chapter 12

a systematic organized strategy for planning lessons

statements that communicat eproposed changes in students behavior to reach a desired level of eprformance

breaking down a complex task that students are to lern into its components and parts

a classification system

classifies educational objectives into 3 domains--cognitive, affective, and psychomotor

structured, teacher centered approach focuesed on academic ativity high teacher direction and control high teacher expectations for students progeress and keep negaive affecto t aminimum

teaching activities and tecniques that establish a framdeowkr and orient students to maritels before its presented

organizers that provde students with new knowledge that will orient them to theupcoming lesson

organizers that intorudce new material by connecting it with students prior knowledge

learning one topoic or concept thoroughly before moving on to a more difficult one

questions that reflect the heart of the cirriculum, th emost important thing that students should explore ad learn

learning in which students construct and understand on their own

learning in which students are encouraged to construct the undersatnding with the assistence of teacher guided questions/instruction

instructional objective must be discovery of something important. when using guided discovery, make sure you do a trial run, fullowing your own directions

Focus on the whole child

Advocates of the teacher-centered approach especially believe that it is the best strategy for teaching basic skills, which involve clearly structured knowledge and skills (such as those needed in English, reading, math, and science). Th us, in teaching basic skills, the teacher-centered approach might consist of a teacher explicitly or directly teaching grammar rules, reading vocabulary, math computations, and science facts.

cognitive and metacognitive- Construction of knowledge The successful learner can link new information with existing knowledge in meaningful ways motivationsl and instructional-Intrinsic motivation to learn The learner's creativity, higher-order thinking, and natural curiosity all contribute to motivation to learn. Intrinsic motivation is stimulated by tasks of optimal novelty and difficulty, relevant to personal interests and providing for personal choice and control. development and social-Social influences on learning Learning is influenced by social interactions, interpersonal relations, and communication with others individual-. Individual differences in learning Learners have different strategies, approaches, and capabilities for learning that are a function of prior experience and heredity.

Instructional planning involves developing a systematic, organized strategy for lessons.

Teacher-centered lesson planning includes creating behavioral objectives, analyzing tasks, and developing instructional taxonomies (classifi cations)

Teacher-centered instructional strategies include orienting students to new material; lecturing, explaining, and demonstrating; questioning and discussing; mastery learning (learning one topic or concept thoroughly before moving on to a more diffi cult one); seatwork (having students work independently at their seats); and homework.

Direct instruction is a structured, teacher-centered approach that involves teacher direction and control, high expectations for students' progress, maximum time spent by students on academic tasks, and eff orts by the teacher to keep negative aff ect to a minimum.