Teaching Main Learning Styles EDSE 415 PLSI School Climate Page Shindler Index

Week #5: Designing Instruction

• Examining Chapter 4 in Borich and Chapter 4 in Stiggins
• Planning A Unit

Introductory Questions:

• How do we begin in the planning process?
• How do the lessons and lesson plans fit into a broader framework?
• Are we teaching laterally or vertically?
• What are the targets (goals, objectives, standards) that we are trying to help students accomplish and how can we see that they are being accomplished?
• Which cognitive framework is best for approaching any specific type of content?

Exercise: Rating Matches

In your groups discuss each target area and make a judgment as to which assessment methods would be best suited to assessing them most effectively.

Methods/ Target areas	Selected Response	Essay	Performance Assessment	Personal Communication
Knowledge
Reasoning
Skills
Products
Dispositions

Matching Assessments with Targets

You are a group of teachers (determine your grade level) planning a unit. By the end of the unit your students must be experts in pizza-ology (define this concept any way that you see fit). They will need to know everything about pizzas and creating pizzas (assume you are an expert, and if you are not just fake it for this exercise). You need to be certain they are experts (i.e., the whistling dog). The steps below outline a common sequential instructional process, however you may order the steps any way that makes the most sense to you, or use an alternate process.

Part 1

Select the targets/goals (using Stiggins terms, see chart below) your students need to achieve in this unit. Considering the 5 target areas, develop a few target outcomes that you feel necessary for your students to show, know, have and be to be considered experts in the pizza arts. State these as unit goals.

Part 2

Take a couple of minutes to discuss a few instructional strategies that will help you accomplish your learning targets/goals. Briefly jot down what you might do here.

Part 3

Given your set of targets and desired outcomes, and considering your instructional strategies, select assessment methods (see chart below) that match what you want your students to achieve. Briefly outline what these assessments might look like.

Part 4

Briefly present what you have developed to the class (this can be one person, or each member can chip in as they like).

Methods by Targets Matrix (for a reference)

Methods Target areas	Selected Response	Essay	Performance Assessment	Personal Communication
Knowledge
Reasoning
Skills
Products
Disp/Affect

From the Stiggins text