CHAPTER 12

Planning, Instruction, and

Technology

© 2008 McGraw-Hill Higher Education. All rights reserved.

 Learning Goals
1. Explain what is involved in classroom
planning.
2. Identify important forms of teacher-
centered instruction.
3. Discuss important forms of learner-
centered instruction.
4. Summarize how to effectively use
technology to help children learn.

© 2008 McGraw-Hill Higher Education. All rights reserved.

Planning, Instruction, and
Technology

Planning

Instructional Time Frames

Planning and Planning

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 Planning

Instructional planning involves

developing a systematic, organized
strategy for planning lessons. Planning
will give instructors confidence, guide
content coverage, and help make good
use of class time.

© 2008 McGraw-Hill Higher Education. All rights reserved.

Time Frames of Teacher
Planning

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 Teacher Planning
What Needs to Be The Time to Do It:
Done:  Make time
 Set instructional estimates
goals  Create schedules
 Plan activities  Be flexible
 Set priorities

© 2008 McGraw-Hill Higher Education. All rights reserved.

 Planning, Instruction, and
Technology

Teacher-Centered
Lesson Planning and
Instruction

Evaluating
Teacher-Centered
Teacher-Centered
Lesson Planning
Instruction

Teacher-Centered
Direct Instructional
Instruction Strategies

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Teacher-Centered Lesson
Planning

Behavioral Objectives

What will students do?

How will behavior be assessed?
What level of performance will
be acceptable?
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Teacher-Centered Lesson
Planning

Instructional Taxonomies

Cognitive
Domain Affective
Domain

Psychomotor
Domain

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Teacher-Centered Lesson
Planning

© 2008 McGraw-Hill Higher Education. All rights reserved.

Teacher-Centered Lesson
Planning

© 2008 McGraw-Hill Higher Education. All rights reserved.

Teacher-Centered Lesson
Planning

© 2008 McGraw-Hill Higher Education. All rights reserved.

Teacher-Centered Instructional Strategies
Direct Instruction

Direct Instruction
High teacher direction and control
High teacher expectations
of students’ progress
Maximization of time on academic tasks

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 Teacher-Centered Instructional Strategies
Orienting/Lecturing

In lectures, effective teachers . . .

establish a framework and ORIENT
students to new material using
advance organizers.

Take the time to EXPLAIN and

DEMONSTRATE new material.

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Teacher-Centered Instructional Strategies
Questions and Discussion

• Use fact-based questions before thinking-based

questions
• Avoid yes/no and leading questions
• Give students time to think
• Be clear, purposeful, and brief
• Monitor your response to students’ answers
• Pose questions to whole class or individual
students appropriately
• Encourage students to ask questions
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Teacher-Centered Instructional Strategies
Questions and Discussion

Respond to each student’s learning needs while

maintaining group’s interest.

Allow students to contribute while

maintaining focus on the lesson.

Encourage overall classroom

participation while retaining
class enthusiasm.

© 2008 McGraw-Hill Higher Education. All rights reserved.

Teacher-Centered Instructional Strategies
Mastery Learning

Specify the task.

Design learning units based on
instructional objectives.
Plan instruction to include corrective
feedback.
Evaluate mastery level at the end of the
unit/course.

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Enter the Debate
Should teachers assign homework to
elementary students?
YES NO

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 Planning, Instruction, and
Technology

Learner-Centered
Lesson Planning and
Instruction

Learner-Centered Evaluating Learner-

Principles Centered Instruction

Some Learner-Centered
Instructional Strategies

© 2008 McGraw-Hill Higher Education. All rights reserved.

 Learner-Centered Psychological Principles
Cognitive and Metacognitive Factors

Successful Learners:
• Are active and goal-directed
• Link new information to existing information
• Create a variety of thinking and reasoning strategies
• Reflect on how they think and learn
• Realize that learning is contextual
• Create meaningful, coherent representations of
knowledge

© 2008 McGraw-Hill Higher Education. All rights reserved.

 Learner-Centered Psychological Principles
Motivational and Emotional Factors

The learner’s motivation depends on:

• Learner’s beliefs and expectations for success
or failure that enhance or interfere with learning
• Interesting tasks that are personally relevant
and increase intrinsic motivation
• Teacher encouragement of children’s efforts
and persistence on tasks

© 2008 McGraw-Hill Higher Education. All rights reserved.

 Learner-Centered Psychological Principles
Developmental and Social Factors

Successful Learners
• Experience an optimal learning environment
when teachers have an awareness and
understanding of developmental variations in
children.
• Learning is enhanced when children have the
opportunity to interact and collaborate with
others on instructional tasks.

© 2008 McGraw-Hill Higher Education. All rights reserved.

 Learner-Centered Psychological Principles
Individual Differences

Successful Learners:
• Have teachers who examine student
preferences, build on them, and modify them
• Perceive that their individual differences and
abilities are valued and accommodated
• Are challenged to work toward appropriately high
goals

© 2008 McGraw-Hill Higher Education. All rights reserved.

 Learner-Centered Instructional
Strategies

Problem-Based Essential Discovery

Learning Questions Learning

Students identify Students construct

Questions that
real-life problems, an understanding
reflect the most
locate materials, of their own;
important things
and address the teachers provide
that students
issues; teacher stimulating
should learn
guides student activities
problem-solving

© 2008 McGraw-Hill Higher Education. All rights reserved.

 Planning, Instruction,
and Technology
Technology and
Education

The Technology The Future of

Revolution and the Technology in
Internet Schools

Standards for Technology and

Technology-Literate Sociocultural
Students Diversity

Teaching, Learning,
and Technology

© 2008 McGraw-Hill Higher Education. All rights reserved.

 The Technology Revolution
Teachers need adequate training and workable
technology in order to transform classrooms.

The technology revolution:

1983 < 50,000 computers in schools
2002 > 6 million school computers

The information society relies on:

• Basic nontechnological competencies
• Thinking critically
• Ability to solve problems
• Having a positive attitude
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 The Internet

The Internet system is worldwide and connects

thousands of computer networks, providing an incredible
array of information that students can access.
World Wide Web: A hypermedia information retrieval
system that links a variety of Internet materials
Website: An individual’s location on the Internet
E-mail: Electronic mail

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Standards for Technology-
Literate Students

National Education ISTE Standards

Technology Plan  Students
 Teachers
 Administrators

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 Teaching and Learning with
Technology

 Evaluate which topics are worth

understanding
 Think about what students should
understand about a topic
 Pay attention to how students develop and
demonstrate understanding
 Consider how students and teachers assess
learning
 Reflect on how students and teachers can
learn together

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 Technology and Sociocultural
Diversity

To reduce inequities in computer access:

1. Screen technology for ethnic, cultural, and gender
bias.
2. Provide students with access to experts from
various ethnic/ gender backgrounds.
3. Look for ways to encourage and provide
appropriate computer activities at home.

© 2008 McGraw-Hill Higher Education. All rights reserved.

 Crack the Case
The Big Debate

1. What are the issues in this case?

2. Where should Mrs. Rumer go from here?
3. How can she take a curriculum that has
been taught in a teacher-centered manner
and convert it to a learner-centered
curriculum? Should she? Why or why not?
4. How can she incorporate technology into
the curriculum so that the computers don’t
become mere electronic flash cards?

© 2008 McGraw-Hill Higher Education. All rights reserved.

Reflection & Observation
Reflection:
In your educational experiences, how
have teachers used technology?
How has it affected your learning?
Explain.
Observation:
How and for what purposes does
this teacher use technology in the
classroom?
Why is it important for teachers to
use technology for teaching and
learning?
© 2008 McGraw-Hill Higher Education. All rights reserved.