning.shtml#planningtoolsplanningtools

Educator’s Desk ReferenceEducator’s Desk Referencehttp://www.eduref.org/cgi-bin/lessons.cgi/Sciencehttp://www.eduref.org/cgi-bin/lessons.cgi/Science

University of Arizona Marine Discovery LessonsUniversity of Arizona Marine Discovery Lessonshttp://marinediscovery.arizona.edu/lessons.htmlhttp://marinediscovery.arizona.edu/lessons.html

More Theme for Math/ScienceMore Theme for Math/Science Units Units

InteractionInteraction ProbabilityProbability

CommunitiesCommunities PredictionPrediction

InterdependenceInterdependence ConservationConservation

Time and SpaceTime and Space Diversity and VariationDiversity and Variation

WorkWork Form & FunctionForm & Function

MotionMotion Change and ConstancyChange and Constancy

PowerPower MeasurementMeasurement

EvidenceEvidence EquilibriumEquilibrium

SystemsSystems PropertiesProperties

OrganizationOrganization RepresentationsRepresentations

Cause and EffectCause and Effect OrderOrder

For next week and beyond . . .For next week and beyond . . .

Email your ideas for possible themes for your thematic unitsEmail your ideas for possible themes for your thematic units

Bring resources to work on thematic unit—web sites, textbooks, etc. Please don’t Bring resources to work on thematic unit—web sites, textbooks, etc. Please don’t come empty handedcome empty handed

Turn in revisions of written assignments Turn in revisions of written assignments Drop-dead date for FINAL revisions of assignments to date (LI, PPP, MS, PG, and Drop-dead date for FINAL revisions of assignments to date (LI, PPP, MS, PG, and

ethnography) = March 19 (before your Spring Break)ethnography) = March 19 (before your Spring Break)

Double-entry journal notes forDouble-entry journal notes for Moore, et al.Moore, et al. Cruikshank, et al.: Ch. 7 and 8Cruikshank, et al.: Ch. 7 and 8 Daniels & Bizar: Ch 3 & 4Daniels & Bizar: Ch 3 & 4

Planning Ahead: Begin Planning Ahead: Begin Through Ebony EyesThrough Ebony Eyes One page reflection and 3 questions due 3/19One page reflection and 3 questions due 3/19

3/19 class meets in Albrecht Auditorium: Visual and Performing Arts3/19 class meets in Albrecht Auditorium: Visual and Performing Arts