PATTERNS FOR TEACHING AND LEARNING

Prepared by: Lobelia S. Abellanosa (SPED 5)

Aims outline what the lesson, or series of lessons, hopes to achieve

Prior Knowledge points to relevant knowledge students may already have and also to knowledge which may be necessary in order to support them in accessing this new topic.

Learning Outcomes outline what a student will be able to do, know and understand having completed the topic.

The Teaching & Learning Plansare structured as follows:

Resources Required lists the resources which will be needed in the teaching and learning of a particular topic.

Introducing the topic (in some plans only) outlines an approach to introducing the topic.

Lesson Interaction is set out under four sub-headings:

The Teaching & Learning Plansare structured as follows:

i. Student Learning Tasks – Teacher Input: This section focuses on teacher input and gives details of the key student tasks and teacher questions which move the lesson forward.

ii. Student Activities – Possible and Expected Responses: Gives details of possible student reactions and responses and possible misconceptions students may have.

iii. Teacher’s Support and Actions: Gives details of teacher actions designed to support and scaffold student learning.

iv. Assessing the Learning: Suggests questions a teacher might ask to evaluate whether the goals/learning outcomes are being/have been achieved. This evaluation will inform and direct the teaching and learning activities of the next class(es).

In class, the needs of all students whatever their level of ability are equally important. In daily classroom teaching, teachers can cater for different abilities by providing students with different activities and assignments graded according to levels of difficulty so that students can work on exercises that match their progress in learning. For less able students, activities may only engage them in a relatively straightforward way and more able students can engage in more open–ended and challenging activities. This will cultivate and sustain their interest in learning. In this T & L Plan for example teachers can provide students with the same activities but with variations on the theme e.g. draw a picture, put it in words, write a multiplication sentence, apply the algorithm. Teachers can give students various amounts and different styles of support during the class for example, providing more clues. In interacting with the whole class, teachers can make adjustments to suit the needs of students.

Catering for Learner Diversity

Instruction - The arrangement of information and the environment to facilitate learning.

Learning - The development of new knowledge, skills, or attitudes.

Media (singular - medium) – 1. A channel of communication. 2. A means of communicating information or

ideas. Referred to as "instructional media" when it carries information or messages with an instructional purpose. Methods - The procedures of instruction that are

selected to help learners achieve the objectives or to internalize the content or message.

Definition of terms

What is Instructional Media?

Instructional media encompasses all the materials and physical means an instructor might use to implement instruction and facilitate students' achievement of instructional objectives. This may include traditional materials such as chalkboards, handouts, charts, slides, overheads, real objects, and videotape or film, as well newer materials and methods such as computers, DVDs, CD-ROMs, the Internet, and interactive video conferencing.

Media in the Instructional Design Process

Why Use Instructional Media?

A good aid is like a window, it should not call attention to itself, it should just let in the light.

Media in the Instructional Design Process

attracting attention developing interest adjusting the learning climate promoting acceptance (of an idea)

Implicit Goals of Media

Review instructional goals, objectives, audience and instructional strategy

Determine the best medium for your lesson components

Search for and review existing media/materials

Adapt existing media/materials if necessary If new media/materials need to be developed:

Determine format, script, visuals, etc. Draft materials and media Check for clarity and flow of ideas

Steps in the Implementation of Instructional Media

Conduct formative evaluation Implement/apply Evaluate/revise

Steps in the Implementation of Instructional Media

Step #2 in the instructional development outline (“Determine the best medium for your lesson components”) is among the most confusing aspects of the process. Models for media selection range from simple procedures or algorithms to complex theoretical schemes. Some are based on the communication ‘channel’ being used (audio, video, etc) or the characteristics of the media itself. Other emphasize the learning outcomes being addressed, while still others focus on learner attributes or educational theory or the teaching-learning process.

Factors in Media Selection

Probably all of these factors are worthy of consideration. Strauss and Frost (1999) identify nine key factors that should influence media selection:

1. institutional resource constraints, 2. course content appropriateness, 3. learner characteristics, 4. professor attitudes and skill levels, 5. course learning objectives, 6. the learning relationships, 7. learning location, 8. time (synchronous versus asynchronous), 9. and media richness level.

Factors in Media Selection

Reiser and Dick (1996) distil these nine factors down to three major criteria for selecting instructional media: practicality, student appropriateness, and instructional appropriateness

Practicality: Is the intended media practical in that the media is available, cost efficient, time efficient, and understood by the instructor?

Three major criteria for selecting instructional media

Student Appropriateness: Is the intended media appropriate for the developmental and experiential levels of the students?

Three major criteria for selecting instructional media

Instructional Appropriateness: Is the intended media appropriate for the planned instructional strategy? Will the media allow for the presentation of the proposed lesson in an efficient and effective manner? Will the media facilitate the students’ acquisition of the specific learning objectives?

Three major criteria for selecting instructional media

The purpose of the media selection process is to determine the best media for a given instructional situation.  To determine the most appropriate media for their needs, instructors must evaluate the objectives, the content, and the learner. Many instructional programs may be combinations of the methods of communicating messages to learners. Since, media is only a distribution system for delivering various messages and representations to learners, each strategy mentioned below places the learner and teacher in a different role.

The Purpose of Media Selection

Non Projected Media -Photographs, diagrams, displays, and models

Projected Media -Filmstrips, overhead transparencies, and computer projection

Audio Media -Cassettes, CDs, live lectures, broadcast lectures, class discussion, tapes, digital audio, musical instruments, and audio signals.

Motion Media -Videos, DVDs, Computer Mediated Instruction Computer Based Multimedia and

Hypermedia - Networks

Types of Instructional Media

Instructor-Directed InstructionThe role of media for instructor-directed instructional situations is for supplemental support of the live instructor in the classroom. In other words, media is used to enhance the live instruction.  It is most effective when the instructor explains the media and relates them to instructional objectives.  In this method an instructor relates and disseminates information to learners. This takes shape in the lecture format, educational television, and various computer formats.

The Role of Media in Different Types of Instructional Methods

Instructor-Independent Instruction In this method of instruction, objectives and

guidance for achieving the objectives, materials, and self-evaluation are provided through packaged media, which is supposed to be self-sufficient. This type of media contains instructions, explanations, and/or guidance and should be well designed for a target audience. 

The Role of Media in Different Types of Instructional Methods

Please write your schedule, date today, and the complete name of your instructor because this section costs 5 points of the total no. of items in this quiz.Give what is asked.1. ________ means a channel of communication2. ________ means the arrangement of information and the environment to facilitate learning.3-5 (3 points) Explain Instructional Media.6-8 (3 points) Give 3 types of Instructional Media9-10 (2 points) Give the 2 types of Instructional Methods as mentioned earlier

QUIZ 1