文档介绍：Aspects of L2 Instruction design 安徽师范大学外国语学院欧阳俊林******@.
A lecture to encourage learner-oriented instruction
2012-7-28
Wenzhou Conference
Questions we might have and attempt to answer
What is instruction design?
Do teachers in China design their instruction?
What is the purpose of instruction design?
What are the general requirements?
Is there any pattern for the design?
How should we evaluate the design?
Is there anything special in the instruction design for English lessons?
What are the technical tips for instruction design?
Popular ways of “lesson-planning”:
Careful analysis of the material
Personal specification of objectives
Objectives based on language knowledge
Activities arranged according to materials
Steps designed with “interest”
Atmosphere emphasized
3 major purposes of instruction design
Team-demonstration 教研组展示
To be shared with colleagues
Large-scale demonstration大范围展示
To be displayed to a large audience as contest
Actual instruction planning实际教学方案
To be conducted for real-situation teaching
Theories of learning and instruction
From philosophy: objectivist vs. constructivist
From psychology: behaviorist, gestalt, social, cognitive, developmental
Implicit learning theories: transmission, transaction, transformation
The key issues:
what are the es of learning?
how they can be predicted and measured?
Taxonomies of learning es
Bloom (1956):
recall and prehension
analysis
synthesis
evaluation
Taxonomies of learning es
Merrill (1987):
fact procedure concept principle
find
use
know
The model of Gagné & Briggs
Instructional events
Gaining learners’ attention
Informing the learner of the objective
Stimulating recall of prerequisites
Presenting stimulus material
Providing learning guidance
Eliciting performance
Providing feedback
Assessing performance
Enhancing retention and transfer
“…instruction is a set of events external to the learner, which are designed to support the internal processes of learning.”(Gagné)
Kemp Design