The systematic design of instruction:
Gespeichert in:
| 1. Verfasser: | |
|---|---|
| Format: | Buch |
| Sprache: | English |
| Veröffentlicht: |
Upper Saddle River [u.a.]
Pearson
2009
|
| Ausgabe: | 7. ed. |
| Schlagworte: | |
| Online-Zugang: | Inhaltsverzeichnis |
| Beschreibung: | Includes bibliographical references and index |
| Beschreibung: | XXVII, 396 S. Ill., graph. Darst. |
| ISBN: | 9780205585564 0205585566 |
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Datensatz im Suchindex
| _version_ | 1804139119237922816 |
|---|---|
| adam_text | CONTENTS
Preface
xxi
To the
Instructor
xxiii
chapter
1
The Dick and Carey Systems Approach Model for Designing Instruction
Components of the Systems Approach Model
6
Identify Instructional Goal(s)
6
Conduct Instructional Analysis
6
Analyze Learners and Contexts
6
Write Performance Objectives
6
Develop Assessment Instruments
6
Develop Instructional Strategy
7
Develop and Select Instructional Materials
7
Design and Conduct Formative Evaluation of Instruction
7
Revise Instruction
7
Design and Conduct Summative Evaluation
8
Using the Systems Approach Model
8
Why Use the Systems Approach?
8
For Which Instructional Types and Student Groupings
Ig
the
Systeme
Approach Appropriate?
9
Who Should Use the Systems Approach?
10
References and Recommended Readings
11
chapter
2
Identifying Instructional Goals Using Front-End Analysis
14
Objectives
14
Background
15
Concepts
16
Performance Analysis
17
Needs Assessment
22
Job Analysis
24
Clarity in Instructional Goals
24
Learners, Context, and Tools
25
Criteria for Establishing Instructional Goals
26
Examples
27
Providing Customer Service
27
Case Study: Group Leadership Training
30
Leading Group Discussions
30
Summary
33
Rubric for Evaluating Instructional Goals
33
Practice
34
Feedback
35
References and Recommended Readings
36
chapter
3
Conducting a Goal Analysis
Objectives
38
Background
39
Concepts
40
Verbal Information
40
Intellectual Skills
41
Psychomotor Skills
42
Attitudes
42
Cognitive Strategies
43
Bloom s Domains of Learning Outcomes
43
Goal Analysis Procedures
44
More Suggestions for Identifying Steps within a Goal
48
Examples
49
Intellectual Skills Goals
49
Psychomotor Skills Goals
50
Attitudinal Goals
51
Verbal Information Goals
52
Typical First Approach to Goal Analysis
52
Case Study: Group Leadership Training
5 3
Summary
54
Rubric for Evaluating a Goal Analysis
54
Practice
55
Feedback
55
References and Recommended Readings
57
chapter
4
Identifying Subordinate and Entry Skills
58
Objectives
58
Background
59
Concepts
60
Hierarchical Approach
60
Procedural Analysis
65
Cluster Analysis
66
Analysis Techniques for Attitude Goals
66
Analysis Techniques for Combination Domains
67
Instructional Analysis Diagrams
68
Entry Skills
70
The Tentativeness of Entry Skills
73
Examples
74
Subordinate Skills Analysis of a Psychomotor Skill
74
Subordinate Skills Analysis of an Attitudinal Goal
75
Identification of Entry Skills
77
Case Study: Group Leadership Training
78
Hierarchical Analysis of an Intellectual Skill
78
Cluster Analysis for Verbal Information Subordinate Skills
80
Identification of Entry Skills
80
Summary
84
Rubric for Evaluating Subordinate and Entry Skills
85
Practice
86
Feedback
87
References and Recommended Readings
87
chapter
5
Analyzing Learners -xml
Ombrar..
90
Objectives
90
Background
91
Concepts
92
Learner Analysis
92
Data for Learner Analysis
94
Performance Context Analysis
95
Data for Performance Context Analysis
96
Learning Context Analysis
96
Data for Learning Context Analysis
98
Public School Contexts
98
Evaluation and Revision of the Instructional Analysis
99
Examples
100
Case Study: Group Leadership Training
102
Learner Analysis
102
Performance Context Analysis
104
Learning Context Analysis
105
Summary
107
Rubric for Evaluating Analysis of Learners and Contexts
107
Practice
108
Feedback
109
References and Recommended Readings
109
chapter
6
Writing Performance Objectives
110
Objectives
110
Background 111
Concepts
113
Performance Objective
113
The Function of Objectives
113
Parts of an Objective
114
Derivation of Behaviors
115
Derivation of Conditions
116
Derivation of Criteria
118
Process for Writing Objectives
119
Evaluation of Objectives
120
Examples
121
Psychomotor Skills
121
Attitudes
122
Case Study: Group Leadership Training
124
Verbal Information and Intellectual Skills
124
Summary
126
Rubric for Evaluating Performance Objectives
127
Practice
128
Feedback
129
References and Recommended Readings
129
chapter
7
Developing Assessment Instruments
130
Objectives
130
Background
131
Concepts
132
Four Types of Criterion-Referenced Tests and Their Uses
132
Test Design
135
Mastery Levels
135
Test Item Criteria
136
Mastery Criteria
139
Test Item Format and Performance Objectives
139
Objective Tests
141
Alternative Assessment Instruments for Performances,
Products, and Attitudes
142
Portfolio Assessments
146
Congruence in the Design Process
147
Examples
149
A Checklist for Evaluating Motor Skills
149
Instrument for Evaluating Behaviors Related to Attitudes
151
Case Study: Group Leadership Training
153
Test Items for Verbal Information and Intellectual Skills
153
Design Evaluation
156
Summary
158
Rubric for Evaluating Criterion-Referericed Assessments ;i,S8
Practice
159
Feedback
161
References and Recommended Readings
163
chapter
8
Developing an Instructional Strategy
164
Objectives
164
Background
165
Concepts
166
Selection of a Delivery System
166
Content Sequencing and Clustering
168
Learning Components of Instructional Strategies
171
Learning Components for Learners of Different Maturity
and Ability Levels
179
Learning Components for Various Learning Outcomes
180
Learning Components for
Constructivist
Strategies
187
Student Groupings
194
Selection of Media and Delivery Systems
195
Examples
199
The Process of Developing an Instructional Strategy
199
Instructional Strategy Evaluation
202
Case Study: Group Leadership Training
203
Cognitive Instructional Strategy
203
Constructivist
Instructional Strategy
213
Summary
216
Rubric for Evaluating an Instructional Strategy
216
Practice
218
Feedback
219
References and Recommended Readings
220
chapter
9
Developing Instructional Materials
222
Objectives
222
Background
223
Concepts
224
The Designer s Role in Materials Development
and Instructional Delivery
224
The Delivery System and Media Selections
227
Components of an Instructional Package
230
Existing Instructional Materials
231
Instructional Materials and Formative Evaluation
233
Examples
235
The Materials Development Process
235
Steps in the Development of Instruction
236
Case Study: Group Leadership Training
237
Preinstructional Activities
237
Content Presentation and Learning Guidance
239
Learner Participation
242
Summary
250
Rubric for Evaluating Instructional Materials
250
Practice
251
Feedback
252
References and Recommended Readings
253
chapter
10
Designing and Conducting Formative Evaluations
256
Objectives
256
Background
257
Concepts
258
Formative Evaluation Designs
259
Role of Subject-Matter, Learning, and Learner Specialists
in Formative Evaluation
261
One-to-One Evaluation with Learners
261
Small-Group Evaluation
266
Field Trial
268
Formative Evaluation in the Performance Context
270
Formative Evaluation of Selected Materials
273
Formative Evaluation of Instructor-Led Instruction
274
Data Collection for Selected Materials and Instructor-Led Instruction
274
Concerns Influencing Formative Evaluation
275
Problem Solving during Instructional Design
277
Examples
277
Formative Evaluation Activities
277
Case Study: Group Leadership Training
281
One-to-One Formative Evaluation Procedures
281
Small-Group Formative Evaluation Procedures
283
Instruments for Assessing Learners Attitudes about Instruction
284
Summary
288
Rubric for Evaluating Formative Evaluation Procedures
289
Practice
290
Feedback
290
References and Recommended Readings
291
chapter
11
Revising Instructional Materials
294
Objectives
294
Background
295
Concepts
296
Data Analysis for One-to-One Trials
296
Data Analysis for Small-Group and Field Trials
297
Sequence for Examining Data
302
Revision Process
303
Revision of Selected Materials and Instructor-Led Instruction
304
Examples
305
Case Study: Group Leadership Training
305
Analysis of Item-by-Objective Data across Tests
306
Analysis of Data across Tests
308
Analysis of Attitudinal Data
309
Plans for Revising Instruction
312
Summary
314
Rubric for Evaluating Data Summary and Interpretation
314
Practice
315
Feedback
316
References and Recommended Readings
317
chapter
12
l
Designing and Conducting Summative Evaluations
318
Objectives
318
Background
319
Concepts
320
Expert Judgment Phase of Summative Evaluation
322
Field Trial Phase of Summative Evaluation
324
Comparison of Formative and Summative Evaluations
328
Examples
329
Data Summary Form for the Congruence Analysis
330
Checklist for Content Analysis: Evaluating the Completeness and
Accuracy of Materials
330
Checklists for Design Analysis: Evaluating the Learning
and Instructional Strategies in Materials
332
Form for Utility and Feasibility Analysis: Expert Judgment
336
Form for Current Users Analysis
336
Summary
338
Rubric for Evaluating Summative Evaluations
338
Practice
339
Feedback
339
References and Recommended Readings
340
Appendixes
Appendix A
Appendix
В
Appendix
С
Appendix
D
Appendix
E
Appendix
F
Appendix
G
Appendix
H
Appendix I
Appendix
J
Appendix
К
Appendix
L
Appendix
M
343
Design Decisions from Front-End Analysis and Instructional
Goal for Writing Composition
344
Goal Analysis of the Instructional Goal on
Writing Composition
345
Hierarchical Analysis of Declarative Sentence Portion of Writing
Composition Goal with Entry Skill Lines
346
Analysis of Learner Characteristics, Performance Context,
and Learning Context
347
Design Evaluation Chart for Subordinate Skills, Performance
Objectives, and Parallel Test Items
349
Instructional Strategy for Cognitive Instruction: The Objective
Sequence and Clusters, Preinstructional Activities, and
Assessment Activities
352
Instructional Strategy for Content Presentation, Student
Participation, and Lesson Time Allocation Based
on the Strategy
354
Plans for
a
Constructivist
Learning Environment
357
Session
1:
Motivational Materials, Unit Objectives, and
Assessment for Entry Skills
361
Session
2:
Pretest: Writing Newsletter Article and Using Rubric to
Evaluate Article
365
Session
3:
Pretest and Instruction in Subordinate Skills
5.6
through
5.11 367
Group s and Individual s Achievement of Objectives and Attitudes
about Instruction
372
Materials Revision Matrix Analysis
ΓΙΊ
Glossary
379
Index
387
|
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| physical | XXVII, 396 S. Ill., graph. Darst. |
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| spelling | Dick, Walter Verfasser aut The systematic design of instruction Walter Dick, Lou Carey, James O. Carey 7. ed. Upper Saddle River [u.a.] Pearson 2009 XXVII, 396 S. Ill., graph. Darst. txt rdacontent n rdamedia nc rdacarrier Includes bibliographical references and index Instructional systems Design Lesson planning Unterrichtsplanung (DE-588)4117301-6 gnd rswk-swf Unterrichtstechnologie (DE-588)4078641-9 gnd rswk-swf 1\p (DE-588)4151278-9 Einführung gnd-content Unterrichtsplanung (DE-588)4117301-6 s Unterrichtstechnologie (DE-588)4078641-9 s 2\p DE-604 Carey, Lou Sonstige oth Carey, James O. Sonstige oth Digitalisierung UB Passau application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=017556746&sequence=000002&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis 1\p cgwrk 20201028 DE-101 https://d-nb.info/provenance/plan#cgwrk 2\p cgwrk 20201028 DE-101 https://d-nb.info/provenance/plan#cgwrk |
| spellingShingle | Dick, Walter The systematic design of instruction Instructional systems Design Lesson planning Unterrichtsplanung (DE-588)4117301-6 gnd Unterrichtstechnologie (DE-588)4078641-9 gnd |
| subject_GND | (DE-588)4117301-6 (DE-588)4078641-9 (DE-588)4151278-9 |
| title | The systematic design of instruction |
| title_auth | The systematic design of instruction |
| title_exact_search | The systematic design of instruction |
| title_full | The systematic design of instruction Walter Dick, Lou Carey, James O. Carey |
| title_fullStr | The systematic design of instruction Walter Dick, Lou Carey, James O. Carey |
| title_full_unstemmed | The systematic design of instruction Walter Dick, Lou Carey, James O. Carey |
| title_short | The systematic design of instruction |
| title_sort | the systematic design of instruction |
| topic | Instructional systems Design Lesson planning Unterrichtsplanung (DE-588)4117301-6 gnd Unterrichtstechnologie (DE-588)4078641-9 gnd |
| topic_facet | Instructional systems Design Lesson planning Unterrichtsplanung Unterrichtstechnologie Einführung |
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