EDN 301
Instructional Design and Evaluation
Martin Kozloff
Fall, 2014
Moral Obligations
As a teacher, you’ll have a contract with children, families, state, and society to teach well. It’s a moral obligation.
I have a contract with you, the citizens of North Carolina, and schools that employ you, to fulfill my moral obligation to teach you well.
I’ll work hard to ensure that you leave this course knowing exactly how to (1) design, (2) deliver, (3) evaluate, and (4) improve curriculum materials and instruction. You’ve got my word on it.
Grading is based on attendance, assignments, and participation. Do yourself a favor---Do NOT cut class. There’s no competition for grades. We’ll do the course projects together.
All YOU have to do is be in class, pay attention, do assignments with due diligence, and ask questions if you don’t understand something---in other words, be SERIOUS. Here are the criteria.
A. Rarely miss class; turn in all assignments; assignments are on time and cover all that was requested; assignments reveal a lot of work beyond what was requested; assignments have few errors; and the student actively participates in class.
B. Rarely miss class and turn in all but a few assignments; assignments are on time and cover most of what was requested; assignments reveal a little work beyond what was requested; assignments have few errors; and the student occasionally participates actively.
C. Rarely miss class; do all but a few assignments with the minimum asked for; some assignments are late; and occasionally participate in class.
D. Often miss class, and/or hand in only about half the assignments and/or many assignments do not do what was asked or do it poorly, and some assignments are late; and rarely participates in class.
F. Often miss class, and/or hand in only a few assignments and makes many errors (do not seem to get it); and rarely participate in class.
A few ground rules.
1. Turn off your cell phones. I’ll leave mine on in case of emergency.
2. You get a lower grade if you hand in assignments late.
3. I’ll be available at least 10 hours a week to talk with you.
Email me at
4. My website is http://people.uncw.edu/kozloffm/home.html
5. Read this document on professional standards of conduct.
http://www.uncw.edu/ed/advising/documents/StandardsofPC.pdf
6. See this on violence. http://www.uncw.edu/safe%2Drelate/
7. On disabilities, go here. http://www.uncw.edu/stuaff/disability/
8. Here’s a graphic of the conceptual framework.
http://www.uncw.edu/ed/pdfs/cf.pdfA
1. Basics.
Assignments will include quizzes and writing scripted procedures for teaching.
Overview
Inventory of teacher proficiencies. What teachers do and what they need to know in order to do it.
http://people.uncw.edu/kozloffm/Overview for 301.ppt
Assessing and improving instruction ppt
Assessing and improving instruction doc
1. How knowledge is acquired/learned.
http://people.uncw.edu/kozloffm/jpglearning.doc
http://people.uncw.edu/kozloffm/How does the learning mechanism figure out the general idea.doc
http://people.uncw.edu/kozloffm/howconstructknowledge.doc
2. Importance of examples. http://people.uncw.edu/kozloffm/Designing%20instruction%20%20selecting%20and%20using%20examples.doc
3. Kinds of knowledge.
Forms of knowledge and how to teach
Multiple formats when you teach routines
http://people.uncw.edu/kozloffm/howtoteachthesixkindsofknowledgeshortversionuse.doc
http://people.uncw.edu/kozloffm/Summary of How to Teach the Six Kinds of Knowledge.doc
http://people.uncw.edu/kozloffm/summary of forms.doc
Brief procedures for teaching the six kinds of knowledge
Six kinds of knowledge: INTRODUCTION
Procedure for teaching facts and How to teach facts here
Procedure for teaching sensory concepts
concepts
Higher-order concept
Procedure for teaching higher-order concepts
Procedure for teaching rules and here
Procedure for teaching routines
routines
Procedure for teaching lists a kind of routine.
How to teach all forms here
SCRIPTS for Teaching Concepts/Vocabulary
4. Lessons here
knowledge elements
Phases of learning
Summary of phrases learning
phases of instruction.
More here
generalize and apply
5. Explicit instruction
Definition here
General procedure for teaching new knowledge---phase of acquisition
More here
Evaluating lessons here
In lessons here and here Examples of lessons on how to teach the six kinds of knowledge.
Effective School Practices, on Project Follow Through.
Follow Through figure 1.
Follow Through figure 2.
Follow Through figure 3.
Kirschner, Sweller, and Clark. Why Minimal Guidance During Instruction Does Not Work: An Analysis of the Failure of Constructivist, Discovery, Problem-Based, Experiential, and Inquiry-Based Teaching
Kathleen Cotton (19995) http://people.uncw.edu/kozloffm/Effective Schooling Practices.doc
http://people.uncw.edu/kozloffm/Rosenshine.doc
6. More lessons
7 point lesson plan Seven point lesson plan
What Lessons Look Like
Task: Teaching Facts
Task: Teaching List. Panoply.
Task: Teaching List. Phases of Mitosis
Task: Teaching Sensory Concept. On
Task: Teaching Higher-order Concepts with Synonyms
Task: Teaching Higher-order Concept. Simile
Task: Teaching Rule-relationship: War
Lesson: Teaching Higher-order Concept. Granite
Lesson: Teaching Rule-relationship. Temperature/pressure
Lesson: Teaching Routine. Sounding Out Words
Lesson: Teaching Routine. Analyzing Declaration of Independence
Lesson: Teaching Routine. Slope
Lessons (several) on U.S. History
Examples of lessons on how to teach the six kinds of knowledge.
Example of unit organization: plant life cycle
How to introduce a unit on the Declaration of Independence. PPT
Unit on U.S. Constitution
7. Curriculum standards and objectives
Instructional Objectives
Translate into clear and concrete objectives
Curriculum Standards
Common Core Here’s a copy.
2. Evaluating and Improving Programs and Teacher-designed Instruction
We’ll work as a whole and in small groups to do this project. Here is a blank form we’ll use---and that you will use on the job.
Blank for to fill out.
3. Designing Curriculum and Instruction for a whole course or year.
We’ll work as a whole and in small groups to do this project. Here is a blank form we’ll use---and that you will use on the job.
http://people.uncw.edu/kozloffm/1230%20Scripting.doc