Dr. Robert Marzano 's Book The Art And Science Of Teaching

Setting Instructional Direction. My interest in Instructional Design began during my first year of teaching when I had poor classroom management skills and looked for solutions to managing a disruptive classroom. I learned that I was in charge of my classroom, the kids’ behavior was up to me, and the easiest way to have a smooth classroom was to design lessons that did not allow for off-task behavior and to deliver those lessons with strong instructional strategies. Because it was up to me to engage my students in their own learning, I had to find instructional strategies that worked for my kids, and I’ve spent the past 18 years continuing to do so. The result has been my passion for teaching and learning.

Veteran teacher Jess Burnquist’s, “A Teacher’s Appeal: Reverse the New Normal” argues that the necessity for lockdown procedures and society’s passive acceptance of them is “unacceptable.” Using a blunt and shocking narrative and dark sarcastic humour, she delivers a acrimonious critique of society, condemning it for not only robbing her of the opportunity to teach, but imposing the responsibility of protecting her students on to her and her colleagues. Burnquist suggests emergency lockdown drills are reflective of an apathetic country, focused on teaching students to hide and prepare for an intruder, while failing to address the real issue: a society that generates a person—or persons rather—that feel compelled and/or in entitled to walk onto a campus and start slaughtering innocent people. She accuses our country of being desensitized to these massacres, and she suggests lockdown procedures are a submissive acceptance that disregards student anxiety and lost time for core curriculum.

There are many factors that could influence an individual’s philosophy and someone’s philosophy of education. In the book, Those Who Can, Teach, written by Ryan and Cooper, they state, “In developing a philosophy, we draw many influences: our experiences in life, our religious views, and our reading of literature, history, current events, and our culture” (Ryan & Cooper, 2013, p. 286). These are just some of the few factors that help develop someone’s philosophy and philosophy of education. Understand and developing the proper curriculum will ultimately show if the students understand your teaching.

I choose these goals for my students based on what I thought/ what my mentor teacher thought in regards to his needs. My student’s biggest need is in the area of fluency, my student is struggling when it comes to reading. While progress monitoring, I choose to have my student work on phoneme segmenting at almost 1st grade level. I would read him a word, and he would need to sound it out. He did very well with those assessments, therefore my student doesn’t have an issue when he hears words. I wish I had progress monitored him on word fluency instead. I would have been able to see where he was with that, instead of having to see his official assessment scores. My student is in 2nd grade, and is reading at a DRA score of 10, which translates to the middle of 1st grade. My student is almost in

The purpose of instructional goals is for teachers to develop a sense of what they want students to be able to do at the end of the lesson. It allows educators to evaluate how much information students are retaining; as well as utilize the ability to let others know the intended purpose of the lesson such as parents and administration.

How will you plan to provide specific feedback to students on their progress toward reaching the lesson

My students struggled most with Learning Goal 3, evidenced by the data showing this goal was the least successful. Learning goal 3 stated; students will be able to represent and interpret Earth’s physical and human systems by using maps, mental maps, geographic models, and other social studies resources to make inferences and draw conclusions. One reason for their diminished performance was an unfamiliarity with vocabulary words related to the unit of study. This is an area of opportunity for me to improve as I need to create more successful activities that would engage students to understand.

Teaching effectively incorporates planned and well thought out goals. It is said in an article by Hale and Green (2009), “teachers are most effective when they have clear learning goals in mind and implement

There are many advantages of instructional design. As Reiser (2001) tells us, it can be used I numerous different setting, and bring a lot to the table. It is also very important to understand who the student is and the best way for them to learn. No two students learn the same way, so we need to study and find the best way to teach them the material that needs to be

Learning outcomes help with the structuring and designing of a course through a principle called constructive alignment. The word “constructive” refers to the concept of students creating meaning through learning activities, while the word “alignment” references a scenario where the teaching and assessment tasks are aligned with the learning outcomes (Biggs and Tang, 2009). Biggs and Tang (2011) formed the method to use constructive alignment:

The discipline of instructional design is based on detailed assumptions. It is created by scientific principles that are verified by empirical data. The instructional

Research demonstrates that the most obvious reason objectives or outcomes still exist and persist in education is that they are thought to capture the complexity of the teaching and learning process. Many educators believe they have the simplicity and practicality needed for mapping out and evaluating understanding of what is to be learned. So the question remains, how do educators operationalize the difference between objectives and outcomes?

Instructional Design explain as “a systematic process that is employed to develop education and training programs in a consistent and reliable fashion”. Likewise, it might be considered a system for creating modules or lessons that build and improve the likelihood of learning, makes the obtaining of information and aptitude more effective, successful, and engaging, energizes the engagement of learners so they learn quicker and addition deeper levels of comprehension.

The teaching and learning process is to be helped, the purpose of instructional design. The objective of the Instructional design is to support the teaching and learning process by guaranteeing that education experiences are improved for specific learning goals.

Scholars and educators have been using the term instruction to describe different teaching tasks. However, although there is a considerable amount of literature, classroom instruction still lacks a basic definition and structure. In fact, there is evidence that classroom instruction is almost less structured than any other subject. Because of which, the present paper attempts to introduce a structure for classroom instruction formed by three main components: a body, soul, and brain. The concept of this structure, Structure of Instructional Design (SID), is similar to a living entity. It empowers classroom instruction with a third party role to organize and facilitate the transfer of information between teacher and students. Each component