Monday's lecture was a little haphazard due to Prezi being down. Here is the link to the presentation in case you would like to go and view it:
http://prezi.com/x8fatg9jik4k/?utm_campaign=share&utm_medium=copy&rc=ex0share
The majority of the presentation went over the DPA System. The DPA System is a well designed instructional planning system that helps teachers produce effective lesson plans.
There are 3 stages to the DPA System
1.) Design
2.) Plan
3.) Act
The most important stage is the Design stage, which we spent the majority of the time going over in class. If you have the design stage well defined then your plan and action stages fall into place. "Its like building a house, you have to make sure the foundation is solid before you can make the walls".
Design Stage:
There are many templates that you can use to help you develop a sound design for your instruction. The book, and myself, like the Dynamic Instructional Design (DID) Model. The DID goes as followed:
6 Steps are taken to produce effective Instruction within the Design Stage:
1.) Know Your Learner
- Physical and cognitive developmental stage(s)?
- Cultural and language differences?
- Incoming skills and current knowledge base?
- Individual characteristics (learning and cognitive styles, intelligences, etc.)?
- Group similarities and differences?
- How will the above affect the design?
2.) State Your Objectives
- Use Performance Objectives
- State what the learner will do after the instructional event
- Focus objectives on skills and competencies of students
- Objectives should be clear, reasonable, and measurable
Performance Objectives:
Contain 4 components: Stem, target performance, assessment method,
criterion for success
Bloom's taxonomy:
Consider Bloom’s taxonomy when articulating objectives
Bloom’s Levels of Cognition
Knowledge – recall of facts
Comprehension – interpreting facts
Application – applying information to new situations
Analysis – recognizing components within data
Synthesis – creating new ideas for the data provided
Evaluation – making thoughtful value judgments
3.) Establish the Environment
- Adjust the physical space to support learners (physical space)
- Provide a positive nurturing environment (attitude of teacher)
- Keep learners active and engaged
- Prepare well-organized and articulated lesson plans
4.) Identify Teaching and Learning Strategies
- Teaching strategies = methods you use to help your students obtain objectives
- Learning strategies = techniques and activities you require for your students to master content
- Combined, they are referred to as pedagogy or the pedagogical cycle
5.) Identify and Select Supportive Technology
- Select tools to support teaching and learning strategies
- Once strategies have been mapped out, tools to build experience should be evident
- Identify the technology tools you need
- Select from those available to you
- Be competent in their use
6.) Summative Evaluation and Revising the Plan
- Formative feedback continues throughout all steps of the DID model
- Summative feedback is evaluation at the end of the design
- Final evaluation and revision ensure continuous improvement of design
Plan Stage
Day to day lesson plans:
Components of a lesson plan
ready learners
daily objectives
prepare the lesson
The DID model provides the instructional big picture and a blueprint for the teaching-learning process
Once design is completed, you can PLAN your daily lessons
Lesson plans provide day-to-day snapshots of what will happen
Act Stage
Actions steps to move through your lesson
could be a to-do list
could be action words that prompt you
The Instructional Action Plan includes:
Identify learner preparation activities
Ready the classroom
List teaching and learning activities
Create your personal prompts
Identify support technologies
List feedback tools
Detail follow-up activities
Always Remember!!
Technology:
Is a tool that may support your design and plans
Enhanced teaching and learning must be well thought out
Should help you do something new or do it better
Has many options; choose wisely
