How teachers use the instructional

How teachers use the instructional design process also depends a great deal on situational factors. Teachers working in today’s restructured schools may find themselves increasingly involved in design activties. Specifically, in recent years, national initiativies for educational reform have generated support for both teacher-centered instruction as well as activity-oriented, student-centered methods of teaching that stress meaningful learning applied to real-world problems (see desimone 2002, rowan, camburn, &barnes 2004). the choice between these approaches often depends on school preference, instructional needs, the nature or learning objective, the instructional time available(i.e., student-centered learning approaches take longer to implement), and available resources.
to promote active learning both schoolwide and districwide, comprehensive school reform (CSR) models have been developed and supported through federal legislation (U.s depatment of education, 1999) and school district initiativies since the later 1990s (desimone, 2002). many of these models emphasize extensive use of project-based activities in which learner integrate concepts and skills across multiple subjects to develop products, performs experiments, and solve problems. one example is the expeditionary learning -outward bound model (campbell et.al 1997). by participating in learning expedition around the school and community (e.g interviewing local police and citizens about neighborhood crime and presenting the findings in a group report and exhibition), the students acquire opportunities to connect learning and curriculum objectives to real-world events. another approach is to provide teachers with a model specific to designing classroom instruction. morrison and lowther (2005) provide a constructivist instructional design model for teachers to use in integrating computer technology into the classroom.
implementing these approaches obviously requires well-designed learning activities and projects. where do they come from? for the most part, that responsibility falls on the individual teachers. not surprisingly, however, many teachers find themselves unprepared for the task, and the implementation of the new strategies suffer as a result (bodilly, 1998). by learning more about instructional design, teachers should become better equipped to either create high-quality, student-centered lessons or adapt commercial materials to fit their course needs.
in the remainder of this chapter, we will introduce the instructional design process by examining the context where it is used and the premises underlying the process and will introduce you to the model described in this book.

Hasil (Bahasa Indonesia) 1:

Bagaimana guru menggunakan proses desain instruksional juga banyak tergantung pada faktor-faktor yang situasional. Magang di sekolah hari ini direstrukturisasi mungkin menemukan diri mereka semakin terlibat dalam desain activties. Secara khusus, dalam beberapa tahun terakhir, initiativies Nasional untuk reformasi pendidikan telah menghasilkan dukungan untuk kedua guru-berpusat instruksi serta metode yang berorientasi pada kegiatan, berpusat pada siswa mengajar yang stres bermakna pembelajaran yang diterapkan untuk masalah-masalah dunia nyata (Lihat desimone 2002, rowan, camburn, & barnes 2004). pilihan antara pendekatan ini sering tergantung pada preferensi sekolah, kebutuhan instruksional, alam atau tujuan belajar, waktu pengajaran yang tersedia (yaitu, pendekatan pembelajaran yang berpusat pada siswa mengambil lebih lama untuk menerapkan), dan sumber daya yang tersedia. to promote active learning both schoolwide and districwide, comprehensive school reform (CSR) models have been developed and supported through federal legislation (U.s depatment of education, 1999) and school district initiativies since the later 1990s (desimone, 2002). many of these models emphasize extensive use of project-based activities in which learner integrate concepts and skills across multiple subjects to develop products, performs experiments, and solve problems. one example is the expeditionary learning -outward bound model (campbell et.al 1997). by participating in learning expedition around the school and community (e.g interviewing local police and citizens about neighborhood crime and presenting the findings in a group report and exhibition), the students acquire opportunities to connect learning and curriculum objectives to real-world events. another approach is to provide teachers with a model specific to designing classroom instruction. morrison and lowther (2005) provide a constructivist instructional design model for teachers to use in integrating computer technology into the classroom. implementing these approaches obviously requires well-designed learning activities and projects. where do they come from? for the most part, that responsibility falls on the individual teachers. not surprisingly, however, many teachers find themselves unprepared for the task, and the implementation of the new strategies suffer as a result (bodilly, 1998). by learning more about instructional design, teachers should become better equipped to either create high-quality, student-centered lessons or adapt commercial materials to fit their course needs. in the remainder of this chapter, we will introduce the instructional design process by examining the context where it is used and the premises underlying the process and will introduce you to the model described in this book.