LESSON 6 USING AND EVALUATING INSTRUCTIONAL MATERIALS APPLICATION 1. Observe your instructor/professor as he teaches the class. Find out which guidelines in the selection of instructional materials did he observe? Not observe? In his use of instructional material, write down evidence of: * Preparation of self – she is well-prepared to report/discuss/teach her lesson with instructional materials including book, outline of her report/lesson, creative visual aide and herself as an educational
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Instructional Design Analysis Linda Lee AIU Online Abstract This analysis will analyze the process of instructional design. It will discuss the instructional design disciplines. There will be a discussion on instructional design and how it aligns with scientific methods. The ADDIE model will be detailed in this essay. The difference between instructional theory and learning theory will be compared and defined. The most important component of the instructional design process will be visited
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instruction include curriculum, instruction, and assessment. Curriculum speaks to the goals and objectives that we want learners to understand as a result of their learning experiences. Instruction embraces the activities, strategies, teaching/learning materials, and experiences instructors deliver to the learners to assist in their learning progress of course goals. Assessment includes procedures and strategies teachers use to collect information about the learners progress on course goals and objectives
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INSTRUCTIONAL MATERIALS * Teaching tools or aids that include both print and nonprint media that are intended to supplement, rather than replace, actual teaching * Used to assist the teacher to deliver messages clearly and creatively and to help the learner retain more effectively what they learn Choosing instructional materials * Characteristics of the learner – It is important to “know your audience” so media can be chosen that best suit the learners’ perceptual abilities, physical
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assessed and evaluated using multiple techniques and broadly-based criteria. Assessment for formative purposes is designed to stimulate growth, change and improvement in teaching through reflective practice. Evaluation, in contrast, is used for summative purposes to give an overview of a particular instructor’s teaching in a particular course and setting. Informed judgements on teaching effectiveness can best be made when both assessment and evaluation are conducted, using several techniques
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knowledge of the constructivist approach to lesson design. In this assignment, you will construct a model lesson plan that includes rubrics and appropriately integrates technology. You will respond to a series of questions related to your lesson, using information from your text. Follow these directions: * Select an academic concept – just one concept, not a related set of concepts – that you hope to teach to students. Specify the grade level. For example, you might select the mathematical concept
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classroom activities which requires two teams consisting of two or more speakers speak out their arguments and oppose the opponent’s arguments in terms of the topic or motion given. It is supported by Dobson (1987) who asserts that there are some instructional techniques in improving students’ speaking skill, such as: dialogues, small-group discussion, debate, song, and games. Additionally, Hasibuan & Batubara (2012) also reveal that debate is a method of language learning which is applied to improve
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on the basis of Bloom’s taxonomy. The authors distributed 75 questionnaires to investigate whether individual or instructional factors play an important role in learning when using WebCT. On the basis of analysis of surveys from undergraduate students at a medium-sized university in the southeastern region of the United States, the authors determined that individual and instructional factors do not play a major role in the learning process. Keywords: Bloom’s taxonomy, e-learning, WebCT Copyright
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responsible for understanding and adhering to all policies contained within the following two documents: University policies: You must be logged into the student website to view this document. Instructor policies: This document is posted in the Course Materials forum. University policies are subject to
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TT1: Long-Range Plan |Teacher’s name | | |Contract level |Initial | | | | | | | |District | | |School | | | | | |
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