Educational Psychology

1
Educational Psychology
Discuss the process of instructional planning and
describe why it is an important teacher behavior.
Compare and contrast goals and objectives....
Developed by W. Huitt (1998)
2
Classroom Planning
There are three major questions involved in any
planning process

• Where am I going?

• Where am I now?

• How will I get there?

3
(No Transcript)
4
Classroom Planning
Where am I going?
Long-term outcomes generally presented in broad,
general terms
Goals
5
Classroom Planning
Where am I going?

• Become a competent educator

Goals

• Become a participating citizen in a democratic
  society

6
Classroom Planning
Where am I going?
Specific, short- and medium-term statements
related to tasks that students should master
after instruction
Objectives
7
Classroom Planning
Where am I going?
A clear, unambiguous description of educational
intentions for students
Objectives
8
Classroom Planning
Where am I going?

• Write a well-written behavioral objective

Objectives

• Compare and contrast democracy and dictatorship

9
Classroom Planning
Where am I going?
Criteria and instrumentation for measuring goals
and objectives
Measurement of Results
10
Classroom Planning
Where am I going?

• 80 on multiple-choice test

Measurement of Results

• Well-written essay on one article of the Bill of
  Rights

11
Classroom Planning
Where am I now?

• Aptitude

• Prior Knowledge

Student Characteristics

• Study Habits

• Academic Efficacy

• Cognitive Development

12
Classroom Planning
Where am I now?

• Teacher Efficacy

Teacher Characteristics

• Subject Knowledge

• Pedagogical Competence

13
Classroom Planning
Where am I now?

• Administrative Support

Context Factors

• Parental Support

• Community Support

14
Classroom Planning
How do I get there?
Long-term (Annual)
Content overlap--do the objectives I intend to
cover with students overlap with important
outcome expectations and measures

• Objectives on the standardized test?

15
Classroom Planning
How do I get there?
Long-term (Annual)
Content overlap--do the objectives I intend to
cover with students overlap with important
outcome expectations and measures

• Prerequisite skills needed for next academic or
  work experience

16
Classroom Planning
How do I get there?
Long-term (Annual)
Content overlap--do the objectives I intend to
cover with students overlap with important
outcome expectations and measures

• Expectations of important stakeholders

17
Classroom Planning
How do I get there?
Long-term (Annual)

• Task analysis

• Backwards Planning

• Models of instruction

• Instructional methods and techniques

18
Classroom Planning
How do I get there?
Medium-term (Units)

• Themes

• Units

19
Classroom Planning
How do I get there?
Short-term (Individual Lessons)

• Teacher and student instructional events

• Student materials

• Teacher materials

20
Steps in the Planning Process
Frudden and Stow (1986) identified 8 steps in the
planning process
1. Establish goals and objectives
2. Identify prerequisite skills
3. Establish allocated time
4. Identify strategies and models of teaching
21
Steps in the Planning Process
Frudden and Stow (1986) identified 8 steps in the
planning process
5. Determine evaluation methods
6. Select instructional methods and techniques
7. Design student activities
8. Provide for variety individual differences
22
(No Transcript)
23
Recommended Book
Squires, D. (2004). Aligning and balancing the
standards-based curriculum. Corwin Press.
http//books.google.com/books?idcDh6CavlsZQC