Instructional frameworks

1993 ◽  
Author(s):  
Cynthia Brown ◽  
Harriet Fell ◽  
Viera Proulx ◽  
Richard Rasala
Keyword(s):  
Instructional Frameworks

Instructional Design Technology in Higher Education System

2020 ◽  
pp. 812-839
Author(s):  
Lakshmi Sunil Prakash ◽  
Dinesh Kumar Saini
Keyword(s):  
Higher Education ◽  
Instructional Design ◽  
Educational Institutions ◽  
Higher Educational Institutions ◽  
Design Technology ◽  
Higher Education System ◽  
Creative Learning ◽  
Higher Educational ◽  
Instructional Frameworks

Higher educational Institutions all over the world are grappling with increased student population, several domains of learning and varied disciplines and instructors with varied experiences in using instructional design technologies. The chapter focuses on how it is possible to facilitate instructional design experiences for the stakeholders in higher education for creative learning. The chapter addresses the emergence of Instructional Design Technology (IDT). The role of IDT and its importance in higher educational institutions is studied with current practices in the field. The impact that this field had made in the evolution of instructional frameworks across the different layers of tertiary educational system is studied especially with regard to improving the teaching and learning experiences of educators and students respectively. The role of Creative Learning technologies' is discussed based on the success that these systems have enjoyed in improving instructional design.

Diversity, Disability, and Addressing the Varied Needs of Learners

2022 ◽  
pp. 395-413
Author(s):  
Elizabeth M. Dalton
Keyword(s):  
Differentiated Instruction ◽  
Universal Design ◽  
Universal Design For Learning ◽  
Outcomes Assessment ◽  
Bloom's Taxonomy ◽  
Understanding By Design ◽  
Educational Foundations ◽  
Bloom’S Taxonomy ◽  
Design For Learning ◽  
Instructional Frameworks

This chapter presents a thorough examination of international and U.S. legal and educational foundations which justify instructional variation and diversification for all students, particularly for those with disabilities. With the exploration of various instructional frameworks, objective setting, methods and strategies, materials, and outcomes assessment, the reader develops an understanding of instructional diversification and why it is important for students with and without disabilities. The diverse educational approaches of differentiated instruction, multi-sensory instruction, Bloom's taxonomy of learning, understanding by design, and universal design for learning are presented and explained.

Diversity, Disability, and Addressing the Varied Needs of Learners

2019 ◽  
pp. 1-19
Author(s):  
Elizabeth M. Dalton
Keyword(s):  
Differentiated Instruction ◽  
Universal Design ◽  
Universal Design For Learning ◽  
Outcomes Assessment ◽  
Bloom's Taxonomy ◽  
Understanding By Design ◽  
Educational Foundations ◽  
Bloom’S Taxonomy ◽  
Design For Learning ◽  
Instructional Frameworks

This chapter presents a thorough examination of international and U.S. legal and educational foundations which justify instructional variation and diversification for all students, particularly for those with disabilities. With the exploration of various instructional frameworks, objective setting, methods and strategies, materials, and outcomes assessment, the reader develops an understanding of instructional diversification and why it is important for students with and without disabilities. The diverse educational approaches of differentiated instruction, multi-sensory instruction, Bloom's taxonomy of learning, understanding by design, and universal design for learning are presented and explained.

Instructional Frameworks for Quality Talk About Text: Choosing the Best Approach

2016 ◽  
Vol 70 (4) ◽  
pp. 435-444 ◽  
Author(s):  
Sarah C. Lightner ◽  
Ian A.G. Wilkinson
Keyword(s):  
Instructional Frameworks

Lessons From the Field: Case Studies of Evolving Schoolwide Projects

1991 ◽  
Vol 13 (4) ◽  
pp. 353-362 ◽  
Author(s):  
Linda F. Winfield
Keyword(s):  
Effective Schools ◽  
Central Office ◽  
School Level ◽  
Math Instruction ◽  
School Based ◽  
Reading And Math ◽  
Urban School Systems ◽  
Effective Schools Research ◽  
Instructional Frameworks ◽  
Primary Type

This study describes changes that occurred in one of the nation’s largest urban school systems on the East Coast following passage of the Hawkins-Stafford Amendments. Case study methods were used to describe the central office and system role and changes at the elementary school level in selected sites. A major emphasis of central office framework for school wide projects (SWPs) was school-based management and instructional frameworks based on effective schools research. The primary type of instructional intervention at the school level was reduction of class size during reading and math instruction. School wide projects offer the potential for improving learning outcomes of disadvantaged students but require coordinated and direct support from the central office and district

scholarly journals Identificación, explicitación y desarrollo del CTPC de la química en profesores en formación

2017 ◽  
Vol 1 (2) ◽  
pp. 23
Author(s):  
Boris Fernando Candela
Keyword(s):  
Student Teachers ◽  
Teaching And Learning ◽  
Science Curriculum ◽  
Logical Structure ◽  
Structured Interview ◽  
Teaching Science ◽  
Progressive Development ◽  
Core Content ◽  
Content Representation ◽  
Instructional Frameworks

Esta investigación aborda el proceso a través del cual los profesores en formación del curso «problemas de la enseñanza y aprendizaje de la química», comienzan a identificar, explicitar y desarrollar el CTPC (Conocimiento Tecnológico y Pedagógico del Contenido) de un tópico del currículum de esta disciplina. Para ello, éstos deben enfrentarse a actividades de aprendizaje en los cuatro ámbitos de reflexión que estructuran dicho curso. Cada una de estas actividades suministran los marcos curriculares e instruccionales para el desarrollo progresivo de la CoRe (Content Representation) cuya estructura lógica representa los elementos del CTPC. Se utilizó una metodología de investigación de estudio de casos con las siguientes fuentes: versiones de las CoRes, entrevista semiestructurada, videos de clase y relatos narrativos. El análisis se orientó por la teoría fundamentada, centrándose en las etapas de descripción, ordenamiento conceptual y teorización, el cual condujo a generalizaciones como orientaciones hacia la enseñanza, currículum, comprensión de los estudiantes de un tópico específico, conocimiento tecnológico y pedagógico, conocimiento tecnológico del contenido, estrategias instruccionales y formas de evaluar. Los resultados de esta investigación permiten evidenciar el potencial que tiene el desarrollo de la CoRe para lograr que los profesores en formación desarrollen las relaciones complejas entre el contenido, la pedagogía y la tecnología, y de esta manera identifiquen y expliciten el CTPC.Palabras claves: Enseñanza de la química, CTPC, profesores en formación, CoRe.AbstractThis research examines the process through which student teachers enrolled in the course «problems when teaching and learning chemistry» begin to identify, explain and develop the TPCK (Technological and Pedagogical Content Knowledge) of a curriculum topic in the discipline. To achieve this purpose, they must face a series of sequenced and temporalized learning activities within the four areas of reflection in the course. Each of these activities provides them with curricular and instructional frameworks for the progressive development of the methodological tool CORE (Content Representation) whose logical structure represents the elements of TPCK. The research methodology used in this study is qualitative with an interpretative case study perspective where data is collected from the following documentary sources: versions of the cores, semi-structured interview, class videos, and narratives. The analysis of these data is guided by grounded theory focusing on the stages of description, conceptual planning and theorizing. This analytical process allows to produce naturalistic generalizations such as orientations for teaching science, science curriculum, student understanding of a specific scientific topic, technological and pedagogical knowledge, technological knowledge of the contents, instructional strategies for teaching science; and ways to evaluate ideas. The main purpose of these generalizations lies in the representation of TPCK. Finally, the results of this research have spotlighted the potential development of the CoRe as an instrument in designing learning environments for specific topics, which bring teachers in training to develop connections between content, pedagogy and technology, leading to the identification and explanation of TPCK. Keywords: Teaching chemistry, TPCK, training teachers, CoRe.

scholarly journals Teacher efficacy and attributes on the implementation of tiered instructional frameworks

2020 ◽  
Vol 9 (3) ◽  
pp. 731
Author(s):  
Janet Alys Nichols ◽  
William Dee Nichols ◽  
William H. Rupley
Keyword(s):  
Instructional Strategies ◽  
Collective Efficacy ◽  
Self Efficacy ◽  
Student Behavior ◽  
Successful Implementation ◽  
Evaluation Tool ◽  
Federal Mandates ◽  
Positive Behavior Interventions ◽  
Teacher Self Efficacy ◽  
Instructional Frameworks

United States federal mandates and reforms to address the needs of at-risk students have resulted in many states being required to implement evidence-based practices (EBP) and tiered systems of support (TSS). We examined the relationships between successful implementation of EBP and tiered frameworks, specifically Positive Behavior Interventions and Support (PBIS) and the constructs of teacher self-efficacy, collective efficacy, and teacher attributions. Data were collected using the School-wide Evaluation Tool (SET), Teacher Self-Efficacy Scale (TSES), the Collective Efficacy Scale (CES), and Teachers’ Attributions for Student Behavior Measure (TASBM). Significant correlations were found between PBIS implementation level and 1) Instructional Strategies subscale of the TSES; 2) Collective Efficacy Scale and both of its subscales; and 3) TASBM and its Stable and Blame subscales. Significant differences in mean ratings were found between high implementing schools and low implementing schools on the Instructional Strategies subscale of the TSES, on the CES, and both of its subscale. Results showed a decrease in mean ratings on the Blame subscale of the TASBM in schools that had higher implementation scores on the SET.

scholarly journals Instructional Frameworks and Instructional Choices: Comparisons between Preservice and Inservice Teachers

1988 ◽  
Vol 20 (4) ◽  
pp. 357-377 ◽  
Author(s):  
Charles K. Kinzer
Keyword(s):  
Reading Ability ◽  
Theoretical Orientation ◽  
Lesson Plans ◽  
Inservice Teachers ◽  
Differential Acquisition ◽  
Vocabulary Comprehension ◽  
Instructional Frameworks

One hundred and twenty-seven subjects (83 preservice and 44 inservice teachers) were administered identical instruments consisting of (a) an inventory designed to identify beliefs about how reading takes place and how reading ability develops, and (b) a set of three lesson plans each in vocabulary, comprehension and syllabication. Lesson plans were written to reflect different explanations for how reading takes place and develops; subjects chose the plan in each area that they felt was most effective and that they would choose to teach. Results imply that (a) there is little difference between groups in theoretical orientation regarding how reading takes place and how reading ability develops; (b) both preservice and inservice teachers with reader-based/holistic explanations for how reading takes place and develops tend to choose vocabulary and comprehension lessons reflecting their beliefs; and (c) subjects in both groups holding text-based, interactive, mastery of specific skills, and differential acquisition explanations for how reading takes place and develops did not choose lessons consistent with their theoretical orientation.

Instructional Design Technology in Higher Education System

2016 ◽  
pp. 378-406
Author(s):  
Lakshmi Sunil Prakash ◽  
Dinesh Kumar Saini
Keyword(s):  
Higher Education ◽  
Instructional Design ◽  
Educational Institutions ◽  
Higher Educational Institutions ◽  
Design Technology ◽  
Higher Education System ◽  
Creative Learning ◽  
Higher Educational ◽  
Instructional Frameworks

Higher educational Institutions all over the world are grappling with increased student population, several domains of learning and varied disciplines and instructors with varied experiences in using instructional design technologies. The chapter focuses on how it is possible to facilitate instructional design experiences for the stakeholders in higher education for creative learning. The chapter addresses the emergence of Instructional Design Technology (IDT). The role of IDT and its importance in higher educational institutions is studied with current practices in the field. The impact that this field had made in the evolution of instructional frameworks across the different layers of tertiary educational system is studied especially with regard to improving the teaching and learning experiences of educators and students respectively. The role of Creative Learning technologies' is discussed based on the success that these systems have enjoyed in improving instructional design.

Consulting Course Design: Theoretical Frameworks and Pedagogical Strategies

2002 ◽  
Vol 65 (4) ◽  
pp. 86-101 ◽  
Author(s):  
Elise J. Dallimore ◽  
Tasha J. Souza
Keyword(s):  
College Graduates ◽  
Course Design ◽  
Business Communication ◽  
Research Assessment ◽  
Academic Needs ◽  
Theoretical Frameworks ◽  
Pedagogical Strategies ◽  
Communication Course ◽  
Organizational Interventions ◽  
Instructional Frameworks

Educators need to be more proactive in expanding course offerings to respond to the academic needs of university students. Draum by excellent pay and prospects of gaining valuable experience, more college graduates are pursuing employment in consulting. With consulting skills growing in importance for many of our students in the 21st century, business communication scholars are particularly well posi tioned to help students develop these requisite skills and knowledge. Offering a course dedicated to the topic of consulting, or including consulting experience in a standard business communication course prepares students for engaging in consult ing activities, including research, assessment, training and development, facilita tion, and evaluation. Our course foregrounds instructional frameworks and serv ice learning to assist students in systematically assessing organizational problems and designing and implementing organizational interventions.

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