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Principles of Instructional Design
Fourth Edition
Rober M.Gagne
Leslie J.Briggs
Walter W.Wager
pages 234-253
lesson planning for learning outcomes
the sequence of capabilities exemplified by the learning hierarchy(for intellectual skills) or by a set of identified prerequisites(for other types of outcomes) is used as a basis for planning a series of lessons
instructional events and effective learning conditions
the most general purpose for what we have called the events of instruction is that of arranging the external conditions of learning in such a way as to ensure that learning will occur
effective learning conditions for incorporation into lesson having objectives of intellectual skills and cognitive startegies
discrimination
recall of responses
presentation of same and different sitmuli,with emphasis on distinctive features
repetition of same and different sitmuli,with feedback
concrete concpet
recall of discrimination of relevant object features
presentation of several instances and noninstances,varying in irrelevant object qualities
identification of instances by student,with feedback
defined concept
recall of component concepts
demonstration of the concept,using its definition
demonstration of concept example by student
rule
recall of subordinate concepts and rules
demonstration of rule,using verbal statement
demonstration of rule application by student
higher-order rule
recall of relevant subordinate rules
presentation of a novel learning task or problem
demonstration of new rule in problem solution by student
cognitive strategy
recall of relevant rules and concepts
verbal statement or demonstration of strategy
practice of strategy in novel situation
lesson of intellectual skills objectives
effective learning conditions for incorporation into lesson having objectives of verbal information,attitudes,and motor skills
verbal information
names or labels
recall of verbal associations
encoding by student-relating name to image or meaningful sentence
using name in context of other knowledge
facts
recall of context of related meaningful information
performance of reinstating fact in larger context of verbal information
using fact in context of other knowledge
knowledge
recall of context of related information
performance of reinstating new knowledge in the context of related information
using knowledge by relating it to other facts and bodies of knowledge
attitude
recall of verbal information and intellectual skills relevant to chosen personal actions
establishment or recall of respect for source (usually a human model)
reward for personal action,either by direct expenence or variously by observation of the human model
motor skill
recall of responses and part skills
establishment or recall of executive subroutine(procedural rule)
practice of total skill
steps in lesson planning
suggesting that teachers employ a planning sheet that will contain the following elements
1.statement of the objective of the lesson and its classification as to domain of learning outcome
2.a list of the instructional events to be employed
3.a list of the media,materials,and activities by which each event is to be accomplished
4.notes on teacher roles and activities(prescriptions for isntruction)
the objective of the lesson
some lesson may have a single objective,whereas others may include several related objectives
listing the instructional events
although the events of instruction represent a crucial element in the design model,it is also of great importance that the manner in which such events are planned reflect the best estimate of the capabilities and entering competencies of the students
example of a lesson for a concrete concept objective(p.238)
gaining attention
inform the learner of the objective
stimulate recall of prerequisites
presenting the stimulus material
providing learning guidance
eliciting performance
providing feedback
assessing performance
enhancing retention and transfer
choosing media materials and activities
mediated instruction requires the designer to attend to all the events of instruction as well as the manner in which they will be operationalized in the materials
how will i accomplish this event with these students?
examples of lesson planning sheets for various types of learning outcomes
example of a lesson for a defined concept(p.240)
example of a lesson for teaching a rule(p.241)
example of a lesson for a problem-solving skill(p.242)
example of a lesson for a verbal information objectives(p.243)
example of a lesson for an attitude objective(p.244)
integrative goals:lesson planning for multiple objectives
how lesson design for multiple objectives from different domains differs from lesson design for single objectives
planning instructional activities
the main difference in planning for multiple-objectives and single objective lessons is that the teacher or designer must plan how to present the events of instruction for multiple objectives
an instructional activity is something the teacher does,or has the student do ,representing one or more envents of instruction for one or more objectives
sequencing instructional activities and selecting media
media decisions become most important when attending to whether the learners are readers or nonreaders and the consequence requirements for visual display,practice,and feedback
roles and activities in instructional development
produce a lesson plan in which all the needed instructional events occur
when new instructional materials are developed,the instructional design and the subject matter expert work together in analyzing the learning task,deciding on an appropriate delivery system,and preparing prescriptions for the lesson in a course of study
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