PLANNING FOR SUCCESSFUL LEARNING What are the learning ssoode of my studonte? — Review carven oyllabas owteomee to plan appropriate teaching, strategies for individual starents, small groups and class. These activities may be identdied fiom more than one Key Leaming Area, Planing reporting plocessto meet a variety of audiences og, student, parent, other teachers. Flan tecchng strategies, considering what will alceady be inown and whet previous leaming experiences cculs support undestendang of new concepts y Teeny learning activities that reflect syllabus ouicomes, ae interesting end support the leauning needs of incivitnl obudonto \ Review statent data gathered uring leaming ‘activity. Whal do the students know new? What da Inesdto teach nex? } Consider sssssament tasks taat ean, bbe part ofthe leamning activity. Determine the evidence that will validate the level of shulent achievement eg, beginning to understand, greaterlevel of understanding, achieved, oo Teach leaming activities epplying planning stage to au student needle Plan strctegies For recording infosmetion about student leaming achievenert.The Perfect Online Teacher?Survey ere ent RTA Rea etd evel ce eee See end Re NY Perea it will help you to under eT Roe io Per gee De aR of what it is all about SEU etre Che Pe eee coe eee‘Gverarching Framework What is good Teaching and Leaming? Planning Howto Achaive goad Teaching & Learning Teacher Practice ‘What a good pedagogical strategies will | use?ee ; a edadatall ce) Teachers - using - TechnologyCurriculum Management Evaluating & Recording, Performance Achievement Instructional Achievement Reporting Desian Analysis & Achievement Plan ' Analysts Sched Reporting (I Instruction historica Tools for Leaning Class Data Tost Crostion & Managomont Storage Tost Dolivory Administrator AResponse — gpneccany —_Uilities Assessment ManagementTae eke c ee cre key questions in order to meet No Child Left Behind requirements. ery ory rs cies) —_ oy Gore cured 1 Standandeffarnoworee + Authante sceccrant 1 Conantabjerves 1 Halide scorn 1 Brocess ski 1 Stidenepertolos 1 Tachnolegy comperonciae 1 Stndorised note * Counes of agp Students 1 Citeon- referenced taste Intructonal ale ‘Soutent achievement Demographics beret ndesters eset Pore ees Special education/ES. ees “Tasthooks 1 Parents/quardians es 1 socbt sete sgencies ‘Teacher lesson plane 1 Bushessfinducy Profezsinal develaprnent Nanpuleaves 1 “eb porto: iden resources Seddon sae Software programs Eeelopmete ane Intametaccere + Sigerionad Faldeige —— > J. atts erarecies (Guest speakers + Stef profcendesJessica Reynard ‘owsoa University \nstructional Design, lstructional Developmet! \Srreda mestucton seal muscu portale Tureom ees stereo hn ‘oar pies art fe ‘Raton woud soon be okt asco, ‘A Brief History of Technology in Instructional Media asin ntti” Sean becomes iperon lo ane atoms became ‘herent Dpreson cave beak ‘ech oon The USAIP Ar Force produces WO tainne evenmart ezablates fortar tring eset catwnoneatane hans foreseton header cf Carte ‘edition. Irsrutrs bee wine ‘Caner ed Fens ofthe tes “deca! Tecrsty ‘wd iaractonal “eenaley™ ar 8 Meyer (208), Lamia the ance cf srctin (2 ES ance: oer eter adn Urs evant en compaer asec nng ‘slnwrng aration Reber 7000) Absonzalusttna den nd ecole a arf aictenalacta Fdi¢o! Tecraogy ese and Development 81584Canepa Framework: ats Athting Mea Stn eo Eqapmnt ey hecoom cost fte Loca ‘Ske On its onion prince cea. compse, fea ae Arde Mtns ama Teeth sat Srckome, agneho= Canin Rae onto cone Ft cous, ew ‘pfn ania eaten ran oti Sst lames Ser daca sie iy, mn tans et dod osetia tetoa ‘irAssessing and Planning and cording programming Classroom practice TEACHING AND LEARNING CYCLEore ung teenies ci entry ike verbal instructions and lectures ire teattor Gemeret nea arte Penh one un eurtr Peron ears) Oech otereur ae gent Need to work where it is quiet Ave good at remembering what they hear Lome neu oe The A RISE. Instructional Technology Cycle Analyze & ‘Assess Nects Evaluate Research & Hlfectivenes L Recommend Ole =] Support & asta, Stall Implement & Devclopment Integrate FoousInstructional Technology for Teaching and Learning Designing Instruction, Te) Eobute PRAMS LHC Le Ro On OURO RL mFis rie Dorey PTE ie oum Cer E RUC cI Ear nace Raat Wea Cee iata br 16) MSRM REE Non tarts PE Miea a icara ape eaDE Lee ey Ne eee nro ee STRUTS ‘ssroom They like to sit in no io aero They use lists to organize thoughts BU aad adele haemo lie] MU amu U ier] ran relec Minho) mi ceny ol) mlatlai) RIeVAUE NAN acuta altel dates ESCAE Te Molfolel ual ie)BS ba ABetis NIAC Use eens iia e le fel Vier i ols sat unto Slush uimaelmieh cl ccevelele Maren Teach them how to highlight important ideas Panel icle eit anal em cela Written directions — not just verbal ones They are very sensitive to the teacher’s attitude Write important ideas on the boardSra ee eer Dene ey goals | Ree enc Beenie peepee eee con eee a Re eed Dee Pee ee a eed feof a com cy cS reatictt ae SUPE ee BT ee 5 iS ese Cn a etry Perera INCREASE EFFECTIVENESS peer tris PAC Con 3. Improve practice and re-teach in response to dataProvide oral along with written instruction Frater ort en trates Weer eeti eterna tetea tear atte aie uet terre Realizethat those students that are strong in auditory emote geen ce rctt eaten nse st ys eee eta ec Peete eesti