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Notes in Class Jan 31, 2012

1/31/2012

What do we do during Analysis?
Learning Goals-you will use different forms for analysis to come up with your goals. Sometimes you are told what you are going to teach. (core) You find the ways to teach the goal.

Key Points

Need Analysis- (gateway) What is the problem? What are we trying to solve? Is there a need for training? Do we do a quiz or in-depth test? Screenings is first. (hearing..seeing) Need: review the unit- did I not teach well, enough time, classroom management, ? How did they not get it?
What do I do in my classroom: informal observation, reading the core curriculm, pretests, test data, kwl, what is the cause? setting goals

Learner Analysis- (population) understanding the student along with the project being designed. Mastery in the class, motivation, learning styles, and age, gender, level of education. What engages them the most?
What do I do in my classroom: medical needs/history, family-weekend/divorse, language in house, where they come from-culture, what they know as a learner-overlap when we are looking for a need.
How? Gathering information. Helps to diversify your class. Surveys on feelings/thoughts, reviews-crt, files, aimsweb, skyward tells a lot, data dashboard, sri, every acronym, how much parent involvement, computers at home?, form...special skills with parents, find out their motivation, listening..interview, conversation, google them, survey monkey, google forms, journaling, observing the playground. (class size makes a difference on how to get to know students)

Task Analysis- four levels- job, task, skill and sub skill. What is our agenda, how are we going to teach these people (lecture, role play, case study, simulation, gaming, critical incident, drill, job aid, critique, discussion, in-basket, on-the-job training, brainstorming
How? Breaking down the tasks(seeing it from the learners point of view)-preformance objectives, delivery method, how do I teach it to you?,Think of where you want them to be....what do they have do?...sub-groups, projects...step by step, detail by detail. Go back to your books to see the tools we already have...use your resources. Making a time-line...how much time to allow for this. Make a lesson plan is powerful task analysis.

One minute: How to make a peanut butter and jelly sandwich?

(Learn that it has to be very descriptive and details.) Get behinds the learners

1. First find out if you are hungry?

2. See what supplies are in the house...knife, peanut butter, bread, jelly, plate.

3. First take out 2 slices of bread out of the plastic bag.

4. Open up the jar of peanut butter with

4. Pick up a knife and use it to go into the jar of peanut butter and get a scoop of peanut butter.

App- Total Recall (bubble chart)
What do we do as teachers

Analysis- Chapter 4

1/31/2012

Chapter 4 ISD

Analysis- Chapter 4

Thinking about this topic reminds me of when I was running my own business. I feel that if you don’t understand your consumer, then you are playing a game of hit and miss. We don’t have time to hope to get it right. The survey was a good start. I do believe in interviews and focus groups too. Good information will make a huge difference in our outcome. I highlighted lots of parts of this chapter.

I especially like list of items to check off when you were designing a plan ,so that you had a clear vision. Trying things out in the real world to me is more than valuable. The list of possible instructional methods are important too as a resource.

Thematic Unit- Topic

1/24/2012

Integrate into all ready great units- put new ideas in it.
Address the diverse learning styles.
Planned around an author, book, historical events, elections, olympics
Connections can be made to different subjects...bridge technology into these different subjects.
Maybe our assessment needs to look like the CRT test when we assess.
Boring subjects can be made alive with a theme.

Ten reasons to use Thematic Units
1. Increase technology
2. Compacts the curriculum
3. Mixing different subjects together to enhance learning
4. Increased student interest in learning and time engaged
5. Expands your assessment strategies- different ways
6. Collaborative and cooperative learning- working together- student to student/teacher to teacher
7. The learner to become a master of what we are teaching them
8. Integrating word processing skills into creative activities- like Civil War- act they are a soldier and write in their journal each day.
9. Safely control the web access for students
10. Models for students the resources used in research

Curriculum Mapping

1/24/2012

How to fit everything in?

sufficient time to cover each standard and objective
framework for building teaching units
Grade level planning
facilitate assessment planning
pacing
Mapping literature
Define the most important
How to share with other teachers
Assessment time
Road map so you can see the most important sites
link

Elementary Maps
Jordan School District mapping- English Common Core

ADDIE model discussion

1/24/2012

Overview of A.D.D.I.E. builds upon each other

Analysis needs (Data gathering- state, national, outlined for us) goals, materials you want, what needs to be taught, learners capabilities (CBM...when you do it three times in a year)(Utips..if beginning of the year)
Design instructions (Blueprint stage) write objectives, course construction, chose a design format,format, design assessments, complete design plan (Storyboard)(goals and objectives)(planning)
Develop materials (if eLearning involved...if you can..then use it) Create a sample and then do a run-through - maybe only in our minds, try to find some feedback- use colleges (Timeline) (Aesthetics)(production)(Lesson plans)
Implementation the instructions (teaching the lesson) Arrange the learning environment, handouts ready, seating arrangements, prepare your learners- tools available, background (Aesthetics)(Learning environment)(delivery)(teaching)
Evaluation and revise the instructions- Formative evaluation is in every single stage, back over and over again, check to see if your analysis was ok, too many objectives into one?, did my kids learn what I wanted them to learn?, (CBM- evaluation) (Utips)

Do's and Don'ts
Have clear objectives
Don't skip critical ADDIE steps
Don't put lots of objectives in a single one
Create good objectives instead of poor ones
Think about what the problems are going to be...then prepare for them
What are the students true needs

ISD From the Ground Up- Chapter 3 Discussion Questions

1/24/2012

1. I think following a model that has been tested has to be tried before you can give a judgement. I can tell that some models are more difficult to follow than other ones.
2. I don't know if I would add or not because I need to know more and even try it out.
3. Students go away feeling like it was not a waste of their time.

Class Notes Jan 24, 2012

1/24/2012

Instructional Design Models

Post assignments, reflections all in the blog.
The Dick & Carey Systems Approach Model
View instruction- breaking it down into smaller parts(common factors)..skills and knowledge of what needs to be learned...then what is ideal. If you give them instructional material in pieces..they will learn.Develop the test first....Then what worked and what didn't work. Make changes/revising. It's trial and error. This approach is to teach to the test instead of getting to know the learner. It also doesn't allow for mistakes. (Good when teaching Safety to students)
Reigeluth's Elaboration Theory
ZOOM- outer space to earth in an office7 Steps of elaboration- 1. Sequencing- breaking idea down into chunks.2. Organize- everything in order that they need.3. Systemanticaly reviewing what they are learning (like spiral)4.5. Analogy...helps build on prior knowledge6. 7. Learner control..freedom of the learning to pick the sequence.Pro-gives you strategies, student directed, places value of sequencing, what details they need to investigate.Con- More a model than a learning, limited to three different ways to learn
Merrill's First Principals of Instruction
From Utah State
Real World Problem- to solve
1. Activate your prior knowledge..apply what you know to solve problem.
2. Demonstration- real info, media is good
3. Application-Practice time to preform
4. Integration- Learner takes the knowledge and then applies it.
pro- very hands on, applying background knowledge
con- follow each stage or it breaks down
Ragan and Smith - Instructional Design Model
First..assess...needs...environment, students performance, analyze
Try to balance... and then connect...what you want them to learn with their background knowledge...
Help them think through the process.
ADDIE- Analyze, Design,Determine, I, Evaluation in every stage
Pilot test...evaluate
Pro-assessing , assessing
Con- too complex, more like a framework for understanding models, you have to understand models to understand this model
Kemp's Instructional Design Model
Nine different components. Constant evaluation in the design- planning and revision.
Pro- make changes..because of revision often. Documenting what you are doing so you can see what you are doing.
Con- production more, time consuming, could make it into a "pet" project
Good for someone who is selling something.
Gagne's Nine Events of Instruction
Move the teacher responsibility to the students responsibility. 1. Presenting knowledge 2. Provide practice 3. Learner guidance 4. First, gain attention in the topic( hook) Next, How are we going to demonstrate the knowledge, next, simulate the prior knowledge. Next,...chunking the information..teaching...then practice and try it on their own. 7. Provide informative feedback 8. Assess Permance 9. Enhance Retention and transfer..continue to review and learn.
Pro- more chance of retention- use it the way the mind works. From teacher to learner
Con- reorder or elimate one of the steps
Kirkpatrick
Evaluation of how you did. Seeing the reactions, learning, transfer to the real world, and then results...did sales go up...things change.
Backward Design Model
1. Identify your desired results, students know what they are going to learn
2. then determine acceptable evidence (what you want them to learn),
3.then plan learning experiences and instructions
example: Look at state core, etc..research
2. What level are you going to measure them
Student friendly
3. Hands on, techniques
****What do you really want them to know...the big idea. Is the center of it all...the rest circles around it. Put the rocks first in the jar and then add the sand around it.
Pros- uses blooms taxonimony
Cons-time consuming, know the model

Rapid Prototyping Model
Test key features of a design- Computer based1. Assess needs 2. Set objectives 3. Make a prototype (and get it out their right away and let the people tell us what's wrong) 4. Research...(round and round trying it out) 5.
Pro- active in the process of creating things. Lots of feedback and redoingSample: Data dashboard(lots of teachers use)Con- looking for a Faster cheaper model, not ever good enough

Balancing the Two Faces of E-Portfolios Dr. Helen Barrett

1/22/2012

This reading has the students learn levels of making their ePortfolios.
1. Level 1 is making your online experience into a collection or storage of everything you are doing.

I loved that they gave a list of ideas that they need to learn how to do to be effective at this. I can tell that in the future that more items will come to add to this area.
List: 1. Google Notebook
2. Picasa- Digital images
3. Youtube- exported from imovie/photobooth
4. Google Docs
5. Digital Audio clips- Garageband

TEACHERS GUIDE STUDENTS TO LEARN HOW TO SAVE WHAT THEY GATHER FOR THEIR COLLECTION.

2. Level 2- Next add a workspace that can be added to...so it becomes a process.

TEACHERS CALL THIS A LEARNING JOURNAL.

1. Blogger- a reflective journal
2. Individual assignments...then respond
(Like in Mad Lib style, or answer questions)
3. Service Reflection

3. Level 3- Evaluation- This is clear evidence of their achievements. Then ask...Now What?

1. Goals
2. Reflection
3. Presentations

Class Notes- January 16, 2012

1/17/2012

Class Discussion on our readings.

ISD- From the Ground Up- Instructional Designs- really enjoyed reading this book.

If you touch the book at the bottom- you can click on your notes that you highlighted. Cool feature.

Share option- after you finished a book you can share the book. Good idea in a classroom.

Evaluation is key to having a great lesson.

BF Skinner: Behaviorism- what they practice and feedback.

Bloom: Developed the entry to exit- remembering, understanding, ap

Mager: King of objectives

Glaser: ADDIE model- developed from him

Gagne: Breaking

Ipad- I have a lot of apps in folders. Type the name of the app and it comes up.

Class Notes

1/17/2012

Today we made our own ePortfolio. This site allows me to take notes on what I'm doing in class.