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Lesson Plans as Protocols for Instruction


Unit 5.5: Lesson Plans as Protocols for Instruction

Unit 5.5 includes The Instruction Cube (TIC): A Paradigm to Analyze the Efficiency of Instruction (PAEI) Lecture Notes; Dimension 1: Lesson Theme – Process or Content; Dimension 2: Instruction Focus – Descriptions of or Discussions about; Dimension 3: Planned Results – Managed Risks of Failure or Other; Eight Options for Instruction; Three TIC Strategies for Instruction; Lesson Plans as Protocols for Instruction; Instructional Protocols The Learning Quotient (TLQ) and Observation Forms; Calculating the Efficiency of Instruction with TIC; TIC Checklist to Plan Instruction; Implications of TIC; Analysts of Instruction; Instructor as Self-Analyst of Instruction; Electronic Technology as Analyst of Instruction; Discussion of TIC ETAP; and Unit 5.5: Assessment.

EduClassics.com describes behavior patterns people use to learn and uses of these descriptions to increase contributions of Classic Education in the 21st Century. This page describes an application of those patterns to lesson planning and instruction.

Teaching: a. To simplify and make more efficient the adoption, adaption, and extension by novices of behavior patterns the most informed people use. b. Planning and offering lessons that reduce trial-and-error behavior patterns of novices. c. The use of protocols that increase learning rates of novices in and out of schools.

Teaching as Instruction: a. Managing the learning of others. b. Managing the risk of failure by novices to meet a criterion for learning a lesson. c. Behavioral processes used to change behavior patterns of learners. d. Sequences of descriptions and discussions intended to increase the rate of adoption, adaptation, maintenance, and extension of a behavior pattern by novices. e. An effort to support learners’ survival.

Lesson Plans as Protocols for Instruction: a. An official draft or document of an intended action or transaction by an instructor to increase learning of a specified person or class of people at a specified time and in a specified way. b. A plan of how instruction will use specified empirical evidence of how people learn to yield intended learning. c. A plan that includes ways to avoid failure of students to learn from the lesson. d. An explicit or implicit agreement between an employer and an instructor of how instruction will increase learning as planned.

Protocols of Instruction: Also see Instructional Protocols. a. Sets of rules based on how people learn that an instructor uses to increase learning through a lesson. b. Archtypes of instruction that result in measured increases in learning. c. A code of conduct for instructors and education software developers to increase learning of novices.

Efficiency of Instruction: a. The rate that instruction changes behavior patterns to those used by the most informed people in a society. b. Lessons requiring fewer trials-and-errors and fewer learner’s resources such as time, effort, and energy to reach a learning criterion. c. The power, skill of instruction to reduce waste and other risks of failure a learner encounters in a lesson.

Analyze Efficiency of Teaching: a. Examining the management of learning. b. Analyzing behavior patterns of learning during a lesson and comparing them against each other and against external criteria in order to calculate the relative waste and risks of failure of learners to meet criterion. c. A way to assess costs in time, effort, and tangibles a learner pays for completing a lesson. d. A way to assess the adequacy of instruction and instructional material to yield expected results.

The Instruction Cube (TIC): A Paradigm to Analyze the Efficiency of Instruction (PAEI): a. An infrastructure of behavior patterns of learners that instructors may use to limit trial-and-error of learners. b. Empirical experimental behavioral science research descriptions of efficient instruction. c. A framework of behavioral science descriptions and relationships among behavior patterns people use to instruct. d. A framework to assess the extent to which lessons promptly increase learning dramatically.

A lesson plan is a protocol for future instruction. It is an official record of actions an instructor will take in order for learners to demonstrate specific behavior patterns that will result from that lesson. It serves as a reference for improving the lesson the next time it is offered and to plan the next lesson in the curriculum.

A lesson plan is for an instructor what a flight plan is for a pilot of an air or space craft. Both identify the intended route and destination of their anticipated venture. Both plans have resulted from preparations to reduce risks of failure. Both plans serve as references for analysis of the efficiency of the venture or if a failure occurs.

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