 Outline a process for instructional planning

 Identify the important characteristics of a group

of students and how those characteristics may

influence your use of instructional technology
 Describe how diversity can be used as an asset

in instructional planning
 Specify the objectives for a lesson of your

choice
 Identify the relevant characteristics of a

learning environment
 Instruction – is the process of helping
students
 Instruction – is the process of helping

students to learn through the deliberate

arrangement of information, activities,
methods, and media
 Instructional design – is the process of

developing plans for instruction though the

practical application of theoretical principles
 Creating a practice activity
 Outlining the content to be covered
 Identifying student’s existing knowledge
 Developing a test
 Selecting a relevant computer activity
 Systematic
 It is a logical, methodical process in which each element of a
plan is considered and carefully linked to the other elements
 Flexible
 The order in which the elements are considered is likely to vary
from one situation to the next
 Dynamic and Interactive
 Decisions made while developing one element of a plan will
affect decisions about other elements
 Coherent
 The result of a process is a coherent plan made up of elements
that work together to promote learning
 Gender
 Socioeconomic status
 Culture and ethnicity
 Existing knowledge of the content
 Motivation
 Learning style
 Special needs
 Teaching literacy
 Differences are partly the result of biology
 Mostly the result of socialization

 Socialization is the process by which we the

rules, norms, and expectations of the
society in which we live
 encompasses a variety of factors:
◦ family income
◦ parents’ occupations, and
◦ the amount of formal education parents have
completed
 consistently related to “success” in school as

measured by things such as:

◦ Standardized test scores, grades, truancy, and
drop-out rates
 consistently related to “success” in school as
measured by things such as:
◦ standardized test scores, grades, truancy, and
drop-out rates
 high SES parents are more likely to provide their
children with a variety of learning experiences
outside school
 may also affect the experience the technology
that a student brings to school
 Tap into unique learning experiences that
naturally occur in the home
 Provide opportunities for parents to become
directly involved in their children’s education
through their day-to-day activities
 Help students maintain a sense of pride in
their families and the contributions they
make to the community
 Provide diverse approaches to subject matter
that enriches the learning for all students in
the class
 Culture – refers to the attitudes, values,
customs, and behavior patterns that
characterize a social group (Banks, 1997)
 Ethnicity – refers to the way individuals

identify themselves with the nation from

which they or their ancestors came (de
Marrais & LeCompte, 1999)
 During a conversation with the teacher, a
student looks down rather than maintaining
eye contact.
 The teacher interprets this to mean that the
student is bored and isn’t paying attention.
 The student may come from a culture in
which eye contact with an adult is a sign of
disrespect.
 A student seems to wait a long time before
responding to a question
 The teacher interprets this to mean that the
student doesn’t understand the question or
know the answer
 The student may speak a language other
than English at home and need time to
translate the question.
 refers to what the students already know
when they begin the lesson
 a process whereby goal-directed activity is
instigated and maintained (Pintrich &
Schunk, 1996)
 defines what people will do rather that what

they can do
 common influence on human activities
 makes a direct contribution to learning by

focusing students on certain desired

learning goals
 Intrinsic – generated by aspects of the
experience or task itself (such as its novelty
or the challenge it presents)
 Extrinsic – generated by factors unrelated to

the experience or task (such as grades or

recognition)
 refers to students’ approaches to learning,
problem solving, and processing
information
 consider the sensory channel a student

prefers for taking in new information –

visual, auditory, kinesthetic, or tactile
1. When I try to I grow distracted by clutter or I get distracted by sounds, and I I become distracted by
concentrate... movement, and I notice things attempt to control the amount commotion, and I tend to retreat
around me other people don’t and type of noise around me. inside myself.
notice.
2. When I I see vivid, detailed pictures in I think in voices and sounds. I see images in my thoughts that
visualize... my thoughts. involve movement.
3. When I talk I find it difficult to listen for very I enjoy listening, or I get I gesture and communicate with
with others... long. impatient to talk myself. my hands.
4. When I contact I prefer face-to-face meetings. I prefer speaking by telephone I prefer to interact while walking
people... for serious conversations. or participating in some activity.

5. When I see an I forget names but remember I know people’s names and I can I remember what we did
acquaintance... faces, and I tend to replay usually quote what we together and I may almost “feel”
where we met for the first time. discussed. our time together.

6. When I relax... I watch TV, see a play, visit an I listen to the radio, play music, I play sports, make crafts, or
exhibit, or go to a movie. read, or talk with a friend. build something with my hands.

7. When I read... I like descriptive examples and I I enjoy the narrative most and I I prefer action-oriented stories,
may pause to imagine the can almost “hear” the but I do not often read for
scene. characters talk. pleasure.
8. When I spell... I envision the word in my mind I sound out the word, sometimes I get a feel for the word by
or imagine what the word looks aloud, and tend to recall rules writing it out or pretending to
like when written. about letter order. type it.
9. When I do I seek out demonstrations, I want verbal and written I jump right in to try it, keep
something new... pictures, or diagrams. instructions, and to talk it over trying, and try different
with someone else. approaches.
10. When I I look at the picture first and I read the directions, or I talk I usually ignore the directions
assemble an then, maybe, read the aloud as I work. and figure it out as I go along.
object... directions.
11. When I I examine facial expressions. I rely on listening to tone of I focus on body language.
interpret voice.
someone's
mood...
12. When I teach I show them. I tell them, write it out, or I ask I demonstrate how it is done and
other people... them a series of questions. then ask them to try.
TotalVisual: Auditory: Tactile/Kinesthetic:
                                                                                 
 students differ from one another in the
sensory channel they prefer
 vary instruction to accommodate those

differences
 help students understand how they best

learn
 Characteristics Technology Ideas
Visual Learners • Learn best what they see Present information in
• Are good at spatial a form of graphs,
relations pictures, animations,
• Will often used images or video clips, and other
color to remember types of visuals
information

Auditory Learners • Learn best what they Use audio to explain

hear ideas or narrate
• Have strong language
skills
• Will often sound things
out or talk as a way of
understanding something

Kinesthetic Learners• Learn best what they do Ask students to

•Are often well-coordinatedmanipulate items
 Learning disabilities
 Behavior disorders
 Communication disorders
 Perception problems
 Motor problems
 Health problems

 Giftedness
 refers to computer skills and the ability to
use computers and other technology to
improve learning, productivity and
performance
 Define where you’re going – the knowledge
or skills the student should have at the end
of the lesson
 Guidance Communication
Teacher Guides selection and development of Reminds the teacher of
lesson content and activities. what the expected
Guides selection and development of outcomes are.
assessment instructions.
Student Guide’s students’ studying. Tells the students what
s will be expected of
them.
Others Guides the development of the overall Tells interested others
curriculum into which the lesson fits. what the students are
Guides the delivery of instruction by learning and what is
substitutes. expected of them
 Curriculum guides
 Textbooks and instructional activities
 Tests
 World Wide Web
 Your own ideas
 Observable Indicator
◦ Use verbs that describe observable actions
 Student Capability
◦ Use the phrase “the students will be able to,:
before the action verb
◦ This will remind you that the objective is a future
capability of the student
 Specify the conditions that will be in place
at the time of the expected performance
 Think about the questions the students are

likely to ask about the expected

performance:
 Setting: What will they be expected to
perform?
 People: Will they be working alone? With a

team? Under supervision?

 Equipment: What tools or facilities they

have to work with?

 Information: What, if any, notes, books,

checklist or models will they have to work

with?
 Helps you identify what is important in the
performance
 The setting or physical surroundings in
which learning is expected to take place