Class Reflection: One of the most interesting aspects of class today for me was the discussion we had on formative and summative assessment. As our district is moving closer to performance based assessment and moving away from assigning a grade for formative based assessments I couldn't help but feel sad that we are not going to validating the process as much as the product. I am concerned that this will put more of an emphasis on results, which I think is something we need to be careful of. I liked the clip we watched about not worrying about anything else except what is on the test. This mindset does not validate thinking and looking outside the box, but rather on test scores and results. Iyiyiyiy... I am actually excited to engage in the evaluation process of ADDIE. I think that this is going to be a good opportunity to reflect on my thematic unit - what went well and what I can improve on. I chose to do this unit on document-based essay questions because it is such an important aspect of teaching AP European History and I have always wanted to revamp the way I taught it. I am really hopeful that when I get the essay back from the AP reader they will higher scores than I traditionally receive at the beginning and that students will have a clearer and better u | Class Notes: Evaluation: Ask Yourself: Is this an issue or problem that can be completely fixed by training alone? Is this an issue or problem that can be improved by a training intervention? Have you gathered all the data? Have you reviewed your analysis results with appropriate parties? Evaluate DESIGN elements and objectives – A audience, B behavior, C condition, and D degree Evaluate DEVELOPMENT - Segment timing, deficiencies in materials, lack of clarity in course structure, and failure to design for target population Evaluate IMPLEMENTATION Phase Use of Smile Sheets Needs to cover every aspect of the interaction between the product and end user Kirpatrick’s Levels of Evaluation Reaction Learning Behavior – did the training stick? Results – what was accomplished? Were the desired results met? Less than 3% of training evaluated for results. Formative and Summative Assessments: The more formative assessments you have as you go the better prepared you are for summative assessment. Rubrics: Focus on measuring a stated objective Use a range to rate performance Steps to Create: Determine learning outcomes Keep it short and simple http://www.teach-nology.com/tutorials/teaching/rubrics/ http://edweb.sdsu.edu/triton/july/rubrics/Rubric_Guidelines.html |
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Reflection:
I really appreciated the time we had in class to work on out thematic unit. I had several questions about the development stage of the ADDIE model that have been resolved. Even though I am finding this process to be more work intensive. than usual I am hopeful that the results that I get from going through this process will be worth all of the work. I guess we will see when we after I have implemented my thematic unit! One of the things I really enjoyed during class today were the presentations on Teach Like a Champion. I love learning about different teaching strategies. I think the strategies that I liked the best is are Post It and Threshold. I actually presented on Post It and have been reminded once again of the importance of having an objective in my classroom every day in the same place. This is something I really need to work on and be better about. Also, I really like the idea of greeting my students everyday and engaging with them before the bell rings. I think this sets the class tone and culture not only for that day, but also for the rest of the term. Class Notes: We began class with a discussion and review of the implementation process of the ADDIE model. One of the things that I thought was really interesting is the point that designers never teach what they develop. We talked about what this statement meant and how it is applied in the corporate world. Implementation contains the first and second levels of evaluation. Level I: Reaction: is how the learner reacted, initial responses, freshest data come immediately after the training. Questions may include: Was your time well spent in the training? Would you recommend this course to someone else? What did you like best? What did you like least? Were the objectives made clear to you? Were you able to meet the objectives? Did you like the way the course was presented? Was the room comfortable? Is there anything you would like to tell us about the experience? Level II: Learning: did the participants meet the objectives? Other Elements of Evaluation: Evaluation from the perspective of the facilitator. Evaluation of the materials and/or technology. Evaluation of the environment. Continuity and conformity of implementation with the design plan. No product, course, or program can be effective without conducting an evaluation and necessary revisions throughout the implementation phase. Have a plan "B". Presentation Notes: These strategies are from the book - Teach Like a Champion No Opt Out - is a way to help students learn the information that didn't know the information initially. If a student does not know the answer to a question then open the question up to the class. Once the question has been answered go back to the student who did not know the answer initially and have the answer the question correctly. Post It - post the objective in the same place everyday - the learning objective becomes the fabric of the classroom. Exit Ticket: have students summarize the lesson or identify something they want to learn for tomorrow lesson at the end of class. Entry Routine: establish and demonstrate routines Slant: sit up, listen, alert (ask and answer questions), nod, track the speaker Threshold: stand and greet your students, address good citizenship while they are coming in, shaking their hands, What to do: make a list of steps for students so they know what is expected of them - make them observable. Voice - do not engage (be in control and have the power). Quiet equals power. Square up and tell them how it is. Build the momentum and narrate the positive & talk expectations and aspirations. Normalizing Errors - acknowledge it and then move on, whether they are wrong or right. Warm and Strict - they need to be equal - "...because I care about you..." Don't change the content of what you are teaching every 15 minutes, but change the format of what you are doing every 15 minutes. One at a Time: Ask only one question at a time. I feel badly that I missed out on the discussion on the thematic unit and the ISD model. A colleague from my school thought it was very helpful in clearing up some key points of the thematic unit.
After viewing my colleagues reflection I am borrowing some of her class notes that I think are helpful and important to remember in this process. Thanks Sarah! Lesson Plans - one of the goals of lesson plans is to optimize the transfer of knowledge - the nine events of instruction: gain attention, direction, recall, content, application feedback levels 1-3, evaluation, closure - Preparation for Learning (gain attention, direction, recall - Delivery and Practice (content, application feedback levels 1-3) - Wrap-Up (evaluation, closure) Designing Lesson Plans for Facilitators - What is the key factor designers need to remember when designing lesson plans? - facilitators must be given the right tools to make the design come to life and successfully implement it. - What happens if a lesson plan does not provide all important information? Facilitators get lost, stressed, and frustrated. - How complete should a lesson plan be? As complete enough to allow anyone with the necessary subject matter experience to lead the course. What should instructional designers consider when designing a lesson plan? Who the facilitators are. The Format of the Lesson Plan - lesson plans need to be written in a way that makes implementing the class/lesson simple - consistent format - each of the nine events is covered in a separate section of the plan - include how long each section will take Elimination of Events - not enough time to cover all nine events - some events may be too complex - time constraints Development Document 1. Instructor's Guide (essentially the lesson plans) - teacher notes, background knowledge, instructions, answer keys, etc. Include the nine steps (some may not necessarily be needed) in your lesson plans. Include time frame for each step. 2. Student Guide - any materials that will be handed out to the student 3. All Relevant Materials - any and all materials needed by the teacher and students (i.e. PowerPoints/Keynotes, worksheets, manipulatives, quizzes, technology tools, iPad apps, assessments, etc.) These don't necessarily need to be 3 separate documents - organize it how you'd like. Lastly, I am sad I missed out on the group peanut butter and jelly activity. Today was all about DESIGN! We are building on the ADDIE process and are working on the first D, which is Design. This step takes the information gathered in the analysis step and creates a blueprint or a scope and sequence for your learning objective. I really appreciated the fact that they gave us some time at the end of class to actually begin working on the Design stage of ADDIE. At first I was a bit overwhelmed with the process, but now I am actually quite exacted about
I learned about a couple of great resources/programs today. The first one is Nearpod, which is an App you can download onto your iPad. It allows you share presentations with people who also have iPads. We also took a quiz at the end. I liked it! I think it would be very helpful for student presentations. Another program that I thought was really cool is called WORDLE, which allows you to create is a tool for creating a "word cloud", which showcases words that are identified more frequently than others. It would be a great way for students to create terms, names of concepts, etc. |
Jodi Dee Ide
World traveler, teacher, student, friend, sister, daughter, aunt. Archives
September 2013
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