1. Two Models used for Evaluation
The ADDIE MODEL has five phases: Analysis, Design, Development, Implementation, and Evaluation. I would use this model to evaluate my instruction by:
1st-Analyze
1. The audience and their characteristics?
a. Students of mixed ages and maturity in grades 9-12.
2. Identify the new behavioral outcome?
a. Students should gain interest in what they learn and share knowledge with others.
3. What types of learning constraints exist?
a. Different cultures and learning styles. Software availability.
4. What are the delivery options?
a. Visuals through the Elmo or Projector,
b. Step-by-step written instruction,
c. Lecture,
d. Reading and writing.
e. Recreating samples
5. What are the online pedagogical considerations?
a. Security and safety,
b. Ethics,
c. Website user guidelines,
d. Copyright laws.
6. What is the timeline for project completion?
a. Develop a deadline that is long enough to gain experience but still short enough to hold
continued interest. Too long and the students get bored with any lesson.
continued interest. Too long and the students get bored with any lesson.
2nd-Design
1. Document the project's instructional, visual and technical design strategy
a. Learning objectives, Consider the following
i. What is to be learned from doing this lesson? (Learn it)
ii. Will the student be able to share what they learn with others? (Teach it
b. Assessment instruments
i. How will I test their knowledge?
1. Achievement test to measure overall knowledge
2. Performance test to measure how well they perform the process
3. A questionnaire to see how they liked the lesson, what they would have
liked to learn more about, or let them suggest other ways to complete the
objectives (ex: video instead of writing a paper)
liked to learn more about, or let them suggest other ways to complete the
objectives (ex: video instead of writing a paper)
c. Exercises
i. Apply instructional strategies
1. What practice will they need that provides cognitive, affective, and psychomotor skills
ii. Create a visual sample to follow
iii. Use a template to compare and critique
iv. Research other similar projects
v. Create content: storyboards
vi. Share knowledge
d. Content
i. Design the user interface and user experience
ii. Decide the content that is relevant to the students
1. Ex: Database could be CD Library, Friend Address Book
2. Ex: Spreadsheet could be car amortization schedule.
a. Research buying your first car. This is a real eye opener for them.
e. Subject matter analysis
i. Is the subject matter relevant?
1. Ex: Why teach Microsoft Office 2003?
f. Lesson planning
i. Begin with clear objectives
ii. Set a timeline for completion
iii. Decide if individual or group work
iv. Determine how to set up groups
1. Evaluate the classroom dynamics
2. Group based on skill levels
v. Create the samples, visuals, handouts, projects and
g. Media selection.
i. Decide on the delivery method for all learning styles
ii. Decide on the student delivery method for Performance
3rd-Development
1. Create the lesson content from the design phase.
a. Integrate Technology
2. Prototype creation
a. Apply visual design (graphic design)
b. Apply multimedia experiences
4th-Implementation
1. Test the Lesson
a. Be sure you go through each step so that instruction is clear and understandable.
b. If the lesson has been done before, review the feedback from students, check for typos and correct. Clean it up before delivery.
2. Create procedures to deliver content
a. Train students on new hardware and software
b. Register for websites that include interactive study
3. Ensures that the books, hands on equipment, tools, CD-ROMs and software are in place and working correctly.
5th-Evaluation
1. Formative: Through the entire process. How is the lesson progressing?
a. Are their gaps that need fixing?
b. Typos?
c. Equipment that is needed?
d. Are students engaged
i. Why or Why Not?
2. Summative: At the End
a. Assess learners reactions to the lesson
i. Questionnaires (closed ended)
ii. Write about what you least liked doing during this exercise (open ended)
b. Assess students knowledge
i. Achievement test
c. Assess students Performance
i. Create a finished product
d. Transfer of training
i. Share knowledge with others
ii. Use new skills in everyday things
Reference:
Instructional Design. ADDIE Model. Retrieved on 11/11/10
from http://www.instructionaldesign.org/models/addie.html
from http://www.instructionaldesign.org/models/addie.html
The Dick and Carey Design Model
1st Instructional Goals
1. Decide on the objectives for the lesson.
a. Analyze what the students need to learn.
2nd Instructional Analysis1. Determine the skills need to meet the objectives
2. Design a list of steps to teach the skills of the objectives of instruction that involve intellectual skills
3rd Entry Behaviors and Learner Characteristics
1. Determine which of the required enabling skills the learners bring to the learning task
a. Intellectual skills
b. Abilities such as verbal comprehension and spatial orientation
c. Traits of personality
4th Performance Objectives1. Translate the needs and goals into specific and detailed objectives
a. Determine whether the instruction related to its goals.
b. Focusing the lesson planning upon appropriate conditions of learning
c. Guiding the development of measures of learner performance
d. Assisting learners in their study efforts.
5th Criterion-Referenced Test Items1. Diagnose an individual for necessary prerequisites for learning new skills
2. Check the results of student learning during the process of a lesson
3. Provide documentation of students progress for parents or administrators
4. Perform Formative and Summative evaluations
5. Determine performance measures before development of lesson plan and instructional materials
6th Instructional Strategy1. Outline how instructional activities will relate to the accomplishment of the objective.
a. Storyboard
2. Create the best lesson design
a. Demonstrate knowledge about the learners,
b. Design tasks reflected in the objectives, and
c. Use effective teaching strategies
3. Decide on Choice of delivering system.
Teacher-led, Group-paced vs. Learner-centered, Learner-paced
7th Instructional MeterialsTeacher-led, Group-paced vs. Learner-centered, Learner-paced
1. Select and design printed or other media intended to convey events of instruction.
a. Use of existing materials when it is possible
b. Need for development of new materials, otherwise
2. Role of teacher depends on the choice of delivery system
8th Formative Evaluation1. Provide data for revising and improving instructional materials
a. Revise the instruction so as to make it as effective as possible for larger number of
students.
students.
b. Revise the instruction so as to make it as effective as possible for one on one instruction.
c. Revise the instruction so as to make it as effective as possible for small groups
d. Design a Field Trial
9th Summative Evaluation1. Study the effectiveness of system as a whole
2. Conducted after the system has passed through its formative stage
a. Small scale/ Large Scale
b. Short period/ Long period
ReferencesHee-Sun Lee & Soo-Young Lee. Dick and Carey Model. Instructional design
Models. Retrieved from http://www.umich.edu/~ed626/Dick_Carey/dc.html on 11/12/10.
Indirect References:
Dick, W. & Cary, L. (1990), The Systematic Design of Instruction, Third Edition, Harper Collins
Briggs, L. J., Gustafson, K. L. & Tellman, M. H., Eds. (1991), Instructional Design: Principles
and Applications, Second Edition, Educational Technology Publications, Englewood Cliffs, NJ
Edmonds, G. S., Branch, R. C., & Mukherjee, P. (1994), A Conceptual Framework for
Comparing Instructional Design Models, Educational Research and Technology, 42(2), pp. 55-72.
Gagne, R. M., Briggs, L. J. & Wagner, W. W. (1992). Principles of Instructional Design (4th
ed.), Holt, Reihhart, and Winston Inc.
2. My Big Campus: A New Technological Innovation
In some ways I feel like “I” may be the new Technological Innovation at work. The teacher I replaced had been there over 16 years. She was very qualified but also ready for a change. She had not kept up with all the changes in technology so not much new technology had been introduced to the students in a very long time.
This is my third year there and every year, I introduce new things that have a way of impacting many different departments and people. I have been accepted easily but from time to time, I do see a raised eyebrow or two. Last year, someone even posted a sign on the outside of my door that said: “No games or music will be played in the computer labs”. As the Library and Multimedia Lab also had the same signs, I questioned the principal about this policy. He said to take the sign off my door; which was a big relief to me because I have to have freedom of expression in my classes. I really thought I might have to look for another job that would embrace my creativity and new 21st century style of teaching.
This is my third year there and every year, I introduce new things that have a way of impacting many different departments and people. I have been accepted easily but from time to time, I do see a raised eyebrow or two. Last year, someone even posted a sign on the outside of my door that said: “No games or music will be played in the computer labs”. As the Library and Multimedia Lab also had the same signs, I questioned the principal about this policy. He said to take the sign off my door; which was a big relief to me because I have to have freedom of expression in my classes. I really thought I might have to look for another job that would embrace my creativity and new 21st century style of teaching.
1. Relative Advantage – My Big Campus (MBC) gives our district relative advantage by offering a secure site where students can safely learn to navigate the web.
2. Compatibility – MBC is designed to work along with the values and needs of the community.
3. Complexity – MBC is easy to use and student assignments are easy to post from both sides, the teachers and the students. Parents can also interact with the site from home.
4. Trialability – MBC is still in the adoption stage. The advisory council is continually adding new user friendly applications. Currently, we are committed to creating sub groups for our discussion boards and allowing students to design themes to more personalize their sites.
5. Observability – Right now we have public K-12 schools all over the United States adopting MBC for their secure portal. At our school, we have all the teachers trained at the beginning of the year. The students are using the portal throughout the day (I have administration rights and monitor school activity) but teachers are not using it to their advantage, yet, as they could.
Reference:
My Big Campus. Retrieved from http://www.mybigcampus.com/ on 11/13/10.
3. Project Management: Situational Leadership
Every day that I teach, I feel like I am a project manager. What I am attempting to do with my classes though, is to develop project managers out of my students. I always try to create lessons that will bring out their natural leadership tendencies. As for me, I am so busy with the day to day teaching; advising for the CERT Team, sponsoring BPA and UIL; and serving on the Advisory Council for MBC that to head up a project outside of that would be unfair to the project. So to complete this assignment, I will use the CERT Team as my example.
This summer, I was asked to facilitate the organization of a student Community Response Team (CERT). This team would be funded through the Region 12 Educational Service Center. They received a $99,000.00 grant for this project; we are one of ten schools offered this opportunity.
CERT Training will teach participants to:
1. Describe the types of hazards most likely to affect their homes and communities.
2. Describe the function of CERT and their roles in immediate response.
3. Take steps to prepare themselves for a disaster.
4. Identify and reduce potential fire hazards in their homes and workplaces.
5. Work as a team to apply basic fire suppression strategies, resources and safety measures to
extinguish a burning liquid.
extinguish a burning liquid.
6. Apply techniques for opening airways, controlling bleeding and treating shock.
7. Conduct triage under simulated conditions.
8. Perform head-to-toe assessments.
9. Select and set up a treatment area.
10. Employ basic treatments for various wounds.
11. Identify planning and size-up requirements for potential search and rescue situations.
12. Describe the most common techniques for searching a structure.
13. Use safe techniques for debris removal and victim extrication.
14. Describe ways to protect rescuers during search and rescue.
Working closely with the Region 12 representative, Nancy Cross, I scheduled the initial meeting for the media release of the presentation of the $99,000.00 check. Once the deadline was set, it was up to me to secure a location for the meeting and have students and community volunteers there.
First, I went through my student lists and researched their career movies and e-Portfolios from last year and based on their individual interests, I chose thirty (30) students to participate. My maximum number allowed was twenty (20) but I knew some wouldn’t be able to participate and had hoped that my final twenty (20) would be a good match for the program.
I then created a database for the CERT Program and used predesigned application forms, provided by Region 12. I typed up a mass mailing, inviting them to apply and also asked them to invite an adult to partner with; this could be a family member or friend. For the next week, I returned phone calls, describing the program. I then sat back and waited for responses, hoping each day that I could pull this off by the deadline.
While I waited, I went to school and prepared a place to hold the meeting. I have two rooms; a computer lab and a workshop but neither room was big enough to hold 40 plus people. Across the hall is the Family Consumer Sciences Department and Ms. Dossey was very willing to help organize a space big enough to hold the guests and the media set up. We prepared for the meeting and had all twenty participants, about five community volunteers, all representatives from Region 12 and State Farm. We also had three (3) representatives from Austin come down. It was a pretty big deal. See picture attached of the check presentation.
My next challenge came with setting up a 20 hour training schedule. I had to facilitate this to accommodate the Principal’s bell schedule, my class availability time, the trainers from the Waco Emergency Management Department schedule, the community volunteers, and the student’s extracurricular event schedule. This part of the project was the most challenging.
Up until now, I was acting primarily as a project manager. The project spans the 2010-2011 school year and I will receive a stipend for my participation. Region 12 has supplied us with a new laptop computer; digital camera; projector, 20 CERT Emergency Response Backpacks, full of gear for the students; training manuals, and training personnel for the 20 hour certification period. Students will receive certification at the end of their training.
Now my leadership skills had to kick into high gear. I am lucky that God gave me a creative mind and that I was given opportunities throughout my life to accommodate and work with others. These skills are what allow me to take advantage of enormous opportunities when they arise. No plans were made for a follow up meeting before school started, so I thought I had plenty of time to organize a schedule.
I began with the principal and the representative at the school, Assistant Superintendant, Dr. Betty Somers. We tossed around ideas for the 20 hour sessions: Maybe we could do an hour a week for 20 weeks; an hour a day for 20 days; or even five Saturday sessions at four hours each. I waited for confirmation of a draft schedule for the rest of the summer and into the first two weeks of the new school year. I sent gentle reminders to the powers that be at school but nothing was finalized until around the third week of school. This was a concern because I really wanted the 20 hours of training completed before the TAKS testing in March.
Once the one hour per week for 20 weeks schedule was confirmed, I contacted the other project team members, the subject matter experts, and the students, I then began to visualize where I wanted our program to go. I had a lot of ideas for training and communicated them to the Emergency Management Trainer, Steve Vaughn. He could sense my enthusiasm and has adopted and incorporated my ideas into the training plan.
So far, we have had one problem, repeated twice. Once the CERT bags were handed out to the students, the students thought they were able to just arrive on accident scenes and the Fire Chief called to have a meeting with me about the kids getting in the way at their scenes. I met with him and invited him once again to attend the next training so he could talk to the students. This person was someone that I really needed to have on my side.
He did attend the next meeting but did not speak to the students. The CERT trainer did touch on the topic and praised the students for having the enthusiasm to try. He explained to them that nothing good comes from turning a blind eye to someone in trouble. But that there are procedures and protocols to follow when they are in their CERT vests. He asked them not to chase ambulances and always report to the one in charge. He began their training that day and no more incidents have happened.
We are now about midway into the CERT Program. Last week, we had the K9 Unit come out and show the students how the dogs search for missing people. Several students have decided to volunteer with that program on the side, away from school. Next week, they will learn the differences in fire extinguishers and how to use them. This project is moving along nicely. The students have divided into groups of four, with each group having a team leader. The students understand the program and are making changes at home to prevent hazards from occurring.
Now that the students have claimed ownership of their CERT Team, I mainly guide and monitor their progress. It won’t be long and they will begin to attend to accident scenes and help organize emergency preparation for natural disasters.
The CERT Team’s development is apparent as described on page 119 of the text. They are committed to the group goals; they trust each other and are learning how to depend on each other in emergency situations; they know their purpose and have a group vision for their program; they interact with each other during training and outside of school in their individual teams; they are learning how to follow procedures and design processes to complete tasks in emergency situations; they are even designing matching tee shirts for when we have community events. I am very proud of them and they know it.
References:
Region 12 Education Service Center. ESC Region 12 Awarded $99,000 Service Learning Grant.
Retrieved from http://www.esc12.net/announcements/html/2010/slgrant.html on 11/14/10.
Waco Emergency Management Services. City of Waco. Community Emergency Response Team.
Retrieved from http://www.waco-texas.com/emergency-cert.asp on 11/14/10.
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