teaching responsibility” Each component defines a different aspects of its respective domain. Levels of teaching evaluation tools provide rubrics that describe each component and provide a tactic for improving teaching. The Danielson group also states that “the framework may be used as the foundation of a school or district’s mentoring, coaching, professional development, and teacher evaluation processes, thus linking all those activities together and helping teachers become more thoughtful practitioners
plans from text books and other instructional materials. Some textbooks become unfitting to teachers because they do not align with current content or teaching methodologies, although the educational value remains constant. Particularly for special educators, the use of commonly assigned textbooks and relevant materials is minimal, as a result of it not being conducive to education goals for students with disabilities. For textbooks and other instructional materials to enhance learning by all students
Instructional Design Analysis Linda Lee AIU Online Abstract This analysis will analyze the process of instructional design. It will discuss the instructional design disciplines. There will be a discussion on instructional design and how it aligns with scientific methods. The ADDIE model will be detailed in this essay. The difference between instructional theory and learning theory will be compared and defined. The most important component of the instructional design process will be visited
Educators evaluate students to increase measurable data with respect to maintenance of information; consequently, to build seeing about whether the amount of material exhibited is appreciated. On the other hand, it is indispensable to acquire target estimation information to bolster vital instructive choices, for example, instructional strategies, evaluating, diagnostics, position, direction, educational module guides, and authoritative strategy choices, and so forth. Subsequently, these are just
• Its decisions are guided on the acquisition of essential curricular resources. Taught Curriculum This is the actual instructional process which includes lesson planning; lesson organization and classroom delivery the written curriculum. In order for students to achieve the objectives from the written curriculum, specific instructional strategies will be used by teachers, thereby achieving maximum efficiency. It is expected that the teacher develops written lesson plans that
treatment Identification of instructional design model, learner characteristics, learning theory When planning the content and the teaching methods to be employed in the delivery of this course, it has to be borne in mind that a great number of teenaged mothers have not completed high school. Therefore, the course has to be presented in a simple manner. According to De Young (2009), if the learner cannot comprehend the written material, the materials are of little value and result in
2011 The analysis phase defines what needs to be trained. Next, an instructional design is crafted to meet this need. Only after the design is complete are the instructional materials developed. During development, individual and group tryouts of the materials are conducted. Results are iteratively fed back into design and development. Evaluation is a central feature of ISD and is performed in each phase. The phases are: Phase 1: Analysis
Providing Clear and Intentional Focus on Subject Matter Content and Curriculum Criterion four of the Teacher and Principal Evaluation Program is “Providing Clear and Intentional Focus on Subject Matter content and Curriculum” (CEL5D+, 2014, p. 8). This criterion stresses the importance of teachers’ use of materials and teaching strategies. It also discusses how important it is for teachers to thoroughly understand the content they are teaching so that they can teach it explicitly. As teachers become
achievements; revisions for program improvements. The elements with the factors consist of identifying instructional specification course problems. Explore learner’s characteristics based on instructional decisions. Identify and analyze subject content relating to goals and purposes. Specify instructional objectives. Arrange instructional units in a sequential and logical order for effective learning. Instructional design meets the mastery of lesson objectives. Plan and develop instruction, evaluate the instruments
students to learn and grow at rigorous instructional levels. Schools that promote a school culture where teachers constantly professionally develop as educators and students are held to high expectations yields high results of student and teacher success. A school’s culture along with its instructional program works simultaneously to ensure educational achievement. This paper will highlight the components and strategies to aid in the promotion of a strong instructional program and positive school culture