January 22, 2013
BUSINESS
1. Class change: New time: The week of June 17th -- moved from other original time. Was originally listed from June 10-14.
2. Be sure that for our reflection blog each week, cut and paste the URL for EACH specific blog post.
3. We don't need to comment in others' posts in reading discussions after we post.
4. Other main points made are on agenda for this date.
CLASS NOTES:
Rational for use of ISD:
a. the process is timeless
b. ISD has no opinions
c. No bias towards a specific delivery system
d. Identifies design problems
My group for tonight's presentation: GROUP 2: Brenda Anderson, Jenny Clyde, Jared Ward, Jodi Ide
Reigeluth's Elaboration Theory -- commonly referred to as CHUNKING -- "configuring large amounts of information into smaller units of information that are scaffolded . . . in orer to accommodate memory and learning limitations."
Merrill's First Principles of Instruction -- Activating, something,
solving real-world problems
What is a real world problem?
What will students be able to know and do?
Activate prior knowledge - phase one
Demonstrate Skills -- asking students to look at our examples -- phase two
Application of Skills -- phase 3 -- what can the learner do to find out unknown information
Integration Skills -- phase 4
All surround the problem
Kirkpatrick Model
pre-testing, post-testing, results
reactions, learning, transfer, results
The Dick and Carey Model
instructor monitors all
one component can affect the others
behaviorism, cognitive development, constructivism
identify an instructional goal: the learner is expected to acquire
skipped one
analyze
write performance objectives
develop assessment instruments
design and conduct formative evaluation of instruction
revise instruction
design and conduct summative evaluation
careful attention is given to what must be learned
instruction is then focused on what skills are to be learned
revise
goal is to be more effective
Gagne's Nine Events of Instruction
Most essential ingredients of teaching: presenting knowledge, feedback, learning guidance
step 1: gain attention
step 2: describe the goal
step 3: stimulate recall -- remind them of prior knowledge
step 4:
step 5: provide learning guidance
step 6: elicit performance
step 7: providing feedback
step 8:assess performance -- lesson must be learned first
step 9: enhance retention and transfer -- inform learner about similar problem situations
pros -- very effective, well organized, demonstrates good teaching practices
cons -- time
Wiggins and McTigge
basically backward design
begin at the end -- common core is a reasonable place to start
stage 2 -- determine acceptable evidence -- formative and summative
stage 3 -- plan learning experiences and instruction -- focus on the big ideas
teacher is the designer, evaluator, and researcher
The Smith and Ragan Model
learning environment -- learners and learners' task
strategies -- 1) organization -- what content is needed; 2), 3)
components:
contextual analysis
learner analysis
task analysis
planning for assessment of learning
evaluation: implementation, management, evaluation
pros and cons:
pros: self-assessing characteristics; very detailed strong in developing instructional strategies
Rapid Prototyping
could be a product being developed
developed in the sixties
subset of the ADDIE model
includes some evaluation, assessment
loops
3 step process: 1) prototype stage -- good for client developer; 2) review -- share prototype with users -- evaluate; 3) refine
What needs to be prototyped?
low, medium, and high spectrum -- pencil/paper -- functional -- low; medium -- drawing program; high -- actual working design -- visual, colors, styles, branding, content is
do's: nice, great for working in businesses -- IT uses this model a lot
don't's: if not going to work, don't spend time on it
advantages --
disadvantages -- sometimes never gets out of that prototype mood
Kemp's Instructional Design Model
Identify instructional problems
Examine learner characteristics
Identify subject content (task analysis)
Topic Analysis
Procedural Analysis
Instructional Objectives
Cognitive
Psychomotor
Tangible (I think is what they said)
Sequence of Content
some content has an obvious sequence
Design Instructional Strategies
Plan the Delivery
Designing the message
Develop the Evaluation Instruments
Select Resources --
ADDIE Model
Many of these overlap, the instructor Katie says. We will focus on the ADDIE model that we read about in our readings for last week.
The ADDIE model to a lot of people is considered the most widely accepted model. Does sort-of capture the components of a lot of these design models.
A - analysis - data gathering
D - design -- blueprint
D - development -- gathering and creating resources, piloting
I -- implementation -- try it, teach it, use it
E -- evaluation -- evaluate, revise, summative and formative assessment, reflection
1. Writing objectives in design.
2. Writing the learning goal happens in the analysis phase. Analyzing the common core happens in analysis.
3. We teach during implementation.
4. Scope and sequence happens in design phase.
5. Methods and tactics for lesson delivery happens -- have not created the lesson plan yet -- design phase. What do we want to do to accomplish this goal?
6. Learner and facilitator prerequisites -- happens in design. Can you create a prerequisite when you don't yet know the goal or audience? Analysis must happen first, then in design, learner and facilitator prerequisites are determined.
7. Where would you determine core curriculum needs? Maybe needed in design -- but must be in analysis first.
8., 9., 10. -- missed at beginning
Our presentation (Brenda, Jared, Jodi, Jenni):
http://prezi.com/nf9meotddzce/elaboration-theory/
1. Class change: New time: The week of June 17th -- moved from other original time. Was originally listed from June 10-14.
2. Be sure that for our reflection blog each week, cut and paste the URL for EACH specific blog post.
3. We don't need to comment in others' posts in reading discussions after we post.
4. Other main points made are on agenda for this date.
CLASS NOTES:
Rational for use of ISD:
a. the process is timeless
b. ISD has no opinions
c. No bias towards a specific delivery system
d. Identifies design problems
My group for tonight's presentation: GROUP 2: Brenda Anderson, Jenny Clyde, Jared Ward, Jodi Ide
Reigeluth's Elaboration Theory -- commonly referred to as CHUNKING -- "configuring large amounts of information into smaller units of information that are scaffolded . . . in orer to accommodate memory and learning limitations."
Merrill's First Principles of Instruction -- Activating, something,
solving real-world problems
What is a real world problem?
What will students be able to know and do?
Activate prior knowledge - phase one
Demonstrate Skills -- asking students to look at our examples -- phase two
Application of Skills -- phase 3 -- what can the learner do to find out unknown information
Integration Skills -- phase 4
All surround the problem
Kirkpatrick Model
pre-testing, post-testing, results
reactions, learning, transfer, results
The Dick and Carey Model
instructor monitors all
one component can affect the others
behaviorism, cognitive development, constructivism
identify an instructional goal: the learner is expected to acquire
skipped one
analyze
write performance objectives
develop assessment instruments
design and conduct formative evaluation of instruction
revise instruction
design and conduct summative evaluation
careful attention is given to what must be learned
instruction is then focused on what skills are to be learned
revise
goal is to be more effective
Gagne's Nine Events of Instruction
Most essential ingredients of teaching: presenting knowledge, feedback, learning guidance
step 1: gain attention
step 2: describe the goal
step 3: stimulate recall -- remind them of prior knowledge
step 4:
step 5: provide learning guidance
step 6: elicit performance
step 7: providing feedback
step 8:assess performance -- lesson must be learned first
step 9: enhance retention and transfer -- inform learner about similar problem situations
pros -- very effective, well organized, demonstrates good teaching practices
cons -- time
Wiggins and McTigge
basically backward design
begin at the end -- common core is a reasonable place to start
stage 2 -- determine acceptable evidence -- formative and summative
stage 3 -- plan learning experiences and instruction -- focus on the big ideas
teacher is the designer, evaluator, and researcher
The Smith and Ragan Model
learning environment -- learners and learners' task
strategies -- 1) organization -- what content is needed; 2), 3)
components:
contextual analysis
learner analysis
task analysis
planning for assessment of learning
evaluation: implementation, management, evaluation
pros and cons:
pros: self-assessing characteristics; very detailed strong in developing instructional strategies
Rapid Prototyping
could be a product being developed
developed in the sixties
subset of the ADDIE model
includes some evaluation, assessment
loops
3 step process: 1) prototype stage -- good for client developer; 2) review -- share prototype with users -- evaluate; 3) refine
What needs to be prototyped?
low, medium, and high spectrum -- pencil/paper -- functional -- low; medium -- drawing program; high -- actual working design -- visual, colors, styles, branding, content is
do's: nice, great for working in businesses -- IT uses this model a lot
don't's: if not going to work, don't spend time on it
advantages --
disadvantages -- sometimes never gets out of that prototype mood
Kemp's Instructional Design Model
Identify instructional problems
Examine learner characteristics
Identify subject content (task analysis)
Topic Analysis
Procedural Analysis
Instructional Objectives
Cognitive
Psychomotor
Tangible (I think is what they said)
Sequence of Content
some content has an obvious sequence
Design Instructional Strategies
Plan the Delivery
Designing the message
Develop the Evaluation Instruments
Select Resources --
ADDIE Model
Many of these overlap, the instructor Katie says. We will focus on the ADDIE model that we read about in our readings for last week.
The ADDIE model to a lot of people is considered the most widely accepted model. Does sort-of capture the components of a lot of these design models.
A - analysis - data gathering
D - design -- blueprint
D - development -- gathering and creating resources, piloting
I -- implementation -- try it, teach it, use it
E -- evaluation -- evaluate, revise, summative and formative assessment, reflection
1. Writing objectives in design.
2. Writing the learning goal happens in the analysis phase. Analyzing the common core happens in analysis.
3. We teach during implementation.
4. Scope and sequence happens in design phase.
5. Methods and tactics for lesson delivery happens -- have not created the lesson plan yet -- design phase. What do we want to do to accomplish this goal?
6. Learner and facilitator prerequisites -- happens in design. Can you create a prerequisite when you don't yet know the goal or audience? Analysis must happen first, then in design, learner and facilitator prerequisites are determined.
7. Where would you determine core curriculum needs? Maybe needed in design -- but must be in analysis first.
8., 9., 10. -- missed at beginning
Our presentation (Brenda, Jared, Jodi, Jenni):
http://prezi.com/nf9meotddzce/elaboration-theory/
January 29, 2013
BUSINESS:
1. UCET -- March 8 & 9
2. Quiz
CLASS NOTES:
1. We are required to create an analysis document for our thematic unit.
a. Learning Goals -- not objectives -- more like a title -- general subject area and how it ties to the core areas (first section) i.e. teaching students about sound
b. Needs Analysis -- number needs analysis -- determine if there is a training need -- yes, there is a need, the state has said what it is -- cite the core here -- work on some pre-assessments -- KWL's -- what do students already know about what I want them to know? Using core -- students will be expected . . . . -- quote and cite the core. State that we will find out what students already know -- give surveys or a pretest.
c. Learner Analysis -- figure out everything we can about our students -- subtopics -- demographics (this many are female, this many are male -- what classroom am I going to be teaching this project in? -- do any have special needs, etc.?); backgrounds; attitudes, values, and opinions -- survey -- hands on vs. lecture, etc. -- partners vs. small groups -- access to technology -- schedules -- learner skills -- url:dashboard.canyonsdistrict.org -- work completion of the given students
d. Task Analysis -- break down EXACTLY what the need is -- take that overall goal and break it down into skills that those kids will need to master in order to meet the needs of the goal; just getting it down to a _very_ detailed level -- details and subdetails, etc. DIFFERENT THAN OBJECTIVES. -- objectives are more formal and are tied to lesson plans
e. Context for Instruction -- what is available to use -- i.e. smartboard, etc. -- determine fixed time periods to be used to teach this unit (each day)
THEMATIC UNIT
Refer to module. Kathryn Blunt will include needed rubrics for us in Canvas.
Decide what we are going to teach.
CONDUCT OUR ANALYSIS
1. UCET -- March 8 & 9
2. Quiz
CLASS NOTES:
1. We are required to create an analysis document for our thematic unit.
a. Learning Goals -- not objectives -- more like a title -- general subject area and how it ties to the core areas (first section) i.e. teaching students about sound
b. Needs Analysis -- number needs analysis -- determine if there is a training need -- yes, there is a need, the state has said what it is -- cite the core here -- work on some pre-assessments -- KWL's -- what do students already know about what I want them to know? Using core -- students will be expected . . . . -- quote and cite the core. State that we will find out what students already know -- give surveys or a pretest.
c. Learner Analysis -- figure out everything we can about our students -- subtopics -- demographics (this many are female, this many are male -- what classroom am I going to be teaching this project in? -- do any have special needs, etc.?); backgrounds; attitudes, values, and opinions -- survey -- hands on vs. lecture, etc. -- partners vs. small groups -- access to technology -- schedules -- learner skills -- url:dashboard.canyonsdistrict.org -- work completion of the given students
d. Task Analysis -- break down EXACTLY what the need is -- take that overall goal and break it down into skills that those kids will need to master in order to meet the needs of the goal; just getting it down to a _very_ detailed level -- details and subdetails, etc. DIFFERENT THAN OBJECTIVES. -- objectives are more formal and are tied to lesson plans
e. Context for Instruction -- what is available to use -- i.e. smartboard, etc. -- determine fixed time periods to be used to teach this unit (each day)
THEMATIC UNIT
Refer to module. Kathryn Blunt will include needed rubrics for us in Canvas.
Decide what we are going to teach.
CONDUCT OUR ANALYSIS