THSP Volume III‎ > ‎

32. Instructional Design

Abstract: This chapter integrates practices of science instruction with the Levels of Inquiry Model of Science Teaching. It moves the teacher candidate from unit planning to lesson planning using a process that merges Levels of Inquiry learning sequences, student performance objectives, and learning progressions. Learning sequences ensure that intellectual process skills – critical thinking and scientific reasoning – are included in the teaching process in a systematic, comprehensive, and progressive manner. Student performance objectives help ensure that learning goals, instructional practices, and assessment are properly aligned. Learning progressions help teachers to see things from student perspectives with the goal of improving instruction. All together, these provide an extensive framework for instructional planning. Brief mention is made of lesson study to address ongoing teacher needs.

Models of Science Teaching – Levels of Inquiry Model of Science Teaching – Learning Cycles – The 5-Stage Levels of Inquiry Learning Cycle – General Syntaxes of the Various Levels of Inquiry – Learning Sequences – Learning Cycles within Learning Sequences – Student Performance Objectives – Writing Acceptable Performance-Based Objectives – How NOT to Write Student Performance Objectives – A Lesson Plan Framework – The Role of Lesson Study – Summary