EDS 222 INSTRUCTIONAL PLANNING AND EVALUATION

COURSE OUTLINE

Dr. Ali Yıldırım

210-4027, aliy@metu.edu.tr

This is an introductory course to help students:

1. develop an understanding of concepts, principles, dimensions of instructional planning and evaluation

2. understand various types of curriculum documents and their role in teaching

3. understand the key elements of a instructional design and evaluation

4. design long and short term instructional plans based on principles of effective planning and instruction

5. evaluate the merits of various kinds of instructional plans and their translation to the "real classroom."

 

The topics in this course will include the following:

A.  Introduction

1.   Basic Concepts in Instructional Planning and Evaluation

2.  Curriculum Development at Different Levels:  National, Local, Institutional and Individual

3.   Long and Short Term Planning: Yearly, Unit and Daily Plans

B.  Planning Instruction

4.  Key Elements of a Curriculum:  Objectives, Content, Implementation and Evaluation

5.  Considering and Writing Different Objectives:  Cognitive, Affective and Psycho-Motor

6.  Choosing and Organizing the Content

7.  Selecting Instructional Methods and Materials

C.  Measurement and Evaluation

8.   Evaluation Procedures

9.   Common Measurement and Evaluation Techniques and Test Types

10.  Statistics for Measurement and Evaluation

11.  Grading and Reporting

 

Course Requirements

1.   Students will prepare a portfolio that demonstrates competence in various areas of curriculum development and instruction.  A portfolio includes your ongoing systematic collection of selected work in the course and course related activities.  Your selection of work would best reflect your achieved competence, individuality, effort and creativity.  Students are expected to demonstrate competence in the several areas by collecting and producing certain sources of evidence.  Within these lines this portfolio will include documents such as reflective journals, assessment of others’ work, various types of instructional plans, instructional materials.  More detailed information on the portfolio, the areas of competence and possible sources of evidence will be provided.  (40%) 

2.   A midterm on concepts, principles, designs, issues, and approaches covered during the semester (%25)

3.   A final exam (35%)

4.   Active class participation is needed for a successful course (will be reflected as bonus in your grade). 

 

Required Readings 

Cooper, James (1994). Classroom Teaching Skills (5th ed.). D. C. Heath.

Cruickshank, D. et al. (1999). The act of teaching. McGraw Hill.

Armstrong, D. G. (1989). Developing and Documenting the Curriculum. Allyn & Bacon.

Weston, C. et al. (1986). Selecting instructional strategies. Journal of Higher Education, 57(3)..

Gronlund, N. E. & Linn, R. L. (1985). Measurement and Evaluation in Teaching (6th ed.). MacMillan.

MEB Tebliğler Dergisi: Eğitim ve Öğretim Çalışmalarının Planlı Yürütülmesine İlişkin Yönerge


Outline of Sessions

Week 1.   Introduction and Overview

Week 2.   Basic Concepts in Instructional Planning and Evaluation

Cooper, Chapter 1 (pp. 2-9)

Cruickshank, pp. 126-134 

Week 3.  Curriculum Development at Different Levels:  National, Local, Institutional and Individual

                Long Term and Short Term Instructional Planning

                Key Elements of a Curriculum:  Objectives, Content, Implementation and Evaluation

Cruickshank, pp. 141-159

 Week 4.   Writing Instructional Objectives

Cooper, Chapter 3(pp. 56-82)

 Week 5. Considering Different Objectives:  Cognitive, Affective and Psychomotor

Cruickshank, pp. 134-141 

Week 6.  Choosing and Organizing the Content

Armstrong, p. 65-93 

Week 7.   Selecting Instructional Methods

                Weston, pp. 259-265 

Week 8.   Midterm 

Week 9.   Evaluation Procedures

        Gronlund, pp. 3-21 

Week 10.   Common Measurement and Evaluation Techniques and Test Types

                  Characteristics of Evaluation Instruments

         Cooper, Chapter 10 (pp. 328-344) 

Week 11.  Statistics for Measurement and Evaluation

                 Gronlund, pp. 483-500

Week 12.  Grading and Reporting

                  Gronlund, pp. 427-452

 Week 13.  Review and Wrap up

 

References

Armstrong, D. G. (1989). Developing and documenting the curriculum. Boston: Allyn and Bacon.

Billett, R. O. (1970).  Improving the secondary-school curriculum: A guide to effective curriculum planning 1st Ed. New York: Teachers Practical Press. LB1607 B52

Bishop, G. (1985). Curriculum development: A textbook for student. New York: Macmillan. LB1570 B23

Bloom, B. J. (1976). Human characteristics and school learning. New York: MacGraw Hill.

Bloom, B. J. (1979). Taxonomy of educational objectives: The classification of educational goals: Handbook I: Cognitive domain. New York: McKay.

Cooper, J. M. (1994). Classroom teaching skills (5th ed.). Lexington, MA: D.C. Heath. LB1025.3 C57

Cruickshank, D. R., Bainer, D. L., & Metcalf, K. K. (1995). The act of teaching. New York: McGraw Hill. (LB1025.3 C78) (RESERVE)

Ellis, A. K. (1998). The interdisciplinary curriculum. New York: Eye on Education. LB1628.5 E55

English, W. (1984). Fundamental curriculum decisions: ASCD 1983 Yearbook Committee. Virginia: Association for Supervision and Curriculum. LB1570 F574

Foshay, A. W. (1981). Considered action for curriculum improvement: The ASCD 1980 Yearbook. Virginia: Association for Supervision and Curriculum. LB1570 C755

Giroux, H. A.; Penna, A. N.; & Pinar, W. F. (1981).  Curriculum and instruction: Alternatives in education. Berkeley, California: McCutchan Pub. Corp. LB1570 C883

Gronlund, N. E. & Linn, R. L. (1985). Measurement and Evaluation in Teaching (6th ed.). New York: MacMillan.

Hass, G. (1987). Curriculum planning: A new approach. 5th Ed. Boston: Allyn and Bacon. LB1570 C976 1987

Holt, M, (1983). Curriculum workshop: An introduction to whole curriculum planning. Boston: Routledge & Kegan Paul. LB1564 G7 H64

Howell, K. W. (1993). Curriculum-based evaluation: Teaching and decision making. 2nd Ed. Pacific Grove, California: Brooks/Cole Pub. Co. LB3060.32 C74 H68 1993

Keith, R. (1989).  The second language curriculum. Cambridge: Cambridge University Press. P53.295 S44

Kemp, J. E. (1977). Instructional design: A plan for unit and course development. Belmont, CA: Lake Pub.

Kemp, J. E. Designing effective instruction. New York: Merrill. LB1028.38 K46

Kim, E. C. & Kellough, R. D. (1987). A Resource Guide for Secondary School Teaching: Planning for Competence (4th ed.). New York: MacMillan.

Krawtwohl, D. R. Bloom, B. S. & Masia, B. B. (1973). Taxonomy of educational objectives: The classification of educational goals: Handbook II: Affective domain. New York: McKay.

Lewy, A. (1977). Planning the school curriculum. Paris : Unesco. LB5 F85, no. 23.

Mager, R. F. (1984). Preparing instructional objectives (2nd ed.).  Belmont, CA: Lake Pub.

McNeil, J. (1996). Curriculum: A comprehensive introduction (5th ed.). Harper Collins.

Merrill, M. D. (1971). Instructional design: Readings. New Jersey: Prentice-Hall. LB1055 M44

Munby, J. (1978). Communicative syllabus design: A sociolinguistic model for defining the content of purpose-specific language programmes. New York: Cambridge University Press. PB36 M85

Ogletree, E. J. (1973). Writing instructional objectives and activities for the modern curriculum. New York: MSS Information Corp. LB1028.5 O37

Ornstein, A. C. (1998). Curriculum : Foundations, principles, and issues. 3rd Ed. Boston: Allyn and Bacon. LB2806.15 O76 1998

Posner, G. G., Alan, N. & Rudnisky, N. (1978). Course design: A Guide to curriculum development for teachers.  New York, Longman.

Posner, G. J. (1995). Analyzing the curriculum. 2nd Ed. New York: McGraw-Hill. LB1570 P643 1995 (RESERVE)

Richards, C. (1984). Curriculum studies: An introductory, annotated bibliography. 2nd Ed. New York: Falmer Press. BIBL Z5814 C9 R514 1984

Romiszovski, A. J. (1984). Designing instructional systems. London: Kagan Page.

Saylor, J. G. (1981).  Curriculum planning for better teaching and learning. 4th Ed. New York: Holt, Rinehart and Winston. LB1570 S29 1981 

Smith, P. L. & Ragan, T.J. (1992). Instructional design. New York: Merrill. (LB1028.38 S65). (RESERVE)

Taba, H. (1962). Curriculum development; theory and practice. New York: Harcourt, Brace & World. LB1570 T13

Tanner, D. (1980). Curriculum development: theory into practice. 2nd Ed. New York: Macmillan. LB1570 T23 1980

Tyler, R. W. (1949). Basic principles of curriculum and instruction.  Chicago: University of Chicago Press.

Vargas, J. S. (1972). Writing worthwhile behavioral objectives. New York: Harper & Row. LB1051 V328

Weis; L. (1990). Curriculum for tomorrow's schools. Buffalo, New York, USA: Buffalo Research Institute on Education. LB2806.15 C84 1990

Weston, C. & Cranton, P. A. (1986). Selecting instructional strategies. Journal of Higher Education, 57(3), 259-288.

Wiles, J. (1993). Curriculum development : A guide to practice. 4th ed. New York: Merrill. LB1570 W574 1993

Zenger, W. F. (1992). Curriculum planning: Outcomes-based accountability. California: R&E Publishers. LB1570 Z46


Preparing a Portfolio

        Portfolio assessment is becoming more and more popular in educational circles in recent years because of its strengths in taking into account of various types of experiences and reflective thinking in the learning process.  A portfolio is an organized, goal-driven documentation of your growth and achieved competence in the area of curriculum development.  It presents tangible evidence of the wide range of knowledge, dispositions, and skills that you possess as a growing teacher candidate.  Documents in the portfolio are self-selected, reflecting your individuality and autonomy. 

         A portfolio is characterized by your ongoing systematic collection of selected work in the course and course related activities.  This collection would form a framework for  self assessment and goal setting.  At the same time, your selection of work would best reflect your achieved competence, individuality, resourcefulness, effort and creativity as a prospective teacher.

         Through the collected and produced documents in the portfolio, students are expected to demonstrate competence in the areas indicated in the left column of the table below.  Some potential sources of evidence of competence in these areas are included in the right column below as examples.  One of those is required as indicated below and will account for 65% of portfolio grade.  You may decide which additional ones to include from among the other examples in your portfolio, and you may also come up with new ideas and sources as long as they prove themselves as potential sources of evidence for the areas of competence indicated.  Keeping in mind that it is difficult to give specific guidelines or to determine the total number of documents in shaping a portfolio, you may be advised to have around 3-5 sources of evidence in your portfolio.

 

Areas of competence

Potential Sources of Evidence

1.    Understand the central concepts, principles, and dimensions of instructional planning and reflect these in instructional plans designed.

2.    Design both long term and short term planning based upon principles of effective planning and instruction

2.1     Understand how to take contextual considerations (classroom environment, student characteristics, instructional materials, etc.) into account in planning instruction that creates an effective bridge between curriculum goals and students’ experiences.

2.2     Identify clear teaching objectives appropriate to the subject matter and the students being taught and demonstrate understanding of different types of instructional objectives

2.3     Identify content appropriate to the subject matter and the students being taught and demonstrate understanding of different types of content selection and organization approaches

2.4     Determine appropriate activities that stimulate student reflection on prior knowledge and links new ideas to already familiar ideas, making connections to students’ experiences, providing opportunities for active engagement.

2.5     Set tasks for whole class, individual and group work, including homework, which challenge students and ensure high levels of interest.

2.6     Provide clear structures for lessons, and for sequences of lessons, in the short, medium and longer term, which maintain pace, motivation and challenge for students.

2.7     Identify ways to mark and monitor students’ assigned classwork and homework, and to provide constructive oral and written feedback, and setting targets for students’ progress.

2.8     Identify ways to assess clearly how well learning objectives are achieved.

·    Unit plan designed (including one lesson plan) (must)

·    Lesson plan designed

·    Yearly plan designed

·    Reflective review of a course curriculum guideline

·    Reflective review of instructional plans (yearly, unit and lesson)

·    Interviews with teachers on instructional planning

·    Interviews with teacher candidates on instructional planning

·    Observation of real classrooms and reflection

·    Self assessment and plan for further development in instructional planning

·    Concept mapping of instructional planning & reflection

·    Designs of instructional activities to increase the quantity and quality of student response

·    Reflective review of major evaluation techniques

·    Reflective review of an evaluation instruments (essay, multiple choice exams, etc.)

·    Reflective review of different types of grading (norm-referenced, criterion referenced, etc.)

·    Other evidence as you may find it appropriate to the competencies (be resourceful and creative!  explore and initiate new examples to enrich your portfolio!)

 

 

 

 Guidelines for Developing Unit and Lesson Plans

 Suggested Outline for the Unit Plan

1. Introduction (Rationale for the unit. The place of the unit within the course or discipline What will be covered in this unit, why is it important?  Nature and scope of the unit, its significance and justification.  Concepts, issues, skills or activities that will be covered)

2. Goals and Objectives for Students (What do I expect the students to accomplish, what changes in behavior do I envision, what will each student be doing to demonstrate the achievement and/or change in behavior)

3. Content selection (topics and subtopics) and organization (What am I going to teach?  Outline of topics, subtopics, problems, concepts, issues, ideas, information, and/or skills involved, activities to be utilized and approximate time involved for each activity)

4. Instructional Strategies (How am I going to teach?  Identification of instructional procedures and activities: lecture, large or small group discussion, panel, committee work, audiovisual activities, educational games, individual work, guest speakers, field trip, etc.) 

5. Instructional Aids and Resources (Which instructional aids and resources should I use to cause meaningful learning? List all materials, supplies, audiovisual and/or equipment needed.  Identify paperbacks, newspapers, magazines, games, texts, etc. to be used as part of or supplemental to the unit.  Relying solely on the textbook is not advisable.)

6. Evaluation designs (How will students’ progress be measured?  How will I know if the objectives are achieved?  How will I find out students’ responses to the unit?  How do I feel about the success of the unit?)

 

Criteria in Evaluating Your Unit Plan

1. Introduction (clarity and details)

justification for teaching the unit, its place within the course or discipline

2. Goals and Objectives for Students

General goals and specific objectives are identified in relation to expected student competencies.

Goals and objectives are identified at different categories and levels.

3. Content Selection and Organization

The content is relevant and has a logical sequence.

The content has a realistic scope given the time frame.

Content selection and organization criteria are explained and clear.

4. Implementation Designs

The teaching strategies revealed in the curriculum indicate variety and creativity.

Activities are stimulating and enriching.

Activities match the developmental level of students, objectives, content focus and materials

Activities give the right (sufficient) amount of detail.

5. Instructional Aids and Resources

There are a range of resources and materials.

The use of resources and materials are described in sufficient detail.

6. Evaluation

Students receive feedback on their day to day lessons (assessment of learning, assignments, quizzes)

Students receive meaningful overall feedback (midterms and finals).

 

 

Suggested Outline for the Lesson Plan

  1. Lesson topic, timeline

  2. Objectives (specific)

  3. Content (topical outline)

  4. Activities

4.1. Introduction (advance organizers, expectations, relation to previous learning, motivation)

4.2. Lesson body (strategies, activities, monitoring student progress, student involvement, etc.)

4.3. Checking for understanding and guided practice (questions, evaluation of learning, feedback)

4.4. Closure/extension (summary, relation to previous and future learnings)

  1. Materials (textbook and other materials)

  2. Assignment (reading and other assignments)