Task Analysis- a process of analyzing and Learning Pyramid

articulating the kinds of learning that you

expect the learners to know how to perform

Content- subject matter teaching learning

knowledge skills attitudes

Architectonics of Content
• Lecture
1. Scope- range and depth • Reading
2. Sequence- order • Audiovisual
• Demonstration
Criteria in selecting content • Discussion
• Practice doing
1. Validity  Teach Others
2. Significance
3. Interest
Teaching- Learning Strategies
4. Utility
5. Feasibility- suitability 1. Motivating Students
2. Informing Students of Objectives
What content is of most worth?
3. Helping Students recall prerequisites
Selecting Learning Strategies 4. Presenting information and examples
5. Providing practice and feedback
Instructional Strategies- teachers do to engage 6. Summarizing the lesson
students
Selecting Appropriate strategies
Teacher centered Student centered
1. Learning intent
Direct Individualized
2. Nature of Learners
 High teacher  Low teacher 3. Availability of Resources
participation participation 4. Knowledge of Strategies
 Low learner  High learner
5. Time
involvement involvement
Considerations for selecting instructional media

1. Practicality
 Direct Instruction
2. Student Appropriateness
 Discussion
3. Instructional appropriateness
 Small Group Discussion
 Cooperative Learning Understanding the Curriculum guide
 Problem Solving
 Role Playing  Learning competencies are achieved
 Case Studies through specific nstructional objectives
 Internship  All learning competencies are achieves.

Criteria for Instructional Plan

  Objectives: SMART  Oral Test
 Content: Appropriate  Systematic Observation
 Strategies:  Interviews
 Assessment: Performance  Questionnaires
 Procedure: Logical flow? engaging?  Anecdotal Records
elements are aligned?  Self- report and Reflection
 Material: Complete List
 Technical specifications: Academic
language

Why evaluate?

 Feedback for learners

 Determine how well achieved

Evaluation- making judgement about things

- Assessment interpretations
 Measurement- statement of
performance usually represented in
quantitative
 Assessment- interpretation and
representation of measurement data
- Assigning a grade, mark, or some form
of qualitative comment

Norm referenced assessment- based on the

students, average score is 50 you got 60 so you
are good
Criterion referenced- good (90%), average
(85%)

Types of Evaluation
 Diagnostic
 Formative
 Summative

Developing Assessment Tools

 Standardized test
 Teacher Made Test
 Portfolio