Designing and Planning Instruction Focus on the content, not the technology.

Designing and Planning InstructionDesigning and Planning Instruction

Focus on the content, not the technology

Why Plan???Why Plan???

Where does technology fit?Where does technology fit?

Content Pedagogy

InterdisciplinarySite basedCollaborativeMeaningfulActive

Access to scholars Knowledge

Primary sourcesCurrent eventsAuthentic data ?

Multiple Intelligences and Learning Styles

Multiple Intelligences and Learning Styles

How can you accommodate all of your students?

Remember that the student is the most important piece in teaching

How can you accommodate all of your students?

Remember that the student is the most important piece in teaching

Multiple IntelligencesMultiple Intelligences

Howard Gardner Linguistic intelligence involves sensitivity to spoken and written language, the ability to learn languages, and the capacity to use language to accomplish certain goals.

Logical - Mathematic intelligence consists of the capacity to analyze problems logically, carry out mathematical operations, and investigate issues scientifically. In Howard Gardner's words, in entails the ability to detect patterns, reason deductively and think logically. http://www.infed.org/thinkers/gardner.htm

Howard Gardner Linguistic intelligence involves sensitivity to spoken and written language, the ability to learn languages, and the capacity to use language to accomplish certain goals.

Logical - Mathematic intelligence consists of the capacity to analyze problems logically, carry out mathematical operations, and investigate issues scientifically. In Howard Gardner's words, in entails the ability to detect patterns, reason deductively and think logically. http://www.infed.org/thinkers/gardner.htm

Multiple IntelligencesMultiple Intelligences

Bodily - kinesthetic intelligence entails the potential of using one's whole body or parts of the body to solve problems.

Musical intelligence involves skill in the performance, composition, and appreciation of musical patterns. It encompasses the capacity to recognize and compose musical pitches, tones, and rhythms.

http://www.infed.org/thinkers/gardner.htm

Bodily - kinesthetic intelligence entails the potential of using one's whole body or parts of the body to solve problems.

Musical intelligence involves skill in the performance, composition, and appreciation of musical patterns. It encompasses the capacity to recognize and compose musical pitches, tones, and rhythms.

http://www.infed.org/thinkers/gardner.htm

Multiple IntelligencesMultiple Intelligences

Spatial intelligence involves the potential to recognize and use the patterns of wide space and more confined areas. 

http://www.infed.org/thinkers/gardner.htm

Spatial intelligence involves the potential to recognize and use the patterns of wide space and more confined areas. 

http://www.infed.org/thinkers/gardner.htm

Multiple IntelligencesMultiple Intelligences

Interpersonal intelligence is concerned with the capacity to understand the intentions, motivations and desires of other people. It allows people to work effectively with others..

Intrapersonal intelligence entails the capacity to understand oneself, to appreciate one's feelings, fears and motivations.

http://www.infed.org/thinkers/gardner.htm

Interpersonal intelligence is concerned with the capacity to understand the intentions, motivations and desires of other people. It allows people to work effectively with others..

Intrapersonal intelligence entails the capacity to understand oneself, to appreciate one's feelings, fears and motivations.

http://www.infed.org/thinkers/gardner.htm

Multiple IntelligencesMultiple Intelligences

Naturalist intelligence enables human beings to recognize, categorize and draw upon certain features of the environment.

http://www.infed.org/thinkers/gardner.htm

Naturalist intelligence enables human beings to recognize, categorize and draw upon certain features of the environment.

http://www.infed.org/thinkers/gardner.htm

Multiple Intelligences and Technology

Multiple Intelligences and Technology

http://eduscapes.com/tap/topic68.htm

Look at the technologies that can be used to reach different MI.

http://eduscapes.com/tap/topic68.htm

Look at the technologies that can be used to reach different MI.

Learning Styles (don’t confuse with MI)

Learning Styles (don’t confuse with MI)

Visual Learners- http://www.vark-learn.com/english/page.asp?p=visual

Auditory/Aural Learners- http://www.vark-learn.com/english/page.asp?p=aural

Kinesthetic Learners- http://www.vark-learn.com/english/page.asp?p=kinesthetic#

Visual Learners- http://www.vark-learn.com/english/page.asp?p=visual

Auditory/Aural Learners- http://www.vark-learn.com/english/page.asp?p=aural

Kinesthetic Learners- http://www.vark-learn.com/english/page.asp?p=kinesthetic#

Learning EnvironmentLearning Environment

All conditions, circumstances, and influences that affect the learner’s development

Physical (examples include: space, facilities, room arrangement)

Non-Physical (examples include: teaching strategies, technologies used, attitudes)

All conditions, circumstances, and influences that affect the learner’s development

Physical (examples include: space, facilities, room arrangement)

Non-Physical (examples include: teaching strategies, technologies used, attitudes)

Common Components of Lesson Plan Design

Common Components of Lesson Plan Design

Standards Objectives Assessment Strategies

Standards Objectives Assessment Strategies

Most Importantly- Who are your students?

Start with the StandardsStart with the Standards

Florida Sunshine State Standards

National Standards- all content areas

Florida Sunshine State Standards

National Standards- all content areas

Then write your objectivesThen write your objectives

Components (think ABCD) Who is your AUDIENCE? What BEHAVIOR do you desire? What CONDITIONS are present? What DEGREE of mastery is needed?

Your assessment must match with your objective

Do not describe the activity

Components (think ABCD) Who is your AUDIENCE? What BEHAVIOR do you desire? What CONDITIONS are present? What DEGREE of mastery is needed?

Your assessment must match with your objective

Do not describe the activity

Behavior (The B in ABCD)Behavior (The B in ABCD)

Behavior must be identifiable Good examples- analyze, solve, illustrate Bad examples- understand, feel, think, know

Action verb depends on level of Bloom’s Taxonomy desired

Behavior must be identifiable Good examples- analyze, solve, illustrate Bad examples- understand, feel, think, know

Action verb depends on level of Bloom’s Taxonomy desired

Bloom’s Taxonomy (More B)Bloom’s Taxonomy (More B)

Levels of cognition (1956) Look at Page 44 for the action verbs

Levels of cognition (1956) Look at Page 44 for the action verbs

Evaluation

Synthesis

Analysis

Application

Comprehension

Knowledge

Try it outTry it out

http://chiron.valdosta.edu/whuitt/col/cogsys/bloom.html

http://chiron.valdosta.edu/whuitt/col/cogsys/bloom.html

Writing an ObjectiveWriting an Objective

The student will be able toThe student will be able to

identify the equator

on a map

with 100% accuracy.

A

B

CD

More ObjectivesMore Objectives

The student will be able to label a diagram of the water cycle with a word bank with 100% accuracy.

Given twenty examples of incorrect verb tense usage, the student will identify and correct a minimum of sixteen instances.

The student will be able to label a diagram of the water cycle with a word bank with 100% accuracy.

Given twenty examples of incorrect verb tense usage, the student will identify and correct a minimum of sixteen instances.

PracticePracticeScience 3-5 Processes of LifeStandard 1: The student describes patterns of structure and

function in living things. (SC.F.1.2)1. knows that the human body is made of systemswith structures and functions that are related.2. knows how all animals depend on plants.3. knows that living things are different but sharesimilar structures.4. knows that similar cells form different kinds ofstructures.

Science 3-5 Processes of LifeStandard 1: The student describes patterns of structure and

function in living things. (SC.F.1.2)1. knows that the human body is made of systemswith structures and functions that are related.2. knows how all animals depend on plants.3. knows that living things are different but sharesimilar structures.4. knows that similar cells form different kinds ofstructures.

Another PracticeAnother Practice

Force and Motion Standard 1:

The student understands that types of motion may be described, measured, and predicted. (SC.C.1.2)

1. understands that the motion of an object can be described and measured.

2. knows that waves travel at different speeds through different materials.

Force and Motion Standard 1:

The student understands that types of motion may be described, measured, and predicted. (SC.C.1.2)

1. understands that the motion of an object can be described and measured.

2. knows that waves travel at different speeds through different materials.

AssessmentAssessment

Goal Determine student success in learning

Formative- During Lesson Summative- At the end of the lesson Must match the verb in your objective

Goal Determine student success in learning

Formative- During Lesson Summative- At the end of the lesson Must match the verb in your objective

What About Including Technology?

What About Including Technology?

When planning for effective instruction, always return to the following questions:

Does the technology enable you to do something you couldn’t do before?

Does the technology enable you to do something you could do before, only better?

When planning for effective instruction, always return to the following questions:

Does the technology enable you to do something you couldn’t do before?

Does the technology enable you to do something you could do before, only better?