Instructional Design - Tapa blanda

Reseña del editor

This book guides students through the Instructional Design process using a systematic approach to developing instruction through a cycle of teaching questions familiar to teachers. This text is meant for pre-service and in-service teachers and presents Instructional Design as a systematic tool to help teachers make clear teaching decisions, in terms of learning outcomes, assessment, teaching, and technology, and to reflect on these decisions. Teachers using this text will actively design units of instruction in an organized fashion aided by structured tasks (Design Activities), numerous examples and sample lesson plans. This text includes coverage of key topics such as designing instruction for classes that include exceptional students, diverse populations and increased use of technology. Specific discussion of Needs Assessment and Program Evaluation, in a way that makes sense for teachers, is also included.

Contraportada

This book guides students through the Instructional Design process using a systematic approach to developing instruction through a cycle of questions familiar to teachers. The text presents Instructional Design as a systematic tool to help teachers make clear decisions about instructional methodsin terms of learning outcomes, assessment, actual classroom teaching, and technologyand to reflect on these decisions. Teachers using this text will actively design units of instruction in an organized fashion with the aid of structured tasks (Design Activities), numerous examples, and sample lesson plans.

Features

• Design Activities, including reflective questions, support development of lessons and units (Chs. 1–10) and encourage students to learn Instructional Design.
• Instructional Design decisions are FRAMED as teacher decisions, via a cycle of questions regarding learning outcomes, assessment, teaching, and technology that clearly illustrate alignment and clarity of teaching decisions (Chapters 4–8).
• Critical issues such as working with specific populations, diversity, technology, andprofessional development are discussed throughout the text so that teachers can develop lessons that address these concerns.
• Each chapter supports INTASC core standards and NCATE expectations that focus on connecting Instructional Design to teaching and on the requirements for documenting teaching.
• Reflective Teaching (comments on each chapter by an actual teacher), Teacher Inquiry (prompting teachers to think about studying their own teaching), andResources (further reading, both print and Web-based) at the end of each chapter provide additional challenges and practice for students.
• Needs Assessment is viewed in the context of learning about one's classroom and closely integrating that knowledge into the teacher’s world (Chapter 3).
• Instructional Design is modeled through the use of fonts, line spacing, and the blend of text with graphics and tables.
• The Instructor’s Manual, with Focus Questions, Design Activities, Teacher Inquiries, Web links, and articles, is available electronically by contacting your local representative.

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