教学设计Instructional Design (ID)

教学设计：回答 3 问题

•What is instructional design?•Why design?• How to design a good lesson?

培训目标• At the end of this session, the participants

WILL BE ABLE TO … • tell one another what instructional design is in

your own words.• say the major elements of a design• use ABCD model to improve on a lesson plan.• design activities appropriate to the objectives.

ID: What 规划、开发、评价与管理教学，确保学习效果的过程。 (Kemp, J.E. 1998)

ID: 3 major focus

• Begins with lesson objectives • Activities lead to the achieving

of objectives • Ends with a check on the

objectives

ID: 3 components

•Objective design•Activity design•Assessment design

Why IDRead and fill in the blanks

ID: Why

• Instruction is successful, or effective, to the degree that it accomplishes what it sets out to accomplish.

Teaching objectives

An objective is a statement not of what the instructor plans to put into the lesson but of what the learner ought to get out of the lesson. Heinich, R. et al. 1993

Travel metaphor ： where/how/ arrived

• For the teacher, where to lead the learners• For learners, to know where to go• The teacher and learners travel

together, to the same destination. • Teaching and learning are GOAL-

ORIENTED activities.

3 characters of an objective

• Identify the performance• The conditions• The criterion of acceptable

performance More often we use a 4 factor guide. ( 四

因素法 )

How: a procedure• Decide on teaching objectives• Write them down in the format

of ABCD （四因素法）• Inform learners of them• Design a quick way to check if

they are reached

ABCD 四因素法

A udience 主体

B ehavior 行为

C ondition 条件

D egree 程度

i.e.• Who (A)• Will do what (B) • Under what conditions (C)

• To what degree (D)

ABCD: considerations

•A = students’ needs, level•B = students’ action (verbs)•C = activities•D = realistic goals

Check: ID?

In your own words, tell each other.

Check: 3 components

_______ design _______ design _______ design

Check: ABCD stand for• A• B• C•D

Applications of ABCD model

Samples

What’s wrong with this

Teach a few useful new words and expressions appeared in this unit.

Point of view• Remember: An objective is a

statement not of what the instructor plans to put into the lesson but of what the learner ought to get out of the lesson. (Heinich, R. et al. 1993)

• Change from what the TEACHER does to what the STUDENTS can do.

Revision

• Teach a few useful new words and expressions appeared in this unit.

• The students will be able to use the new words and expressions appeared in this unit to make new sentences.

What’s wrong with this

• Students will read the passage to get the detailed information and the main idea by skimming and scanning.

Process vs product•An objective is concerned

with end product. Read the passage is a process.•Chang the process to

product.

Revision • Students will read the passage to get the

detailed information and the main idea by skimming and scanning.

• The students will get the detailed information and the main idea of the passage by skimming and scanning.

What’s wrong with this

master useful new words and expressions appeared in this period.

Mental vs action verbs

•Mental verbs cannot be checked easily; the action cannot be directly observed.• Change mental verbs to

behavioral verbs.

Revision • master useful new words and

expressions appeared in this period.

• The students will be able to classify the newly learned words and expression into categories.

More mental verbs

•Memorize•Want •Think•Like

•Believe •Smell•Need•Understand

More action verbsRemember Understand Apply Analyze Evaluate Create

Tell Change Practice Distinguish Judge Design

List Explain Employ Focus Select Construct

Describe Restate Demonstrate Survey Decide Invent

Name Find Show Compare Debate Imagine

Repeat Describe Report Contrast Justify Compose

Recall Define Draw Classify Recommend Predict

Identify Relate Paint Investigate Verify Organize

State Diagram Collect Outline Measure Plan

Report Outline Classify Structure Test Set up

Choose Summarize Dramatize Categorize What’s your opinion

Solve

Observe Paraphrase Put in order Solve Coordinate Produce

Locate Compare Illustrate Determine Monitor improve

Samples analysisReal samplesPEP textbooks

Sample 1• Students will get the main idea

and the detailed information by listening. • Comment: need behavioral verbs

to show the results of listening, a mental verbs.

Revision

• Students will get the main idea and the detailed information by listening. • The students (A) will be able to get

both (D) the main idea and the detailed information by ticking (B) the right answers through careful listening (C).

Sample 2•Master the language points

and useful expressions• Comment: need behavioral

verbs to show the result of mastery, a mental verb.

Revision • Master the language points and

useful expressions• The students (A) will be able to

match (B) correctly (D) the meanings through the newly learned (C) useful expressions with their English meanings.

Sample 3• Students will speak out the topic

after discussing. • Comment: speak out is

ambiguous. It can mean to speak loudly. Maybe, report to the class, summary your group’s points, etc.

Revision • Students will speak out the topic

after discussing. • The students (A) will be able to

report (B) the points of group discussion (C) to the class with clear logic and organization.

Sample 4• Explanation of words & expressions &

practice using them• Comment: who explains? Need to

change it to the students’ behavior. Practice is a process, we need the results of practice, e.g. use them fluently in sentences, fill in the blanks correctly.

Revision • Explanation of words & expressions

& practice using them• The students (A) will be able to

substitute (B) the words and expression with their synonyms by using (C) them appropriately (D) in sentences.

A Summary • What we teach what they can do• Mental verbs behavioral verbs• Process product

Alignment of goals & activities

Activities

Learning Goals

Understand Apply CreateLectures X

Group work

X X

Discussion X X X

Video clips X

教学设计基本要素要素 分析因素

学习需要分析 学习需要分析、确定问题、确定目标

学习内容分析 内容说明、教学分析、任务分析

教学目标阐明 详细目标、编写行为目标

学习者分析 学习者特征、学习者初始能力评定

教学策略确定 教学活动、说明方法、选择媒体

教学成果评价 形成性 / 总结性评价、行为评价、反馈分析

Practice time• Knowing how to do it right does

mean you can actually do it right.• It needs practice, i.e. hands-on

experience.• Now, we have some samples of

lesson plans. See if they are all right or need some revision work.