Instructio

nal
What do we TEACH?
What do we DEVELOP?

CONTENT
SKILLS
Why do we TEACH?
Goals / Objectives
Outcomes

CONTENT
SKILLS
How do we TEACH?

Goals / Objectives
Outcomes

CONTENT
SKILLS

Strategies
 How do we know we have TAUGHT?
Goals / Objectives
Outcomes

CONTENT
SKILLS

Strategies Assessment/
Evaluation
DOMAINS OF INSTRUCTIONAL
OBJECTIVES

Knowledge Cognitive
(HEAD) Domain

Attitudes Affective
(HEART) domain

Skills Psychomotor
(HANDS) Domain
 HIERARCHICAL ORDER OF THE
CATEGORIES IN THE COGNITIVE
DOMAIN
Original Revised
Version of Evaluation Creating Bloom’s
Bloom’s Taxonomy
Taxonomy Synthesis Evaluating by Anderson
of & Krathwohl
Objectives Analysis Analyzing – 2001)

Application Applying

Comprehension Understanding

Knowledge Remembering
Methods of Writing Instructional Objectives
Gather sources from the
Tyler’s Method learners, society/ environment
and write the specific
objectives.

Gronlund’s Method Formulate objectives from

general to specific
Behavior Audience
Mager’s Method Condition Behavior
Criteria Condition
Degree of Performance
 Sample of Instructional
Objectives using Mager’s Method
The student (audience) will be able to
determine the diameter of a copper wire
(behavior), given a suitable screw gauge
(condition), to an accuracy of 0.05 mm
within 15 minutes (degree of
performance).
 For one and a half - hour, using a
draw and tell strategy, 85% of the
students should be able to compose
a two-stanza poem with simile and
metaphor.
Sample Objectives in three domains

Given access to the internet, students will

be able to:
A. enumerate at least 5 ways to recycle
non – biodegradable waste;
B. express the necessity to reduce
non - biodegradable waste;
C. devise a strategy for recycling
non – biodegradable waste.
 MAGER’S METHOD

 TEACHING AND TESTING AT THE MINIMUM LEVEL

STATE THE  TEACH THE  TEST THE

SPECIFIC SPECIFIC SPECIFIC
BEHAVIOR BEHAVIOR BEHAVIOR

 This model is used in TEACHING AT THE

TRAINING LEVEL.
 Instructional Model (IM)
* IM is a strategy designed to help
students reach specific goals. It
prescribes the general actions that
will help students learn. (Eggen &
Kauchack, 2001)
 Instructional Model (IM)
Models for instructional design
provide procedural frameworks for the
systematic production of instruction.
They incorporate fundamental
elements of the instructional design
process including analysis of the
intended audience or determining
goals and objectives (Braxton et al.,
1995).
INSTRUCTIONAL MODELS

Social Interaction Model

Concept Attainment Model

Integrative Model

Problem – Based Learning Model

Direct Instruction Model

* Social Interaction Models *
Strategies that involve students working
collaboratively to reach common goals.

Group Work

Cooperative Learning

Discussion
Think – Pair - Share
* Strategy that asks individual students in
learning pairs to first answer a question
and then share it with a partner.
Pairs Check
* Strategy that involves student pairs in
seatwork activities focusing on problems
with convergent answers.
“Solver” “Checker”
 Combining Pairs

Strategy that uses learning pairs as the basic

unit of instruction but provide opportunities
for the pairs to share their answers with
others.

STAD (Student Teams Achievement Division)

Developed Robert Slavin (1995)
* Students are grouped according to
different learning abilities.
* Each group becomes a study team
to increase individual performance.
Jigsaw II

• Individual students become experts on

subsections of a topic and teach that
subsection to others.
• Task specialization
• Students depend on one another to
learn the content
e.g. Physical Geography
1. Climate
a. Seasons
b. Temperature
c. Rainfall
2. Topography
a. Mountain
b. Water
c. Land
d. Prominent features
 Concept – Attainment Model

A strategy designed to help students reinforce

their understanding of concepts and practice
hypothesis testing. (Klausmeier,
1992;Tennyson & Cocchiarella, 1986)

The model uses positive and negative examples

to illustrate concepts.
 Integrative Model
• Grounded on cognitive learning theory
• Designed to accomplish two interrelated
goals.
1. Construct a deep and thorough
understanding of organized bodies of
knowledge.
2. Practice critical thinking.
 How to Use Integrative Model
1. Describe, compare and search for patterns
2. Explain similarities and differences
3. Hypothesize outcomes for different conditions
4. Generalize to form broad relationships
 Problem – Based Learning Model
• Strategy designed to teach problem –
solving skills and content and develop self –
directed learning

Problem – Solving Strategy

1. Identify the problem 4. Carry out the strategy
2. Represent the problem 5. Evaluate results
3. Select a strategy 6. Analyze the process

Case – Based Problem – Solving Strategy

 Direct Instruction Model

• A teacher centered – strategy that uses

teacher explanation and modeling
combined with student practice and
feedback to teach concepts and skills.

Steps
1. Introduction 3. Guided Practice
2. Presentation 4. Independent Practice
 Instructional Functions Design Model
(Rosenshine and Stevens, 1986)

Check previous day’s work

Check homework
1. Daily Review Reteach when necessary
Give an overview
Give detailed explanations
2. Teach New Present in small parts

Content Maintain a rapid pace

Relate new content with previously
learned content
Observable practice tasks
Frequent question/answer
3. Student Practice Frequent feedback
Monitor practice
Check for understanding
 Instructional Functions Design Model
(Rosenshine and Stevens, 1986)
Frequent feedback
4.Feedback/ Notice student errors
Explain and review
Re-teach
Corrections
Seatwork
5. Independent Monitoring
Practice
Regular schedule (weekly, monthly)
Re-teach
6. Reviews
INSTRUCTIONAL
EVENTS
 Instructional Events
Jacobson et.al Hunter (2004)
(1985) &Moore
1. Set Induction
(2000)
1. Introduction 2. Input & Modeling
2. Instructional 3. Checking for
Method understanding &
guided practice
3. Lesson Closure
4. Learner 4. Independent
Assessment Practice
 Instructional Events Design Model
(Gagné, Briggs and Wagner, 1988)

Gaining Attention

Informing the Learner of the Objective

Presenting the Stimulus Materials

Providing Learner Guidance

Eliciting the Performance

Providing Feedback about Performance Correctness

Assessing the Performance

Enhancing Retention and Transfer

 During Phase Ending Phase

• Establishing • Introducing • Reviewing

objectives new knowledge
• Summarizing
• Organizing or skills
information • Repeating the
• Providing
• Motivating opening
practice and
learners overview
application
• Stimulating • Assessing
• Monitoring
readiness performance
progress
• Determining
prior knowledge • Feedbacking
and interests
• Reviewing
previous
learning and
related
experiences
• Providing focus
for the lesson
WHEN DO YOU ASSESS?

Summative Pre –
Assessment Assessment
(Assessment
OF Learning)

Formative Assessment
(Assessment
FOR Learning)
FORMATIVE ASSESSMENT

This Type of
Assessment
is NOT about
accountability…
it is about GETTING
BETTER!!
 FORMATIVE ASSESSMENT
Strategies

 Conference  Learning Logs

 Cooperative  Oral Attitude Surveys
Learning Activities  Oral Presentations
 Demonstrations  Peer Evaluations
 Exit Card  Problem Solving
 Graphic Organizers Activities
 “I Learned” Statements  Products
Interviews  Questioning
Journal Entry  Quiz
KWLs  Response Groups
 Self-Evaluations
What Can Be Assessed?
ACHIEVEMENT TARGETS

Knowledge Reasoning
Mastery Proficiency

Performance Ability to
Skills Create
Products
SUMMATIVE ASSESSMENT
STRATEGIES

 Unit Test
 Performance Task
 Product/Exhibit
 Demonstration
 Portfolio Review
What types of Assessment Methods
Can Be Used?
ASSESSMENT METHODS

Assessment is based on Performances:

observing a performance/product
and making a judgment
* playing an instrument,
* carrying out steps in
an experiment
* speaking in a foreign language
* working productively
in a group

Performance Products:
Assessments * term paper
* lab report
* work of art
What types of Assessment Methods
Can Be Used?
ASSESSMENT METHODS

Determine what a student

* Responding to has learned through personal
journals/logs interaction with them
* Asking questions
during instruction
* Interviewing students
in conferences
* Giving examinations Personal
orally Communication
MATCHING ACHIEVEMENT TARGETS
AND ASSESSMENT METHODS
Targets
Selected Extended Performance Personal
Response Written Assessment Communication
Response
Knowledge
Mastery

Match the assessments

Reasoning
Proficiency at your table with the
target and method
Performance
Skills

Ability to
Create Products
Instructional Events

Suggestion:
Subject Matter:
Reference:
Objectives:
Materials:
Procedure:
Introduction
Development
Closure
Introduction
1. Motivation
2. Presentation
Development
3. Discussion
4. Generalization
5. Application
Closure
6. Valuing
7. Evaluation
Instructional Events using
3Is Approach

1. Introduction
2. Interaction

3. Integration