Section5: Trends and Issues in Various Settings

Chapter 18: Instructional Design in Business and Industry

1.      Rapid prototyping is basically a rapid way to build a working model of the final product you have envisioned.  One example is designing electronic gadgets such as cell phones.  The manufacturing company would do well to invest in a prototype before building the actual phone.  This will help them work with a model to have the best end product possible at a lower cost and at a faster rate.

In education, the possibilities are endless, but because of the cost, I don’t believe it is very practical in the elementary school.  My expertise is in elementary, so I will have to speculate about middle and high school use of rapid prototyping.  For example, I believe high school students should definitely be exposed to this type of technology.  It can definitely be used for science fair projects.  I also think middle school and elementary school students should visit the high school to observe rapid prototyping right before their eyes.  Maybe even middle and elementary science club members can also use it for the annual science fair.

Chapter 19:  Instructional Design Opportunities

            2. I found some very helpful information about Full Spectrum Learning on the website  http://fullspectrumlearning.com/wisdom_pg.htm:

Personal involvement is the key to understanding how adults learn. The following summarizes what we have learned from the research on how to help adults learn.

      1. Provide for the need to know: adults need to know why and how it is relevant to them. Why they need to know it, and how they can use it.

      2. Preserve the learners' self-concept: adults are independent and responsible; adults resent and resist subordination; they may thrive on self-directed learning with proper guidance.

      3. Value the learners' experience: their life experience challenges the role of an "authority figure" telling them "the facts."

      4. Broaden the orientation to learning: adults focus on life, tasks, and problem solving; holistic learning versus isolated learning.

      5. Refocus motivation: internally perceived needs are the most potent; external motivators such as job/family/grade may influence some.

As a consultant using the Full Spectrum diagram, I would have to emphasize the need to consider all factors:  skill level, rank/capacity, and experience when developing training sessions.  In addition, with electronic access not always available, it is even more important that alternative training solutions include training with and without it.  For example, software or previously downloaded training videos or activities could be used without the use of the internet.  Battery-powered devices and printed material could be used when no electricity is available.  

Chapter 21:  Trends in Issues in P-12 Educational Change

2.     Staff Development:  Step-Up-To-Excellence and GSTE

Group	Activities	Time
TAs, PK-2nd grade teachers	Step-Up-To-Excellence *Power Point: Overview of Step-Up-To Excellence Methodology *Introduce Pre-Launch Preparation Figure 21.2 by generating specific steps for our campus [Jigsaw Activity] and present. *Browse internet to learn more about SUTE and school districts that have already found success through its use.	8:30-9:30am
3rd-5th grade teachers and support staff	GSTE *Power Point: Overview of GSTE process model *Introduce and discuss list of core values *Jigsaw Reading: Table 21.2 and present *Rank Events in Figure 21.1 from most to least in importance *Browse internet for more information about GSTE that can be shared with whole group during last session.	8:30-9:30am
TAs, PK-2nd grade teachers	GSTE *Power Point: Overview of GSTE process model *Introduce and discuss list of core values *Jigsaw Reading: Table 21.2 and present *Rank Events in Figure 21.1 from most to least in importance *Browse internet for more information about GSTE that can be shared with whole group during last session.	9:45-10:45am
3rd-5th grade teachers and support staff	Step-Up-To-Excellence *Power Point: Overview of Step-Up-To Excellence Methodology *Introduce Pre-Launch Preparation Figure 21.2 by generating specific steps for our campus [Jigsaw Activity] and present. *Browse internet to learn more about SUTE and school districts that have already found success through its use.	9:45-10:45am
All Staff	Reflection/Q&A *Write at least two thoughts about each session. [Keep criticism constructive.] *Write at least two ways our campus can benefit from the method or process discussed. *Write at least two questions about the sessions. *Evaluate each session. (anonymous)	11:00am-12:00pm
All Staff	Lunch	12:00pm-1:00pm

3.     University Faculty Development Opportunities

Questions	UTPA Edinburg	Texas A&M	Baylor
What are the different names used for faculty development?	Faculty Development	Faculty Development Educator Preparation Services	Faculty Development
What division is it under?	Academic Affairs	Academic  Affairs	Office of the Executive Vice President and the Provost
What services does it offer?	Faculty Development Leave Faculty Development Fund Program Faculty Development Council Office of Research and & Sponsored Projects	Faculty/Staff Research Interests Research Contacts Funding Opportunities TAMU Research Services/Guidelines Various Councils Mentors	Variety of activities, procedures, and programs to promote improved faculty performance. Faculty research leaves
How often are programs given and what specifically are they?	Programs are offered throughout the each semester.  They include learning about *sponsored projects *writing grant proposals *comprehensive training	Training is offered throughout each semester.  They include *ORD Training, Guide to Research * RF Investigator Orientation in the form of workshops and seminars. *Preparing Future Faculty Program *Virtual Training	Throughout each semester and summer:   New Faculty Mentoring Program   Summer Faculty Institute   Symposia and Presentations   University Teaching Development Grants   Big 12 Faculty Fellowship Program   Other Faculty Development Resources   Seminars for Excellence in Teaching

http://portal.utpa.edu/utpa_main/daa_home/orsp_home UTPA Edinburg

wintertexansonline.com 

http://www.tamuk.edu/academicaffairs/index.html TAMU Kingsville

javelinaathletics.com

http://www.baylor.edu/provost/index.php?id=1136 Baylor 

fnal.gov

I must say this last question has been a challenge.  Researching a university’s website is really mind-boggling.

Section 4: Human Performance Technology

Chapter 14:  HPI
1.  I have taught several elementary levels and they all have had something in common:  About 80% of homework is not complete or turned in at all.  I seldom use it for a grade but I think it cold be a great tool for review and clarification on skills taught.  As a teacher I have tried a few rewards and consequences to improve student behavior with regards to homework completion.  My first two years left me broke with all the "goodies" I bought to reward them every week or so.  Then I tried cost-free incentives such as lunch in the classroom on Fridays for those who completed homework for the week and loss of recess time every day the student did not bring it in.  Well, it helped improve to about 50% completion most of the time.  Then that campus began a school-wide incentive where students collect coupons they can redeem for a fun day at the end of the six weeks.  In order to participate, they must have enough coupons collected and no office referrals.  Every day they turned in homework they got a coupon, so that was a good incentive.  It helped a bit more.  Then I created a homework sheet that included informing parents about homework completion and requiring parent signature daily.  If parents did not sign by the end of the week, I contacted them, usually to find they had not seen the homework sheet.  Once all my parents were aware of that homework sheet, it improved homework completion to about 90% most of the week.
 

          www.deannadeals.blogspot.com 

I think that since every child is motivated differently, it is necessary to use different incentives and rewards.  Some students didn't care to come to have lunch in the classroom or miss out on recess, but they didn't want to get grounded at home if their homework sheet said they had not turned in their homework.

Chapter 15: EPSS
2.   In addition to the definitions of EPSS presented in chapter 15, the following definitions were listed on www.wikipedia.org :

In Electronic Performance Support Systems, published in 1991, Gloria Gery defined EPSS as:

an integrated electronic environment that is available to and easily accessible by each employee and is structured to provide immediate, individualized on-line access to the full range of information, software, guidance, advice and assistance, data, images, tools, and assessment and monitoring systems to permit job performance with minimal support and intervention by others.

Also in 1991, Barry Raybould gave a shorter definition:

a computer-based system that improves worker productivity by providing on-the-job access to integrated information, advice, and learning experiences.

From a business perspective, a former Nortel Networks executive, William Bezanson (2002) provides a definition linked to application usability and organizational results:

A performance support system provides just-in-time, just enough training, information, tools, and help for users of a product or work environment, to enable optimum performance by those users when and where needed, thereby also enhancing the performance of the overall business.

 I agree with all the definitions I've read, but I prefer Gloria Gery's definition because it includes two points that I find very beneficial:  support should be "easily accessible" and work should be done with "minimal support and intervention from others".

As with every vision, time is of essence.  The birth and evolution of an idea takes time to become widely embraced or rejected.  EPSS requires that others "buy in" before they can embrace and use it.  I believe that once it becomes more popular due to the simplicity and cost-effectiveness of its use, we will see much more of it in the near future.

www.lawrence-najjar.com 

Chapter 16: Knowledge Management
3.  Knowledge management is a tool that is frequently used by the classroom teacher in Texas, where TAKS is a "big deal".  It is like the marathon we train for all year.  Therefore, certain monitoring strategies are in place to determine how to reach the goal of Exemplary.  One of them is the benchmark testing.  When results come in, the data is disaggregated to determine the skills students are struggling to master.  First students are sorted into mastery levels.  Within the groups that have not yet mastered the TAKS as a whole,  intervention is planned according to objectives and skills they are still weak in.  Those who have not shown mastery on all, or almost all, objectives tested are assigned more intense intervention methods.  

www.karibuni-eco-tours.com 

Blended learning approach in this case would include creating a student profile.  Data analysis of every type of assessment the student has taken during all their schooling is compiled to make a TAKS mastery projection for that student.  In other words, if he passed TAKS Reading in 3rd and 4th grades, he should be able to pass 5th grade's test.  If benchmark results show he is not mastering the test so far, other factors are questioned.  Is effective instruction taking place?  Has the student been absent too much?  Are there problems at home?

The school district purchases software that will target certain reading and math skills.  This is used in combination with after-school tutorial.  Many websites are utilized to help students improve certain skills, such as Brainpop, Schoalstic, Discovery, and Time4Learning.

Weekly progress monitoring includes teacher observation and formal assessments of skills taught.  Results are added to profile and used to determine continuing intervention before the next benchmark is administered.

Chapter 17: Informal Learning
4.  Through my adult life I have experienced informal learning about the Bible, science, and technology, among others.

Bible:  I was always interested in the Bible, but never really asked questions.  When I was offered a Bible study I readily and eagerly accepted.  It was a formal study, but my friend encouraged me to do research along the way to add validity to what I was learning.  It was exiting to see how all the questions I had could be answered by the bible, answers that were supported by historical and scientific facts, for example.  Also, starting conversations about bible topics with others helped me to learn how others' lives have been enriched through a bible study.  As points to ponder are brought up, I embrace them and do some research investigation to find a bible-based, satisfactory explanation and/or conclusion.
www.freefoto.com

Science:  Academically, science was always my second worst subject on report card day.  It took me three years to finally decide to take my Biology I &II in college.  I absolutely dreaded it!  After I got married it was nice to have an easily accessible resource for my science questions:  my husband.  We would have long conversations about different science topics.  If he was not sure about something, though, he encouraged me to look it up online.  Three years after I got married I had to teach 5th grade Science, a TAKS-tested subject.  The pressure was on.  I decided to study ahead before every lesson so that I had time to research what I didn't quite understand.  Of course, I continued to depend on my husband to explain what I still didn't understand after reading. Now I enjoy learning about science and having discussions about it with my students.

                                                         www.sciencegames.4you4free.com 


Technology:  I am also married to a technology specialist, which helped me learn so much more than I would have in a formal setting.  Not only did he answer questions for me, but I got to "explore" the use of the internet, for example.  I knew he was close by to troubleshoot.  Watching him troubleshoot helped me to learn some of that as well.  I became more confident and was in turn able to help some of my colleagues who were also hesitant to "dive into" technology.  I have learned to explore new technology without the fear I used to have.  I enjoy technology much more now and am pursuing a career as a media specialist, which ten years ago I would have never thought of doing.

www.microsoft.com

Informal learning really is very natural, and I really wish there was a way to integrate more of it into the public school system--embrace it and enjoy it.

Section 3: Evaluating, Implementing and Managing Instructional Programs and Projects

1.      Two interesting and useful evaluation models I found were “Goals-Oriented/Objectives-Based” (Tyler, 1949) and “Situated Evaluation”. http://www.edtech.vt.edu/edtech/id/eval/eval_models.html

How could I use them to evaluate my instruction?

1.       Although I can think of many technological innovations in the work place, I decided to select the Kingdom Hall of Jehovah’s Witnesses as my social system.  As I read the points to reflect on, I clearly saw how our congregation has evolved through technology ups and downs.  Let me explain.

About three years ago, as small group of Jehovah’s Witnesses, we began to interpret our meetings into ASL for the deaf and hard-of-hearing that wanted to visit us.  Soon the need for technology was evident.  Visuals and visibility are very important to the deaf culture. Sometimes those sitting in the back could not see the interpreter, so they had to sit up front—not all were front row Joe’s.  Then we began to receive videos of our Kingdom Melodies, Watchtower magazine articles, and Bible scriptures in ASL.   We needed a large screen TV up front that would be connected to a DVD player in the back of the room where someone was controlling it.

Then we began to have meetings in ASL—no interpreting.  This required the use of cameras and more TV monitors, as well as trained people to handle switching from the camera on the "speaker" to DVD to camera on audience (for viewing their comments). Today we have about 90 members (about 10% deaf) with many deaf and hard-of-hearing that visit us at the Kingdom Hall.  There are 5 TV monitors (including 1 in each restroom), 1 camera mounted on ceiling that is operated from the “switchboard” area, and 1 camera on tripod up front, directed towards audience, where someone controls it as needed.  All this is in addition to the main control booth “switchboard” where someone is in charge of switching from cameras to DVD as needed. 

It has not been easy and our congregation members in charge of this technology are always looking for ways to improve and maintain the use of technology, as well as train others.  It is well worth the effort.  It is utilized at least twice a week.

* I wish I would have thought about taking pictures or video to provide a better description.  I plan to do so and edit my post next week.

As an example of the great value of this technology, I would like for you to view the following picture and video, and imagine being deaf and sitting in the back row.  Would you be able to follow along?

http://www.deafhope.smugmug.com/Deaf-Ministry/Deaf-Ministry-in-Oregon-Wash/  

 Imagine the ASL "speaker" being seen on the projector screen behind him.  Wouldn't that provide a better visual for the deaf?
 

3.  It would definitely take a lot of planning to conduct professional development sessions about technology in the classroom.  I think at our campus, though, it really is necessary.  Therefore, I would probably plan the sessions as follows:

My plan would be to train one group so that eventually they are empowered to train others, improving skills and instruction along the way.  The goal would be to continue utilizing this approach for future problem-solving.

Section 2: Designing Instrucion to Reach All Learners

 One of the things my students have most trouble with is math problem-solving.  It seems, however, that my struggling students are mostly the LEP.   If they see an unfamiliar word in the story problem, they are stumped, even if that word does nothing to help understand or solve the problem.  I think the following theories would help my students:

1.      Schema Theory and Cognitive Load Theory- The idea that our brain can have “knowledge…in long-term memory packets” and “organize information…in systematic and predictable ways” is exactly what LEP  learners need to accurately solve those math story problems.  As they acquire that English vocabulary, it needs to be stored on a long-term basis and easily accessed as needed. 

2.      Cognitive Information Processing-My LEP students’ learning is definitely impacted by their environment—home and school.  Most of them have proven to benefit from sensory and short-term learning experiences.  Long-term, however, is a challenge.  Most of what they learn in their second language is not part of their everyday environments, hindering knowledge retention.

(Trends and Issues in Instructional Design and Technology, Chapter 4) 


http://leanlearning.wikispaces.com/instructional_design,

*The following is a table that compares and contrasts Gagne's Nine Events of Instruction with the First Principles of Instruction, as well as how I could apply those principles to a learning goal.

Gagne’s Nine Events of Instruction	First Principles of Instruction	Learning Goal: Math Problem Solving
Gaining Attention
Informing Learners of the Objective
Stimulating Recall of Prior Learning	Learning is promoted when existing knowledge is activated as a foundation for new knowledge.	Use a KWL chart to guide students through activating prior knowledge.
Presenting the Stimulus Providing Learning Guidance	Learning is promoted when new knowledge is demonstrated to the learner.	Use document camera to have students follow some examples of how to solve story problems.
Eliciting Performance Enhancing Retention and Transfer	Learning is promoted when new knowledge is applied by the learner.	Have students work with partner, small group, and independently to solve math story problems.
Providing Feedback
Assessing Performance
	Learning is promoted when learners are engaged in solving real-world problems.	Use scenarios to create story problems and solve them.  Bring food and create a real life situation that requires problem-solving.
	Learning is promoted when new knowledge is integrated into the learner’s world.	Assign homework as an extension activity that will include real math problems to solve.

Learning goal:  The students will be able to solve math story problems.

Whole-Task:  With the end in mind, this approach would be used to guide students step by step through a predetermined process.  For example, every story problem would be read three times.  Then the question is to be underlined, highlighting key words that help determine what operation(s) to use.  Next, a list of key information is listed and the “trash” information is crossed out.  Subsequent steps would lead the student to solving the problems as well as evaluating them.

Scaffolding:  My LEP students could use a list of key words to guide them through a problem-solving process.  Also, a graphic organizer would help them sort the information before trying to solve and evaluate their responses.  Having manipulatives available and acting out the problem would also allow the scaffolding of needed skills.

Mathemagenic:  In small groups, I would provide students with a number sentence.  Then they would have to create a story problem to match it.  Also, I could give them a number and have them create two different story problems for that answer;  each story problem should require different operations to solve.

(Trends and Issues in Instructional Design and Technology, Chapter 8)

ESL in the Elementary Classroom

Attention
Perceptual Arousal: Inquiry Arousal: Variability:	Use pictures, music, technology Use Q&A session for building background knowledge Learn about student interest such as drawing, technology, etc. to Incorporate a variety of activities
Relevance
Goal Orientation: Motive Matching:      Familiarity:	Observe and assess individual needs; document progress Allow students to express likes, dislikes, and interests Allow students to ask questions and share experiences/concerns
Confidence
Learning Requirements: Success Opportunities: Personal Control:	Praise and provide feedback frequently Provide enrichment activities for learning objectives Teacher-Student conferences on a regular basis to discuss progress and concerns
Satisfaction
Intrinsic Reinforcement: Extrinsic Rewards: Equity:	Plan activities that include real life/community issues Praise, recognition, and student-selected reward such as computer privileges Positive feedback; allowing a continuation of the learned objective where student felt successful

based on Table 9.2 Chapter 9

Benefits

I think the benefit of engaging in design research is that we learn to think outside the box.  We learn from each other and become more aware of our students’ needs.  After all, as educators our primary concern is to serve the needs of the minds we teach.  The more we know about our learners’ minds, the better we can design and plan the lessons that will have the greatest impact on the learning process.  We can keep our students interested in learning by continuing our own education, searching for new ways to reach all learners.