DIFFERENT TYPES OF INSTRUCTIONAL MATERIALS Submitted By: Ma. Christine Justin M. Roxas Submitted To: Mr. Enrique Reyes TEXTBOOKS DEFINITION: a textbook is a printed and bound artefact for each year or course of study (Encyclopedia of Education‚ 2008b). They contain facts and ideas around a certain subject. IMPORTANCE: They have been used to aid teaching‚ and in some cases‚ to be the teacher for centuries. Textbooks are not just teaching and learning objects but are political documents
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References: Briggs‚ L.J. (ed.) (1977). Instructional Design: Principles and Applications New Jersey: Englewood Cliffs. DePorter‚ Bobby dan Mike Hernacki. (2000). Quantum Learning. Boston: Alyn and Bacon Sadiman‚ Arief S. et al. (2002) Media Pendidikan: Pengertian‚ Pengembangan dan Pemanfaatannya
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Comparing Models of Learning from Instructional Design Cognitivism/Cognitivist’s Perspective * cognition is a group of mental processes that includes attention‚ memory‚ producing and understanding language‚ learning‚ reasoning‚ problem solving‚ and decision making * stressed on more complex cognitive processes such as thinking‚ problem solving‚ language‚ concept formation and information processing 1. How does learning occur? a. Learning is equated with discrete changes between
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Instructional Management in terms of Framing the Goals. Table 9 shows principal instructional managements in terms of framing the schools goals as assessed by two groups of respondents. As depicted in table principals rated themselves “always” in all indicators namely with highest weighted mean of 4.88 for “uses data on student performance when developing the school’s academic goals” and lowest weighted mean of 4.58 for “uses needs assessment or other formal and informal methods to secure staff
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developed a rough draft of an instructional document that addresses the issues of the overly complicated printing system‚ WEPA at Texas Tech University. After receiving feedback from fellow classmate’s usability tests; we now have a better understanding of the group’s current progress and what steps we need to take in order to make improvements‚ to our instructional document to make it more effective and useable. Currently we are in the process of revising the instructional document and strategizing
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Each section of learning is broken down in the 5E Instructional Model‚ from the beginning stages of engagement to the evaluation phase. Using the 5E Instructional Model is excellent for breaking down the main lesson objective‚ and the user has the freedom to work through the model as it suits them best. The 5E Instructional Model can be used by beginning with the main idea and then working towards how you will assess their learning or
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Running Head: LIFE SKILLS RESEARCH-BASED INSTRCTIONAL PROGRAM Research-Based Instructional Program One major disadvantage to developing and implementing instructional programs not based on research is the time spent. “Time is money”‚ and wasted time means wasted money. Money is wasted on implementing programs that are not research based. Time and money is wasted on training. Overall time and money are wasted on the program. Without the proper research it may not be known if the program is needed
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sport-related games‚ especially in middle grades and higher (Metzler‚ 2011). With that being said‚ the Tactical Games instructional model proves to be very important because it picks apart the sport related games or any game and goes over possible tactics that involve the scenario at hand. There are various points when discussing and understanding the Tactical Games instructional model. First off‚ there are assumptions about teaching and learning that are involved in the Tactical Games approach.
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Recommend key instructional strategies geared toward facilitating the transfer of knowledge to long-term memory. Next‚ suggest approaches that instructors may use in order to compensate for the challenges of storage information storage and retrieval that occur with age. A key instructional strategy geared toward facilitating the transfer of knowledge to long-term memory would be to develop a lesson plan that accommodates all learning styles. The lesson plan should relate to all students from experiences
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describe the activities and elements of the lesson. Learning Theories: A Comparative Analysis of Bloom’s Taxonomy and Gagné’s Conditions of Learning Reigeluth defined instructional theory as‚ “identifying methods that will best provide conditions under which learning goals will most likely be attained” (Driscoll‚ 2005). Instructional theorists have long debated what conditions stimulate and motivate learning. Two of the originators of learning theories are Robert Gagné and Benjamin Bloom. Gagné
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