1. 1

2. 2

3. Each and every lesson taught by a teacher consists of a collection of lesson
y g y
activities. Lesson activities refer to the things done during a lesson to help
students learn.
Pedagogy is the art and science of combining lesson activities with
teaching and management of learning strategies to create learning
environments.
Lesson Activities form part of the script teachers follow each lesson,
seeking to stimulate student’s curiosity, present new content, provide
opportunities for practice and so forth. Lesson activities combine with
implementation strategies to direct how lessons progress. Together, they
enable the teacher to progress the lesson .
Various ways to organise or script teaching are described in the literature,
see Gagne, Wager , Golas and Keller (2005), and Madeline Hunter (1982).
The work of Yelon (1996), outlined on this slide, provides a structure to
the 1st half of this lecture. Categories of Lesson Activities provide a
framework for sequencing learning; a rationale for using specific learning
activities and teaching strategies within any lesson. As you prepare for
Assignment 2 you will need to consider the framework as a prelude to the
selection of specific lesson activities.
3

4. Motivation is central to everything we do or do not do. It is the
y g
internal inspiration behind the effort we put into any human
endeavour.
At the heart of motivation strangely enough, are motives,. Motives are
the driving force behind action related to our needs. We all have basic
needs, which are satisfied through the motive to survive. We also have
needs which are satisfied through the motive to survive We also have
higher needs, such as self‐esteem, which is satisfied by a motives
associated with personal achievement, affiliation, power and approval.
As a teacher, your selection of lesson activities will determine the
energy, commitment and desire to act and behave in certain ways each
of your students displays as a consequence of their involvement (or
lack of it) in the lesson activities you implement.
4

5. If we are to harness student energy and direct it towards the fulfilment of
gy
syllabus learning outcomes then we must first seek to capture attention.
This is often the easy chore. Capturing attention though requires more
than ordering students to listen. The presentation of a lesson activity at
the beginning of a lesson should serve to focus student action on key
elements within the lesson.
Secondly, and what is often a much harder to achieve is the maintenance
of interest because without this element active participation will not
occur. In this respect, our choice of motivational lesson activities is a
major determinant in the overall of successful construction of an engaged
learning environment.
One valuable approach in determining what motivational lesson activity to
O l bl hi d t i i h t ti ti ll ti it t
employ is to use Keller’s (1983) ARCS model, which through the
mnemonic describes the four essential aspects of motivation. Those
aspects are; Attention, Relevance, Confidence and Satisfaction.
The next slide provides some techniques you can employ throughout a
lesson to increase each aspect of motivation.
lesson to increase each aspect of motivation
5

6. 6

7. 7

8. 8

9. 9

10. 10

11. 11

12. 12

13. 13

14. Application activities involve three separate yet interrelated teaching events – practice,
guidance and feedback. Teachers use application activities to provide students with
opportunities to practice what they are learning. This practice serves a diagnostic function. If
students are successful then they can proceed to evaluative activities, if not, students might
repeat the practice using a simplified format, reviewing the information upon which the
activity was based for clarification before undergoing another practice session. For an
application activity to serve as a successful diagnostic tool students should be asked to
demonstrate the performance level as described in the lesson outcome.
An application activity may include varying amounts of guidance or clues (from a lot to some
to none) to support the completion of the activity by learners and the achievement of
outcomes. The amount of guidance should be regulated to meet the individual needs of the
learners – more for some less for others.
Finally, feedback, which refers to the provision of information on one’s performance whilst
engaged in the activity. Reinforcement feedback acknowledges good performance or it seeks
to encourage continued effort Corrective feedback provides specific data to correct current
performance or strategies to improve future performance. Often reinforcing and corrective
feedback are provided in unison.
Practice and feedback should be inseparable
14

15. 15

16. 16

17. 17

18. 18

19. 19

20. 20

21. 21

22. 22

23. 23

24. 24

25. 25

26. 26

27. 27

28. 28

29. 29

30. 30

31. 31

32. Why use Educational Technology?
y gy
The research literature identifies many reasons for using technology in
education. These reasons include: increased motivation,
unique teaching capabilities,
support for new teaching approaches,
increased productivity, and
required skills for an information age (technological literacy,
required skills for an information age (technological literacy
information literacy, and visual literacy).
The research rationale for using technology in teaching is documented
at the CARET website, which is part of the International Society for
Technology in Education (ISTE).
32

33. 33

34. 34

35. An Overview of the TIP Model
The Technology Integration Planning (TIP) Model (Roblyer, 2003) gives
teachers a systematic way to address challenges involved in integrating
technology into teaching. In each of the model's five phases (shown on
the next slide), teachers perform a set of planning and implementation
steps that help assure their technology use will be efficient and
successful in meeting needs they identify. This section of the
PowerPoint presentation gives an overview of the five phases,
describes the focus of each phase, and lists and explains issues
teachers address at each stage.
35

36. Technology Integration Planning Model (TIP): This model enables teachers (especially those
new to teaching/technology) to address issues involved in the integration of ICT and to plan
t t hi /t h l ) t dd i i l d i th i t ti f ICT d t l
for effective classroom uses of it. The model consists of five phases:
• TIP Model Phase 1: Relative advantage — What problems do I face in my teaching and
will a technology‐based solution be the best alternative to address the problems.
(Navigate to the CARET web site and click on ‘Browse Questions & Answers. Next click on
Student Learning and review why technology‐based methods have potential for impact on
student learning.) http://caret.iste.org/index.cfm?fuseaction=questions&topicID=1
• Tip Model Phase 2: Outcomes and assessments — Stating desired outcomes in terms of
better student achievement, attitudes, and performance; matching appropriate
assessment strategies to each outcome. (Visit Kathy Schrock's Guide for Educators for
good samples of assessment instruments.)
http://school.discoveryeducation.com/schrockguide/assess.html
• TIP Model Phase 3: Integration strategies — Deciding on teaching activities that
incorporate technology resources to enhance student learning. (For some ideas for
directed, constructivist, and combination strategies, look at the Blue Web 'N website, a
d d d b l k h l b' b
collection of links to outstanding online lessons.)
http://www.kn.pacbell.com/wired/bluewebn/
• TIP Model Phase 4: Teaching/Learning environment — Deciding on resources and
conditions to put into place to support the activities.
• TIP Model Phase 5: Evaluation and revision — Collecting achievement data and other
information to determine if the activities were successful in meeting desired outcomes,
g ,
and what could be improved next time.
36

37. Focus: Why should I use a technology‐based method? Teachers look at
y gy
their current teaching problems and identify technology‐based
methods that may offer good solutions.
In his best‐selling book on how and why innovations get adopted,
Everett Rogers (Diffusion of Innovation, 1995) says that people resist
changing how they do things, even if new ways are better. However,
changing how they do things even if new ways are better However
people are more likely to change if they see clearly the benefits of a
new method over an old one. He calls this seeing a "relative
advantage.“
The following slide suggests some ways to make it easier to see
relative advantage:
37

38. 1. Compatibility — Methods consistent with their cultural values and
p y
beliefs and others adopted in the past. For example, teachers see using
technology as compatible with their views of what it means to be a good
teacher.
2. Complexity — Easy enough for them to learn and to carry out on a
frequent basis. Teachers who use technology‐based methods feel that they
are both feasible to learn and not too time‐consuming to do routinely.
3. Trialability — Being able to try it out a little before making a final
decision.
4. Observability — Seeing others they respect or emulate using the new
method successfully. For many teachers, observability is a kind of
y y y
trialability, since they "try out" the method vicariously through other
teachers or trainers.
At this Phase, teachers review their curriculum and teaching methods and
identify teaching situations for which technology might offer a good
solution. Trialability and observability help them review a technology‐
based method and determine if it is compatible with their values and easy
enough for them to learn and implement. Then they make a decision on its
relative advantage for them.
38

39. Are there any topics or syllabus outcomes I have difficulty teaching?
y p y y g
Do any of these instructional problem areas have technology‐based
solutions?
What is the relative advantage of the technology‐based solutions?
Is the relative advantage sufficient to justify the effort involved?
39

40. Phase 2: Decide on objectives and assessments
j
Focus: How will I know students have learned? Teachers decide skills
they want students to learn from the lesson(s) and design ways to
assess how well students have learned and how effectively the activity
has been carried out.
40

41. To be sure a technology successfully addressed the problems they
gy y p y
identified in Phase 1, teachers state expectations in the form of
observable, measurable outcomes, then design materials to measure
outcomes. For many skills, teachers use traditional assessments (e.g.,
multiple choice, short answer, true‐false, matching, essay). For more
complex skills such as web site production work or cooperative group
work, teachers may either design or acquire the following kinds of
work teachers may either design or acquire the following kinds of
materials:
Sometimes, teachers gather data through observations to see if
desired behaviours are increasing. If they want to see if students are
enjoying the new methods or have better attitudes toward the
subject, they also may have a non‐instructional outcome such as
"Higher motivation to do group production work" and state an
objective to define it. They usually design self‐report instruments to
measure these outcomes.
Summary of Issues to address in Phase 2
41

42. Phase 3: Design integration strategies
g g g
Focus: What teaching strategies and activities will work best? Teachers
decide on instructional strategies and how to carry them out.
When teachers create lessons for technology integration, they
consider the characteristics of their topic and the needs of their
students and decide on an appropriate course of action that addresses
both within the constraints of their classroom environment. This
both within the constraints of their classroom environment This
means making decisions about:
•How to Teach— Teachers may teach topics in a traditional, directed
manner: present new concepts, have students practice, test student
knowledge. Inquiry‐based (constructivist) approaches, on the other
hand, require students to discover at least some concepts that were
once just told to them. Decisions about which instructional
approaches to use drives all other ones on curriculum, grouping, and
sequence.
42

43. •What to Teach— Some content areas once taught as separate topics
g p p
(single subject approach) are now taught in combination
(interdisciplinary approach). Some teachers feel that this better
reflects real life, where a problem may call for applying skills in several
content areas.
•How to Organise students — In some situations, individual students
must learn and demonstrate mastery of skills. In others, teachers have
must learn and demonstrate mastery of skills In others teachers have
the option to place students in pairs or small groups.
•Sequence — As teachers design the sequence of steps in the
integration activity, they consider ways to encourage equity of
technology use, as well as to make sure students have prerequisite
technology skills that allow them to learn effectively from the
resources.
43

44. Phase 4: Prepare the environment
p
Focus: Are essential conditions in place to support teaching and
learning? Teachers organize the teaching environment so technology
plans can be carried out effectively.
Since research on effective technology uses shows that teachers can
integrate technology successfully only if they have adequate hardware,
software, and technical support available to them, the International
software and technical support available to them the International
Association for Technology in Education (ISTE NETS for Students, 2000)
lists a set of essential conditions that are necessary to unleash the
potential power of technology tools and methods. The school and
district must provide many of these essential conditions, but for each
technology integration strategy, the teacher considers which
conditions are in place and to what degree. This helps shape the kind
of integration possible for the situation. For example, if 30 computers
would be ideal, but only five are available, the teacher adapts the plan
accordingly.
44

45. 45

46. 46

47. 47

48. 48