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Instruction-Learning-Assessment Model - Coggle Diagram
Instruction-Learning-Assessment Model
Preview of Instructional Material
Purpose: to provide students with information pertaining to:
1) Content or information to be covered
2) Skills and/or applications that are to be gained from the new knowledge
3) Relevancy and functionality of the new information and skills
Instructional Preview: "A pre-lesson summary provided by a teacher regarding the instructional content that is to be covered" (Witte, 2012, p. 33)
Identified Learning Targets
Student Outcomes: "Specific academic or behavioral responses or actions learners will need to demonstrate" (Witte, 2012, p. 27)
Learning Targets vs. Outcomes
Learning Targets: "What Students are going to be expected to learn and be able to do because of the instruction they receive" (Witte, 2012, p. 27)
Students should be aware of what is expected of them and know what they will be assessed on.
Self-Assessment
Definition: "A process [that] involves the internal review of an individual's progress along with the recognition of required adjustments and modifications, based on that revie, that need to be made to reach an intended learning target" (Witte, 2012, p. 39)
Students can use progress checks, work completion reviews, and other things to make sure they are reaching their learning targets.
Teachers should also assess themselves and their teaching in order to better instruction.
Instructional Approach and Techniques
Many ways to teach: small groups, lecture, tutoring, etc.. This is freeing, but also difficult because you have to find out the best method of teaching to reach most students effectively.
Differentiated instruction: "The provision of a variety of instructional approaches and methods to make learning connection for students" (Witte, 2012, p. 34)
Usually used for students with special needs, but every students either requires or can benefit from some type of differentiated instruction.
Differentiated instruction comes in many forms. It can be teaching at different difficulty levels, using different types of instruction, or teaching a few different ways in your classroom for students that learn through visuals, audio, etc.
Source
Summative Assessment
Definition: "the confirmation of accumulated learning through a formal evaluation process and represents the formal and traditional measure and evaluation of a student's accumulated learning" (Witte, 2012, p. 40)
Usually a test that is given at a predetermined time, at the end of the lesson or unit or year, to measure if the student hit the learning targets successfully. Student's grades are usually used to compare school, county, state, or even country performances against each other.
Normally used for official school purposes, like "grading, report cards, promoting students to the next grade, or selecting students for advanced study courses" (Witte, 2012, p. 40).
Source in formative assessment section contains information about summative assessments.
Formative Assessment
Definition: "Assessment for learning serves an essential and direct purpose: to provide the learner, as well as the instructor, with useful feedback regarding his or her present performance in order to improve or enhance that performance in the future" (Witte, 2012, p. 35)
Formative assessment allows teachers and students to evaluate where they are at in the learning process if students are performing where they should be, and if the instructional methods employed by the teacher are effective.
There should also be feedback and corrective process and response in order for formative assessments to work well.
Immediate, positive, recurring, precise, and differentiated feedback is critical. Teachers should also identify and address problem areas. The feedback should be task-oriented.
Formative vs. Summative Source
Pre-Assessment of Students
Before instruction, students should be assessed so the teacher knows what students do and don't know about the topic.
Typically:
1) Assessment of pre-requisite skills
2) Assessment of the information and skills to be taught
Helps during end phases of model to compare where students started vs. where they ended.
Can be simple like this "Fist to Five", or a more defined assessment.
Source
