To post your questions, click on the link (above) for this reading. You will see a "Post a Comment" box at the bottom of the page where you can add your questions.
Please post 2 deep questions on this chapter after completing your reading. Remember, a deep question goes beyond the assigned reading. Deep questions might involve:
*Prediction
*Interpretation
*Synthesis
*Inference
*Evaluation
Subscribe to:
Post Comments (Atom)
123
ReplyDeleteThis comment has been removed by the author.
ReplyDeleteCorrection... First comment was posted on accident. Please disregard.
ReplyDelete1. Why is using a DPA system approach so effective? How will this comprehensive three-part approach help maximize the quality of ones teaching?
2. One must plan instruction before implementing it so the teacher can ensure the learning process is smooth and effective but most teachers tend to focus on just the knowledge, comprehension, and application of Bloom's taxonomy and they don't reach the higher levels of thinking. This then causes the learner and teacher to become frustrated. Why is this? How will it hurt the learners?
1. For planning the lesson, we should be aware of the charateristics of the students. One of the questions about it was that 'As a group, how are the learners the same, and how are they different?(109)' I think there are probably some sameness and also difference. Then, do we have to apply different instructions for each different group? is it possible? How can we apply this concern to plan?
ReplyDelete2. Bloom's taxonomy is very useful and reasonable to be used for deep thinking of students. I'm wondering whether we can use higher level questions at the first lesson about a new unit. Do we have to step from the the lowest level at the first lesson of a new instructional unit? Isn't it impossible to use just higher level questions on the premise of that students already have the knowledge about the content?
1) This chapter talks about putting together your instructional planning system. Does this system need to be prepared for the whole year before school starts? Or how far ahead is necessary to plan?
ReplyDelete2) This chapter says that different technological tools have different uses, advantages, and disadvantages. What is the best way to learn about these advantages and disadvantages? Is it just through experience, you see what works and doesn't work with your class?
1. In Chapter five it talks about knowing each child well enough to make the right plans for each lesson. I was wondering when we should make these lesson plans because at the beginning of the school year it is hard to know each child. We would need to do some assessment at the beginning to know what to plan for.
ReplyDelete2. Having technology in the classrooms to help with learning and teaching keeps growing and growing. I worry how it affects children in the homes. For example, if parents don't let their children use the computers for a long amount of time or at all.
1. Step 1 of the DID model tells you to know your learners. If you discover that your students respond to opposite ways of teaching, such as visual learning and collaborative learning, how would you implement both learning styles to ensure that students are learning as much as they can from the lesson?
ReplyDelete2. In using Bloom's taxonomy during a lesson plan, would it be advantageous for the class to start the lesson by asking the class a question that requires deep thinking; teach the lesson and ask lower level questions throughout; then end the lesson with the same deep thinking question?
1. This chapter is basically describes how to plan for effective instructions. How do you plan in advance without meeting with students, not being familiar with what their how advanced they are in technology?
ReplyDelete2. Learning through the computer might make it more interesting for students. But, how do you prove effectiveness of e-learning to parents who were taught the traditional way.
1. At the very first of the Chp. it talks about planning for effective Instruction. When looking at the questions written below it made me think about how to mold the lesson around the group of students you will be working with. If the lesson was not effective the first time it was used, you would need to go back to it, and revise whatever didnt work out the first time, right? So now that you have revised it, would you begin to use it the next year with a whole different group of students, and not revise it at all?
ReplyDelete2. Each year you will get a whole new set of students that will work together throughout the year to gain knowledge. DID is a perect way to break down each step of the efficent process in which you will be teaching the students. Looking a what you want to accomplish, what your using to do this, and if your getting the students to critically think. Do you see the DID as useful as I do? Opinions on it?
1. The chapter talks about adjusting the learning environment to individual needs of learners. With 30+ students in a class how is this possible?
ReplyDelete2. What is the best way for teachers to find out what kind of learners their students are?
1. It talked a lot about understanding your students and their different learning styles and needs. One thing that is increasingly relevant in classes today is the diversity that exists. Some students may not understand or have exposure to certain content area. How can we structure instruction to accommodate for these students?
ReplyDelete2. One thing it talked about was your instructional planning system. I liked this information but it made me wonder how you get started with this. How do you find out what works for you? Is it just trial and error or are there some things you can put into place to ensure students are being reached?
1. The first step in the DID model says to know your learners. Are there any ongoing assessments that need to be carefully looked at in considering where your students are at? Are there any certain content areas that should be looked at or is it more broad?
ReplyDelete2. Step 3 talks about the learning environment. In order to successfuly have technology part of your learning environment how involved does it need to be in the classroom?
1. Is it possible to adjust this DID model to a classroom where there are more than 35 students? (Usually, in my country, there are more than 35 students in one classroom.)
ReplyDelete2. Can a teacher adjust this DID model to students whose level is lower than he expected? How can he adjust this to them?
1. When creating a DID model what if the majority of your class is English speaking, while two or three students speak only Spanish? How do you include them in the technology-based instruction?
ReplyDelete2. Regarding Bloom's Taxonomy, is it possible for students to skip levels without "mastering" the one before it? Will the guided instruction be effective? Why or Why not?
1. This chapter talks about knowing your students well enough to make the lessons appropriate for the class. What do you do if your students are on many different levels when it comes to how they learn? How do you make sure sll of them are involved and getting all they can out of the lesson?
ReplyDelete2. The chapter also mentioned that if a lesson isn't effective, then you should change it to try and make it more effective the next time you use it. So, if the lesson was a one time thing and would only be repeated the next year, how can you change the lesson to make it more effective without knowing who your students will be for the next year? Would you make changes to it immediately, or wait until you know your students for the next year? And what if the way it was originally taught will work for the new group of students?
1. This chapter talks about how the physical space of a classroom can affect a learners development and also can target different students and their learning style. As a teacher how can you be sure that the physical environment in your classroom is fit for all your students needs not just some of them?
ReplyDelete2. This chapter also talks about using methods and the media. The book says the mehtods you select should address the needs and learning styles of your students. How can you be sure the method you choose is fitting the learning styles of each individual student? Is it harder to try and use more than one method in a lesson?
1)The chapter talks about knowing your student’s level of cognitive and physical learning ability. If you have students who are not on the same level as your other students how can you tailor your lesson plans to make sure all of your students are being reached?
ReplyDelete2)Feedback is a necessary part of you lessons so you know what went well, how the students understood the information presented to them, and how you can change things next time. How can you make sure you are getting authentic and useful feedback?
QUESTION 1: What are some specific steps a teacher can take to ensure instruction elements he/she chooses is effective in the teaching and learning process?
ReplyDeleteQUESTION 2: What is the difference between performance objective and learning objective? Give examples.
QUESTION 3: Besides minimizing distraction, how else can a positive learning environment enhance students learning? Explain.
QUESTION 4: What is the difference between teaching strategies and learning strategies? Compare and contrast.
QUESTION 5: What are some specific assessments teachers can use to evaluate student performance?
1. Using the DID method to plan the whole year of instruction having in mind all of my students, is there any files I can have access to? To be able to have a background on each one of them?
ReplyDelete2. How do I handle curriculum requirements with time to cover objectives when I have to move to a computer lab? Does it means I will need to decide what will be taught and what no? is this going to teach to prepare students to be competent in fulfilling tests requirements?
1. Is there another way to prompt students except giving teaching objectives before starting lesson? Can teachers use technology for motivating students at the first step of lesson? Is it too much use of technology for just one lesson?
ReplyDelete2. According to DID, teachers should know the leaners first. But I wonder that how teachers can make a suitable design that fit with each student? (Some countries have enormous students in a class, so it is difficult to make specific plan for each students.)
1. According to DID, teachers should know the characteristics of their students. However, these technology instructions are usually done as a group. Then, How can teacher make appropriate program? Furthermore, these instructions generally focus on visual and hearing sense, then, how about other learing type of students?
ReplyDelete2. It takes long time to prepare using DID program in class. Teachers have been through hard time to finish their curriculums in the time. How can they fit the time? Searching the excellent web resources which fit the core curriculum, and moving to the lab with all students are time consuming at some point. We have to think about what is the most effective way to teach and learn.
1)I feel that establishing a safe,comfortable and at the same time fun learning environment is very
ReplyDeleteessential. How can most teachers afford to do this especially if you are a new teacher? Do most schools have some storage space for extra supplies to help teachers, which they used as a example in chapter 5 on page 117. Also, how would you really know how to set your room up for every students special needs if you don't know most of them yet?
2)Is there usually a trained technology person at most school sites to help teachers learn which media tools are available and which ones would work best with your lesson plan? Wouldn't it be the best to meet with this person while you are still in the Design phase and then they could work with you to implement your plan stage?
ReplyDeleteI am familiar with the components of a performance objective mentioned in the chapter, but it's a little bit different. The blooms taxonomy was a huge part of it though. I guess my question is how do you go about starting performance objectives with new students you don't know yet? Is it kind of a guess and check and adjust from there?
ReplyDeleteI like the DID model because it explains what you need to do step by step. it also is a plan for how you are going to implement your lesson. I noticed on page 126 it says there is a lesson template online. Is that what was on our class website? I found it to be very helpful and was wondering if that was from the book or the teacher?
How do you make sure that every child's special needs are taken care of and be sure to make the lesson still a challenge for everyone else? Do you always have to plan for two groups for everything?
ReplyDeleteI really liked the DPA system. If each teacher used this for their lesson plans would teachers be more accurate as far as their students learning and processing the material go?
1. How is a teacher to deal with having a few students that are behind, how can there be enough time to give each student the individual attention they need?
ReplyDelete2. How far in advance must teachers make their lesson plan? How are they to deal with the surprises that pop up?
1. Can computers be used in every lesson a teacher teachers? If not how often should students be exposed to computer technology and who makes that decision?
ReplyDelete2. If there is a special education student in your class and they have not been exposed to a computer is there a way a teacher can adapt the lesson so they can have an opportunity to experience the computer? How can you assess whether they are learning to use the computer? Is there a way a teacher can change their lesson plan in the middle if they see it is not working or do they have to do the changes after the lesson is completed and how would they do it if they can?