1. Norm Friesen
Leipzig, 21.03.2013
Lesson Planning and Curriculum
in Canada: A Case Study

2. Instrumental Rationality
Zweckrational handelt, wer sein
Handeln nach Zweck, Mitteln und
Nebenfolgen orientiert, und dabei
sowohl die Mittel gegen die
Zwecke, wie die Zwecke gegen
die Nebenfolgen… ration-al
abwägt. (Max Weber, Wirt-
schaft und Gesellschaft,
1922)

3. Instrumental Rationality
Action is instrumentally rational
"when the end, the means, and
the secondary results arc all
rationally taken into account and
weighed. This involves rational
considera-tion of alternative
means to an end, of the relations
of the end to the secondary con-
sequences, and finally of the
relative importance of different
possible ends" (Weber, Economy
and Society, p. 26)

4. Tact
Oft stellt sich der Erfolg des
Lehrens erst ein, wenn der Lehrer
die Gunst des Augen-blicks
wahrnimmt und von einem
vorgegebenen Wege ab-weicht,
wenn er den Mut zu pädagogisch
taktvollem Handeln aufbringt.
(Jakob Muth, Pädago-gischer
Takt, 1982)

5. Tact
Often success in teaching arises
only when the teacher seizes the
chance of the moment, and
departs from a predetermined
path, when the teacher finds the
courage for pedagogically tact-
ful action.
(Jakob Muth, Pädagogischer
Takt, 1982)

6. Outline
• Macro, Meso, Micro: Curriculum,
lesson planning, instruction / Didaktik
• Behaviorism, Cognitivism, instructional
practice
• Instrumental rationality and curriculum /
instructional design
• Need to consider other options

7. Tyler’s Rationale
1. objectives, purposes
2. Selection of experiences
3. Organization of
experiences
4. Assessment, evaluation

8. Common Lesson Planning
Elements
• objectives,
• materials
(resources),
• starter (preparation
or anticipatory set),
• activities (for pupil and
or teacher), and
• assessment

10. Common Lesson Planning
Elements
• objectives,
• materials
(resources),
• starter (preparation
or anticipatory set),
• activities (for pupil and
or teacher), and
• assessment

11. Robert M. Gagne
theory of instruction should attempt to relate
the external events of instruction to the
outcomes of learning by showing how these
events lead to appropriate support or
enhancement of internal learning processes”
(1985, p. 246)

12. Gagne’s Events of Instruction
Internal Process Instructional Event
Reception 1. Gaining attention
Expectancy 2. Informing learners of the objective
Retrieval to Working Memory 3. Stimulating recall of prior learning
Selective Perception 4. Presenting the stimulus
Semantic Encoding 5. Providing "learning guidance"
Responding 6. Eliciting performance
Reinforcement 7. Providing feedback
Retrieval and Reinforcement 8. Assessing performance
Retrieval and Generalization 9. Enhancing retention and transfer

13. • Contiguity Effects: Ideas that need to be
associated should be presented contiguously in space
and time.
• Dual Code and Multimedia Effects: Materials
presented in verbal, visual, and multimedia form richer
representations than a single medium.
• Exam Expectations: Students benefit more from
repeated testing when they expect a final exam.
• Coherence Effect: Materials and multimedia should
explicitly link related ideas and minimize distracting
irrelevant material.
• Manageable Cognitive Load: The information
presented to the learner should not overload working
memory.

14. … your own teaching
decisions [as a teacher] …
have a powerful impact.
Consequently, teaching is now
defined as a constant stream
of professional decisions
made before, during and after
interaction with the student:
decisions which, when
implemented, increase the
probability of learning. (Hunter
1982, 3)
(also: Hunter & Hunter 2004)