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師資培育中心唐蕙文
Instructional Activity Design:教學活動設計
Concepts & Practice
Presentation outline
1. Concept of instructional activity design
•2.Factors be considered in instructional activity design
• Add your title in here
1.教學活動設計的概念
2.教學活動設計的考量因素
3.預估學生完成教學活動所需的時間
4.評量教學活動的適當性及預估時間
5.使用評量結果來改善教學活動設計
3. Estimation of time required for student completion of
instructional activities
4. Assessing appropriateness/time estimation of
instructional activity design
5.Using assessment results to improve instructional
activity design
•2.Factors be considered in instructional activity design
2
Instructional goal
教學目標
Entering behavior
始業行為
Instructional
procedure
教學活動
Performance
assessment
教學評量
Feedback
回饋
Glaser之教學模式
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4http://teachinglearningresources.pbworks.com/w/page/19919560/Instructional%20Approaches
Direct Instruction直接教導
Structured overviewMastery lectureDrill & practice
Compare & contrastDidactic questionsDemonstrations
Guides for reading,listening, viewing
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Indirect Instruction間接教學
Problem solvingCase study
InquiryReading for meaningReflective discussion
Concept formation/mappingCloze procedure
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Interactive Instruction互動教學
DebatesRole play
PanelsBrainstormingPeer practice
DiscussionLab groups
Cooperative learningInterviewing
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Independent study獨立研習
EssaysComputer assisted instruction
ReportsLearning contracts
HomeworkDistance learningResearch projects
Assigned questions
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Experiential learning體驗式學習
Field tripsConducting experiments
Simulations/demoGames
Field observationsRole plays
Internships
9
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Presentation outline
1. Concept of instructional activity design
•2.Factors be considered in instructional activity design
• Add your title in here
1.教學活動設計的概念
2.教學活動設計的考量因素
3.預估學生完成教學活動所需的時間
4.評量教學活動的適當性及預估時間
5.使用評量結果來改善教學活動設計
3. Estimation of time required for student completion of
instructional activities
4. Assessing appropriateness/time estimation of
instructional activity design
5.Using assessment results to improve instructional
activity design
•2.Factors be considered in instructional activity design
11
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Situational Factors: Are typically considered at the beginning of design and include:
Nature of the subject: The nature of the subject
includes such things as whether the subject is primarily
cognitive or physical; whether it is highly abstract or very
concrete; etc. Investigating the nature of the subject will
help you decide what kind of instructional activities (e.g.,
lecture or group work) to present to students.
Characteristics of learners: Students vary in prior
knowledge of the subject, initial attitudes toward the
subject, and differences in learning styles and study
skills. You need to consider learners first to better
understand learner outcomes
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Students are not only intellectual but also social and emotional beings, and all these dimensions interact to impact learning and performance. To plan an effective course, it is important to consider who our students are, taking into account their:
Prior knowledge
Intellectual development
Cultural background
Generational experiences and expectations
Learning style
Learning attitude
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The Students
• What can you assume about students’ prior knowledge?
• If you are teaching in a professional program, do students have other commitments (e.g., full time jobs) that will constrain the way in which they can engage in the course?
• How much time/flexibility do students have to fulfill the requirements of the course?
• What are their reasons for enrolling (e.g., requirement for credentialing, interest in the subject)?
• What experiences do students bring to the course (e.g., work experience, cultural background)?
• Is it reasonable to assume that students can all meet outside of class to work on group projects (if applicable)?
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Situational Factors
How big is your class?
How many units are attached? At MCU, one unit equals 50 minutes, so a 2-credit course means that students will spend an average of 300 minutes per week on the course, including both in and out of class time
What time of day is the class scheduled for?
How long and frequent are the class meetings?
Is the course lower division, upper division, or graduate level?
Is this course required or an elective?
How many class meetings do you have over the course of a semester?
Do you have a TA? What functions can they serve?
Can you choose the textbook(s) or are they pre-selected?
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To what extent are you in control of the course and syllabus design process?
Is there certain material you must cover for courses downstream?
What curricular goals does the institution or department have that affect this course or program?
What kind of room are you teaching in, e.g., one with flexible seating?
What technology is installed in the room (e.g., DVD players, document cameras, computers)?
What other technologies are available at the university?
What software will you need?
Does MCU have a campus license for that software?
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Presentation outline
1. Concept of instructional activity design
•2.Factors be considered in instructional activity design
• Add your title in here
1.教學活動設計的概念
2.教學活動設計的考量因素
3.預估學生完成教學活動所需的時間
4.評量教學活動的適當性及預估時間
5.使用評量結果來改善教學活動設計
3. Estimation of time required for student completion of
instructional activities
4. Assessing appropriateness/time estimation of
instructional activity design
5.Using assessment results to improve instructional
activity design
•2.Factors be considered in instructional activity design
18
19
Ex 1: Methods & Practices in TESOL
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Ex 2:Educational leadership
A generic set of key terms in relation to educational leadership are group based on the following core concepts: paternalistic leadership, trait approach, behavior approach, situational leadership, managerial grid, contingency approach, cultural leadership transformational/transactional leadership,
1.15 hrs/week
Pre-class preparation (one hour/week)
Reading (in advance of lecture coverage of content)閱讀(課前/涵蓋講課內容)
Reviewing key terms檢閱關鍵字詞
Preparation for in-class participation準備參與課堂上的討論
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Ex 1
From syllabus to lesson plan
1. Reading in advance of lecture; Write a description of an object;
2. Reviewing lesson plan key terms (estimate time: one hour)
From syllabus to lesson plan
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9. Contingency approach to leadership
Ex 2
Ex 2
Ex 2
10 minutes * 16 weeks = 160 minutes (4 hours)
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60-minute each week; 30 minute per class period; Student presentations in groups are delivered on weekly base; leadership questionnaires should be completed each week; online discussions/reports should be done each week.
Students are required to interview a school leader; interview protocols and reports will be uploaded to Moodle; drafting a research project on school leadership
161
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Ex 1: Homework/assignment:
Design a lesson plan based on format and guideline provided in the class. Upload the assignment to Moodle (estimated time: 2 hours).
Ex 1
Ex 2
Ex 2
Course coverage from week 1 to week 15, including 5 chapters and short answer questions/discussions posted on Moodle; prepare for common exam.
Presentation outline
1. Concept of instructional activity design
•2.Factors be considered in instructional activity design
• Add your title in here
1.教學活動設計的概念
2.教學活動設計的考量因素
3.預估學生完成教學活動所需的時間
4.評量教學活動的適當性及預估時間
5.使用評量結果來改善教學活動設計
3. Estimation of time required for student completion of
instructional activities
4. Assessing appropriateness/time estimation of
instructional activity design
5.Using assessment results to improve instructional
activity design
•2.Factors be considered in instructional activity design
38
39
Perform complete diagnostic assessments of students’ needs and characteristics.
Use diagnostic assessment information when planning.
Do not rely entirely and uncritically on textbooks and their accompanying aids when planning.
Include a combination of lower-level and higher-level expectations or learning outcomes.
Include a wide range of instructional activities and strategies to fit your students’ instructional needs.
Match educational expectations or learning outcomes with teaching strategies, activities, and planned assessments.
Recognize one’s own knowledge and pedagogical limitations and planned preferences.
Include assessment strategies in instructional plans.
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Assessment
Evaluation of an
individual
learner used to
help individual
improve
performance;
Focuses on one area
or domain of
knowledge. It can
provide educators
with information
about each student’s
learning difficulties.
Ascertain, prior to
instruction, each
student’s
strengths,
weaknesses,
knowledge, and skills.
Verification of
achievement for
individual
– Motivation of
individual to
maintain or improve
performance
– Certification of
performance
– Grades
– Promotion
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安置性 形成性 診斷性 總結性
功能 始業知識
分組
提供回饋
改進學習
探究學習困難原因
評定等第
精熟證書
時機 教學前 學期中定期舉行
有需要時 學期終了
測驗型態 效標參照 效標參照 特別設計 常模參照
難度 難易兼具 視教材而定
低難度 難易兼具
Assessment
Focuses on one area
or domain of
knowledge. It can
provide educators
with information
about each student’s
learning difficulties.43
1) How many hours did you spend completing (x) assignment? ___ hours
2) For your learning in this class, how would you rate the time invested in this assignment?__Highly worthwhile__Worthwhile__Some worth__Little to no worth
Design a simple diagnostic instrument to administer to students following each major assignment.
3) From your perspective, which core competence(s) did this assignment help you develop?
Core Competence A Lot Some
1.Ability to practice teaching.
3. Ability to manage class.
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Design a diagnostic checklist regarding all of your instructional activities in the final week of classes.
教師要隨時進行診斷學生的學習進步情形、明暸學生學習的落差所在、尋找補救教學的切入點、以及評定學生的學習成就高低等工作,就可以善加利用此評量庫的機制,大幅改善並協助達成教學與學習的目標。
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Diagram
Learning
Objectives
Assessment.
Instructional
Activities.
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situasisituational factors
From……to……
a focus on teachinga focus on learning
a focus on producta focus on process
punitive positive
recognizing the elitecreating opportunities for many
working in isolation working collaboratively
From GOOD
to GREAT
to SUPER
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