INSTRUCTIONAL Classroom Understanding Your DESIGN Chapter 3.

Content, Learners, and Context

Dosen pengampu: Prof. Dr. Rusdi, M.Sc Disusun oleh: 1. Hutomo Atman Maulana 2. Wella Pusvita Sari

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MAGISTER PENDIDIKAN IPA PROGRAM PASCASARJANA UNIVERSITAS JAMBI

What This Chapter is About

We characterize need assessment as a means to learn more about your classroom in three ways: Identify the full range of content to be learned by your students Learn more about your student Increase awareness of the context of the classroom setting

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What Content is to be learned?

The word content is placed within quotes here to

signal the full range of content to be learned in lessons, unit, and curriculum Ro understand the full range of content to be learned we provide five ways to view it: 1. Learning standard 2. Learning taxonomies 3. Learning dimensions 4. Task analysis 5. Media and technology
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Learning standards
What does it mean for K-4 student to be literate in

science? Professional organizations have developed standard that characterize science as inquiry or actual investigation The way to learn science is to actively participate in science practices and to learn facts, concepts, and theories through focused discovery

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Learning taxonomies
Another way to view learning is by characterizing the

primary capability to be learned. Three types of learning have been analyzed and represented: cognitive (thinking), affective (valuing and apreciating), and psychomotor (physical movement) In a taxonomy, learning is represented by different levels, one learns at one level before advancing to the next level, and mastery of higher level depends on the ability to learn at the lower level
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Cognitive Evaluation

Affective Characterization by value or value set Organization Valuing Responding Receiving

Psychomotor Nondiscursive communication Skilled movements Physical activities Perceptual Basic fundamental movement Reflex movement

Synthesis Analysis Application Comprehension

Knowledge

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Cognitive learning taxonomy

The organizing principle for the cognitive learning

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taxonomy is the degree of complexity of thinking processes. Each taxonomy use an organizing principle that describes how learning level are determined and how each level is related to the others. If student learning involves the recall of new information, then the cognitive level of learning is knowledge. As one moves up the taxonomy, the complexity of thinking grows more challenging. For example, to comprehend new knowledge, the next cognitive level, one must able to recall, recognize, acquire, and identify the knowledge.

Affective learning taxonomy

The affective taxonomy is organized according to the

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degree of personal internalization of new idea or issue Here a persons attitude shifts from general awareness of an issue to an attitude that consistently guide ones behavior To achieve the valuing of an issue, for example, a student must first pay attention to the topic, listen, and suspend judgement (receiving) To begin to appreciate an issue, the student needs to respond to the issue by spending time with and becoming involving with the issue

Psychomotor learning taxonomy

The psychomotor taxonomy is organized by degree of

physical coordination required in task. Any hands-on activities may require specialized skills that should be included in your learning outcomes, and assessment is usually demonstrated, either through observation of a performance, such as dance or gymnastic, or in product, such as a sculpture.

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Combining taxonomies
Some learning task, such as writing a paper or

developing a science fair project, may require the use of all three taxonomies. Once you know that student learning involves one or more learning types, you can sequence lessons in units roughly according to the taxonomy

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Intellectual skill

Identifying the diagonal of a rectangle Demonstrating use of objective case of pronoun following a preposition Using an image link to learn a foreign equivalent to an English word Rearranging a verbally stated problem by working backward

Cognitive strategy

Verbal information

Listing the event of instruction

Choosing running as a regular form of exercise

Attitude

Jumping the rope

Motor skill

Five types of Learned Capabilities

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Laerning Outcomes
Learning outcomes is a broad category that includes

learning goal and learning objective. Determining learning outcomes is necessary before make dicisions on assessment and teaching strategies.
Learning Outcome Learning goals Learning focus Learning objectives Instructional Use Broad learning outcomes for curriculum and units Overall learning purpose for lessons Specific learning specified by learning types, learning dimensions, and/or state standard
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Tools to determine learning outcomes

State Standard

Learning Taxonomies

Learning Dimension

Facet of Understanding
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State standard
State standards are organized in different ways, so you

need to be familiar with the standards that apply to your school. Individual school vary in terms of how teachers meet these state standards, which are assessed by state testing Having access to these standards can help you prioritize standard in your classroom.

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Learning taxonomies
Student learning, as expressed by the lessons overall

learning focus and/or specific learning objectives, may include one or more levels of the cognitive, afective, and psychomotor taxonomies. Identifying learning level for each of your learning objective can help you choose appropriate assessments.

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Learning dimensions
Dimension Literacy Arts Design

Social learning Diversity and multiculturalism

Moral development Creativity

Each of these dimensions challenges the teacher to

write appropiate goals, learning focus, and objectives for instructions, as some aspects of these learning dimensions may not be served well by performance objectives. 10/24/2012 7:31 AM

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Facets of understanding
Using the illustrative verbs for the learning

taxonomies helps to specify what you mean by learning verbal information, cognitive strategies, or intellectual skills, but what about understanding? Are there illustrative verbs that help here? Yes, but the choice of verb, such as recognize, know, or comprehend, present a new set of interpretative problems.

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Facet of Understanding Can explain Can apply Can empathize

Can interpret
Have perspective Have self-knowledge

The different facets help teachers design assessment

and teaching that support student understanding.

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Can explain
Explanation is one facet of understanding in which

student are asked to explain what fact mean. Assessment involves more than answers; its includes explanations and support for these explanations. Teaching for understanding use themes and problems to provide the central organizing structure in lessons and units.

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Can interpret
Interpretation enhance student understanding beyond

explanation Most information is not value-free, meaning that not all people will see information in the same way. To interpret could involve telling story that depicts what knoeledge mean, based on students experience. Teaching uses activities in which studenr develop their own interpretations through picture, stories, or roles examples.
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Can apply
With Understanding outcome, student demonstrate

a grasp of concepts, perspectives, and ideas in order to use this knowledge on a problem of interest. Application allows students to demonstrate their understanding A challenge for teachers is not only giving student challenging problem but also allowing student the freedom to apply what they know. Teaching decisions involve the choice of relevant problem, authentic to extent that they are appropriate to childrens developmental need and classroom realities 10/24/2012 7:31 AM 22

Have perspective
Gaining perspective help student develop the capacity

to see and voice different view points. Evidence for this learning involves student activity in which student experience different point of view through listening, writing, speaking, or some other type of performance.

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Can empatize
Building empathy or the ability to understand

someones feelings and point of view requires direct human experience rather than a mere description of how to appreciate others Student can develop these experience with peers, but sometimes building empathy with new acquaintances may further improve students empathetic capacities in classroom and the community

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Have self-knowledge
Helping student develop self knowledge is not always a

learning outcomes Allowing student time to reflect and including reflectivity as part of and assessment plan give teachers information on how self-knowledge is developing in a student.

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Lesson plan components

The following lesson plan format combines many

feature of lesson plans. We organize the lesson plan into categories too illustrate specific function, which include following: 1. Title 2. Identification 3. Learning focus 4. Teaching and assessment overview 5. Teaching procedures 6. Post teaching
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Descriptive title of lesson

Describe the lesson with a litle that captures the

essence of the lesson The title could include words that describe both student learning and teaching approach

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Identification section
The identification section identifies you, your

cooperating teacher, and the school where you are teaching. This information will be helpful to other who ight review your lessons.

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Learning focus section

The learning focus is the most important section of

the lesson plan Without a clear focus for student learning, your subsequent decision making will be activities that may have nothing to do with your intended learning outcome

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Subject and student learning

The subject line record the content area(s) you are

teaching. With related lessons found in units, identifying the subject will connect the lessons plans.

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Time estimates
Estimating the time needed for lesson comes with

experience You may plan more activity than you have time for, or your teaching could be interupted by some event Having a suplementary activity, then, is useful in this case, particularly until you become used to improvising and adjusting on the spot

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Overview section
This brief section records the learning material you

will need, the spesific learning objectives that support the student learning focus of the lesson, and an overview of the teaching and assessment startegies used in the lesson

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Materials
List the materials you need.
A list act as checklist to ensure that you have

everything you need and may alert you to preparations you need to make before class

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Objective
Keeping the learning focus in mind, list all specific

objectives of what student will know, understanding, value, or be able to do in lesson. When you list learning objectives, identify the type or level of learning. Match the learning objective with the one or more state standard, if this is required in your school.

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Teaching and assessment overview

This subsection is not usually found in lesson plan

formats. A brief statement of these strategies helps you and others see your overall teaching and assessment approach and help you judge if your decision aare appropriate to your learning focus and specific learning objectives

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Teaching section
This is the heart of the lesson plan, the procedures you

will use in teaching. The teaching section list procedures for instruction and activity, which may be teacher directed, student focused, or a mix of the two

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Introduction procedure
The beginning of teaching ussually involves an

opening activity, which is designed to gain students attention and ready them for instruction Gaining student attention is useful purpose to an opening activity, as the time can be used to review a previous lesson or focus students attention on a new topic.

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Instructional procedure
Your opening activity should lead directly to learning

new topics and may stimulate students curiosity or point out major ideas to be elaborated on

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Transition guidelines
Instructional procedures can include guidelines for

critical procedures, implementation, or transition between activity or lessons. This section can suggest ways to help student understand the meaning behind an opening activity review prevoius learning, or ask question to prompt student attention

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Classrom management
Classroom management includes everything you need

to organize students, space, time and materials so that learning can take place.

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Teacher inquiry procedures

In action research or any formal teacher inquiry, you

will gathering data The purpose for this section is to remind yo to collect student work so that it can be assessed for student learning and incorporated in your teacher research.

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Closure procedures
Identifying ways to end the lesson provides a time for

reviewing student performance, clarifying conceptual problem, or briefing student on what is due for the next time

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Post-teaching section
The post-teaching section is filled out after teaching
The purpose of this section is to reflect on your

teaching, comment on what happened, and determine what change need to be made next time the lesson is taught.

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Reflection
In our lesson plan format, we have listed suggested

questions to reflect on after a lesson is taught. The important question are: 1. Did your student learn, and how do you know? 2. What do you know about the differences in how your student know the content?

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Modifications
What changes do you need to make in this lesson?
Making these change notes increase the value of your

lesson plan for the next time you or someone else uses it.

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EXPLORING ASSESSMENT OPTION

Assessment provides teachers with information about

student learning

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Exploring assessment
Without assessment, how will you know that your

students are learning? Assessment can be used for different purpose, the most important one of wich is addressed in this chaptes namely, to assess student learning.

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Why assessment before teaching?

We address assessment before teaching strategies,

because you need to determine the purpose of assessment before you purpose a teaching method to support the desired learning.

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Views of assessment
The terms assessment and evaluation are sometimes

used interchangeably. Assessment cover a wide rang of ways to learn about students. Traditionally, assessment has been viewed as evaluation, although assessment can provide more information about student than just grades. Assessment becomes evaluation when judgment are made, judgments that determine, pass, or certify
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Purposes for assessment

Assessment in the classroom can serve four different

purposes: 1. Placement 2. Diagnostic 3. Formative 4. Summative assessment

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How assessment is used in the classroom

Assessment Purpose Assessment Tools

Placement: What do student know, and where should they be placed for instruction?
Diagnostic: What areas are student having difficulty with? Formative: What learning progress are student making? Summative: What grades have students earned?

Pretesting, aptitude test, observations

Published tests, observation

Observation, work sheets, quizzes, practice, draft paper, speeches, discussion, group activity Test, project, paper, science fair projects, portofolios, performances

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Assessment tools
Traditionally, assessment has been viewed as testing,

with test being the principal way that students are evaluated.
Selected Responses (Students choose from choice)
Multiple choice Matching Tru-false

Constructed Responses (students provide their own responses)

Short answer and essays Interviews with students Self -assessment

Performance (students demonstrate their learning)

Projects Portofolios

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Matching learning outcomes with assessment tools

A rubric is an assessment tool used to evaluate a range

of student performance across several categories of performance. If learning performance requires interpretation, development of a rubric can be a useful exercise to be clear on what constitutes an overall performance, as well as the range of performance across the categories

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Categories of performance
Rubric take time to develop because one has to first

identify the categories of performance and then describe the different level of performance in each category For example, having students write up a case study may require the following categories to assess student performance:
1. Background 2. Problem 3. Response
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4. Recommendations 5. Writing 6. Format

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