Evaluations- Reading Chapter 8- by Colleen ColeHollywood Squares game---Hillsbourgh Squares online- Evaluations should show the good parts of a lesson.
- Differences in facilitators, equipment, and materials affect timing.
- Kirkpatricks 4 levels- Behavior, Reaction, Results, Learning
- The traditional approach to evaluation during implementation is the use of Smile Sheets...how did they react to your lesson. (could be a thumbs up and thumbs down, write on the back of the sheet, Lift up different colored cards,)
- Evaluations in the design phase address problems early and save time.
- The evaluation in the analysis phase of ADDIE is intended to make sure that designers have a great starting point.
- Evaluation takes place in every element in the ADDIE model.
- Segment timing is the hardest task for a designer.
- Designers have a good chance for success if they have a good instructional design to development and implementation.
Rubrics-----Three tools to create themTeachnology.com- Rubric maker on it1. Three or four major points- feels like an outline2. Points under that3. 100 point scale- assign point values4. Always room for comments- how to improveRubistar.com create an accountThey have some pre-made...categories for you.UEN.com Rubric makerIt can put the words into it.Formative and summative Assessments- both need to be includedSummative Assessment- Test - what they know and what they do not knowSummative Evaluation-Final Exams, Statewide tests, end of unit, district benchmarks, PROVIDES FEEDBACK TO STUDENTS, if mastered, see if needs additional attentionTo see where the students are at Formative assessment- adjust your teaching- it is in each stage as you are teachingONGOING, observations, feedback to students, help student achieve in a time frame PRACTICE...not accountable in a grade book. ( example: learn to drive, everyday..but not a test everyday.)Student involvement- let them assess themselves - Reflective blog posts from class
- Threaded Discussion
- CFAs- Common Formative Assessment ( math tests right now in elementary)
Teach Like a Champion Presentation- Hooks and names like a championHook--short intro material..introduce/ optimistic/ energetic Story Analogy- connect to students lives props- from character Media- pics, clips Status- something great about the subject challenge- pose a difficult task...try to accomplish Sample: if you had this length of hair, ...go to different school...lesson on segregation Name the steps: 1. Identify the steps 2. Make them "sticky"...to their brain....example nmonics 3. Build steps- not more than 7 ( have them help you figure out the steps) 4. Use two stairways-recite them...or use them while solving the problem Example: PEMDAS- Please Excuse My Dear Aunt Sally Peter eats many donuts at suppertime
This chapter made me feel like I was looking at a two headed horse. When I hit the list of all the things to evaluate...I was exhausted. It made me think that this is for businesses that have a lot of money to invest..because if their workshop fails...they lose money. What happens if you do this big evaluation and then don't teach it again in a year...yes, you have notes...if you review them. It would be better to keep a running thread of what mistakes you are doing...and build on it every time. I really enjoyed doing survey monkey with my class...it was fast and fun to read.
Every a case when evaluation isn't necessary? No..even if it's just mentally...we should evaluate..because we will repeat the same ...whether bad or good.
I like level 2 of Kirkpatrick...because...I like to know whether the learner met the objectives. I guess I teach to the test. I do like to have my class have a good time, that must mean that I do also like level1. haha
Wow...had such a fun time with my class today. Teaching how to expand your sentences...Balloon Sentences. I made it up last night in class and it worked! The kids loved it!
Chapter 6 Without an apology...don't say I'm sorry for teaching them something. Right is right...take what the student gives and builds on it...don't accept the wrong answer. Stretch it..how , why , where? Strong Voice- very few words..didn't over talk- eye contact..quiet power, impersonable No warning- reliable, predictable, start small and didn't go overboard, As entire class What to do- Start logically...1. Specifically what to do 2. Concrete 3. Sequencial 4. Observable Make the command very specific..no gray areas. Chapter 2 Begin with the End- well framed objective- backward design.. The 4 M's- Managable, measureable,made first (objectives first), Post your objectives- work more intentionally...students tell what and why it is Shortest path- right to the learning..with a variety Double planning- what you are saying..and what the students are doing Make the best of the situation- how the room is set up
Chapter 4- Engaging your students
Cold Call- get them involved even if they don't have their hand raised. Keep on toes.
Call and Respond- Respond on the snap- ask a question- controlled environment
PEPPER- Game of - they ask question to the student..bean bag throw
Chapter 5-
Entry behaviors- they know what to do
Do Now technique- Objective are posted and they know what to do
Make tight transition-
SLANT- give me some slant..and we are ready to start-- Sit up, listen, ask/answer questions, nod your head and track the speaker.
Hand signals are better than verbal signals- expectations for each area
Chapter 7
Precise Praise-
For every 3 positive to 1 negative....acknowledgement (give that she answered- what is expected- class on time, etc) and praise (one step further-praise means something) Praising carries some kind of judgement. Who want to be great when you just have to complete the assignment. ...smart...behavior...don't praise for being smart..do praise for behavior.
Technique 43 Positive Framing
Not only praise for being on task, but correct in a positive way.
1. Avoid harping on what students can no longer fix.
Show me SLANT...instead of Your weren't SLANTing.
2. Assume the Best
Whoops..the chairs must has slipped our mind, so let's go back and get it right.
WE fix things no matter WHY we failed.
Assuming the worst make you appear weak.---Not..If you can't sit up Charles, I'll have to keep you in from recess....yes...Charles, I need your eyes.
THANK students as you give them a command....Thank you for taking your seats in 3- 2- 1...
3. Begin correcting without using their names...Check yourself to make sure you've done exactly what I said. or Fifth grade, I need to see you quiet and ready to go. Naming names should not be your first move.
Share the responsibility of the mistake...Some students weren't doing their job and we all own the consequences. call them gentlemen...or ladies
4. Build Momentum and narrate the positive.
To keep the flow going...When 3 people aren't paying attention: I need three people. Make sure you fix it if that's you! Now I need two. We're almost there. Ah, thank you. Let's get started.
Okay, here we go! I see the pencils moving. I see those ideas rolling out. (call them by name) Roberto's ready to roll...keep it up Marcus!
If you admit that the students didn't do what I asked...then it shows weakness.
5. Challenge the class...one group against another one, another group against another homeroom.
Take it up a notch, Be ready in 12 seconds, ready..., good is not enough...I want perfection.
6. Talk expectations and aspirations...what students are going to become...look like college scholars...keep your eyes on the prize.
We need you with us..is more positive than...I'll wait.
J-Factor-
Joy…you are into your subject and then they will be passionate about it.
Music, games, competitions
This is your new blog post. Click here and start typing, or drag in elements from the top bar.
Relax...everything is a work in progress!
Record the reaction of your learners...level 1...then keep track of the learning taking place...level 2
Have a reaction survey of them...immediately.
Are the evaluation tasks match the objectives? Did the learning match the objectives?
Homework: Word document/ powerpoint/ keynote/ movie/ What you present in your eportfolio is up to you.
Implementation- The part that everyone sees. Your lesson plan is being used. Many times the designer of the course doesn't teach the lesson. When they do teach, they try to fix their mistakes as they teach which isn't always good. It is good to have the class evaluate so you get an impression of the training. LEVELS of EVALUATION Level 1: Reaction- papers that students are asked about likes and dislikes or sample of learners of their opinions of training. Give this as the learner is exiting the training. Some questions I like: Would you recommend this course to a co-worker?, What did you like best? least? Did you like the way the course was presented? Level 2: Learning- evaluation on if they matched their objectives. ( Only about a third of people do this level) They look at the teacher, materials or technology, environment, and the plan of the course. Level 3: Behavior Level 4: Results Evaluators should see this as a work in progress. Improvement can always happen.
My feelings...teachers change every year their lesson plans..because they make it better and better for their students. I feel that training course don't change because they don't ask the right questions or people don't want to take the time to give an answer. Level 1 evaluations don't get to the meat of the
Development Document (Instructional Materials) When you have completed the Analysis Document and Design Documents, you should have a very clear idea of the materials that will be required in order to support your instruction. The next step of instructional design is to develop and produce the instructional materials. The materials include: - an instructor's guide- This has the teacher notes on where everything is..samples, answer key
- a student guide (lesson plans)- This is the packet that the students will get
- all relevant student materials-what you could add..everything ready to go,...a worksheet, video, powerpoint, load file to Weebly, card that will help to guide students through instructions, materials to create items, ....to the point you are ready to teach it. Photo, say you have these items...
They could be combined into one thing Does it make sense and easy to read.
Development phase:
Pilot the lesson plan this week. Have all materials, see how it goes. Audience, blue print, construction. Implementation stage...try out...Evaluation: How did it work?
Train the trainer session: When it goes district wide.
Lesson Plans:
Family Feud Game:
NINE EVENTS:
Gain Attention, Directions, Tell objectives, Recall, Content, Guided Learning, Elicit Performance,Feedback, Evaluation
Gaining attention
Direction (stating objectives)
Recall (recall of prerequisite information)
Content (presentation of new material)
Application feedback—level 1 (guided learning)
Application feedback—level 2 (eliciting performance)
Application feedback—level 3 (feedback)
Evaluation (assessment)
Closure (retention and transfer)
Hodell, Chuck (2011-04-07). ISD From the Ground Up (Kindle Locations 2005-2008). ASTD Press. Kindle Edition.
Chapter 11 in ISD
1. What is the key factor designers need to remember when designing lesson plans?
The facilitator you have to know about- cultural or language difference. ( Tell these plans so that if a sub came in that it can be followed easily).
The right tools to make it come to life.
2. What happens if a lesson plan does not provide all important information?
Can the designer identify a range of experience within the pool of potential facilitators? Are there any special issues the designer needs to address, such as language or cultural concerns? Will the facilitators require materials in a second language? Does the lesson plan allow facilitators to lead the course in a culturally appropriate way?
Hodell, Chuck (2011-04-07). ISD From the Ground Up (Kindle Locations 2176-2178). ASTD Press. Kindle Edition.
3. How complete should a lesson plan be?
a. Name of the event with a suggested time line of that event. (My attention getter- 5 min)
b. Put them in your own words.
c. Action items should be put in bold text.
d. Make it look simple..to do and say. (feel comfortable)
e. Consistent format
f. Each nine events in a lesson plan...consider them
g. Elimination of events...if needed, you might need to not have all 9
h. How long does this lesson last for ( one hour?)
i. List of materials...be specific
j. Equipment...projector, lap tops
k. Room arrangement (Desks into table?)
l. 24 hour checklist: What I need one day ahead, 2 hours ahead, etc.
m. Objective: Will be written on white board
n. Power Points..write down what you will say for each slide
4. What should instructional designers consider when designing a lesson plan?
How to make a Peanut butter Sandwich/ Modern Style
By Steve, Chandra, Libby, Cynthia, David
Gaining attention:
Have a lunch bag in the front of the room on a table.
· Have a student come up and pull out the items in the bag.
· In the bag will be a bag of chips, Capri Sun drink, orange, and an empty sandwich bag.
· Question: What part of the lunch is missing?
· (Looking for the answer to be “sandwich”.)
Direction: Write on the board
Third grade students in the class will be able to learn how to acquire a peanut butter sandwich (Smuckers Uncrustables) from their local grocery store with 80% accuracy.
Recall:
Social Studies lesson: Have students recall their map of the neighborhood. Discuss the location of where they can buy food locally.
Math lesson: Have students recall the math lesson where we bar graphed students favorite sandwiches. The top choice was peanut butter and jelly.
Content:
The teacher using the jigsaw method will divide class into groups. There will be five different groups by numbering off one through five.
Students will fill out a sequence graphic organizer on the steps to do.
· Getting to the store
· Item out of freezer
· Paying for item
· Taking it home and putting in the freezer
· Taking it out of the freezer and putting it into lunch bag the next day for lunch to take to school.
After they have worked as a group the students will report back to their group what they have learned. (feedback)
Guided Learning: Teacher will walk around the room and observe and redirect as necessary the students’ discussion.
Evaluation:
Make a movie (reenactment) of how to buy a peanut butter sandwich. (Have parents sign permission notes prior to making the movie because it will be posted online.)
The teacher will film as they make up a play of the event.
Closure:
Watch the movie they made. Post it on the class Weebly site.
Development phase means: The Link that connects the design to the implementation of the project.
1. Careful communication
2. Allows opportunity to make mistakes in training
3. Things to consider: cost, deadlines, written agreements, samples, final approval, and pilot-test
Why pilot testing is essential when designing curriculum?
1. Chance to evaluate a project
2. A time to rehearse (get the bugs out)
3. Questions: plan work, directions, materials, handouts, timing, technology, instructional methods, what didn't work, what should be changed
What is train-the-trainer course?
1. Often neglected part of instructional design
2. Requires work and requires facilitators
3. One, Teach One model- where the people who made up the course...participate as a learner
Works both online and in-class settings
4. You can ask the questions you have as you are trying it out...(good)...Takes twice as long to implement...(bad).
5.Questions: people need skills upgrade or refresher, do the teachers have new materials, can the facilitators teach it, any part of the course that needs the teacher to participate in the preparation of materials.
6. Example: The inspector of the building before occupancy
What to consider when designing the train-the-trainer course:
Always be on the alert for anything that didn't work as you planned it would be.
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