Acknowledgements Pat Pattison and Russell Day are responsible for the 2006 editing and abbreviation of the 2003 edition. The Centre for Curriculum, Transfer and Technology (C2T2) extends thanks to the many individuals who have contributed to this 2003 revision of the Instructional Skills Workshop (ISW) Handbook for Participants. In particular, the following people deserve special recognition for part in writing, reviewing and revising the handbook: Cheryl King Jennifer Mann Charles Miller Diane Morrison David Tickner Judy Wilbee Cheryle Wilson Glynis Wilson Boultbee We also acknowledge the contribution of others who prepared and revised earlier editions of the ISW Handbook for Participants. Those who prepared the 1993 version: William H. (Bill) Bergquist Earl Linda Coyle Eugene Hrushowy Ed Douglas Kerr Melissa Sue Kort Candace Matzke Charles Miller Diane Morrison David Tickner Cheryle Wilson Glynis Wilson Boultbee who prepared the 1989 version: Wendy Hurst Paula Anderson Michael Bucher Bill Hunt Melissa Sue Kort Colleen McGoff Charles Miller Janene Whitesell Those who prepared the 1982 version: Ted Anderson Earl Bloor Brian Thom Douglas Kerr developed the original Instructional Skills Workshop (ISW) Handbook for Participants in 1978/9 for use in ISW Facilitator Development Workshops. This Handbook accompanies the Instructional Skills Workshop Program and is not meant to be used as a “stand alone” text. trial
Action by Domain and Level of Learning Cognitive Psychomotor Affective Novice cite name define outline identify select label specify list state match translate pull hear push identify set up locate select move show press sort accept name ask recognize describe respond to follow see identify select listen use Advanced Beginner apply explain convert illustrate discuss practice distinguish prepare draw summarize estimate use adjust insert assemble locate copy loosen disconnect remove draw rotate fasten account for discuss accumulate follow assist perform choose practice commend share comply Competent analyze explain compare modify contrast plan criticize predict diagram schedule discriminate Activate manipulate calibrate measure construct operate duplicate perform fix trace load approve join complete justify display propose form verify initiate work through invite Expert assess formulate compose generate create organize critique propose design adapt diagnose combine generate compose organize design repair devise mediate defend organize design revise influence integrate 3. Pre-Assessment Determining what learners already know is an important beginning step as it helps the instructor decide where and how to start with a particular group of learners. Some learners come with considerable prior knowledge, experience and expertise. Some come with very little. Some may know about one aspect of a course or topic but not about another.
Mini-Lesson Plan Checklist Lesson Basics Checklist Item Done Done In Advance On Reflection (B) Bridge-In Broadly interesting? Relevance of lesson? _____ _____ _____ (O) Objective(s) or Outcome(s) (if performance objective) (if expressive outcome) Stated in terms of learners’ actions? Conditions? Performance specified? Criteria for success? Context explained? Learning event specified? Reflective activity? _____ _____ _____ _____ _____ _____ _____ _____ _____ _____ _____ _____ _____ (P) Pre-Assessment Open question? Consistent with objective or outcome? Consistent with post-assessment? _____ _____ _____ _____ _____ (P) Participatory Learning Learner activities anticipated? Time flexible enough? Sequencing considered? Resources listed? _____ _____ _____ _____ _____ (P) Post-Assessment Consistent with objective or outcome? Plan for review of answers? _____ _____ _____ _____
How well it must be done Pre-assessment: Identifies any prior knowledge and whether or not the learner can already accomplish the objective Materials: The equipment necessary to conduct the lesson Participatory Learning: Time Instructor Activities Learner Activities Lesson Resource Number of Minutes What the instructor does to facilitate learning What the learner does to actively learn Materials or equipment used Post-assessment: To determine if the learner can demonstrate the skill described in the learning objective Summary/Closure: Process and evaluate the lesson information and interaction Lesson Plan Forms Lesson Plan A Course: Title: Date: Bridge-in: Learning Objective: Pre-assessment: Materials: Participatory Learning: Time Instructor Activities Learner Activities Lesson Resource
1. Describe the seven steps 2. Tips on serving sparkling wine 3. In dyads or triads, discuss and demonstrate the seven step process on a bottle of sparkling fruit juice (simulated wine) 4. Review steps Post-assessment Check for learning Ask questions Ask questions for clarification Describe steps in order Overhead #2 Overhead #3 2 Sparkling drinks 2 Towels 2 Cork screws Overhead #1 2 1 2.5 1.5 Summary/Closure Reinforce that, after practice at home, at the next special occasion they should be able to open a bottle of sparkling wine with finesse. .5 Lesson Plan B Lesson Title: Resources Time (minutes) Bridge-in (motivation) Pre-Assessment Learning Objective Instructor Activities Learner Activities
competition and tension by striving against obstacles toward some goal (the obstacle could be forces of nature) the advantage of cooperation empathy through understanding of the concepts how behaviour affects the environment how the environment can be manipulated through action the consequences of lack of or of poor judgment the element of chance in the real alternate problem-solving strategies, individuals’ responses, and the validity of the techniques in mirroring real life. Instructional Techniques, Purpose and Examples Instructional Technique Main Purpose Example for Use Brainstorming Come up with a new idea Choose theme for conference Buzz Groups (Small Groups) groups discuss topic or solve a problem Identify ways of increasing morale Case Study Present a real-life situation to analyze and offer a solution Solve human relations problem in workplace Debate Present differing opinions and opposing views Assign students to teams to present “sides” on a current affairs issue Demonstration and Practice Transmit a skill Conduct science experiment Field Trip Incorporate community resources into learning Visit telephone company Group Discussion Present a topic for discussion Discuss themes of and Juliet Lecture Impart information Present history lesson
Panel Provide opportunity to learn from experts Discuss challenges for in management Practice and Drill Practice repetition of an operation Practice keyboarding drills; Excel functions Role Play Learn through acting out; affect change in behavior, thinking Demonstrate good/bad telephone techniques Simulations and Learn from the consequences of their actions A First-Aid situation Instructional Resources There are a variety of tools, techniques, and technologies that may be used to enhance learning. This section relates to what has historically been referred to as ‘instructional media.’ This topic is an ever expanding area driven by the need to bring more reality to teaching in response to the learning needs of students raised in the digital age. Any tool, technique, or technology used in a classroom, lab or shop should enhance the learning and not become an end in itself – none of them replace the teacher. The following chart outlines some of the media and delivery options available with some considerations for their use. Mindful application of these resources can support quality learning experiences. Type of Resource Good for/Because Disadvantages Do’s Re-Writable Surface (chalkboard, whiteboard) notes to accompany lecture; pictures, diagrams; unplanned spontaneous notes; quick, easy to use; can be erased and used over; can engage several volunteers sometimes hard to see; dusty, turning away from class breaks connection use clean board use 2 inch letters organize location focus, summarize, emphasize