Please enable JavaScript.

Coggle requires JavaScript to display documents.

:pen: LESSON PLANNING :pen: - Coggle Diagram

- - - - Short Notes on ASSURE
    - - ASSURE Model
  - - - It’s necessary to pick instructional strategies, technology, and media that will bring about the results that you want.
      - For example;
        
        Media
        
        course book, audio files, people , text, visual
        
        Materials
        
        flash cards, teacher, board, student’s book, computer, speaker, overhead
        projector
        
        Method
        
        Communicative Language Teaching, matching activity, Question and Answer, Pair Work,
        dialogue building
    - - For example;
        
        Check the board: Is it clean or not?
        
        Check the window (because of the noise)
        
        Check the electrical equipment (speaker, computer, projector): Do
        they function?
        
        Inform students about the topic.
        
        Activate students’ background knowledge.
      - This step in the ASSURE process is all about making a plan for how you will use the technology, media, and materials you choose. As with all teaching steps, you must make sure that your plans contribute to achieving the goals you set.
      - Follow the “five p’s”
        
        Prepare the Environment
        
        Prepare the Learners
        
        Prepare the Technology, Media, and Materials
        
        Provide the Learning Experience
        
        Preview the Technology, Media, and Materials
    - - After the analysis of the learner attributes, the teacher must state standards and objectives for the learning module. In essence, what will or should be the achievements of the students when the lesson is over?
      - Learning outcomes
        
        For example;
        
        Students sort decimals.
        
        students match the visuals with the numbers.
      - The ABCD Formula
        
        Audience-who your learners are?
        
        Behaviour to be demonstrated
        
        Conditions under which the behaviour will be observed
        
        Degree to which the learned skills are to be mastered.
    - - This step requires that you make plans for how you are going to actively engage your students in the material that you are teaching. It is important to note that students learn best when they are actively involved in the learning
        experience.
      - For example;
        
        Questions to ask
        
        -Can you count to 10?
        
        -What did we learn today?
        
        -Are you happy?
        
        -How do you feel today?
        
        Skills to practice
        
        Writing
        
        Speaking
        
        Listening
        
        Activities to do
        
        Warm up with the basic questions then move on to the flashcards with the numbers. Make o pair-work along with audio materials. Encourage students to write numbers on the board.
    - - The first step in planning is to specifically identify your target audience. Learners' gender, nationality, age… will vary. In addition, each student's learning style is different. For these reasons, as a first step, it is essential for the teacher to identify learners and create a program according to important criteria.
      - General Characteristics
        
        socio-echonomic status
        
        social problems
        
        phsical problems
        
        grade level
        
        emotional problems
        
        age
        
        mental problems
        
        sex
        
        For example;
        
        There is one student who have physical disorder
        
        They are coming from middle family status.
        
        There are 5 males and 10 females in the class.
        
        Aged between 7-10.
        
        Learning Styles
        
        kinesthetic
        
        logical
        
        visual
        
        verbal
        
        musical
        
        Entry Competencies
        
        prior knowledge
        
        attitutes about the topic
        
        skills
        
        For example;
        
        They can describe people and objects.
        
        They can make comparisons.
        
        They know how to count to 10 in English
    - - In the last part, positive and negative self-criticism of the things done throughout the method is made. Was the lesson informative enough? Did the students get the information they needed to get? Have the students reached the level where they can apply this knowledge in daily life? Were the media and content used appropriate for the lesson? Did students give positive or negative feedback on the techniques used? etc.
      - “Anyone can develop a lesson and deliver it, but really good teachers must reflect upon the lesson, the stated objectives, the instructional strategy, the instructional materials, and the assessment and determine if these elements of the lesson were effective or if one or more of them need to be changed the next time the lesson is done” (“The ASSURE Model, Heinich, Molenda, Russell, Smaldino, 1999”).
        
        Heinich, S., Molenda, J., Russel, R., & Smaldino, M. (1999). The ASSURE model: instructional media and technologies for learning.
        
        The ASSURE Model
- - - - Using Learning Outcomes
      - The focus is on the student rather than the teacher. (learner-centered)
  - - - Well written outcomes help teachers;
        
        Map their curricular outcomes to a program or accreditation standard.
        
        Design assessments and feedback strategies that are aligned with the learning outcomes
        
        Select, create, and organize the content, activities, and instructional strategies that students will need in order to achieve the outcomes
        
        Identify the knowledge, skills, and attitudes that learners should develop through the course
      - Well written outcomes help students;
        
        Assess their own learning and gauge their progress
        
        Prepare for formal assessment
        
        Guide their studies and choose how they will approach the learning
        
        Develop metacognitive skills
  - - - Although there is no such thing as a perfectly written learning outcome, some learning results are more effective than others. Including all components in the expression
        making it easier to align assessments and learning outcomes.
        
        Behavior- What action do you expect from the participant?
        
        Conditions- Under what circumstances will the individual perform the behaviour?
        
        Audience-What population are you assessing? Who is learning?
        
        Degree – How well must the individual perform the behaviour?
        
        For example;
        
        Learning outcome: At the end of the session; primary school learners will be able to count between 10 to 99.
        
        Behavior: counting
        
        Conditions: at the end of the session
        
        Audience: primary school learners
        
        Degree: between 10 to 99.
      - ABCD Method
    - - Bloom's Taxonomy What it is and how to use it to create learning outcomes
      - Bloom’s Taxonomy was created by Benjamin Bloom in 1956, published as a kind of classification of learning outcomes and objectives that have, in the more than half-century since, been used for everything from framing digital tasks and evaluating apps to writing questions and assessments.
        
        The 6 Levels of Bloom’s Taxonomy;
        
        Application: a learner is able to solve problems using obtained knowledge; for example, he/she will be able to demonstrate, relate, practice, translate and use knowledge.
        
        Analysis: a learner can organize principles or the relationships between concepts or ideas, then he/she will examine, experiment, compare, relate or differentiate knowledge
        
        Comprehension: a learner is able to discuss, classify, summarize, explain, generalize or distinguish between elements of knowledge.
        
        Synthesis: when knowledge is synthesized, learners will usually create something in a new and novel way or integrate information; they might design, arrange, collage, produce, perform...
        
        Knowledge: a learner is able to name, recognize or label particular terms, content, theories, or principles.
        
        Evaluation: learning at an evaluation level usually involves students judging the quality of something; quality might be determined by a set of standards, value, or adequacy. Students, therefore, may estimate, compare, rate, criticize, conclude...
        
        Learning Outcomes
        
        Bloom's Taxonomy