Instructional Design
Instructional design
Introduction It is a lesson plan for a light painting workshop targeted for 15 – 20 secondary 6 students. The frame work of the plan mainly follows Biggs’ theory of constructive alignment by Biggs and Tang (2007), which includes 3 components: intended learning outcomes (ILOs), teaching/learning activities (TLAs) and assessment tasks. Both the activities and assessment tasks center at the outcome which is student – oriented. In planning the teaching and learning activates, it mainly bases on the 9 philosophies in Gagne’s theory. Each of them includes contents and teaching strategies (Butt, 2008). Teaching strategies included questioning through group work and discussion and feedback provided by the teacher.
How the characteristics of participants match the goal and duration of the work shop Since this workshop targets the students aged 17 – 18. They have longer attention span.(XXXXXX) Therefore the workshop can be designed with longer duration, which may not be tolerated by smaller age group student. Besides, Erikson’s theory of psychological development, this age group is ready to undergo the transition from adolescent to early adult. They have relatively mature identity to themselves. Thus, they achieve certain cognitive level and psychological status in exploring inner thoughts and feelings. Also they have enough verbal information to present or describe their inner feelings and communicate in group works.
Student – centered approach is used As an effective teacher, a lesson plan should center on students.(butt, 2008) therefore, in writing the ILOs, “students will be able to…” is used. In order to evaluate the effectiveness of a lesson, measurable ILOs are written. (Price & Nelson, 2011)
The function of the introduction Before the workshop start, the ice breaking game aims to gain students’ attention. It helps orient students to be receptive to incoming information. It is a one off workshop. No previous
Introduction It is a lesson plan for a light painting workshop targeted for 15 – 20 secondary 6 students. The frame work of the plan mainly follows Biggs’ theory of constructive alignment by Biggs and Tang (2007), which includes 3 components: intended learning outcomes (ILOs), teaching/learning activities (TLAs) and assessment tasks. Both the activities and assessment tasks center at the outcome which is student – oriented. In planning the teaching and learning activates, it mainly bases on the 9 philosophies in Gagne’s theory. Each of them includes contents and teaching strategies (Butt, 2008). Teaching strategies included questioning through group work and discussion and feedback provided by the teacher.
How the characteristics of participants match the goal and duration of the work shop Since this workshop targets the students aged 17 – 18. They have longer attention span.(XXXXXX) Therefore the workshop can be designed with longer duration, which may not be tolerated by smaller age group student. Besides, Erikson’s theory of psychological development, this age group is ready to undergo the transition from adolescent to early adult. They have relatively mature identity to themselves. Thus, they achieve certain cognitive level and psychological status in exploring inner thoughts and feelings. Also they have enough verbal information to present or describe their inner feelings and communicate in group works.
Student – centered approach is used As an effective teacher, a lesson plan should center on students.(butt, 2008) therefore, in writing the ILOs, “students will be able to…” is used. In order to evaluate the effectiveness of a lesson, measurable ILOs are written. (Price & Nelson, 2011)
The function of the introduction Before the workshop start, the ice breaking game aims to gain students’ attention. It helps orient students to be receptive to incoming information. It is a one off workshop. No previous