Lesson Planning and Lesson Planning and Curriculum in Canada: A Curriculum in Canada: A

Case StudyCase Study

Norm FriesenLeipzig, 21.03.2013

Instrumental Rationality

Zweckrational handelt, wer sein Handeln nach Zweck, Mitteln und Nebenfolgen orientiert, und dabei sowohl die Mittel gegen die Zwecke, wie die Zwecke gegen die Nebenfolgen… ration-al abwägt. (Max Weber, Wirt-schaft und Gesellschaft, 1922)

Instrumental RationalityAction is instrumentally rational "when the end, the means, and the secondary results arc all rationally taken into account and weighed. This involves rational considera-tion of alternative means to an end, of the relations of the end to the secondary con-sequences, and finally of the relative importance of different possible ends" (Weber, Economy and Society, p. 26)

Oft stellt sich der Erfolg des Lehrens erst ein, wenn der Lehrer die Gunst des Augen-blicks wahrnimmt und von einem vorgegebenen Wege ab-weicht, wenn er den Mut zu pädagogisch taktvollem Handeln aufbringt. (Jakob Muth, Pädago-gischer Takt, 1982)

Tact

Often success in teaching arises only when the teacher seizes the chance of the moment, and departs from a predetermined path, when the teacher finds the courage for pedagogically tact-ful action.(Jakob Muth, Pädagogischer Takt, 1982)

Tact

Outline

• Macro, Meso, Micro: Curriculum, lesson planning, instruction / Didaktik

• Behaviorism, Cognitivism, instructional practice

• Instrumental rationality and curriculum / instructional design

• Need to consider other options

Tyler’s Rationale

1. objectives, purposes2. Selection of

experiences3. Organization of

experiences4. Assessment,

evaluation

• objectives, • materials

(resources), • starter (preparation

or anticipatory set),• activities (for pupil and

or teacher), and• assessment

Common Lesson Planning Elements

• objectives, • materials

(resources), • starter (preparation

or anticipatory set),• activities (for pupil and

or teacher), and• assessment

Common Lesson Planning Elements

Robert M. Gagne

theory of instruction should attempt to relate the external events of instruction to the outcomes of learning by showing how these events lead to appropriate support or enhancement of internal learning processes” (1985, p. 246)

Gagne’s Events of Instruction

Internal Process Instructional Event

Reception 1. Gaining attention

Expectancy 2. Informing learners of the objective

Retrieval to Working Memory

3. Stimulating recall of prior learning

Selective Perception 4. Presenting the stimulus

Semantic Encoding 5. Providing "learning guidance"

Responding 6. Eliciting performance

Reinforcement 7. Providing feedback

Retrieval and Reinforcement 8. Assessing performance

Retrieval and Generalization 9. Enhancing retention and transfer

• Contiguity Effects: Ideas that need to be associated should be presented contiguously in space and time.

• Dual Code and Multimedia Effects: Materials

presented in verbal, visual, and multimedia form richer representations than a single medium.

• Exam Expectations: Students benefit more from repeated testing when they expect a final exam.

• Coherence Effect: Materials and multimedia should explicitly link related ideas and minimize distracting irrelevant material.

• Manageable Cognitive Load: The information presented to the learner should not overload working memory.

… your own teaching decisions [as a teacher] …have a powerful impact. Consequently, teaching is now defined as a constant stream of professional decisions made before, during and after interaction with the student: decisions which, when implemented, increase the probability of learning. (Hunter 1982, 3)(also: Hunter & Hunter 2004)