Instructional Design
Who are your learners?
A Needs Assessment is an invaluable tool for
gaining a quick knowledge of your learners. On the first day of class have
students provide written answers to pertinent questions:
Name,
Grade level, Major Area of Study, Class taken as an elective or a requirement,
current level of interest in topic, potential interest in topic, previous
knowledge of topic, will topic be helpful in career aspirations, what they
would like to learn from the class as a whole.
What do you want students to
know?
How do you want them to know
it?
Instructional
Objectives are specific, measurable and
absolute statements of what the students will know and/or be able to do at the
end of each session of instruction.
Using
words that are not open to broad interpretation will assist you in writing
clear, measurable and concise objectives. Some cognitive performance words:
Identify Classify Distinguish Analyze
Recognize Check Compare Write
Plan Locate Contrast List
Interpret Predict Sequence Rectify
Select Offer Relate Sort
Compose Determine Compute Solve
Construct Build Measure Calculate
Create Articulate Apply Evaluate
Analyze Discriminate Demonstrate Generate
Adopts States Executes Defines
Formulates Encode Recall Order
Summarize Represent Verify Predict
Infer Elaborate Reconstruct Establish
Diagram Convert Manipulate Appraise
Distinguish Illustrate Relate Criticize
Justify Outline Operate Compile
Modify Paraphrase Produce Explain
Thematic
Topic: GPS
units
Instructional
Objectives:
As part of a Geoscience course, the students will be able to:
Compare
and Contrast the five salient situations for using a GPS unit.
Demonstrate
the use of a GPS unit in a field exercise.
Break
the content into
Thematic Chunks of information and supporting activities.
1. Warm-up: begin by asking students
what they already know about the thematic topic for that class session and what
they would like to learn or use a newspaper clipping, magazine article, video
clip from television etc to introduce the topic as an element of their everyday
lives.
2. Overview: tell them what will be presented/discussed in the class that day.
3. Ten to twelve minute
segments of
information are presented. At the end of each segment, allow students to
process/practice what they have just heard. Briefly check in with the students
at the end of each practice to make sure they have learned/practiced the
information correctly.
a. Think-Pair-Share: have the
students reflect briefly on the idea/concept just presented then turn to the
person next to them and tell them what they have learned.
b. Write-Pair-Share: have the
students write briefly their understanding of the concept/idea just presented
then turn to the person next to them and share what they have written.
c. Problem solve: give the
students a map to read, a problem to solve based on what was just
presented/discussed.
4. Summary: Briefly review the
information presented stressing interconnections of information.
5. Informal Evaluation of
learning and teaching effectiveness: Using small index cards ask the students to write
briefly what they learned in class, what they are still wondering/confused
about and any comments they would like to share with you regarding the class.
These are anonymous, collected at the end of class and can be easily reviewed
to see if instructional objectives were met for that class.
Assess
Student Learning frequently and give feedback promptly. Your
instructional objectives allow you to construct the "tests" of
knowledge/skills attained as you prepare each class session. The strategy for
testing is determined from What you want them to know
and How they are to know it.
Instructional Objective #1: The salient uses of a
GPS unit could be tested by both subjective (they would be asked to recall
the correct answer) and objective (they would be asked to recognize the
correct answer) methods of testing.
Instructional Objective #2: The field exercise
itself is a practice for the test as they will need to learn the skills of
operating the GPS unit first. A second
field exercise would easily assess their ability to use the instrument.
Bottom
Line Consideration
Considering
your class as a whole, what are the five most important concepts/skills
students need to gain from your class?
Intellectual Standards (p. 63)
| Thinking that is: Thinking that is: Clear____________________________________________________Unclear Precise___________________________________________________Imprecise Specific__________________________________________________Vague Accurate__________________________________________________Inaccurate Relevant__________________________________________________Irrelevant Plausible__________________________________________________Implausible Consistent_________________________________________________Inconsistent Logical___________________________________________________Illogical Deep_____________________________________________________Superficial Broad____________________________________________________Narrow Complete_________________________________________________Incomplete Significant________________________________________________Trival Adequate (for purpose)______________________________________Inadequate Fair_____________________________________________________ Biased |
Paul, R.W. (1993) Critical Thinking: How to Prepare Students for a Rapidly Changing World.
Foundation for Critical Thinking
All critical thinking abilities have three parts: (p.54)
A process An object A standard
Critical thinking within intellectual standards allows for (p54)
·
The ability to evaluate information for its relevance
·
The ability to accurately identify assumptions
·
The ability to construct plausible inferences
·
The ability to identify relevant points of view
·
The ability to distinguish significant from insignificant information
Assessing reasoning (p. 157-164)
Ø
Question at Issue or Central Problem
Ø
Point of View
Ø
Empirical Dimension
Ø
Concepts and Ideas
Ø
Assumptions
Ø
Implications & Consequences
Ø
Inference & Conclusion
Paul, R.W. (1993) Critical Thinking: How to Prepare Students for a Rapidly Changing World.