Taxonomies of Instruction and Instructional Planning Time

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Taxonomies of Instruction and Instructional
Planning Time

• Introduction to Teaching
• EDGE 2300
• Orenthia D. Mason, Professor

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Chapter 3 Teacher Planning(Conclusion)
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• Taxonomies are devices that classify and show
  relationships among things.
• One taxonomy that has been a very useful tool for
  making decisions about instructional objectives
  and for assessing learning outcomes has been
  Blooms Taxonomy for Educational Objectives.
• This taxonomy was initially developed by Benjamin
  Bloom and his colleagues in the 1950s (Bloom,
  1956)

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• It has been revised by a group of Blooms
  students (Anderson et al., 2001) and renamed for
  learning, teaching, and assessing.
• The revised taxonomy provides a framework for
  classifying learning objectives and a way for
  assessing them.

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• Blooms revised taxonomy is two dimensional. One
  dimension, the knowledge dimension, describes
  different types of knowledge and organizes
  knowledge into four categories
• factual knowledge
• conceptual knowledge
• procedural knowledge
• metacognitive knowledge

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• Categories of the Knowledge Dimension
• Factual knowledge the basic elements that
  students need to know to be acquainted with a
  topic.
• Conceptual knowledge the interrelationships
  among basic elements
• Procedural knowledge how to do something.
• Metacognitive knowledge knowledge about ones
  own cognition as well as knowing when to use
  particular conceptual or procedural knowledge.

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• The second dimension, the cognitive process
  dimension, contains six categories remember,
  understand, apply, analyze, evaluate, and create.
• Remember means to retrieve relevant information
  from long-term memory
• Understand means to construct meaning from
  instructional messages
• Apply means to carry out or use a procedure
• Analyze means to break material into its
  constituent parts and determine how the parts
  relate to one another

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• Evaluate and Create mean to make judgments based
  on criteria, and to put elements together to form
  a new pattern or structure.

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• The Affective Domain
• Blooms original taxonomy divided the objectives
  in the affective domain into five (5) categories.
  Each category specified the degree of commitment
  or emotional intensity required of students.

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• The five categories are
• Receiving-The student is aware of or
  attending to something in the environment.
• Responding-The student displays some new behavior
  as a result of experience and responds to the
  experience.
• Valuing-The student displays definite involvement
  or commitment toward some experience.
• Organization-The student has integrated a new
  value into his or her general set of values and
  can give it its proper place in a priority
  system.
• Characterization by value- The student acts
  consistently according to the value and is firmly
  committed to the experience.

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• The Psychomotor Domain
• We normally associate psychomotor activity most
  closely with physical education and athletics,
  but in fact, many other subjects require physical
  movement of one kind or another. (ex.
  Handwriting, work processing, work in
  laboratories for science students, eye
  coordination in visual art hand coordination in
  producing this art using audiovisual equipment
  communicating with facial expressions and hand
  gestures.)

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Planning Time

• Lesson Plans and Unit Plans
• Daily Planning A teachers daily plan is the
  one that receives the most attention. In most
  schools, it is required.
• Daily Plans outline what content is to be
  taught, motivational techniques to be used,
  specific steps and activities for students,
  needed materials, and evaluation processes. The
  amount of detail may vary.

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Weekly and Unit Planning

• Most schools and teachers organize instruction
  around weeks and units.
• A unit is essentially a chunk of content and
  associated skills that are perceived as fitting
  together in a logical way.
• Normally, more than one lesson is required to
  accomplish a unit of instruction.
• The unit plan links together a variety of goals,
  content, and activities the teacher has in mind.

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• When unit plans are put into writing, they serve
  as a reminder that some lessons require
  supporting materials, equipment, motivational
  devices, or evaluation tools that cannot usually
  be obtained on a moments notice.
• Over time, experienced teachers develop unit
  plans and supporting materials that can be used.
• Most beginning teachers will have to rely on
  textbooks and curriculum guides.

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• Two notes of caution are worth mentioning,
  however.
• First, some beginning teachers, particularly in
  middle schools and high schools, rely heavily on
  their college textbooks or the course and unit
  plans of their college instructors.
• These plans and materials are not ever
  appropriate for younger learners, who are not
  ready for the advanced content found in the
  college course.

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• Second, there are teachers who, after several
  years of experience, rely on textbooks for
  planning and sequencing their instruction.
  Teaching and learning are creative, evolutionary
  processes that should be keyed to a particular
  group of students at a particular point in time.
  Only when this is done can lessons rise above the
  humdrum and provide students with intellectual
  excitement.

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Yearly Plans

• Yearly plans are also critical but, because of
  the uncertainty in most schools, cannot be done
  with as much precision as daily or unit plans.
• The effectiveness of yearly plans generally
  revolves around how well they deal with the
  following three features

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• Overall Themes and Attitudes
• Most teachers have some global attitudes, goals,
  and themes they like to leave with their
  students.
• Coverage
• There are few teachers who run out of things to
  do. Instead, the common lament is the time runs
  out with many important lessons still to be
  taught.
• Planning to cover desired topics requires asking
  what is really important to teach, deciding on
  priorities, and attending carefully to the
  instructional hours actually available over a
  years time.

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• Cycles of the School Year
• The school year is cyclical and some topics are
  better taught at one time than another. School
  cycles and corresponding emotional or
  psychological states revolve around the
• opening and closing of school,
• the days of the week
• vacation periods
• the changes of season
• holidays, and
• important school events

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• As beginning teachers, you will know something
  about these cycles and corresponding
  psychological states from your own student days.
  

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Time-tabling Techniques to Assist Unit and Yearly
Planning

• Time-tabling
• A time table is a chronological map of a series
  of instructional activities or some special
  project the teacher may want to carry out.
• It describes the overall direction of activities
  and any special projects the teacher may want to
  carry out.

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• The most straightforward time-tabling technique
  consists of constructing a special chart called a
  Gantt Chart.
• A Gantt Chart allows you to see the work pieces
  in relation to each otherwhen each starts and
  finishes.

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Time

• The management of classroom time is a complex and
  difficult task for teachers.
• Essentially, the research validates what
  experienced teachers have always known
• The time available for instruction that appears
  to be so plentiful when the year begins soon
  becomes a scarce resource.

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Seven Categories of Instructional Time

• Total time
• This is the total time students spend in school.
  In most cases, this is 180 days of school per
  year and from 6 to 7 hours of school each day.
• Attended time
• -This is the amount of time that students
  actually attend school. This excludes sickness,
  broken heating systems, and snow days.

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• Available Time
• Some of the school day is spent on lunch, recess,
  pep rallies, and other extracurricular
  activities, and consequently, is not available
  for academic purposes.
• Planned Academic Time
• A certain amount of time set aside for different
  subjects and activities. (Written in the Lesson
  Plan Book)

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• Actual Academic Time
• The amount of time the teacher actually spends on
  academic tasks or activities. This is also
  called opportunity to learn and is measured in
  terms of the amount of time teachers have their
  students on a given task.
• Engaged Time
• The amount of time students actually spend on a
  learning activity.

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• Academic Learning Time (ALT)
• The amount of time a student spends engaged in an
  academic task at which he or she is successful.

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Space

• The arrangement of materials, desks, and students
  is another important resource that is planned and
  managed by teachers.
• The way space is used affects the learning
  atmosphere of classrooms, influences classroom
  dialogue and communication, and has important
  cognitive and emotional effects on students.
• Effective teachers develop an attitude of
  flexibility and experimentation about classroom
  life.

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In Preparation for the Test

• Be very familiar with
• The four (4) categories of the Knowledge
  Dimension pp. 116-117
• The cognitive and
• affective domains of Blooms Taxonomy pp.
  118-121
• The seven (7) categories of Instructional Time
  pp.128-129

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• Be prepared to respond to these questions in
  writing
• What is the purpose of instructional planning?
• Why should a teacher write lesson plans?
• How can classroom space affect student learning?