Week 4 - Evaluating, Implementing and Managing Instructional Programs and Projects

Evaluating, Implementing and Managing Instructional Programs and Projects

Source:  http://www.instructionaldesigncentral.com/htm/IDC_instructionaldesignmodels.htm

Merrill’s First Principles of Instructions

The Merrill model presents the flow of activating with integration of applicable, real-world problems.  Prior knowledge or existing knowledge is accessed  to form foundation to support to knowledge.   The new knowledge is acquired when it is demonstrated to the learner and then integrated or transferred into the learner’s world

Educational Use:

Many of the instructional models in use in my district contain these principles articulated in some form.  They are imbedded in the Principles of Learning, (“POLs”) and Sheltered Instruction Observation Protocol, (“SIOP”) and in Project/Problem Based Learning.  I see these principals useful in all of these scenerios.    This model is useful because of its straight forward approach and efficiency.  It is not difficult to remember.  I can see it used across all contents, from the core, to electives and career classes.  An example is identifying a daily life problem such as covering a wall or wrapping a gift.  The activation would be to draw on the  learners’ experiences with in doing these tasks, the demonstration would involve measurement, calculating area and materials needed and the application would be a project in which the students would transfer this knowledge.

Kemp’s Instructional Design Model

Kemp’s Instructional Design model begins with the identification of instructional problems.  This identification is followed by an examination of learner characteristics, making this model more learner focused.  These steps are followed by subject content identification as they relate to goals.  These steps are in preparation for stating the learner instructional objectives which will be sequenced.  Multiple instructional strategies are present to effect objective mastery.  The next steps include planning the instructional message and planning the delivery of instruction.  The final step is the development of assessment instruments to measure success.

Educational Use

This model has many steps and is quite detailed.  I would use it in developing a professional development for a campus or a group of students identified as having an identified learning goal.  This model is useful for gaining statistical and background knowledge, developing a detailed plan and forming an evaluation instrument based on that plan.

The introduction of the TI Nspire Calculators

These calculators have been introduced into high school mathematics algebra and geometry classrooms.  The social system is educational.  The audience ranges from alternative certification teachers to teachers near retirement.  This innovation was not compatible with the target users existing belief system.  It was overly complex and difficult to understand.  The capabilities of the calculator went against the fundamental belief system of mathematics teachers that students should learn to solve problems and have limited calculator assistance.  The calculator does much of the problem solving for the student.

	Attributes	Assisted or Hindered
Relative Advantage	This product is works as a calculator/computer.  It will perform computations and solve problems previously assigned to students to help them understand a mathematical process.  Its greatest attribute is that it works on a wireless network.  Teachers can send problems to the student calculators, receive answers, check for understanding and record grades in an instant	There are a range of opinions.  This innovation has assisted immediate feedback.  It has met resistance due to the many tasks it will perform for the students.
Compatibility	While this technology is manufactured by the same manufacturer as the previous technology, the operation of it is much different	This difference has hindered the adoption and acceptance of the targeted users.
Complexity	This technology is perceived to have a high level of complexity.  Even the instructional specialists assigned to help teachers are having difficulty integrating it into their work.	This has hindered the utilization by the target users.
Trialability	The experimentation was a possibility, but this was not utilized.  Users were not given a choice or consulted.  The purchase and integration was a high level decision	This hindered the utilization by the target users.
Observability	This technology had not been highly observable	This hindered the utilization by the target users.

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Situational Leadership

Professional Development Sessions

 Technology in the Classroom

Document Cameras

Session 1 of 3 - Introduction to Document Cameras in the Classroom

This session will focus on the equipment and the expectation of the three sessions.  Learners will be introduced to the document camera and its capabilities.  The facilitator will set up the camera.  The Facilitator and leaners will share what they currently know about the camera and how they have seen it utilized.  Learners will set their personal goals for the session.  Learners will break out individually or into pairs to research the educational uses of document cameras, source web sites and ideas for classroom use.  The learners will report back and share what they have learned with the group.  The assignment before the next session is to prepare an information sheet on their research which can be merged together as class resource.

Agenda

Ø  Introduction to Document Camera

Ø  Camera Set Up

Ø  Educational Use Research

Ø  Sharing

Ø  Assignment:  Prepare a Resource Sheet

Session 2 of 3  -  Introduction to Document Cameras in the Classroom

Participants will share their improvements in knowledge regarding the document camera and the printed copy of their research.  The facilitator will recognize their progress and accomplishments.  They will be asked as individual to prepare a lesson from a group of prescribed lessons followed by a presentation to the group.  The presenters will be given reinforcing and reflective feedback.

The learners will be given an assignment to prepare a new lesson of their choosing to present to the class for the next session.

Agenda

Ø  Share Information and printed copy of research.

Ø  Progress Feedback

Ø  Lesson Preparation

Ø  Lesson Presentation

Ø  Assignment:  Prepare a lesson of your chosing

Session 2 of 3 - Introduction to Document Cameras in the Classroom

Participants will deliver a lesson of their choosing to the group.  Again, these presentations will be followed by reinforcing and reflective feedback.  The presenters will complete a self- evaluation.

All participants will set goals for future use of the document cameras.

Agenda

Ø  Individual Presentations

Ø  Reinforcing and reflective feedback

Ø  Self-evaluation

Ø  Goal Setting