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EP summary Chapter 12 note HC
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This is a summary of Chapter 12 of the book Educational Psychology John W. Santrock. This document also contains my notes from the lectures.
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Educational PsychologyChapter 12 Planning, Instruction and Technology
Planning
Explain what is involved in classroom planning.
Planning is a critical part of being a competent teacher. Instructional planning involves
developing a systematic, organized strategy for lessons. One effective planning strategy that many
teachers use is mapping backwards from goals to desired performances to activities and elements of
scaffolding needed to support student progress. A teachers begins with the goals for the end of the
schoolyear and then plans back from that point. A teacher needs to plan from yearly to daily, there are
different time frames. Time for assessment and feedback needs to be built into the plan.
Teacher-centered lesson planning and instruction
Identify important forms of teacher-centered instruction.
In this approach, planning and instruction are highly structured and the teacher directs
students’ learning. There are three general tools useful in teacher-centered planning.
First there are behavioral objectives, these are statements about changes that the teacher
wishes to see in students’ performance. They often have three parts: (1) student’s behavior, what will
the student learn or do, (2) conditions under which the behavior will occur, how will it be
tested/evaluated and (3) performance criteria, what level of performance is acceptable.
Then there is task analysis, which focuses on breaking down a complex task that students are
to learn into its component parts. There are three steps: (1) determine what skills or concepts the
student needs to have to learn the task. (2) list the materials required and (3) list all of the
components of the task in the order in which they must be performed.
At last there is instructional taxonomies, which is a classification system. Bloom’s taxonomy is
the most popular one. It classifies educational objectives into three domains: cognitive, affective and
psychomotor. The cognitive domain has six objectives:
1. Knowledge, the ability to remember information.
2. Comprehension, the ability to understand and explain in own words.
3. Application, using knowledge to solve problems.
4. Analysis, breaking down complex information into smaller parts and relate information to
other.
5. Synthesis, combining elements and create new information.
6. Evaluation, making judgement and decisions.
, The affective domain consist of five objectives related to emotional responses to tasks. It requires the
student to show some degree of commitment or emotional intensity:
1. Receiving, becoming aware of or attend to something in the environment.
2. Responding, becoming motivated to learn and display a new behavior as a result of
experience.
3. Valuing, becoming involved in or committed to some experience.
4. Organizing, integrate a new value into an already existing set of values and give it proper
priority.
5. Value characterizing, act in accordance with the value and firmly commit to it.
The psychomotor domain involve movement. These objectives are included:
1. Reflex movements, involuntarily without conscious thought to a stimulus.
2. Basic fundamentals, basic voluntary movements that are directed toward a particular
purpose.
3. Perceptual abilities, students use their senses to guide their skill efforts.
4. Physical abilities, developing general skills of endurance, strength, flexibility and agility.
5. Skilled movements, performing complex physical skills with some degree of proficiency.
6. Non-discursive behaviors, communicating feelings and emotions through bodily actions.
In the revision the knowledge dimension has four categories which lie along a continuum form
concrete to abstract:
1. Factual
2. Conceptual, the interrelationship among the basic elements within a larger structure that
allow them to function together.
3. Procedural, how to do something.
4. Metacognitive, knowledge of cognition and awareness of one’s own cognition.
In the update of the cognitive process dimension, six categories lie along a continuum from less
complex to more complex:
1. Remember
2. Understand
3. Apply
4. Analyze
5. Evaluate
6. Create
Direct instruction is a structured teacher-centered approach that is characterized by teacher
direction and control high teacher expectations for students’ progress, maximum time spent by
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