Professional Documents
Culture Documents
MODEL (SIM)
Presenters:
Engr.Muhammad Mujatab Asad
WHAT QUESTIONS WILL BE ANSWERED TODAY?
Promoting Learning
Coverage Is supportedTeaming
by
Responds to
For
All Learners
Current Requires
Realities instruction
Includes in and
Requires infusion of
informed and
Key explicit
Learning
Such as Components Teaching
Strategic Strategies
Instruction
Such as Routines
Such as A
Continuum
Smarter
of Action
Planning
WHAT ARE LEARNING
STRATEGIES?
WHAT ARE LEARNING STRATEGIES?
• Partnership
• Provide numerous supports for academic success (tutoring, direct
instruction, parent education)
• Instructional coaches in middle and high schools
• Professional Learning Communities
PROFESSIONAL LEARNING COMMUNITIES
A systematic approach
(model) for developing
effective instruction.
One of the most popular
models in instructional
design.
Outcome of each step
feeds into the subsequent
step.
Evaluation is ongoing
throughout each layer of
design.
ANALYSIS
•Worksheet from
http://citt.ufl.edu/team/PGL/modules.htm
DEVELOPMENT
Worksheet from
http://citt.ufl.edu/team/PGL/modules.htm
EVALUATION
Analyze learners
State objectives
Select methods, media, and materials
Utilize media and materials
Require learner participation
Evaluate and revise
ANALYZE LEARNERS
Identify learners
General characteristics
grade, age, ethnic group, sex, mental,
emotional, physical, or social problems,
socioeconomic level
Specific entry competencies
prior knowledge, skills, and attitudes.
Learning style
verbal, logical, visual, musical, structured
STATE OBJECTIVES
Be specific
State terms of what student will
be able to do
Include conditions and degree of
acceptable performance
The objectives may be derived
from a needs assessment or a
course syllabus, stated in a text
book, taken from a curriculum
guide, or developed by the
instructor.
Once you know your students, you can begin writing the
objectives of your lesson. Objectives are the learning
outcomes, that is, What will the student get out of the
lesson?
The ABCD's of writing objectives are:
Audience (who are your students?)
Behavior to be demonstrated
Conditions under which the behavior will be observed
Degree to which the learned skills are to be mastered.
Example: Fifth grade social studies students (Audience) will be able
to name at least 90% (Degree) of the state capitols (Behavior) when
given a list of states (Condition).
CLASSIFICATION OF OBJECTIVES
Decide on appropriate
method
Choose suitable format
Select available materials
Modify existing materials
Design new materials
Obtaining Specific Materials: Select, Modify, or Design?
Having decided what media format suits your immediate
instructional objective; you face the problem of finding
specific materials to convey the lesson.
Selecting Available Materials
The majority of instructional materials used by teachers
and trainers are "off the shelf"—that is, ready-made and
available from school, district, or company collections or
other easily accessible sources. How do you go about
making an appropriate choice from available materials?
UTILIZE MEDIA AND MATERIALS
Active mental
engagement
Allow learners to
practice
Provide feedback
EVALUATE/REVISE
evaluation of learner
achievement,
evaluation of media and
methods,
and evaluation of the
instructional process.
EVALUATION OF LEARNER ACHIEVEMENT