1. ANALYSIS:
Analysis is a difficult process for the instructional designer. It involves many hours of research and interviewing to improve the skills of the participants to determine course expectations for them. The purpose of the analysis process is to discover as much as one can regarding the following aspects:
Purpose: This is the “what” part of Analysis. Understand exactly what it is that is being created is usually the first step. Many people overlook this step by assuming various concepts without really analysing the purpose for creating a course. Learning why a course or program is important helps one navigate through the Analysis phase of ADDIE. Knowing the purpose also helps to identify the actual skills and expectations for the course or program. For example, in the corporate world, most often, managers quickly look at Training as the key to solving all their problems. These managers fail to recognize the difference
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Instructional objectives should ask students to perform a task that is measurable and observable. Thus, objectives should:
• Include a verb that can be observed such that describes a student performance
• Include a list of criteria to be used to measure student performance
Two types of instructional objectives:
• Teacher-focused: Demonstrate to students how to perform relevant activities
• Learner-focused: The student will demonstrate how to perform the activities
List of Verbs:
The most important criteria for a valuable objective is a written indication of the desired behavior using measurable or observable verbs. Verbs which are vague or obscure such as "understand", "know", "learn", "study", or "gain knowledge" should be replaced with more specific verbs. The list below provides some of the verbs appropriate for use with the statement "...students will be able to:"
• List
• Operate
• Describe
• Identify
• Solve
• Compare and contrast
•
For most people who have ridden the roller coaster of primary education, subtracting twenty-three from seventy is a piece of cake. In fact, we probably work it out so quickly in our heads that we don’t consciously recognize the procedures that we are using to solve the problem. For us, subtraction seems like something that has been ingrained in our thinking since the first day of elementary school. Not surprisingly, numbers and subtraction and “carry over” were new to us at some point, just like everything else that we know today. For Gretchen, a first-grader trying to solve 70-23, subtraction doesn’t seem like a piece of cake as she verbalizes her confusion, getting different answers using different methods. After watching Gretchen pry for a final solution and coming up uncertain, we can gain a much deeper understanding for how the concept of subtraction first develops and the discrepancies that can arise as a child searches for what is correct way and what is not.
The goals and objectives that we plan to set will be measurable and obtainable. I would like for the goals and objectives to be measurable so in the evaluation phase I can evaluate Marcels progress and to see if the goals that we have set are being reached.
1. Objectives: The following points must be considered while formulating the objectives: (a) Clarity on behavioral objectives of a lesson. (b) Translation of general objectives into behavioural objectives. (c) Available time of instruction.
I feel that this model ties in nicely to our current policies and especially ties into the Danielson framework and the Common Core Standards. The easy to follow format of the assessment model made sense and really stuck with me.
In the last twenty years, the population of linguistically diverse school age-children has increased exponentially (Short & Echevarria, 2004, p.9). In order to effectively serve students with different language backgrounds it is important that teachers use strategies that benefit all students. Adrienne L. Harrell and Michael Jordan (2008) found that students need strategies that use explicit language objectives, provide constant reinforcement of academic language, make connections to prior knowledge, and give opportunities to read, write and speak in English to support their language development (p. 5). The presence of these strategies in a classroom with a mixture of ELL students and native English speakers only enhances the learning experience
According to Coker (2015), “feedback is considered essential for motor skill acquisition as it assists in guiding the learner in modifying subsequent movement attempts” (p. 31). I believe this is partially in line with Knowledge of Performance (KP) because KP is about the nature of the movement pattern itself and it does not necessarily tell about success in terms of goal achievement (Schmidt & Lee, 2014).
John Henry is a 15 year old 9th grade student who suffers from ADHD and anxiety disorder. John frequently makes inappropriate verbalizations during teacher’s instructional time. This behavior causes distractions for himself and his peers. The teacher would ask John to stop talking out of turn, but the student only stopped for a short amount of time. The teacher would then pull John out of the classroom to speak one-on-one on some adjustments he can make with his behavior to make his learning more successful. After pulling John out of the classroom, he would be complaint for 2-3 days, but not for a week long period. Afterwards, the parent/guardian were contacted, but the target behavior was still not altered in any way.
Assessments are important when teachers want to deliver high quality lessons and ensure the students understand the concepts before moving on. The assessment chosen for this assignment is a Letter to a Friend. This self-assessment strategy helps the teacher understand how clearly the students grasped the concepts within a unit (Sunal & Haas, 2011). For teachers who teach all subjects, this activity covers a few ELA standards as well.
As a content area teacher, literacy is extremely important to the success of my students in my classroom. Each student must have certain skills to be successful such as being an independent reader, have fluency and atomicity, scientific vocabulary, and having word recognition. It is important that as a teacher we realize our words have a great influence on our students. We should always speak in a positive and loving manner at all times. Genesis 1:1-13 discusses that our words as teachers should build up confidence of the student (Genesis 1:1-13).
Some people cannot solve the problem because they are using inappropriate methods without knowing this. This is the reason why most people cannot solve the difficult problem. According to Morgan Jones, with the book that his written “The Thinker's Toolkit”, he was said that the word ‘analysis’ is refers to break down the problem into its constituent elements. Doing so can simplify complex issues into the simplest terms.
Learning styles are how individuals approach learning new concepts based on their strengths, weaknesses, and preferences. Acquiring and being aware of your learning styles is beneficial to accurately processing information that could be used for intellectual growth. Furthermore, learning styles are a part of how humans function and receive information from their world, so not being properly informed about this concept could bloom confusion, dysfunction, and chaos in society. Each learning style has a different goal and approach in interpreting information based on each individual’s abilities and should be regarded as being such. Nonetheless, it is a complex system that is produced to simplify and make sense of our world. Read/write was the
In the analysis phase, the designer will determine and define the instructional problem to be solved and
Students will identify the correct how to find the area of circles. We are going to do this first by deriving the formula for the area of a circle ourselves. Students use these operations to solve problems. Students extend their previous understandings of finding the area of a shape: This learning goal meets the Common Core Standard CCSS.MATH.CONTENT.6.G.A.3. The students are going to learn find the area of only the doughnut, excluding the hole in the middle. For the formative assessments during the teaching of this unit, I will keep an observation log, where I note any student progress, whether it be positive or negative. I believe it will be important to record observations any time a student has difficulty with a particular task. For example, if a student has trouble solving the problems with the formulas. to purchase an item, I should write down particular actions, attitudes, and behaviors that stand out, as well as the specific issue. Any time the students are doing independent work, I will monitor the learning activities and record observations.
Before the lesson is prepared, the teachers must have a clear understanding of the objectives of the lesson to be taught. By having an understanding of what they students will able to accomplish at the end of the lesson, the content remains focused and thorough. The teacher must then express these objectives to the students including the standards for performance. Students can then be held accountable for expectations that are known.
The second event is informing the learners of purposes, objectives or goals. It is also a must for teachers to inform students on what they want to teach that day and what their expectations towards their students are. It is still relevance to be applied until now. This second event is important because students need to know what the expectations from their teachers towards them are. In addition, when students know the purposes, objectives or goals...