Académique Documents
Professionnel Documents
Culture Documents
in instructional planning
Specify the objectives for a lesson of your
choice
Identify the relevant characteristics of a
learning environment
Instruction – is the process of helping
students
Instruction – is the process of helping
they can do
common influence on human activities
makes a direct contribution to learning by
5. When I see an I forget names but remember I know people’s names and I can I remember what we did
acquaintance... faces, and I tend to replay usually quote what we together and I may almost “feel”
where we met for the first time. discussed. our time together.
6. When I relax... I watch TV, see a play, visit an I listen to the radio, play music, I play sports, make crafts, or
exhibit, or go to a movie. read, or talk with a friend. build something with my hands.
7. When I read... I like descriptive examples and I I enjoy the narrative most and I I prefer action-oriented stories,
may pause to imagine the can almost “hear” the but I do not often read for
scene. characters talk. pleasure.
8. When I spell... I envision the word in my mind I sound out the word, sometimes I get a feel for the word by
or imagine what the word looks aloud, and tend to recall rules writing it out or pretending to
like when written. about letter order. type it.
9. When I do I seek out demonstrations, I want verbal and written I jump right in to try it, keep
something new... pictures, or diagrams. instructions, and to talk it over trying, and try different
with someone else. approaches.
10. When I I look at the picture first and I read the directions, or I talk I usually ignore the directions
assemble an then, maybe, read the aloud as I work. and figure it out as I go along.
object... directions.
11. When I I examine facial expressions. I rely on listening to tone of I focus on body language.
interpret voice.
someone's
mood...
12. When I teach I show them. I tell them, write it out, or I ask I demonstrate how it is done and
other people... them a series of questions. then ask them to try.
TotalVisual: Auditory: Tactile/Kinesthetic:
students differ from one another in the
sensory channel they prefer
vary instruction to accommodate those
differences
help students understand how they best
learn
Characteristics Technology Ideas
Visual Learners • Learn best what they see Present information in
• Are good at spatial a form of graphs,
relations pictures, animations,
• Will often used images or video clips, and other
color to remember types of visuals
information
Giftedness
refers to computer skills and the ability to
use computers and other technology to
improve learning, productivity and
performance
Define where you’re going – the knowledge
or skills the student should have at the end
of the lesson
Guidance Communication
Teacher Guides selection and development of Reminds the teacher of
lesson content and activities. what the expected
Guides selection and development of outcomes are.
assessment instructions.
Student Guide’s students’ studying. Tells the students what
s will be expected of
them.
Others Guides the development of the overall Tells interested others
curriculum into which the lesson fits. what the students are
Guides the delivery of instruction by learning and what is
substitutes. expected of them
Curriculum guides
Textbooks and instructional activities
Tests
World Wide Web
Your own ideas
Observable Indicator
◦ Use verbs that describe observable actions
Student Capability
◦ Use the phrase “the students will be able to,:
before the action verb
◦ This will remind you that the objective is a future
capability of the student
Specify the conditions that will be in place
at the time of the expected performance
Think about the questions the students are