Module I: Instructional Basics
Module I: Instructional Basics
Performance ObjectivesAs a result of participating in the Instructional BasicsModule, students will be able to Explain a minimum of five basic attributes whichcontribute to good instructor development, withoutreferencing any notesIdentify five of the nine roles of an effective instructor,without referencing any notes.Describe the expected core competencies of a facilitatorby naming a minimum of three of the six competencies,without referencing any notes.Performance Objectives ContinuedAs a result of participating in the Instructional BasicsModule, students will be able to Discuss characteristics of the three types oflearners, without referencing any notes.Describe seven of the ten steps to providing effective andworthwhile instruction, without referring to any notes.Module I: Instructional Basics
RespectProfessionalismModule I: Instructional Basics
Module I: Instructional Basics
Module I: Instructional Basics
Module I: Instructional Basics
Instructor - FacilitatorInstructor: a person whose job is to teach people a skill.-content expert-“sage on the stage”Facilitator: one that helps to bring about an outcome(learning) by providing indirect or unobtrusive assistance,guidance, or supervision.- a true educator acts as a facilitator of learningModule I: Instructional Basics
Module I: Instructional Basics
Module I: Instructional Basics
Module II: Adult Learning ConceptsModule GoalTo acquaint the student with thephilosophies and concepts whichdrive adult learning and to orientthe student with ways in whichcurriculum for adults cansuccessfully be taught.Performance ObjectivesAs a result of participating in the Adult LearningConcepts Module, students will be able to Explain three differences between pedagogy vs. andragogy,without referencing any study materials.Describe five assumptions about the characteristics oflearners according to Malcolm Knowles and otherresearchers, without referencing any notes.Module II: Adult Learning Concepts1
5/23/2017Performance Objectives Cont.As a result of participating in the Adult LearningConcepts Module, students will be able to Summarize the three components of the the VAKacronym of learning styles, without referencing anynotes.State two physical factors and two emotional factors oflearning environment conditions that may affectlearning, without referencing any study materials.“Getting and keeping adultlearners engaged in training iscrucial for attaining learningobjectives.”Didactic-Direct Instruction: Verbal; Lecturesor presentations.Modeling-Direct Instruction: Visual;Demonstrations and practice.Managerial-Indirect Interactive Instruction:Facilitation; Individualized and group management.Dialogic-Indirect Interactive Instruction: Socracticmethod of dialogue; Questions and thoughtprovocations.Module II: Adult Learning Concepts2
5/23/2017Think back to a specific time in your education, could berecent or in the past, when you were excited about acourse of instruction, something that truly triggered yourdesire to learn. What caused your excitement andenthusiasm?Pedagogy: the art, science, or profession gy vs PedagogyAndragogy: the method and practice ofteaching adult learners; adulteducation.Malcom Knowles : 1970’s“Father of Adult LearningArt and Science of Helping Adults LearnModule II: Adult Learning Concepts3
5/23/2017ASSUMPTIONWHAT IT MEANS TOTHE INSTRUCTORSelf-conceptEngage learners in inquiry,analysis, and decision-makingwith other adult learners.Use active participation andAdult Learner Experience exercises relating the newknowledge to life experiences.Adults are GoalOrientatedIdentify your goals andobjectives at the outset ofinstruction.Adults are RelevancyOrientedExplain to students why theyneed to learn specificknowledge or skills.ASSUMPTIONWHAT IT MEANS TOTHE INSTRUCTORAdults are PracticalLearnersAvoid “nice to know” theories;focus instruction on practicalinformation for immediate use.Adults Demand thatInstructors Treat Them asPeers and with RespectPractice the Golden Rule.Adults Want to beInvolved in the LearningProcessUse a variety of teachingmethods that require studentparticipation.Adults have DifferentLearning StylesIncorporate a variety of mediato target all learning styles.ASSUMPTIONAdults are Motivated byFulfilling ImmediatePersonalNeeds/AspirationsAdults make Decisionsfor Their Own LearningExperiencesAdults Need PositiveFeedbackWHAT IT MEANS TOTHE INSTRUCTORTell the students how they canimmediately use theinformation or skills that youare teaching and why theyneed this information.Encourage continuouslearning and developmentafter the instruction iscompleted.Respond in positive waysto encourage participation.Module II: Adult Learning Concepts4
5/23/201712WHEN YOU COMPLAIN .3Module II: Adult Learning Concepts45
5/23/2017123YOUR LOST IN A CITY 213STYLE OFPRESENTATIONPREFERENCE .Module II: Adult Learning Concepts6
5/23/2017time of daynoise distractionsintrinsiclightingextrinsiclearn alonelearn with othersSUMMARYModule II: Adult Learning Concepts7
Module III: Writing InstructionalGoals and ObjectivesModule GoalStudents will be able to write instructional goalsand objectives.Performance ObjectivesAs a result of participating in the WritingInstructional Goals and Objectives Module,students will be able to Explain three characteristics of an instructional goal, with100% accuracy.Summarize a minimum of three characteristics ofa performance objective, using clear and conciseexplanations.Module III: Writing Instructional Goals and Objectives
Performance Objectives ContinuedAs a result of participating in the WritingInstructional Goals and Objectives Module,students will be able to Write a minimum of five instructional goals based uponneeds assessments, with clarity for a reader tounderstand.Recall a minimum of two verbs from each of Bloom’sLevels of Understanding, with 100% accuracy.Write a minimum of three performance objectives fortwo instructional goals written in Performance Objective“C”, which include the “ABCD” components of writingobjectives and Bloom’s Learning Level verbs.The Moral of this Fable is .“If your not sure where you are going, yourliable to end up some place else.”Robert Mager, 1997Identify Course ContentStructure the LectureGuide the selection of Meaningful and RelevantActivitiesGuide AssessmentsModule III: Writing Instructional Goals and Objectives
Instructional GoalsA broad, general statement describing what studentsshould be able to do (forever) after the instruction.DO NOT: Describe steps, components ormeans of accomplishing tasks.Help pave the way to writing good Objectives.Often do not specify outcomes or assessments.ExamplesCadets will learn about various tactics,safety factors, and skills needed toconduct a building search.Cadets will learn about police integrity andethics which are fundamental to effectivepolicing and in helping to build trust withincommunities.Instructional goalModule III: Writing Instructional Goals and Objectives
General intentionsCannot be validated or measured.“An instructional objective is a precisedescription of an observable, measurable studentperformance, to a precise standard, under welldefined conditions”(Federal Bureau of Investigation, InstructorDevelopment Program, 2004).Performance Objectives FOCUS on What your students should be able to do?Intended Learning OutcomesStudent PerformanceModule III: Writing Instructional Goals and Objectives
Performance Objectives are the FOUNDATIONfor Selecting Appropriate Content;Learning Activities; andAssessment MeasuresFor example, referring to our previousexamples of goals:Building Searches: Cadets will learn about varioustactics, safety factors, and skills needed to conduct abuilding search.Objective: Cadets will be able to demonstrate, threedifferent team movement tactics, while searching abuilding, without compromising any safety factors.Ethics: Cadets will learn about police integrity andethics which are fundamental to effective policingand in helping to build trust within communities.Objective: Cadets will be able to explain, aminimum of four articles from Canon’s ElevenArticles of Police Ethics, without having to refer toany notes.Module III: Writing Instructional Goals and Objectives
ConcreteTangibleWriting Instructional GoalsWhat is the instructional need?What do you hope students will be able to do differentlybecause of the instruction?Behavioral changes must be achievable throughinstruction.Module III: Writing Instructional Goals and Objectives
Learners will be able to slam dunk a basketballon a standard basketball hoop.Learners will be able to design a lessonplan based upon objectives.CLASS ACTIVITYInstructional Needs/Goals WorksheetBloom’s Taxonomy (1956)Module III: Writing Instructional Goals and Objectives
IntermediateCourseAdvanced Course“Introduction to ” or “Basic” courseCLASS ACTIVITYBloom’s Taxonomy WorksheetModule III: Writing Instructional Goals and Objectives
WRITING OBJECTIVESWhat is an Objective?Why are Objectives Important?Four Fundamentals to Writing Good Objectives“ABCD” MethodAudienceBehaviorConditionDegree of Mastery NeededAudienceDoes the statement clearly define who thelearner is?Students will be able to demonstrate aproper arm-bar take down technique,without referring to the student manual,as a result of participating in the Arrestand Control Tactics class.Module III: Writing Instructional Goals and Objectives
BehaviorDoes the statement clearly define what thelearner will be doing after completing thelearning sequence?Students will be able to demonstrate aproper arm-bar take down technique,without referring to the student manual,as a result of participating in the Arrestand Control Tactics class.ConditionDoes the statement clearly describe the conditionunder which the learner is expected to perform?Students will be able to demonstrate aproper arm-bar take down technique,without referring to the student manual, asa result of participating in the Arrest andControl Tactics class.Degree of Mastery NeededDoes the statement set the degree or standard ofacceptable performance?Students will be able to demonstrate aproper arm-bar take down technique,without referring to the student manual, asa result of participating in the Arrest andControl Tactics class.Module III: Writing Instructional Goals and Objectives
Class ActivityTake out your “Instructional Needs/Goals”worksheet which you worked on before.SUMMARYModule III: Writing Instructional Goals and Objectives
5/23/2017Module IV: Lesson PlansModule GoalDuring this module of instruction, the student will obtain aworking knowledge of lesson plans and lesson planconstruction.Performance ObjectivesAs a result of participating in the Lesson Plans Module,students will be able to Explain the importance and purpose of a lessonplan, without referring to any notes.Name the two pre-planning components which should bedone before writing a lesson plan, without referring toany study materials.Discuss a minimum of five components of a properlyprepared lesson plan, with 100% accuracy.Module IV: Lesson Plans1
5/23/2017Performance Objectives Cont.As a result of participating in the Lesson Plans Module,students will be able to Identify the five general stages in the development of thePresentation Guide, with 100% accuracy.Summarize the three factors to consider when determiningwhether an outline or narrative form of a PresentationGuide is more appropriate to design.Module IV: Lesson Plans2
5/23/2017Have you ever attended a training course where theinstructor seemed unorganized?Was there something missing from the presentation?Was the instructor hard to follow?Did the three hour scheduled class end in an hour?Why lesson plans are important Gives the instructor a greater assurance and greaterfreedom in instructing.Stimulates the introduction of pivotal questions andillustrations.Provides continuity throughout the presentation.Why lesson plans are important Cont.Ensures associations to previous lessons within a courseof instruction.Provides for test construction of objectives.Prevents waste of time, saves from haphazard teaching.Module IV: Lesson Plans3
5/23/2017A lesson plan when CORRECTLY WRITTENwill have all the information an instructor needsto conduct a presentation. An instructor whotakes the time to PREPARE, utilizing a lessonplan, will be able, to conduct a QUALITYTRAINING PROGRAM.Purpose of a Lesson PlanIt forces the instructor to “think” and “prepare” inadvance.A guide for the presentation of the course content, keypoints, and student activities.Ensures students receive the information they need tomeet the objectives.Documents classroom activities and materials taughtfor liability purposes.Pre-Planning ComponentsInstructional ResearchSequencingModule IV: Lesson Plans4
5/23/2017Lesson Plan ComponentsCover PageGoals and ining MaterialEquipment/SuppliesStudent SuppliesPresentation GuideNotes to InstructorReferencesCover PageCourse TitleLesson TitleInstructorPrepared ByDateTime AllottedTarget PopulationNumber of StudentsSpace RequirementsModule IV: Lesson Plans5
5/23/2017Evaluation/Evidenceinterviewing a victimcrime reportMethods/Techniqueslecturegroup discussionrole playdemonstrationspresentationsFlip ChartsTraining MaterialsWhite BoardModule IV: Lesson Plans6
5/23/2017Equipment/Supplieswhite board markerscomputersound systemscenario itemsbottle of waterflip charttables/chairstabletslaptopspen/pencilStudent Materialspaperpositive attitudescenario suppliesPresentation GuideIntroductionBody (Presentation)Conclusion (Summary)Module IV: Lesson Plans7
5/23/2017Guided Instructor NotesWhere you write any instructional notes for the delivery ofinformation during the lesson.Resource for an instructor who has not designed the coursebut needs to familiarize themselves with the content.References Gives credit to authors whose works you have used(whether you quote them or not). Provides a trail by which others can locate thematerials you consulted. Provides evidence of your research. Properly citing materials is one strategy to help youavoid plagiarizing.Class Activity“Components of a Lesson Plan”worksheetModule IV: Lesson Plans8
5/23/2017Stages in the Development of thePresentation luationIntroductionGrabs students attention.Put students at ease.Explains presentation material and the WIIFM.Create motivation and interest.Identify and explain objectives.Sets the tone for the presentation.Presentation (Body)Stresses the main points.Instruct the students one step at time. Starting at the approp- Organized sequence of materials- Transfer knowledge from the instructorstudents.-Module IV: Lesson Plans9
5/23/2017ApplicationEncourages questions.Safe environment to practice what has been learned.Correction of of mistakes or omissions.FeedbackCheck for “understanding”.Review of the objectives.Review main points of the presentation.Final statement by instructor to motivate students.EvaluationModule IV: Lesson Plans10
5/23/2017Designing the Presentation GuideWho will be instructing the class?Instructor’s knowledgeInstructor’s experienceWhich Format to use?OutlineNarrativeDesignerNot the DesignerKnowledgeNot KnowledgableExperienced InstructorsNot Experienced InstructorClass Activity“Presentation Guide Outline Format”Module IV: Lesson Plans11
5/23/2017Class Activity“Excerpt of Presentation Guide in NarrativeForm”“The effective teacher knows how to design lesson plans to help students reach mastery.”-Harry K. Wong-“The effective teacher knows how to design lesso-Harry K. Wong-Module IV: Lesson Plans12
5/23/2017Module VModule GoalDuring this module of instruction, the student willobtain a working knowledge of the basic techniquesof developing tests and evaluations, will be able todifferentiate between objective and subjective testingand will be able to discuss the basic considerationswhen writing a test question and how to apply theobjectives to testing.Performance ObjectivesAs a result of participating in the Testing and EvaluationModule, students will be able to Summarize purposes and reasons for evaluations in aninstructional setting, to include differentiations betweeninstruction, instructor, and student, in a clear and concisemanner.Differentiate between objective and subjective testing byclassifying various test forms, with 100% accuracy.Compare and Contrast at least three types of evaluative testingmethods, without referring to notes.Module V: Testing & Evaluation1
5/23/2017“Teaching and learning are reciprocalprocesses that depend on and affect oneanother.”Kellough and Kellough, 1999Purposes and Reasons forEvaluations (3)1) To Assess Student Performance- determine level of mastery- measure understanding- motivation2) To appraise Instructor Performance- quality of instruction3) To appraise course content- quality of the course; updates/revisionsModule V: Testing & Evaluation2
5/23/2017matchingObjective TestingSubjective Testingavoid specific determinersT or FBloom's TaxonomyrandomModule V: Testing & Evaluation3
5/23/2017Completion (Fill-in-the-blank);short essayMatchinganswers alphabetical ordercomprehension “Explain .”Module V: Testing & Evaluation4
5/23/2017problem/situation stated in clear concise termsModule V: Testing & Evaluation5
Module VIMethods of InstructionModule GoalDuring this module of instruction, the studentwill obtain a working knowledge of the basicmethods of instruction and factors to considerwhen choosing the appropriate instructionalmethod.Performance ObjectivesAs a result of participating in the Methods ofInstruction Module, students will be able to Discuss at least three methods of instruction,clearly and in a detailed manner.List five facts to consider when choosing methodsof instruction, without referring to anynotes.Module VI - Methods of Instruction
The Center for Teaching and Learning atNorth Carolina University - Charlotte150 different teachingmethods that can be utilizedin/out of the classroomDemonstrationDiscussionLecturerInstructor - LedCoach and PupilIndependentRole PlayPractical ExercisesInstructor - Led Instructional Method segments of instruction questioning students frequently periodic summarization(during and in future lessons)Module VI - Methods of Instruction
Lecturer Instructional Method presenter and information being presented isthe sole focus one way communication student questions rarely takenDemonstration Instructional Method students observe procedure, technique oroperation shows how to do something or how somethingworksPractical Exercise Instructional Methodsstudent actively participates, either individuallyor as a team member; may or may not berequired to follow a set sequenceControlledPractice MethodCase Study or Team PracticeModule VI - Methods of Instruction
Controlled Practical Exercisestudent is guided, step-by-step through aprocedure, technique or operation.(1) Students participate as a class(2) they are guided through a set sequence, andstudents generally complete each step and arechecked by the instructor prior to continuingto the next step. A mistake is corrected beforethe student is allowed to proceed to the nextstep.Practice MethodStudents (alone or as part of a team effort )repeatedly perform previously learnedactions, sequences, operations, orprocedures.Case Study or Team PracticeStudent performs as a member of a group tosolve a text book problem with a teamsolution or practice completing a sequencedtask.Module VI - Methods of Instruction
Role Playing Instructional Methodexplore realistic situations by interacting withother people in a managed way in order todev
Goals and Objectives Module Goal Students will be able to write instructional goals and objectives. Performance Objectives As a result of participating in the Writing Instructional Goals and Objectives Module, students will be able to Explain three characteristics of an instructional goal,with 100% accuracy.
Texts of Wow Rosh Hashana II 5780 - Congregation Shearith Israel, Atlanta Georgia Wow ׳ג ׳א:׳א תישארב (א) ׃ץרֶָֽאָּהָּ תאֵֵ֥וְּ םִימִַׁ֖שַָּה תאֵֵ֥ םיקִִ֑לֹאֱ ארָָּ֣ Îָּ תישִִׁ֖ארֵ Îְּ(ב) חַורְָּ֣ו ם
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mind, I like instructional design and technology (IDT). This term, which has been employed by one of the professional organizations in our field (Professors of Instructional Design and Technol-ogy), directly refers to the key concepts men-tioned earlier-instructional design and instructional technology (i.e., instructional media).
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Approaches to Language Teaching: Foundations Module 1: Contextualizing Language Module 2: Building Language Awareness Module 3: Integrating Skills Module 4: Pairwork / Groupwork Module 5: Learner Feedback Approaches to Language Teaching: Extension Module 6: Managing Large Classes Module 7: Learning Strategies Module 8: Authentic Materials Module
I. DNA, Chromosomes, Chromatin, and Genes DNA blueprint of life (has the instructions for making an organism) Chromatin uncoiled DNA Chromosome coiled DNA You have 46 chromosomes or 23 pairs in the nucleus of each body cell. o 23 from mom and 23 from dad Gene a segment of DNA that codes for a protein, which in turn codes for a trait (skin tone, eye color, etc); a gene is a stretch of .
