What This Document Is
This resource is a detailed scenario outlining the development and application of a specific instructional strategy – Frames, Type 2 – within a higher education setting. The scenario focuses on a lesson designed for undergraduate students learning about special education, specifically addressing the topic of mental retardation (now more commonly referred to as intellectual disability). It’s a practical example intended for those studying instructional design and educational psychology, demonstrating how to translate learning theory into a classroom activity. The document details the planning process behind a single lesson, offering insight into aligning instructional methods with defined learning objectives.
Why This Document Matters
This scenario is particularly valuable for students enrolled in instructional design courses, teacher preparation programs, or anyone seeking to enhance their understanding of effective teaching techniques. It’s most useful when you’re learning about different instructional strategies and need to see a concrete example of one in action. Aspiring and current educators can benefit from analyzing how a strategy is chosen, implemented, and assessed within a specific subject area. It’s also helpful for understanding how to connect learning taxonomies (Gagne’s and Bloom’s) to practical lesson planning.
Common Limitations or Challenges
This resource presents *one* specific application of the Frames, Type 2 strategy. It does not offer a comprehensive overview of all instructional strategies, nor does it provide a step-by-step guide to implementing Frames, Type 2 in *every* context. The scenario is focused on a particular subject matter (special education) and student population (undergraduate college students), so direct transferability to other areas requires careful consideration. The document does not include the actual completed worksheet or test used in the lesson.
What This Document Provides
* Clearly defined learning goals and objectives for the lesson.
* Identification of the target audience and necessary prerequisite skills.
* Details regarding the learning taxonomies (Gagne’s and Bloom’s) utilized.
* A description of the classroom setting and required media.
* An overview of the strategy assessment methods employed.
* A list of relevant references for further research.
* A framework for organizing information related to different levels of intellectual disability.
