Instructional+Design+ET8005

**Instructional Design **



In week one I had to complete a Pre-Assessment. This Pre-Assessment was to help me find what I mainly base my instruction on. From my findings in the pre-inventory learning analysis, it seems that I am for cognitive and humanistic learning theories more so than behaviorism. According to week one’s video, behaviorism is where learning is observed as a direct result of a correct response, consequence, or reinforcement of learning behaviors. In the pre-inventory learning analysis I had two disagreements and one agreement for behavioral learning theory while I agreed with both cognitive theories statements and agreed to two out of three humanistic learning theories. During my post-inventory analysis, I found that I again disagreed with both statements from behavioral learning theories, agreed to both cognitive theories, and agreed to all three humanistic theories. From my pre and post-inventory, there was a difference in one behavior and humanistic statements. I seemed to have changed my mind on number two, “Learners can be trusted to find their own goals and should have some options or choices in what they learn at school.” At first I disagreed because I personally feel that student’s need structure and not many options. After reading on different theories I found that this is what helps or gives a student the drive to want to learn and pursue something for him in the future. According to Learning Theories Knowledge Base (2010, March), “… all knowledge is constructed from the learner’s previous knowledge, regardless of how one is taught. Thus, even listening to a lecture involves active attempts to construct new knowledge”. As a result, if we allow students to choose what they want to learn, they will then build on the new subject matter with what they already know. The second statement that I had a change of mind in was number six, “Curriculum should be organized along subject matter lines that are carefully sequenced.” This is a behavioral theory. I have found through reading that allowing a student to learn through experience is a great mean of educational motivation. According to Dabbah. N. (2006), “Learning is viewed as an active process that occurs within the learner and which can be influenced by the learner.” It seems that if a teacher is following an organized sequence this does not allow for her to tangent from the subject matter to touch other areas that may be in the student’s interest. The whole idea behind teaching is to educate. There are various ways to educate a student, and as Bransford, Brown and Cocking (2000) state, “Everyone expects much more from today’s schools than was expected 100 years ago. A fundamental tenet of modern learning theory is that different kinds of learning goals require different approaches to instruction.” As a conclusion, it’s up to the teacher to analyze which method is best for her students.
 * __Week 1: __**

This week's assignments and readings could not have come at a better time. I am not an education major, so I have never studied anything of this capacity. I have heard much about the different learning theories, but I have yet to take time and try to fully understand them. I am currently looking for schooling for my son so this is very helpful in doing so. As for this week's assignments, video and readings I found that I am far from what I thought I was. It turns out that my beliefs used to lean towards behaviorism. According to this week's video lecture, behaviorism is where learning is observed as a direct result of a correct response, consequence, or reinforcement of learning behaviors. I am now leaning more towards cognitive and constructivism theories. My survey shows that my teaching goals are applied and rote, and my teaching methods involve cooperative groups and is symbolic. The student survey provided by this course shows that the majority of my students are auditory learners. I was extremely shocked when I read this because I always find my students as entirely too sleepy when I apply this method. After doing some reading and understanding of the different learning styles and theories I found that my auditory learners may read, summarize and recite information. According to Dabbah. N. (2006), "Diagnostic teaching provides an example of starting from the structure of a child’s knowledge. The information on which to base a diagnosis may be acquired through observation, questioning and conversation, and reflection on the products of student activity. A key strategy is to prompt children to explain and develop their knowledge structures by asking them to make predictions about various situations and explain the reasons for their predictions." This seems to be a great method for my auditory learners. Through the process of surveys and the assignments I feel that cognitivism is the best route for most of my students. According to Learning Theories Knowledge Base (2010, March), "Learner is viewed as an active participant in the learning process." I feel that as long as I actively involve my students in various methods of learning to incorporate all of their learning needs, my students should be successful in my course. They do have to do their part of course. Dabbah. N. (2006). The instructional design knowledge base. Retrieved on April 17, 2010, from @http://classweb.gmu.edu/ndabbagh/Resources/IDKB/models_theories.htm Learning Theories Knowledge Base (2010, March). at Learning-Theories.com. Retrieved April 17, 2010 from http://www.learning-theories.comBransford, J., Brown, A., & Cocking, R. (Ed.). (2000). How people learn. Pp. 129-154 (Chapter 6). Washington DC: National Academy Press. Retrieved April 17, 2010 from @http://www.nap.edu/openbook.php?record_id=9853
 * __Week 1 Discussion:__**

In the second week I had to gather data to disaggregate my student's needs for the course I would create through Schoology. I used the following sources to conduct a needs assessment on my mathematics students: Previous years TAKS scores; 2009 Released TAKS scores; TEA Academic Excellence Indicator System; TEA Campus Comparison Group; A Multi-Year History for 2003-2008; Classroom test results/performances; Observations. From my results I found that as a whole, my students are predominately minorities and economically disadvantage. Over the course of the years their scores have tremendously dropped causing the school to possibly fall under unacceptable in the near future. Over 95% of my students are double dippers or more for our school’s Adequate Yearly Progress. In other words, they are counted in two or more categories. All of my students are considered “bubble kids”. These are students that are on the verge of either passing or failing the TAKS test by just a few questions. According to my data, my students are bubble kids with the tenth grade TAKS test. My students are currently in the eleventh grade. This means they will be taking exit level testing. The flaw in my scores in reference to mathematics is a bit complicated to explain, but I will try my best. The tenth grade mathematics TAKS test scores that I have accessibility to, cover mathematics up to an eighth grade level. My students are classified as bubble kids according to those scores. My students are actually in eleventh grade meaning again, exit level testing. In mathematics, exit level testing covers up to tenth grade mathematics. This includes Algebra I and Geometry. Many students perform worse on the exit level because of the increase of mathematical knowledge needed to pass. As a result, my students are unquote bubble kids. They are actually kids who will most likely fail. For TAKS disaggregation I created a document for each of my students. This document had a breakdown of their tenth grade TAKS objective scores, raw scores, percent score, and score. I then gave them the 2009 released TAKS test. I again made a document for each student with the same breakdown as their tenth grade test. The students and I then looked at areas in which objective scores were not dramatically low and could easily be increased over a course of six weeks. We then did a SE breakdown. Using the SE breakdown we were able to target certain question in particular that were lacking for that specific objective. All data was useful in the fact that we could easily tell which areas a student had potential of raising and which areas would be quite difficult to raise. Being able to identify with school’s student groups, backgrounds, their needs, and weaknesses helps to truly understand which areas they can be reached. Working with students on their own TAKS disaggregation also helps the individual to see for himself where he is strong and weak. Finally, I had to form a "Big Idea" and figure out what my desired results were going to be. The big idea is to allow students to analyze realistic problems using discrete knowledge and research from various resources such as data, properties, relationships, etc. in order to make connections and communicate through a variety of methods for a better understanding of possible solutions and further analysis. The students need to know the vocabulary (language) of mathematics. In order for students to answer any form of question, the verbage has to be understood. A student must understand what spatial, number patterns, relationship, dimensional, and graphical mean. The student must have the basic knowledge of technology available in today’s society. A student will not understand that there is spacial reasoning for the engineering of a vehicle on a computer-based program such as AutoCad if she does not get more real-life opportunities made available to her for learning within school walls. One of the most difficult aspects of mathematics for many on TAKS testing is understanding exactly what is being asked. Once a student understands what is being asked, he can then if needed begin the process of apply analytical thinking.
 * __Week 2: __**

I personally see a difference in the three statements, "Students should really understand", "Internalize knowledge", and "Grasp the core of essence". I see that students who really understand may not really understand. According to Wiggins and Grant (2000), "Yet the idea of //understanding // is surely distinct from the idea of //knowing // something." To understand something does not mean that you will know it for a lifetime. I may understand how to compute a math problem one minute and be oblivious to the start of the computation the second time. To internalize knowledge seems to me more like knowing. When something is internalized it can be seen as programmed, for example, internal memory in a computer. To grasp the core of essence seems to be the worst to me. I see it as when someone grasps something it does not necessarily mean that they know. The word grasp to me is similar to barely. When a student understands in my classroom he normally responds to questions and will complete all assigned problems. When he does not understand, he usually stays quite or does not complete all given problems. He also may not be as talkative amongst others. To be honest, my definition of understanding is just simply do they get it. If they do well on their homework, quizzes and tests, then they understand in my book. Now that I have done some reading, I do not see understanding as the same word. I now see understand as knowing. I do not want my students to understand anymore. Unlike how Wiggins and Grant (2005) explain, "Students know how to solve problems that involve constant speed and average speed," I want them to be able to dig back years from now and still know how to solve a math problem analytically and not only systematically.
 * __Week 2 Discussion:__**

Wiggins, Grant, and Jay McTighe. Understanding By Design. 2nd ed. Alexandria, VA: Association for Supervision and Curriculum Develop, 2000. Print.

In week three we created an account in Schoology. I really enjoyed working with the program. It's very user friendly. The first time I looked at the site it reminded me on Facebook. With this said, I later watched the Youtube video to find that it was purposely created like that. The program is amazing considering it is free and allows you to do pretty much what Google and Facebook allow you to do. In week three we inputed our student's first names to follow FERPA, and our instructors were automatically added for us. It was a fairly simple project. I did log into Schoolog's web conference, but I logged out soon after realizing that I could figure Schoology on my own. Overall, it was a great week and quite exciting to know of the free online source.
 * __Week 3: __**

I design my lessons most differently now than ever before. When I first started teaching I would design my lessons according to the district's curriculum and used the textbook. This year, my students do not have textbooks nor an online source leaving me to worksheets. I designed and aligned my lessons again with the district's curriculum, but this time I used many online resources for classroom work and assignments. Towards December I realized that my students need much more TAKS preperation than what I was giving them. I then decided to work backwards. I took their results from last year and released testing from this year and did a complete SE/objective breakdown. With these results I then had the students work with workbooks that broke down each objective focusing on TEKS in which each individual is weak. I helped the students locate target areas so that they would not focus on an area that was too weak to fix in a short amount of time. On other days we would play games such as Who Wants to be a Millionaire, Jeopardy, Hollywood Squares, etc. that would cover one objective at a time. We would sometimes incorporate activotes. The activotes allowed me to see if the students understood the question being asked. According to Wiggins and McTighe (2000), "Like people in other design professions, such as architecture, engineering, or graphic arts, designers in education must be mindful of their audiences. Professionals in these fields are strongly client-cented. The effectiveness of their designs corresponds to whether they have accomplished explicit goals for specific end-users." With this said, I feel this is the same theory I now have for my students. They are my audience, and I have to figure out their weaknesses and how I can make my material "student-centered". As Wiggins and McTighe (2000) state, "Our lessons, units, and courses should be logically inferred from the results sought, not derived from the methods, books, and activities with which we are most comfortable." In total, it's a form of backwards design. I'm taking their results and tayloring assignments that will conform best to each student.
 * __Week 3 Disussion:__**

Wiggins, G. & McTighe, J. (2000). //Understanding by Design.// Upper Saddle River, NJ: Prentice Hall.

In week four, I created a rubric and three activities that I eventually put on my Schoology account. These were my three activities: __Activity 1: $30,000 in Home Upgrade__ In this activity the students will have a partner (male or female) and upgrade their 3,800 square foot designed home with a limit of $30,000. The students will first need to use Photoshop to create the layout of their home staying within their 3,800 square footage limit. The garage will be included in the 3,800 square feet. They will need to label the dimensions for the floor plan. They will then need to make a trip to a hardware store such as Home Depot or Lowes to calculate the costs of their desired floors (wood, carpet, etc.), appliances (washer, dryer, dishwasher, stove, microwave, and refrigerator), and kitchen sink with handles. All the floors in the home must be covered except the garage. A group will be created in Schoology for concerns, questions, or comments. Each student is required to blog daily on their activity. The students must then create an Excel sheet showing the amount of money spent and left over. They will need to also use the Excel sheet to create a pie chart of how the money was disbursed. As a final aspect of their project, each student must blog a minimum of 150-word essay about her entire project experience and how it relates to real life application. __Activity 2: How much concrete do we have on campus?__ In this activity the each pair of partners will be provided a set of plans of the school property. Considering that plans are drawn to scale, the students will then need to create an excel sheet demonstrating equations that calculate the area of the school, tennis courts, parking lots, baseball field, track field, portables, football field, and concreted and grassed sections. The excel sheet should also consist of the conversion for a correct scale factor. Using the information from the excel sheet the students should be able to calculate the total amount of concrete the school has on its property. Through the duration of the project, students must create a reflection at the end of the period each day stating what work was completed on that day. This activity must be monitored closely to make sure students are working and receiving answers within their group only. __Activity 3: Let’s Build!__ A group of three or four will create a group on Schoology. There they will discuss what three dimensional object they’d like to create, questions they may have, and answers. Using Photoshop the students will create a two-dimensional object that will convert to three-dimensional. Each member will then be required to create a piece of the composite object using whatever materials are necessary for completion. Example: House – One student may build the roof of a house (triangle), another house (square), and the third may build the chimney (rectangle).
 * __Week 4: __**

The students will then bring their finalized three-dimensional object to class. There the students will work together to calculate the volume and surface area of their object. The students will then take the final step as a group of combining the objects together to make their composite figure. To conclude the project each student must submit a 150-word blog on Schoology stating their experience with the entire project and how they feel this may be applied in real life.

Online education is not oftenly used in my classroom along with others on my campus. Most of the online resources we used have been blocked by the district. The district planned on giving us websites this past fall, but we just gained access to them. We had a brief twenty minute training on the websites. I do not really like the sites because every teacher in the school will have the exact same layout. The webpage does not give the teacher an opportunity to be creative. As for the campus we do not offer online courses, but we do offer virtual classes through the district for summer school. Now that I have been introduced to Schoology I see this as source that I may be able to use. I like that it looks similar to Facebook. Student's are already familiar with the looks of Facebook.
 * __Week 4 Discussion:__**

The staff development that I feel teachers need are similar to this online course. If you really want teachers to do something out of the ordinary you need to give them time to process and learn the new given technology. If we could create an online class such as this for teachers that allows them to actually use the resource then the teachers may actually use it in their classrooms. It would also be a five week staff development. According to a study by Oliver, Townsend and Brady, teachers were given staff development as a virtual school and were told to think about Web 3.0. The authors (2010) stated,"The virtual school explicitly encouraged teachers to think big and plan for Web 3.0 virtual interfaces for their courses – perhaps the most technically challenging aspect of course design. When teams were asked to define Web 3.0 and give examples of items they incorporated into their courses that fit the definition, all eight teams described Web 3.0 as a virtual world environment; six teams noted students would navigate these environments with a personal avatar; and three teams noted the environments would be graphical and game-like."

Online learning can either be positive or negative. From my personal experience with online learning from different schools is that first one must be disciplined. Online learning takes a lot of time out of one's schedule if not paced appropriately. A good aspect of this online learning is the use of webcams and chatting resources. My other online courses only allowed a question and answer forum similar to this discussion board. Now, how do I feel online learning will impact the business world depends. From asking various people their opinion, I was told that online learning has not helped them in the business world because they did not practice the communication aspect of business. Since everything was online they did not have to communicate with others. On the other hand, others state that it worked well with their schedule and taught them time management and self-discipline. So I guess I'm a bit torn in my descision as to the impact on the business world. I will say though that the business world moves fast, and online learning too moves quickly.

Oliver, K., Kellogg, S., Townsend, L., & Brady, K. (2010). Needs of elementary and middle school teachers developing online courses for a virtual school. //Distance Education//, //31//(1), 55-75. doi:10.1080/01587911003725022.


 * __Course Reflections:__ **

What benefits do you see in educators knowing how to design and implement online learning? In today's society it is beneficial for educators to know how to design and implement online learning. Students of the 21st century are tech-savvy. They often use online sources to help them navigate some of humans most desired needs such as social networking. If a teacher can design and implement instruction online, students who spend most of their day online may benefit. For example, Schoology, an online resource that allows for teachers to create lessons online. This online site looks very familiar to the format of Facebook. With this said, students can easily relate to the use of site. They are able to make and join groups, network, and most of all view their assignments and announcements. Schoology is very user-friendly and offers technical support. Providing instruction online also benefits those students who lack the attention span needed to sit through a fifty minute lecture. Online instruction offers teachers the opportunity to reach all learners through a variety of methods. Group projects can be collaborated both in the classroom and online. This benefits those students who do not have time after school, or do not have transportation to meet other group members. Another plus to online learning is with postings being made online, a teacher can verify that all group members are participating equally. The list can go on forever with benefits on being able to design and implement online learning, but the most beneficial I find is reaching the students at a level they are accustomed to. Nothing means more to them than for you to understand them.

How will you professionally use your course that you designed? At the beginning of the school year I created a wiki for two of my teams at work. I spent hours creating the wikispaces for me to return to work the next day and find the sites to have been blocked. The district found wikispaces to have no educational value. I disagreed completely, asked for a revaluation of the decision, but of course was denied with the same answer of it has not educational value. I continued through the year in hope of a webpage that the district promised. I received the webpage a few months ago, but too late to implement in my class because students get accustomed to schedule. Then when I took Instructional Design I was introduced to Schoology. I have yet to find out if the site is blocked at school, but I will say that it is very user-friendly and offers technical support. I find it very similar to Facebook. I know that many of the teachers are familiar with Facebook, and would find this program easy to work with. For next year, I plan on implementing Schoology as my teams main way of communication rather than having to constantly meet after school. Schoology will allow me to upload documents and videos. If teachers are finding difficulties in understanding something online, I can use Camtasia to create a quick tutorial that they can view right off of Schoology. It is like knocking two birds with one stone. I feel that Schoology will be beneficial to my colleagues and save us much time considering we can have online communication. Not to mention that Schoology is working on creating a chat window just as Facebook and Google have.

Will you integrate online learning in your role as a teacher/staff developer? As a technology leader I definitely plan to incorporate online learning into my teaching methods. From taking the course, Instructional Design, I have found ways to create activities for my students next year using a backwards design. I am quite excited to start the new school year knowing that I am going to disaggregate data immediately so that I can implement online learning projects for my students. As a technology leader, I do intend to get teachers involoved. My intention is to show the teachers how online learning works. The best way I feel that I can do that is by inviting them to join and giving them projects just as this course did for me. I will first begin by having them input their roster with their student’s first name and first letter of their last names to abide FERPA, and then have them create an online activity. This will allow for them to see exactly how it works and whether they feel they can work with it or not. If I cannot reach teachers through this method, I still plan on holding small meeting where I implement technology.

What questions do you still have about online learning? Online learning is great when implemented correctly. One of my biggest issues is that I teach at a somewhat low income school. How do I require students to do work online if they do not have the internet, means of transportation to a public library, have to take care of siblings, and the site is blocked at school? The only answer I have found for this is asking the students to walk to a local neighbor or friend’s house. Can I require students to complete work online outside of school hours. Am I breaking any rules by asking of this? These are a few of my main questions. I do have one last question. I am abiding FERPA by enrolling the students by first name and last initial, but am I allowed to have the students on a public site such as Schoology. Will this upset parents, and will I have to discontinue using the online source.

What will you do with this new learning? I plan to continue to implement the Schoology program over the summer. I would like to create projects on it so that I can share with fellow colleagues and be well prepared for the first few weeks of school with my students. I would also like to create team pages on Schoology where my colleagues and I can share information together. I already know what teams I am on and who I will be working with in the fall so getting a head start will not be a problem. This year was my first year working with these two new teams at my school because we are piloting new assessments, but now that I know the loops I will be better prepared for the fall semester. I also would like to create a brief online tutorial on the basics of using Schoology for teachers who work at my school or even outside. I really think this will be beneficial for teachers if not students.

[]