教学设计教学课件.ppt

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1、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 designuse ABCD model to impro

2、ve 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 designActivity designA

3、ssessment design,Why ID,Read 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 ough

4、t to get out of the lesson. Heinich, R. et al. 1993,Travel metaphor：where/how/ arrived,For the teacher, where to lead the learnersFor learners, to know where to goThe teacher and learners travel together, to the same destination. Teaching and learning are GOAL-ORIENTED activities.,3 characters of an

5、 objective,Identify the performanceThe conditionsThe criterion of acceptable performance More often we use a 4 factor guide. (四因素法),How: a procedure,Decide on teaching objectivesWrite them down in the format of ABCD （四因素法）Inform learners of themDesign a quick way to check if they are reached,ABCD 四因

6、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, levelB = students action (verbs)C = activitiesD = realistic goals,Check: ID?,In your own words, tell each other.,Check: 3 components,

7、_ design _ design _ design,Check: ABCD stand for,ABCD,Applications of ABCD model,Samples,Whats 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 t

8、he 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

9、 new sentences.,Whats 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

10、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.,Whats wrong with this,master useful new words and expressions appeared in this period.,Mental vs action verbs,M

11、ental 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 ver

12、bs,MemorizeWant ThinkLike,Believe SmellNeedUnderstand,More action verbs,Samples analysis,Real 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 wi

13、ll 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 expressionsComment: need behavioral

14、verbs to show the result of mastery, a mental verb.,Revision,Master the language points and useful expressionsThe 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

15、 after discussing. Comment: speak out is ambiguous. It can mean to speak loudly. Maybe, report to the class, summary your groups 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

16、clear logic and organization.,Sample 4,Explanation of words & expressions & practice using themComment: 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,Explan

17、ation of words & expressions & practice using themThe 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 doMental verbs behavioral verbsProcess product,Alignment of goals & activities,教学设计基本要素,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.,