Class Presentations: Most of the presentations were positive about using the ADDIE model, but some mentioned that they probably wouldn't use ADDIE again, or that they would modify it.
3/8/2013 & 3/9/2013
I was able to attend the UCET conference. It was a great experience, and in most of the workshops I attended, I learned a lot. The ones I liked the most and have used most since the conference are; Dropbox, learning, learning about the Pioneer applications, and learning to set up for i-tunes U. I also really liked the class on reading books on your iOS device. I attended a workshop on google docs, but I liked dropbox so much better that I don't think I would actually use google docs. It was nice to learn how it works though in case I ever have to use it in the future.
2/28/2013
Teach Like a Champion Don’t apologize Objective: 4 Ms · Manageable · Measurable · Made first (guides the activity) · Most important on the path to college At bats – get them at bat over and over until it is ingrained, repetition When we get busy, repetition is the first thing to go. Don’t do it once or twice but twenty or more times.
Sweat the details We do this at the beginning of the year. Keep classroom neat and organized Neat rows Clean desks Homework rubrics Immediate feedback Comment on neatness of papers Circulate Move through the classroom. Proximity control The more you move through the room the more the kids will be engaged Take a Stand Take a stand about what your opinion is Thumbs up- thumbs down If you agree, snap your fingers, if you disagree stomp your feet Follow up: Ok why are you stamping your feet, snapping your fingers Evaluation Stage NearPod school edition Nearpod free for up to Hillsborough Squares Designer should never let a flawed design proceed. Formative and Summative Assessments Should be including Formative: reflective blog Discussions CFA
Rubrics · Communicate expectation · Share with students before the assignment · Rubric states objects · Provides consistent criteria for evaluation · Evaluating the project not the student, basis for self-evaluation, reflection, and peer review · Protects the teacher · Aimed at accurate and fair assessment, fostering understanding and indicating a way to proceed with subsequent learning/teaching. · Focus on measuring a stated objective (performance, behavior, or quality) · Use a range to evaluate · One of more traits of criteria that serve as the basis for judging th student response · Definitions Determine learning outcomes Keep it short and simple Brief satements or phrases Each rubric item should Focus on a different skill Focus on how students develop Log in to my UEN and it will save your rubrics that you create Create criteria in word and copy/paste into rubric Evaluation document • Learner reaction What was the learners’ reaction to your thematic unit? What was your evidence? What did they like? How did you learn what they liked or didn’t like? What didn’t they like? Results of your reaction survey/ what did you learn from the perspective of the facilitator/ learner • Meeting objectives How well did the learners meet the objectives of this thematic unit? How are you sure the objectives were met? You may want to include scores from assessments. • Evaluation from the perspective of the facilitator From the instructor’s perspective, what worked and what didn’t? What would you change? • Evaluation of the materials or technology Were the materials or technologies effective and appropriate? What worked and what didn’t? What would you change? • Evaluation of the environment (room size, arrangement) reflection not just yes or no Could the teaching space be modified in any way to improve instruction? What would you change? • Continuity and conformity of implementation with the design plan What changes would you make to the design plan to make this unit more effective? Did you need to leave something out, change something to make it better?
2/21/2013
Notes 2/21/2013
Flipped Classroom – news feed on line See keynote presentation link to agenda
Book: chapter 7 Implementation – Often the implementation is done by someone other than the developer. Kirkpatrick’s two levels
· Level 1: reaction
o evaluation asks for a reaction o initial responses o immediate feedback – fast feedback give more honest results
· Level 2:learning
o evaluation designed to ask questions whether or not the objectives were met. o Very few evaluations ask these questions. § Evaluation from perspective of the facilitator § Evaluation of the materials and or technology § Evaluation of the environment. § Continuity and conformity to design plan. o Constant evaluation must be made in order to improve the course. o Always have a plan ”B”, be flexible and proactive.
Teach Like a Champion -
learn and demonstrate strategies:
great teachers plan objectives, then assessments, then activities.
effective teachers plan their activities in advance, often minute by minute, they even script their questions in advance.
when a student is unable to answer a question, you should give them the opportunity to answer the question as often as possible
Don't give the student the chance to "opt out", keep at the student using as many times and as many ways possible for them to answer the question. If students think they can get away with "I don't know" they will.
Right is right; expect a high standard of correctness, don't accept "almost correct" answers
engage the student by asking follow-up questions to extend knowledge and thinking.
Make sure students answer with complete sentences, using proper language and grammar.
2/14/2013
Kid president - pep talk – youtube ADDIE Model Development: Big Ideas: Pilot Testing; TTT; Train the trainer; observed in AP Summer Institute: These courses have come up because there are national facilitators who help them know the material, the delivery system, the population they will be working with, they type of technology that they will have to deliver with the training.
See One, teach one model: used by Ed Tech good way to learn the program, but very time consuming. · keeping to a budget cost, · deadlines: instructional designers need firm deadlines · Written agreements : make sure it is writing and that you talk about things and everything is specified. · Create a sample to give an idea of the finished product. · Final approval; make the decision if you are responsible for the design · In secondary Ed, pilot testing often happens 1st period · Pilot test to evaluate the entire design, not just the materials
Many pilot tests in the district: · Technology , report cards (mastery based) · what works? what doesn’t work ? what needs to be revised? Lesson Plans: part of the development process – Chapter 11
9 events of instruction: gain attention direction ( state objective) recall content (present new materials) application feedback level 1 (guided learning) application feedback level 2 (eliciting performance) application feedback level 3 (feedback) evaluation (assessment) closure (retention and transfer) Following all 9 steps assures that nothing is missing that learners would need to learn. Designing Lesson plans for Facilitators: What is the key factor designers need to remember when designing lesson plans? · Using the right tools to bring the lesson to life and successfully implement it What happens if the lesson plan does not provide all important information? · They will get lost; no one likes getting lost · The lesson plan may not address the objectives that it was meant to teach · There may not be a flow in the lesson and students will lose focus. · The lesson will flop How complete does our lesson plan need to be? · Lesson plans must be complete enough to allow anyone with the necessary subject matter experience to lead the course. · Write the perfect sub plans.
What should instructional designers consider when they design a lesson plan? · Who their facilitators are · Who their students are · What adaptations are incorporated, re-teaching, tutorial; all must be considered.
The Format of the Lesson Plan
The format of the lesson plan should include: · Lend itself to making the implementation of the course as simple as possible: · The format must be consistent. · Make sure to consider all nine events of learning when designing a course · Write down suggested time for each part of the lesson (time range) pacing. Giving everything an adequate amount of time.
Elimination of Events
*explain, if you are leaving a design factor out explain it in thematic unit · Not enough time to cover all nine events · Some events may be too complex · All nine events must at least be considered when designing a lesson
How it Looks · PB&J lesson plan Examples of Development document Instructors guide: Teacher notes See assessment with an answer key Include any worksheets with an answer key An example of anything that students will have to complete
2/7/2013
ISD book – chapter 9 Learning objecrtives: ABCD Audience: Behavior: valid description of an anticipated outcome (what you want the audience to do) Worded in format such as will, should, must, be required. Be careful about which format is chosen · Must not use verbs such as learn and understand because there is no way to measure or observe them · Verbs such as create, list, construct, and repair ; are observable and measurable.
C- Conditions · Condition statements generaly begin with the work given followed by the elements that relate to the objective · Examples: give classroom discussion, handouts, and a short presentation
D- degree
· Finish line of mastery · Behavior element say, “jump” degree says “how high” · They are the anchor of evaluation
Settings> General> restrictions> Terminal Objectives: exit competencies; end of course objectives: end of lesson Very strong measurement component · Enabling objectives: enable a terminal objective by providing a detailed set of objectives that break down a terminal objective to its most basic learning. · Should be sequential; easiest to most difficult. · Further explain the terminal objectives
Do’s
1. Behavioral objectives always written in the ABCD format 2. Frame objectives from the perspective of the end user of the training, not the facilitator 3. Always written for the individual learner. 4. Objectives are necessary for each learning activity 5. If an activity is important enough to be included in a design plan, then it is important enough to have a written objective.
Don’ts
1. Write too many or too few objectives 2. Does it stand on its own? Is it a repeat of another one, rewrite if necessary; is there an answer to that 3. Objective is not a goal a. Goals are general statements of desired outcomes, whereas objectives are detailed statements of outcomes. 4. Don’t promise anything you have no control over. 5. Objectives should be measurable and observable.
Practice: Relate genetic variability to a species’ potential for adaptation to a changing environment.
· Students will use models to show how selection pressure shapes the way a population evolves. · Students will demonstrate
1/31/2013
UCET conference 3/8 & 3/9/2013; three per school can attend; JHS Friday 3/8 - 8-4; Saturday 3/9 - 8-3 Thematic Unit: Language arts, Science, Social Studies, and Math
Learner Analysis: population demographics, males, females, ages, past academic history, technology available at home. Surveys are best to collect this information. Set up survey questions to collect quantitative data, since it is easier to analyze. Data dashboard, survey parents, survey kids, attendance and discipline logs. Ask about attitudes, values, opinions, what they know.
Need Analysis: What do kids need to know (State Core)? What do students know? What do students want to know? KWL. Scope and sequence, pre-test. This is the content of the course.
Task Analysis: Determine instructional goals, Describe in detail the tasks and sub tasks, select the learning outcomes, it helps to use a word web to map this out. List the resources you will need to complete all tasks. Never assume your kids are going to know things.
Today we are starting the task analysis document; rubric at UEN. Complete 2nd survey
1/24/2013
Presentations: Rapid prototyping model - rapid constant changes to model, more of a business application, requires flexibility, constant feedback. Gagne 9 events of instruction - published in 1965, gain attention, state objectives, recall, content, application feedback (guided learning) eliciting performance, feedback, evaluation , closure. Kemp's ISD model - identify problems (design instructional goal), examine learner characteristics, identify objectives, state instructional objectives, sequence content, design strategies, plan delivery, develop evaluation instruments, select resources to support instruction, ongoing assessment, formative revision; summative planning. Smith and Regan- Needs assessment > design strategy > Production > implementation > evaluation > back to needs assessment. Kirkpatrick - more of an HR model, most widely used in HR. More of a training model. Reactions, learning, transfer & results, What yu felt about the training, How was your knowledge increased? How will you apply this? Results - is the performance improved. Reigeluth - Learner centered (rather than teacher centered), sequence, organize, summarize, synthesize, analogy. Cognitive strategy activator- manipulatives, maps, analogies, learner control (some freedom in learning paths, how do you gear teaching around students who may have more or less experience? Backward Design - Begin with the end in mind, design a test that tests the objectives you desire for learner. Develop the lessons to meet those objectives. Dick and Carey - identify instructional goals, instructional analysis, identify target audience, performance objectives, develop instructional assessment, develop instructional strategy, develop and select instructional materials, formative evaluation, revise instruction, summative instruction. ADDIE Model
Developing Thematic unit - thematic unit must integrate language arts, science, math, and social studies.
1/21/2013
Change of schedule - June 17 - 12 instead of June 10-14 (8AM - 5PM ISD Book Notes: What is ISD? Instructional Systems Development (Design) "S" stands for systems Theory - Curriculum development is the foundational work. " The whole is greater than the sum of its parts".
Using a system to develop education and training programs provides the best opportunity to bring learners to mastery.
Skinner - operent conditioning "Skinner box" primary purpose to provide practice and feedback; content correction
Bloom- hierarchical nature of learning, as learners progress from novice to expert; Blooms taxonomy: remembering, understanding, applying, analyzing, evaluating, creating. Importance of sequencing content.
Robert Mager - "Behavioral Objectives"; 3 parts: behavior, condition, standard. Led to criterion-referenced approaches to objectives and evaluation.
Robert Glaser - 1962, Psychology and Instructional Technology; Instructional goals, entering behavior, instructional procedures, performance assessment. Advanced the discussion of the difference between training and learning.
Robert Gagne - ISD as a process; break courses down into discrete learning events, building instruction after thoroughly analyzing each element. 9 events of instruction (still the basis of most lesson plans).
Dr. J. Marvin Cook - Created academic courses and advanced the professional standing of ISD courses. Degree programs were advanced by him. He helped 150 courses gain academic viability.
ISD is both an art and a science. An art because it is a creative process and can be very different depending on the topic, and the designer(s). It is a science because it applies a defined step-by-step process to achieve an end goal. It has been defined as a process with no single end product.
ISD and Psychology are related, both take into account the brain anbd how it learns and applies the principles of psychology to the development of learning tasks. 1/17/2013 Class Notes E-Portfolios What is a portfolio?
Specialty case - identifies responsibilities; collection of work (artifacts), DaVinci - 1st portfolio
Electronic Portfolios Save Stuff - Store Stuff- using multiple tools - a digital repository
capture and store evidence
reflection !!!
give and receive feedback
plan and set goals
collaboration
presenting to an audience
store stuff using local and remote space
Why?
reflection of most importance , "We don't learn from the experience, we learn from reflecting on the experience."
Know thyself
an online presence
two portfolios; presentation and personal
celebrating learning
personal planning; organizing and story boarding
transition/entry to courses
employment applications
accountability/assessment
Homework - Reading discussion - don't have to respond to each other; reflections - what happened that day 5-7 sentences what happened in class. include any "ah - ha moments. Questions.
Canvas - canyons.instructure.com (works best with safari) Brochure - dates of classes ; 238 relicensure points; 18 lane change credits U of U and SUU contact information Portfolios - every course requires electronic portfolios (set up week 2) before posting check for spelling and grammar. Post everything to the electronic portfolio. Thematic Units - 5 lessons Homework - listed at the bottom of the syllabus; add apps iPad Set up: Wash hands and screen buy a case (legislative money) freeze up? - hold power and home button at the same time hand gestures - pinch make smaller, roll out makes larger, 2-finger tap w/ small font makes it bigger full hand - last screen icon to other icon creates folder; hold finger on icon until it wiggles and rename folder