1 Instructional Design: A Postcard View Brian Querry EDTECH 503 Spring 2011
2 List of Postcards SLIDES CONTENT 3-4 The History of Instructional Design 5-6 Definition of "Instructional Design" 7-8 Systematic Approach 9-10 Using Instructional Design Models ID model # ID model # ID model # ID model # ID model # ID model # Constructivism Empiricism Behaviorism Information Processing Theory Relating Instructional Design and Educational Technology 33 References
4 History of Instructional Design In all of my research, I have found it difficult to identify a single event or "product" that launched instructional design. Many writers reference early work in the field relating to Skinner and "programmed instruction", beginning from the time of World War II through the 1950's. In addition, other psychologists and educators, including Robert Gagne, developed training materials for the military. These experts used research, theory, instruction, and learning to develop more effective ways to deliver instruction. Some experts published independent and limited studies as early as 1910, with John Dewey's "How We Think". I chose a picture of a digital map of brain functions. All of the aspects of instructional design focus on different aspects of the learning process and how the human brain processes and sequences learning. This picture is a modern look at the human brain. Though we study the processes of the human brain in this way today, we have studied and observed how the human brain has worked for years.
6 Definition of "Instructional Design" Instructional design is the creation, development, and delivery of information and related activities. The activities that are developed are designed to help students reach specific learning goals. Design of the selected activities is done through careful analysis of the environment and learning structure, strategic planning of targeted steps, and evaluation of the effectiveness of those steps in reaching the target goals. I selected the picture of the face with a blueprint for two reasons. First, the stages of the design process function just like a blueprint, whereas there is an initial analysis, strategic planning of stages and activities, and effective reflection and evaluation on the overall plan. Second, instructional design is directly related to providing a positive outcome for the student. An instructional designer develops the plan, the teacher implements the plan, and the students reap the benefits in reaching instructional goals.
8 Systematic Approach A systematic approach to instructional design approaches the elements in a way where all components have a direct affect on the end result. According to Dick and Carey, "Components such as the instructor, learners, materials, instructional activities, delivery system, and learning and performance environments interact with each other and work together to bring about the desired student learning outcomes". The model addresses instruction as an entire system, focusing on the interrelationship between context, content, learning and instruction. The "Circle of Fifths" is a cycle of musical chords. Throughout the musical alphabet of chords, if you move from chord to chord by the interval of the fifth, you will eventually make a cycle and return to the original chord. This graphic is the only place that all of the chords are seen together, and how they relate. Otherwise, the chords are independent of each other and applied as needed in music composition. As in the systematic approach, the chords are components that, though independent of each other, directly rely on working together to make the entire piece of music what it is.
10 Using Instructional Design Models Instructional designers must anticipate the needs of learners and design instruction that builds in appropriate resources, activities, assessment, feedback, etc. In today's technological society, appropriate delivery mode must also be considered. Instructional design models can be used to guide instructors in creating materials. They can also be used to evaluate existing instruction, or as a guide for general planning. The benefits of using instructional design models outweigh the negatives, regardless of what type of model may be followed. I chose the image of the "education equation" because of both the visual metaphor and the statement on the bottom. First, we've all heard the phrase that our children are our future. We must not only educate them for their future, but educate them using 21st century strategies. The strategies we use go beyond the chalkboard. As the phrase says on the bottom, we have not just a responsibility, but an "opportunity" in educating our children. Using instructional design models is an opportunity to help our children excel.
11 The Smith & Ragan Model
12 ID Model 1 SMITH AND RAGAN The Smith and Ragan model, formalized in 1999, has three phases. First is an analysis of the learners, the task, and the learning environment. Second, one must develop instructional strategies for organizing and managing instruction. Finally, a formal evaluation is conducted to judge the effectiveness of the strategies and tools utilized. This model reflects a systematic, problemsolving process, and the belief that applying such a process can lead to effective, learner-centered instruction.
13 The Gentry Model
14 ID Model 2 GENTRY The Gentry model is a very complex and detailed process. Gentry's model both DEVELOPS components, as well as SUPPORTS components, by considering both during the design process. The development phase has eight components, covering all aspects from a needs assessment clear through evaluation. The support phase addresses five areas that support the development process, including facility integration, budgeting, and personnel. The rationale behind this model is the need for both the development element and all contributing factors to be considered during design.
15 The Bergman and Moore Model
16 ID Model 3 BERGMAN AND MOORE The Bergman and Moore model, published in 1990, was specifically designed with a focus on managing multimedia products. This model focuses specifically on managing the design process. Steps to effectively manage completion of a product starts with providing input, whether it be through a proposal, description, or summary. After completion of necessary activities, groups create the "deliverable" product, and then evaluate the product and process to reaching that product. The model is designed to work effectively in group settings and with multimedia products.
18 ID Model 4 BATES The Bates model was designed with distance learning in mind. This model focuses heavily on pre-planning and a design that allows for flexible activities and pace. The first phase, developing a course outline, involves identifying the target group, content, and teaching strategies. This makes the model very "front-end heavy". The second phase involves selecting media necessary to deliver the content. The third phase highlights developing materials using the selected media to deliver content. The final phase in the course delivery of the materials, content, and media. Other factors, such as cost, available technology, and online housing can affect all aspects of the model.
20 ID Model 5 GERLACH AND ELY The Gerlach and Ely model, though containing several simultaneous steps, is generally considered a linear model. Identifying content and developing objectives happen simultaneously in the development stages of the model. Developing objectives is put to the forefront so that content can be selected that supports the objectives. Subsequently, entering students are assessed, and then appropriate activities, groupings, and strategies are utilized. The model culminates with an evaluation of student performance, analysis of student feedback, then a review of objectives and content.
22 ID Model 6 MORRISON, ROSS, AND KEMP The Morrison, Ross, and Kemp model focuses on curriculum planning. The model focuses on six identifying questions, asked from the perspective of the learner, rather than the designer. This on-going cycle contains nine important elements that can either work independently of each other or together in developing effective instructional design. In this model, the designer can begin at any point, keeping the other factors in mind. The model is appealing to many teachers because of the flexibility in start position. It continues to be developed over time.
24 Constructivism Constructivism is an educational theory that a learner generates knowledge and meaning from an interaction between experiences and their ideas. It is a theory describing how learning happens. The theory of constructivism suggests that learners construct knowledge out of their experiences. The instructor serves in the role of facilitator and guide. A classroom with a constructivist approach advocates that the learner take ownership of the "problem" and the "solution". I chose the image of the conductor for two reasons. First, the role of the conductor in a group is to be not only the leader, but the facilitator of a learning experience in an ensemble setting. Second, the members of an ensemble are not only learning as a group, but they are learning as individuals. While a conductor can provide basic guidance on things like playing together, tempo, dynamics, and expression, it is up to the individual performer to construct their learning. Students in an ensemble must learn to play their part appropriately, observe expressive markings and determine how they should be played, and determine their role as an individual member in an ensemble.
26 Empiricism Empiricism is a theory of learning that focuses on the idea that knowledge comes from experience and experimentation. Empricism emphasizes the important of using artifacts in experimentation, and the evidence that is discovered through such experimentation. One key idea of empricism is the formulation of ideas through a methodical process. The use of hypotheses and scientific method are central to empiricism. In latter years, the idea of empiricism was explored by some theorists in conjunction with rational, concept-based thinking, and how the two can be explored together. I chose the image of a young boy learning to play the trumpet. Learning to play a musical instrument is based on two things - learning basic playing technique and making the instrument "your own". Books may be able to teach correct fingerings and how to hold the instrument, but one does not truly learn to play an instrument well until they have begun playing regularly, experimenting with embouchure and playing technique, and putting the "methodical processes" taught in books into practice.
28 Behaviorism Behaviorism is based on the idea that all things that everything a learner does in the learning process should be regarded as a behavior. Behaviorism takes that stance that all behaviors are acquired through conditioning. This conditioning occurs through interaction with the environment of the learner. With this theory, behavior can be studied in a systematic and observable manner. The two major types of conditioning tied to behaviorism are Classical and Operant. In classical conditioning, a naturally occurring stimulus is paired with a neutral stimulus, with the expectation that the neutral stimulus will eventually work as the naturally-occuring stimulus. In operant conditioning, learning occurs through consequence for behavior, whether that be positive or negative, reward or punishment. The image that I chose for behaviorism is a mouse searching for cheese in a maze. After reading the book "Who Moved My Cheese", I reflected on the realization that change is inevitable. In the book, the mice realize that when the cheese is moved, they have to figure out either where the cheese has gone, or a new way to survive. The mice learned from the behavior they exhibited, as a direct result of their environment. They were conditioned into acting and thinking a certain way.
30 Information Processing Theory The information processing theory developed from traditional psychological study. This theory is based on the idea that the human mind develops as one ages. As a learner gets older, the human brain matures and changes in basic components. The brain adjusts to how it responds to stimuli, and changes in how it processes information it receives. As children grow, the learner develops a heightened ability to process information. Various mechanisms in the human brain allow learners to bring information in, manipulate and dissect it for understanding, and store information necessary for the future. I believe the image I selected is appropriate, because it highlights a wide variety of devices that were and are prevalent to the information age and discipline in which they were presented. From the slide rule to the stethescope, these devices were used as tools in their respective fields to help the user gather and then process information. Though industrialization brought about new means of calculating, sorting and processing information, these tools formatted the basic ideas of the theory. Information is collected, processed, and an applicable response is given, based on the developmental ability of the user and the information provided by the tool utilized.
32 Relating Instructional Design and Educational Technology The term "educational technology" is often used to describe technological tools that are used in an educational setting. However, it is much more than that. Educational technology is often associated with learning theory. Instructional design models cover the processes and systems of learning and instruction, whether with or without technology. Educational technology encompasses not only the tools used, but the 21st century learning strategies implemented to help best utilize those tools. When using 21st century learning strategies, instructional design must often be taken into consideration, and designers must be conscious not only of the environment and the students, but also the available tools and learning strategies that are prevalent and effective for that setting. I chose the image of the teacher with students and technology for two reasons. First, technological tools are an important part of educational technology. Second, how a teacher designs effective use of these tools and designs strategies and activities that will impact students is highly important.
33 References Gagne, R.M. Instructional technology foundations. hillsdale, N.J.: Lawrence Erlbaum Associates, Gustafson, Kent L. and Branch, Robert M. Survey of instructional development models: fourth edition. Syracuse, N.Y.: ERIC Clearinghouse on Information & Technology, 2002 Reigeluth, Charles M., ed. Instructional design theories and models: an overview of their current status. Hillsdale, N.J.: Lawrence Erlbaum Associates, 1983.
INSTRUCTIONAL DESIGN IN EDUCATION: NEW MODEL Prof. Dr. Aytekin İŞMAN Sakarya University, Turkey email@example.com & firstname.lastname@example.org, www.aytekinisman.com INTRODUCTION Instruction is a plan of teaching
Instructional Scaffolding for Online Courses Helen M. Grady Mercer University email@example.com Abstract Instructional scaffolding is a process by which an instructor supports a student in executing a
The Pedagogy of Medical Education Instructional Design Principles The best instruction is that which is: Effective - facilitates learners acquisition of the prescribed knowledge, skills and attitudes Efficient
Instructional Design Dr. James Smith Spring 2003 Instructional Design (ID) The systematic process of translating principles of learning and instruction into plans for instructional materials and activities.
REFLECTIONS ON LEARNING THEORIES IN INSTRUCTIONAL DESIGN 1 Reflections on the Learning Theories in the Instructional Design Process for the Utah Valley University Digital Media Portfolio Review Acceptance
A Study in Learning Styles of Construction Management Students Amit Bandyopadhyay, Ph.D., PE, F.ASCE State University of New York -FSC Abstract Students take in and process information in different ways.
Contact: Novita Training 1-773-590-3636 firstname.lastname@example.org www.novitatraining.com Systems Approach Model for Designing Instruction (Dick & Carey) Brief description The Dick and Carey model prescribes
1 A letter to Friend Instructional Technology and Instructional Technology By Hamid Mohammed-Ahmed IST 524: Taught by Dr. Bude Su Dear Robert. Two months ago, I began studying another masters program called
Analysis of Three Instructional Design Models 1 2 Abstract Instructional design models provide for a systematic approach of implementing the instructional design process for a specific educational initiative
ERIC Identifier: ED348128 Publication Date: 1992-09-00 Author: Hirose, Shannon Source: ERIC Clearinghouse for Junior Colleges Los Angeles CA. Critical Thinking in Community Colleges. ERIC Digest. The issue
1 Roussell The Virtual Profession Immersion Model: Bridging Principles and Practice For Instructional Design Students John M. Roussell, Ph.D. California State University, Chico Introduction Instructional
Vol.3, Issue.2, March-April. 2013 pp-1056-1060 ISSN: 2249-6645 Thinking of Programmed Instructional Design: Need of Today s Learner Shaik Fathima Department of Education, Malla Reddy college/osmania university,
ACADEMIC POLICY AND PLANNING COMMITTEE REQUEST FOR AHC GENERAL EDUCATION CONSIDERATION Allan Hancock College General Education Philosophy General education is a pattern of courses designed to develop in
Constructivism: A Holistic Approach to Teaching and Learning Janet Giesen Faculty Development and Instructional Design Center Northern Illinois University Introductions Your name Your department or unit
Establishing Conditions for Learning From Online Training Curricula By Dr. Richard H. Vranesh For Presentation at Virtual Educa 2003 Affiliated Computer Systems May 2003 1 Abstract Purpose For traditional
COMMUNICATION COMMUNITIES CULTURES COMPARISONS CONNECTIONS STANDARDS FOR FOREIGN LANGUAGE LEARNING Preparing for the 21st Century Language and communication are at the heart of the human experience. The
Embedding Critical Thinking into Course Syllabi and Designing Performance Assessments 1. Describe the Student as Learner in Context of the Course and Create Course Outcomes Related to the Critical Thinking
The Use of Traditional Instructional Systems Design Models for elearning December 2004 Table of Contents Glossary of Terms 3 List of Figures and Charts 5 Introduction 6 Instructional Design 7 Instructional
Blending the World of Special Education With General Education Services 2 Figure 2.1 Provide opportunities for children to work together. Best Practices According to NAEYC and DEC Two professional organizations,
Instructional Design for Multimedia 5 As a teacher or a trainer, you must have taught, conducted or attended a number of classes or training sessions. You would have noticed that some classes were well
EDUCATIONAL PSYCHOLOGY Educational psychology is the study of how humans learn in, the effectiveness of, the psychology of teaching, and the social psychology of schools as organizations. Educational psychology
Interdisciplinary Journal of E-Learning and Learning Objects Volume 6, 2010 The Effect of Varied Visual Scaffolds on Engineering Students Online Reading Pao-Nan Chou and Hsi-Chi Hsiao (The authors contributed
Instructional Technology Philosophy Do not train a child to learn by force or harshness; but direct them to it by what amuses their minds, so that you may be better able to discover with accuracy the peculiar
Instructional Design Course 1 Running head: INSTRUCTIONAL DESIGN COURSE Syllabus Response: EPSY 350: Instructional Design Cognition and Instruction Comprehensive Exam Anthony R. Artino Jr. University of
1 of 5 17TH Annual Conference on Distance Teaching and Learning Activities to Engage the Online Learner Rita-Marie Conrad, Ph.D. Assistant Professor Florida State University Ana Donaldson, Ed.D. Assistant
AN EXAMINATION OF THE PRACTICE OF INSTRUCTIONAL DESIGN AND THE USE OF INSTRUCTIONAL DESIGN MODELS by JENNIFER L. TWILLEY B.S. University of Miami, 1992 M.B.A. Embry Riddle Aeronautical University, 1996
ELON UNIVERSITY GRADUATE ELEMENTARY EDUCATION REVISIONING BLUEPRINT SECTION A Description of how the proposed program has been revisioned to reflect the Standards for Graduate Teacher Candidates and the
A Primer on Writing Effective Learning-Centered Course Goals Robert K. Noyd (DFB) & The Staff of The Center for Educational Excellence (CEE) US Air Force Academy A Shift from a Topic-Centered to a Learning-Centered
www.ncolr.org/jiol Volume 6, Number 1, Spring 2007 ISSN: 1541-4914 Instructional Design Strategies for Intensive Online Courses: An Objectivist-Constructivist Blended Approach Sue-Jen University of North
Theory and Practice in Instructional Design Walter Wager, Florida State University One has to be struck by the diverse nature of university programs that offer instructional design degrees. We have Instructional
Psy 212- Educational Psychology Practice Test - Ch. 1 1) Use of the "common sense" approach to teaching is viewed by educational psychologists as A) inappropriate unless supported by research. B) the main
M0_REIS358_03_SE_CH0.QXD SECTION I 2/6/ 3:07 PM Page Defining the Field Chapter What Field Did You Say You Were In? Defining and Naming Our Field Robert A. Reiser Florida State University W hat are the
Research-Based Program Design Why Smart Tutor Works Al Lockett, M.Ed. Educational Technology Introduction Smart Tutor TM, published by Learning Today, is an advanced learning system designed to accelerate
Historical Reflection on Learning Theories and Instructional Design Robert D. Tennyson University of Minnesota, United States Abstract Employing my research and practical experience in the field of educational
1 of 5 19TH Annual Conference on Distance Teaching and Learning 07/03 Best Practices in Helping Students Complete Online Degree Programs Faye L. Lesht Head, Academic Outreach Office of Continuing Education
Research Basis for Catchup Math Robert S. Ryan, Ph. D. Associate Professor of Cognitive Psychology Kutztown University Preface Kutztown University is a 4 year undergraduate university that is one of 14
A Guide to Curriculum Development: Purposes, Practices, Procedures The purpose of this guide is to provide some general instructions to school districts as staff begin to develop or revise their curriculum
Electronic Evidence # Literacy Infused Curriculum Project: Special Education Project Rubric Evidence Descriptors and Tool Highlighted yellow text below describes how the evidence specifically addresses
Visual teaching model for introducing programming languages ABSTRACT Ronald Shehane Troy University Steven Sherman Troy University This study examines detailed usage of online training videos that were
Instructional Design What Is It and Why Should I Care? A CEIT Workshop Domenic Screnci, Ed.D. Executive Director Educational Technology, Training and Outreach Information Services and Technology Boston
Beacon s Education Program: Why it works 2101 Livingston Street Oakland, CA 94606 510.436.4466 beaconday.org Part One: Curriculum Spirals Beacon s Education Program is based upon a system which we call
International J. Soc. Sci. & Education 2015 Vol.5 Issue 2, ISSN: 2223-4934 E and 2227-393X Print Evolutionary Nature of the Definition of Educational Technology By Ahmad Abdullahi Ibrahim Department of
ORIGINAL ARTICLE PII: S232247701500028-5 Received 05 Jun. 2015 Accepted 10 Aug. 2015 2015, Scienceline Publication www.science-line.com ISSN: 2322-4770 Journal of Educational and Management Studies JEMS
The Journal of Interactive Online Learning Volume 1, Number 3, Winter 2003 www.ncolr.org ISSN: 1541-4914 Analysis of the Effectiveness of Online Learning in a Graduate Engineering Math Course Charles L.
Master of Arts in Instructional Technology Program Policies and Procedures Manual 01-015 Master of Arts in Instructional Technology Program School of Education The Richard Stockton College of New Jersey
Technology Integration and Instructional Design By Jennifer Summerville and Angelia Reid-Griffin We required that students consider how they will use the model to design, and plan their lessons to best
VIDEOCONFERENCING TEACHING ACTIVITIES VIDEOCONFERENCING TEACHING ACTIVITIES As suggested in the document Videoconferencing: Instructional Design Considerations, there is a tendency for students to remain
Practical Principles Using Applied Behavior Analysis Annie Baghdayan, PhD, BCBA-D, LBA email@example.com May 28 th, 2014 The Oklahoma Autism Network The Oklahoma Autism Network Established in October
A Comparison of Two Theories of Learning -- Behaviorism and Constructivism as applied to Face-to-Face and Online Learning Dr. Mary Anne Weegar Dr. Dina Pacis National University San Diego, CA, USA Abstract
Visualizing the Teaching / Learning Process through Computer Graphics 1 Aghware F. O.; 2 Egbuna E. O.; 3 Aghware A. and 4 Ojugo Arnold 1, 2, 3 Computer Science Department, College of Education, Agbor 4
THEME 2 / REACTION Influences on Mathematics Teachers Transitional Journeys in Teaching with CAS Rose Mary Zbiek University of Iowa Stacey (CAME, 2001) reports on teaching with CAS in a time of transition.
eportfolio Requirements for IT Master s Program The graphic at the left is a good visual representation of the components that make a good instructional technology eportfolio. Helen Barrett who has done
THE AMERICAN JOURNAL OF DISTANCE EDUCATION, 19(4), 215 227 Copyright 2005, Lawrence Erlbaum Associates, Inc. The Effect of Context-Based Video Instruction on Learning and Motivation in Online Courses Hee
Music Standards of Learning for Virginia Public Schools Board of Education Commonwealth of Virginia April 2006 Music Standards of Learning for Virginia Public Schools Adopted in April 2006 by the Board
Learning Theory and Instructional Design Gregory McLeod Introduction Designing effective instruction goes beyond systematically executing various steps within an instructional design model. Among a host
PROGRAM OBJECTIVES DEPARTMENT OF EDUCATION DEGREES OFFERED MASTER OF ARTS, EDUCATIONAL STUDIES (M.A.); MASTER OF ARTS, SCIENCE EDUCATION (M.S.); MASTER OF ARTS IN GERMAN WITH TEACHING LICENSURE (M.A.);
Combining Constructivist and Empowerment Theories in the Preparation of Educational Leaders M. Alannah Fitzgerald St. Lawrence University Abstract The author combines two educational theories to structure
Advancing Instrumental Methods Instruction: Online Coursework for Graduate Student Practitioners Patricia Grutzmacher, PhD Craig Resta, PhD Kent State University Fifth Biennial Colloquium for Instrumental
ELON UNIVERSITY GRADUATE SPECIAL EDUCATION-GENERAL CURRICULUM REVISIONING BLUEPRINT SECTION A Description of how the proposed program has been revisioned to reflect the Standards for Graduate Teacher Candidates
INDEX OF LEARNING STYLES * DIRECTIONS Enter your answers to every question on the ILS scoring sheet. Please choose only one answer for each question. If both a and b seem to apply to you, choose the one
ALVERNO COLLEGE Master s Program Handbook Introduction to the Handbook....................................... 2 Mission/Vision Statements......................................... 2 Education Advanced Abilities.......................................
ELEMENTARY AND EARLY CHILDHOOD EDUCATION MAJOR LEADING TO PK-4 Recommended Course Sequence 124 Credits Elementary and Early Childhood Education majors will also complete a Reading Education minor within
Scientists Teaching Science Barbara Houtz January 13, 2014 Instructional Design The systematic design of materials, activities, and interactive environments for learning. Broadly informed by educational
5 Changes in technology and the workplace have made the ability to think critically more important than ever before. Instruction designed to help college students think critically focuses on skills that
research report What Does Good Math Instruction Look Like? Nancy Protheroe It involves good teachers, an effective math environment, and a curriculum that is more than a mile wide and an inch deep. Our
1 Writing a Review of Literature Patricia J. Holman Walden University Dr. Kiela Bonelli Introduction to Educational Research (EDUC 6653G 4) April 5, 2010 2 Writing a Review of Literature School systems
DOCUMENT RESUME ED 471 734 HE 035 567 AUTHOR Denham, Thomas J. TITLE Comparison of Two Curriculum/Instructional Design Models: Ralph W. Tyler and Siena College Accounting Class, ACCT205. PUB DATE 2002-02-00
EDCI 53100 Learning Theory and Instructional Design Instructor Faculty Instructor Sunnie Lee Watson, Ph.D. Assistant Professor of Learning Design and Technology Department of Curriculum and Instruction,
Academic Program: Doctoral Program in Clinical Psychology Graduate or Undergraduate: Graduate Date: October 10, 2003 Coordinator of the Program: Kenneth W. Sewell Person completing this form: Kenneth W.
IT6750:CURRENTTRENDSANDISSUESININSTRUCTIONALTECHNOLOGY Introduction to the Field of Instructional Design and Technology CarolynCrapo,GregoryLea,BenjaminLindemannandGingerNichols 8/23/2008 DefinitionsandCoreModels
INSTRUCTIONAL TECHNOLOGY Department of Computer Science and Information Technology Program Contact Information Yefim Kats, Ph.D., Department Chair and Graduate Program Coordinator Program Offerings Master
Chapter 11 Design Models and Learning Theories for Adults Darryl L. Sink In This Chapter Define ISD models. Learn how to expand ISD models to meet current delivery systems. Understand how learning theories
Learning Goals & Success Criteria Assessment for Learning Video Series VIEWING GUIDE A resource to support the implementation of GROWING SUCCESS: Assessment, Evaluation, and Reporting in Ontario Schools.
LEARNING OBJECTIVES Educational Psychology - Slavin, Ninth Edition Psychology 207 Mr. Conjar Chapter 1: Educational Psychology - A Foundation for Teaching 1. Define educational psychology and state its
2014 New Jersey Core Curriculum Content s - Technology Content Area Grade Content Statement Students will: Technology A. Technology Operations and Concepts: Students demonstrate a sound understanding of
Page 1 of 8 13th Annual BILETA Conference: 'The Changing Jurisdiction' Friday, March 27th & Saturday, March 28th, 1998. Trinity College, Dublin. Supporting effective learning of legal case solving using
Title: Transforming a traditional lecture-based course to online and hybrid models of learning Author: Susan Marshall, Lecturer, Psychology Department, Dole Human Development Center, University of Kansas.
ThisPersonal checking account lesson is designed to be for grades 9-12 Financial Literacy classes. Financial Literacy is a state graduation requirement. 1 GOALS AND OBJECTIVES: The objective of this lesson
Final Exam Review for EDP304 Prague Types of Instruction 1. The term used to describe lessons in which the teacher provides information directly to students, structuring class time to reach a clearly defined
RUTGERS SCHOOL PSYCHOLOGY PROGRAM PRACTICUM HANDBOOK Introduction School Psychology is a general practice and health service provider specialty of professional psychology that is concerned with the science
Program Name: PGDID Subject: Advanced Instructional Design Assessment Name: AID - Exam Weightage: 70 Total Marks: 70 Duration: 80 mins Online Examination: Online examination is a Computer based examination.