Instructional Design Theories and Planning.
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This presentation seeks<br />
to find anomalies in the<br />
course syllabus of<br />
Principles of Teaching II<br />
<strong>and</strong> recommends<br />
suggestions how to fix<br />
the identified<br />
anomalies.
This course is aligned with the National Competency- Based<br />
Teacher St<strong>and</strong>ards ( NCBTS), the st<strong>and</strong>ards of good<br />
teaching in the Philippines.<br />
The course is dotted with activities <strong>and</strong> exercises which are<br />
in the crafting of the K to 12 Curriculum.<br />
The learning activities of this course are aligned to<br />
current trends in education such as constructivist,<br />
integrative, interactive, collaborative,<br />
inquiry- based, brain-based,<br />
research-based <strong>and</strong><br />
reflective teaching.
1. Distinguish among approach, method <strong>and</strong> techniques.<br />
2. Compare direct <strong>and</strong> indirect instruction with deductive <strong>and</strong> inductive methods of learning.<br />
3. Show how constructivist teaching is done by the use of interactive, collaborative,<br />
integrative <strong>and</strong> inquiry- based activities.<br />
4. Describe how probe-based learning <strong>and</strong> project-based learning are used as<br />
teaching-learning method.<br />
5. Identify competencies/ content <strong>and</strong> performance st<strong>and</strong>ards in the K- 12 Curriculum<br />
that can be attained by the use of selected relevant instructional strategies.<br />
6. Apply basic guidelines in developing a lesson plan.<br />
7. Explain the frameworks, goals <strong>and</strong> guiding principles<br />
in the teaching of the following;<br />
a. Language subjects (MTB MLE, Filipino <strong>and</strong> English)<br />
b. Social Studies e. Sciences<br />
c. Values Education f. Music, Arts, PE <strong>and</strong> Health<br />
d. Mathematics g. Technology & Livelihood Education
1. Topic/s per class is/are too broad.<br />
2. Statement of learning objectives is not clear as to what the students<br />
should be able to do after the lesson/topic/course is covered.<br />
3. Statement of learning objectives are mostly in lower thinking skills.<br />
4. Too many activities for a given three-hour class<br />
5. The method of assessment: does it meet the learning objectives?
<strong>Design</strong> instructional material<br />
Benefits:<br />
1. The students can view online anywhere at anytime<br />
2. Classroom activities will be focused on constructivist activities such<br />
as the ones identified in the general objectives of the course.<br />
3. The lecturer will be more of a guide on the side rather<br />
than a sage on the stage.
1. Theory of Behaviorism<br />
• Identifying the expected learning behavior in the learning<br />
objectives<br />
2. Theory of Cognitivism<br />
• The short-term memory (STM) capacity can be increased if<br />
material is chunked into meaningful parts.<br />
• STM plays a vital role for learning to take place to LTM<br />
These two theories support the practice of analyzing a task <strong>and</strong><br />
breaking it down into manageable chunks, establishing objectives, <strong>and</strong><br />
measuring performance based on those objectives.
3. Theory of Constructivism<br />
• Knowledge is constructed from experience<br />
• Learning is a personal experience<br />
• Learning is an active process in which the meaning is developed<br />
on the basis of experience<br />
It is from these premises that the instructional designed is patterned<br />
after the Nine Events of Instruction by Robert Gagne.
4. Multiple Intelligences Theory<br />
• Developed by Howard Gardner, 1983<br />
• People have different ways of processing information<br />
5. Cognitive Theory of Multimedia Learning<br />
• Developed by Richard Mayer, 2003<br />
• This theory is based on three main assumptions:<br />
• There are two separate channels (auditory <strong>and</strong> visual)<br />
for processing information<br />
• There is limited channel capacity<br />
• Learning is an active process of filtering, selecting, organizing,<br />
<strong>and</strong> integrating information.
http://citt.ufl.edu/tools/gagnes-9-events-of-instruction/
References<br />
Cognitive Theory of Multimedia Learning (n.d.). Retrieved from Learning <strong>Theories</strong>: https://www.learningtheories.com/cognitive-theory-of-multimedia-learning-mayer.html<br />
Gile, L. (2015, August 13). K to 12 pedagogical approaches. Philippines. Retrieved November 26, 2017, from<br />
https://www.slideshare.net/lyngile/k-to-12-pedagogical-approaches<br />
Gill, E. (2013, January 5). What is Your Teaching Style? 5 Effective Teaching Methods for Your Classroom. Retrieved<br />
November 26, 2017, from https://education.cu-portl<strong>and</strong>.edu/blog/classroom-resources/5-types-of-classroom-teachingstyles/<br />
Kowald, T. O. (2017, February 3). Influential Learning <strong>Theories</strong>: Multiple Intelligences <strong>and</strong> Learning. Retrieved November<br />
25, 2017, from Influential Learning <strong>Theories</strong>: Multiple Intelligences <strong>and</strong> Learning<br />
Mergel, B. (1998). <strong>Instructional</strong> <strong>Design</strong> <strong>and</strong> Learning Theory. University of Saskatchewan, Educational Communications<br />
Technology. Retrieved November 15, 2017, from http://etad.usask.ca/802papers/mergel/brenda.htm<br />
Naqvi, Z. (2016, February 28). Difference between strategy, technique, method. Retrieved November 26, 2017, from<br />
Difference between strategy, technique, method<br />
REVISED Bloom’s Taxonomy Action Verbs. (n.d.). Retrieved November 25, 2017, from<br />
https://www.apu.edu/live_data/files/333/blooms_taxonomy_action_verbs.pdf
PLG 621 – <strong>Instructional</strong> <strong>Design</strong> <strong>Theories</strong> <strong>and</strong> <strong>Planning</strong><br />
Doctor of Education<br />
in Educational Technology <strong>and</strong> Multimedia<br />
School of Educational Studies<br />
Universiti Sains Malaysia<br />
Submitted to<br />
Dr. Amelia Abdullah<br />
Prepared <strong>and</strong> submitted by:<br />
Sarah I. Obsequio-Namoco<br />
Heba Abdulkareem Abulailah<br />
December 2017