Chapter 12 Powerpoint

Chapter 12 Powerpoint from cdjhaigler

Chapter 12 Summary

Although summative evaluation is the culminating evaluation of the effectiveness of instruction, it generally is not part of the design process. It is an evaluation of the absolute and/or relative value or worth of the instruction and occurs only after the instruction has been formatively evaluated and sufficiently revised to meet the standards of the designer. Since the summative evaluation does not involve the designer of the instruction but instead involves an independent evaluator. This component is not considered and integral part of the instructional design process.

Chapter 12 Vocabulary

CHAPTER 12 VOCABULARY

·       Congruence Analysis-- information summary form

·       Content Analysis - product checklist or rating scale.

·       Design Analysis- product checklist or rating scale

·       Utility and Feasibility Analysis- information summary form, product checklist, or rating scale.

·       Current Users’ Analysis- information summary form, product checklist, or rating scale.

Chapter 11 Powerpoint

Chapter 11 from cdjhaigler

Chapter 11 Summary

Classroom teachers almost always use the Group Presentations as a primary instructional delivery method. However, more differentiated instructional approach has been sought recently as our society experiences major changes.  Therefore, I am pleased to find an additional instructional methods were introduced in detail in this textbook:  Self-Paced Learning and Small-Group Formats.  Both of them are becoming extremely popular elsewhere than K-12 such as colleges and universities.

In considering never-ending budget problems in public education while we are having more students, adopting some form of Self-Paced Learning (Independent Studying) and Distance Learning seems like a matter of time because they offer a cost effective delivery system. Small-Group format is probably the most luxurious method of learning that we all would like to have as a learner, but it is a cost ineffective method.  In K-12, Special Education is probably the one using this delivery method.  If we consider the future of our students, it is desirable that we teachers also consider the future needs and become knowledgeable with new formats, so that we are able to prepare our students to shift smoothly for different types of learning method, especially with self-disciplined independent study habit.

There are five basics of feedback:  knowledge-of-result (KR), knowledge-of-correct-response (KCR), answer-until-correct (AUG), elaborated feedback, and response-sensitive.  Constructive feedback is vital part of learning process.  I often wrote a short feedback to the errors that the students made on the quiz.  However, teachers told me that students were not reading it.  I found that my son’s English teacher jotted down a lot of feedback to my son’s compositions.  However, I do not think my son was utilizing it.  First, I think he did not read and learn them all.  To him, the assignment was over.  He was not motivated to go back to read it all. Second, even though he tried to learn it, now he cannot have additional feedback to evaluate his new understanding.

 As the authors described, timing of feedback is vital.  To busy K-12 teachers, dispensing feedbacks in timely manner should be challenging and discouraging in the current setting.   I observed that they would like to have right or wrong feedback (KR) immediately, but they often do not go beyond that.  “Students do not read…”  We hear this comment (lament?) everywhere.  They do not read instructions, textbooks, and books in general.  (Maybe this is a much more serious problem than a mastering a multiplication table…) Does it mean that students are not reading at all? Their response style is immediate, brief, trial and error, quick…  They are in self-explanatory virtual world.  So, when they need to read, they do it very quickly.  They skim through to find necessary information to take a next move quickly.  When a popular new game’s setting changed button A and B, they criticize the game because it does not work for them to play effectively.  (It seems Button A should be always for “jump” and should not be switched to Button B.)  I think even this much of information gives me a hint of idea what preference they have.

Chapter 11 Vocabulary

§  OBSERVATIONAL ASSESSMENT is the most common form of formative assessment. Teachers can circulate the room to monitor students' progress. If students are working independently or in groups, teachers should intervene when the students are not understanding the material. Teachers can also take note of students' comments and participation levels during class discussions to gauge their learning.

§  SELECTED RESPONSE ASSESSMENTS are any type of objective exam where there is only one correct answer for each question. Multiple choice, fill-in-the-blank, matching and true/false questions are all types of selected response assessments. This type of assessment allows the teacher to score exams quickly and with a large degree of reliability in scoring from one exam to another.

•      CONSTRUCTED RESPONSE ASSESSMENTS require students to generate their own response rather than selecting a single response from several possible ones. These exams are much more subjective as there is not a single correct answer. Instead, teachers must grade either with a rubric or holistically to maintain a fair degree of reliability.

•      PERFORMANCE ASSESSMENTS require students to perform as a means of showing they understand class material. The types of performances can include actual performing, as in a class debate, or performance by creating, as in making a brochure or TV ad. These assessments evaluate complex cognitive processes as well as attitude and social skills, and students often find them engaging.

•      PORTFOLIO ASSESSMENTS evaluate a student's progress over the course of the semester. It is more than a one-time picture of what a learner has accomplished. Portfolios include all of a student's work in a particular area. For example, a student in an English class could have a portfolio for a research paper that includes note cards, outlines, rough drafts, revisions and a final draft. The teacher would evaluate the portfolio as a whole, not just the final draft, to see how the student has grown.

Chapter 10 Designing and Conducting Formative Evaluations Powerpoint

Chapter 10 Designing and Conducting Formative Evaluations from cdjhaigler

Chapter 10 Designing and Conducting Formative Evaluations Summary

A formative evaluation, evidence of an instructional program’s worth is gathered for use in making decisions about how to revise the program while it is being developed. This is why it is called "formative" evaluation, because the instruction is in its developmental stages and is not yet "grown up". The idea is to find out if your newly developed course works at teaching the objectives you need to teach to the learners who need to learn them, before you present it to your target audience. In any given formative evaluation, you can find out how to make your instruction more:

•      Effective

•      Efficient

•      Interesting/Motivating

•      Usable

•      Acceptable

You do this by carrying out procedures that will provide you with evidence as to the effectiveness of your instruction. The emphasis is on collecting data and revising the instruction.  Formative evaluation of instructional materials is conducted to determine the effectiveness of the materials and to revise them in areas where they are ineffective. Formative evaluations should be conducted on newly developed materials as well as existing materials that are selected based on the instructional strategy. Evaluations are necessary for both mediated and instructor presented materials. The evaluations should be designed to produce data to pinpoint specific areas where the instruction is faulty and to suggest how it should be revised. An iterative process of formative evaluation containing at least three cycles of data collection, analysis, and revision is recommended. Each cycle focuses on different aspects of quality. The first cycle, one- to-one evaluation, is conducted to pinpoint gross errors in the materials. These errors typically relate to both the clarity of vocabulary, concepts, and examples used, and the motivational value of all five components of the instructional materials. Evaluations can also be conducted with content experts and individuals familiar with the characteristics of target learners. One- to- one evaluations must be conducted with representatives of the target population. An interactive interview process is used so the evaluator can learn what was wrong with the materials and why it was wrong.

Chapter 10 Vocabulary

 Designing and Conducting Formative Evaluations

Ø Formative Evaluation – Evaluation designed to collect data and information that is used to improve a program or product; conducted while the program is still being developed.

Ø Summative Evaluation - Evaluation designed and used after an instructional program has been implemented. The purpose is to present conclusions about the worth of the program or product and make recommendations about its adoption or retention.

Ø Subject-Matter Expert (SME) – A person knowledgeable about a particular content area.

Ø Performance Context – The setting in which in which it is hoped that learners will successfully use the skills they are learning; includes both the physical and social aspects of the setting.

Ø Field Trial - The third stage in formative evaluation, referring to the evaluation of the program or product in the setting in which it is intended to be used.

Chapter 9 Developing Instructional Materials Summary

The hallmark of individualized instruction is that many of the instruction events typically carried out by the instructor with a group of students are now presented to the individual student through instructional materials. The authors recommend that you produce self-instructional materials in your first attempt at instructional design, that is, the materials should permit the student to learn the new information and skills without any intervention from an instructor or fellow students.

          Translating your analysis and design opens opportunities to be creative with the instruction. Simply translating your analysis and strategies into prose can yield rather dry and boring instruction. As a teacher and instructional designer, you need to consider ways to add interesting and motivating approaches to the instruction. For example, consider the various introductions to the units used in this course. We have used a variety of styles and approaches to make the units interesting and appealing to the students. Making good instruction is part science and part art, the trick is finding the right mix to challenge and engage your students. As we mentioned, developing new materials "from scratch" is not a matter to be taken lightly. It is time-consuming, may involve the efforts of an entire team, and must be undertaken carefully and systematically. That said, however, developing instructional materials may be highly satisfying to you and your team, and the resulting programs or products serve as tangible evidence of your own skills and knowledge.

There is something exhilarating about seeing users interact with your own multimedia instruction, or get feedback from learners in a course you developed. The type of material you determine needs to be created will often times be determined by how you want the learner to encode the skills or knowledge. Is it something they need to embed in long-term memory? If so, then you'll need to create instructional materials. But sometimes it's more convenient, or more important, to give the learners aids to use to complete specific actions. In this case, the information doesn't need to be encoded deeply in long-term memory, but can be accessed from an external object, processed in short-term memory, and acted upon.  All this gratification assumes you have developed a successful educational or instructional program or product. Seldom will instructional designer be responsible for media production, but knowing the processes helps when communicating with media production specialists.

Each type of product, whether multimedia, print, video, or online, have major production processes and a group of specialized production people who carry them out. Each of the different forms of media demand both careful review of the preproduction documents, and careful evaluation during the production phase. Many instructional projects will incorporate some combination of instructor-led, multimedia, print, video, and/or online components. Practice working on them while in graduate school will better prepare you for job opportunities beyond the university. Although the creation of instructional materials will be time intensive, it will eventually come to an end. But that's not when the work of an instructional designer ends. Next you'll need to determine how the product will be implemented, and eventually evaluated.

Chapter 9 Developing Instructional Materials Vocabulary/Terms

1.  Rough Draft Materials- The development of instructional material in quick, inexpensive media formats for formative tryouts.

2.  Rapid Prototyping- In software development it is also called rapid application design (RAD) and is the process of using prototype approximations of a software design in order to test whether the application meets the design specifications.

3.  Feedback – Information provided to learners about the correctness of their responses to practice questions in the instruction.

4.  Instructional Analysis – The procedures applied to an instructional goal in order to identify the relevant skills and their subordinate skills and information required for a student to achieve.

5.  Instructional materials- print or other mediated instruction used by a student to achieve an instructional goal.

Chapter 9 Developing Instructional Materials Powerpoint

Developing Instructional Materials from cdjhaigler

Chapter 8 Developing an Instructional Strategy Powerpoint

Chapter 8 Developing an Instructional Strategy from cdjhaigler

Chapter 8 Summary



The first instructional strategies would be creating the right classroom climate. This is to assure that your students feel safe, secure and are engaged with their own learning. Learning decreases when students feel threatened or unchallenged (Marzano, et al, 1992). Have discussions with your students on how to maintain the right climate for your classroom. Have them help formulate the way they want the classroom to run and they will help your enforce everyone’s expectations.

The second instructional strategy would be your classroom plan. This will help you foster student involvement and cooperation in your classroom activities and will help establish a productive working environment. To establish a productive working environment you need to make your room stimulating and inviting. Classroom displays and arrangements must be functional and inviting. Your students will be more than happy to be in on the decision making process of how to make your classroom learner friendly.

The third instructional strategy would involve organizing your classroom. You will need to create room arrangements that allow for activities that require movement. Stations or centers can be created for long-term learning and involvement. These stations can be placed so that your students can easily find information, use computers, and access other technologies that would help with their learning.

The next instructional strategy involves developing routines and procedures. You will need to create a limited number of rules that are clear, specific, and stated in a positive manner. Always involve your students in the process of developing, understanding, and maintaining the routines and procedures. You will also need to practice and reinforce these routines and procedures throughout the school year.

The fifth instructional strategy would be assigning and managing work assignments. As a master teacher you need to provide meaningful and relevant assignments. Involve your students in real world scenarios that have a purpose. You will be amazed with your student’s abilities when they have an assignment that involves an audience and a real world purpose.

The next instructional strategy involves preparing for instruction. When your students are actively involved in their learning discipline problem will decrease. Keep your students involved in the planning and preparation of the units of studies. Make them a part of your on-going planning, implementation, and evaluation of units of study. Could your students compose a real proposal that could be submitted to a corporation, city council, or organization that needs fresh ideas?

The sixth instructional strategy is discussing behaviour in the classroom. Always communicate and reinforce class routines and procedures. Have your students enforce these and have classroom discussion on procedures that need to be added, deleted, or edited. You will be surprised how well your classroom will function when the students have a voice.

The last instructional strategy is to keep your classroom running smoothly throughout the school year. Always reflect and evaluate each day or week during the school year. Do not settle for less than your students’ best efforts. Always celebrate success!!!!!

These seven instructional strategies will help you become a successful teacher that students will remember forever. This will also help your students become lifelong learners.

Chapter 8 Developing an Instructional Strategy



CHAPTER 8 VOCABULARY

1.    Motivating Learners – One of the typical criticisms of instruction is its lack of interest and appeal to the learner.

2.  Prerequisite Skills – Another term used to describe entry skills.

3.  Pre-instructional Activities – Techniques used to provide the following three events prior to delivering instructional content:

o    get the learners’ attention

o   Advise them of the prerequisite skills for the unit

o   Tell them what they will able to do after the instruction

4.  Instructional Strategy - An overall plan of activities to achieve an instructional goal. The strategy includes the sequence of intermediate objectives and the learning activities leading to the instructional goals as well specification of student groupings, media, and the delivery system. The instructional activities typically include pre-instructional activities, content presentation, learner participation, assessment, and follow-through activities.

5.    Delivery System- The term used to describe the means by which instruction to facilitate its evaluation. The chart relates skills, objectives, and associated test items, allowing easy comparison among the components of the instructional design.

Chapter 7 Developing Assessment Instrument Powerpoint

Developing Assessment Instruments Chapter 7 from cdjhaigler

Chapter 7 Developing Assessment Instrument, Summary

         An “assessment” is not just a test, but a range of items used to gauge a learner’s abilities and progress as well as quality of instruction in addition to evaluating the instructional mediums used. Criterion (or the plural version of criteria) is defined as: Criterion. A standard on which a judgment or decision may be based learners will  a characterizing mark or trait answer 85% of quiz Criterion-referenced assessments, also known as objective questions reference assessments, focus on measuring performance items correctly to associated with learner performance and instructional integrity.

          Demonstrate mastery of Benchmarks, or specific levels of reference, are used to gauge the lesson change in performance, attitudes, and other measurable items. It is important to promote learners to evaluate themselves – quality of work and performance “Self-evaluation and self-refinement are two of the main goals of all instruction since they can lead to independent learning.”

          A criterion-referenced assessment is composed of items or performance tasks that directly measure skills described in one or more behavioral objectives. Leaner-centered assessments are to be criterion-referenced. This type of testing of test is important for evaluating both learners; a process and instructional quality.

Chapter 7 Developing Assessment Instruments, Terms/Phrases

1.    Goal-Centered Criteria- Test or item criteria used to analyze a goal to identify the sequence of operations and decisions required to achieve it.

 

2.    Criterion-Referenced – Items designed to measure performance on an explicit set of objectives; also known as objective-referenced test items.

3.    Context-Centered Criteria- Test or items criteria used to judge the congruence between the situations used in the assessments and the learning and performance contexts. Authenticity of examples and simulations is the main focus.

4.    Assessment-Centered Criteria- Test or items criteria used to judge item writing qualities such as grammar, spelling, punctuation, clarity, parsimony, and the use of recommended item formatting rules.

5.    Criterion- A standard against which performance or product is measured.

 

Chapter 6 Summary Decision Maker

Part C Decision Maker Summary

Performance objectives are commonly used to help people achieve goals. Determining clear performance expectations helps ensure that everyone understands what is expected and what the end results should be. The process of setting performance objectives also helps stimulate conversations during which key stakeholders can agree upon goals. The format for written performance objectives can vary widely. Some companies have detailed forms to capture performance objectives. Others use part of their performance review documentation to create performance objectives. Smaller companies often create performance objective documents from scratch as part of their performance review and/or compensation planning processes.

          Once you have a general idea of what you wish learners to know and be able to do, the next step is drafting the text that will clearly and specifically tell them what they can expect to learn. Experience indicates that the text of effective instructional objectives includes three parts. These parts are best described in the work of training and human performance:

·        Description of a performance - what the learner is to be able to do. Example: be able to write a news article. The performance must be observable. Question to ask when writing this part: What do I want students to be able to do?

·        Conditions - important conditions under which the performance is expected to occur Examples: Given a list of... (Sort into stacks); when provided with standard tools... (Construct a table); without using references... (know the state capitols) Questions to ask when writing this part: What are the important conditions or constraints under which I want them to perform? What the learner will be provided? What will the learner be denied? Are there special conditions which occur on the job or when performing?

·        Criterion or standard - (the quality or level of performance that will be considered acceptable). Examples: include measures of speed (in less than 30 minutes...), direction (according to manufacturer’s specifications...), and accuracy (without error...), and quality (all cuts must be smooth to the touch). Question to ask when writing this part: How well must learners perform for me to be satisfied they've accomplished the objective?

          Performance objectives should focus on the end result of an activity. This end result can be described in terms of products created, services provided, or accomplishments achieved. Because objectives are either quantifiable or verifiable, someone should be able to easily determine whether or not the objectives have been obtained. Objectives are not always products. They can also focus on intangible results. For example, higher quality intelligence is an important objective that can be verified by the consumer. In addition to indicating to learners what they will know and be able to do at the successful completion of a course, well-crafted learning objectives are also the touchstones guiding the rest of the course development process. The choice of course materials, assignments or activities, and assessments should all reflect the learning objectives.
          The question to consider when building a course from learning objectives is: How does this element of the course relate back to one or more of the learning objectives? For example, learners should not be asked to read or review material that is not relevant to one of the objectives. Nor should they be assessed on skills or knowledge which is not specifically outlined as important in one or more of the objectives.

Chapter 6 Terminology/Glossary of Terms

Part A Terminology/Glossary of Terms:

·        Performance Objectives  -  a detailed description of what students will be able to do when they complete a unit of instruction. Performance objectives are derived from the skills in the instructional analysis.

 

·        The Function of Objectives  - is objectives serve a variety of purposes, not just as statements from which test items and task derived. Objectives have quite different functions for designers, instructors, and learners, and it’s important to keep distinctions in mind.

·        Parts of an Objective - the first part of an objective describes the conditions that will prevail while a learner carries out the task. The second part of an objective describes the conditions that will prevail while a learner carries out the task. The third part of an objective describes the criteria that will be used to evaluate the learner performance.

·        Derivation of Conditions  - refers to the exact set of circumstances and resources that will be available to the learner when the objective is performed.

·        Derivation of Criteria - is the final part of the objective for judging acceptable performance of the skill.

·        Process for Writing Objectives  - in order to make objectives and subsequent instruction, consistent with the context analysis, designers should review the goal statement before writing objectives.

·        Evaluation of Objectives  - is the rubric at the end of this chapter contains a list of criteria for evaluating objectives.

·        Psychomotor Skills  - execution of a sequence of major or subtle physical actions to achieve a specified result. All skills employ some type of physical action; the physical actions in a psychomotor skill are the focus of the new learning and are not merely the vehicle for expressing an intellectual skill.

 

 

Chapter 5 Summary

In addition to general characteristics such as age, grade level, and topic being studied, I am able to describe my learners in terms of these characteristics:

• Entry Behaviors - These are skills associated with learning the goal that must already be mastered. What should learners already know how to do in order to be successful with the new instruction? In the last lesson I determined specific entry behaviors related to my goal, but there may also be some general entry behaviors that were overlooked in the instructional analysis yet would be useful to mention at this point. For example, the ability to read, or the ability to perform basic math functions.
• Prior Knowledge of the Topic Area - What must learners already know about the topic?
• Attitudes toward Content and Potential Delivery System - What are the learners' impressions and attitudes about a topic and how it might be delivered? In other words, will they have any preconceived notions about the topic or the delivery system?
• Academic Motivation - How motivated are learners to learn the topic, and how much is it likely to interest them? I asked my potential learners these questions:

§  How relevant is the instructional goal to you?

§  What aspects of the goal interest you most?

§  How confident are you that you could successfully perform the goal?

§  How satisfying would it be to you to be able to perform the goal?

      Educational and Ability Levels - What are the achievement and general ability levels of the learners? This helps me determine the kinds of instructional experiences they may have had and their ability to cope with new and different approaches to instruction.

• General Learning Preferences - What types of learning approaches do the learners prefer? For example, lecture, seminar, case study, small-group, or web-based?
• Attitudes Toward Training Organization - How do the learners feel about the organization providing the training? Do they have a positive view of management and peers, or are they cynical about leadership? As a teacher, I already know my students' attitudes about school, but I will keep in mind that some students actually like school, while others may hate it. It's important to know which kind of students I will be interacting with.
• Group Characteristics - Is there heterogeneity within the target population? If so, you want to make sure to accommodate any diversity. Also, I got a general overall impression of the target population based on interactions with them.

This may seem to be like a lot of information to collect about my learners, but it will aid me immensely in providing more meaningful learning experiences for my learners. Some of it I already know, but much of it I culled by talking with my learners. Other helpful methods include surveys, questionnaires, and pretests. Collecting this type of data was much easier because I am their regular teacher as I immersed in the environment, and thus I already knew many of the students that I teach. However, I didn’t immediately assume that I knew the answers to these questions. Remember, when you assume too much you make a ... oh well, we're all familiar with that cliché saying.

The list of learner characteristics I end up with will be used throughout the remainder of the instructional design process to make decisions regarding the various steps. It will help me determine the objectives (next step), as well as play a major role in the instructional strategies I will employ later on. According to Dick and Carey, "They will help the designer develop a motivational strategy for the instruction and will suggest various types of examples that can be used to illustrate points, ways in which the instruction may (or may not) be delivered, and ways to make the practice of skills relevant for learners".

     By now I've assessed my needs to determine the skills and knowledge I want my learners to acquire. From this came a goal statement, and after that I analyzed that goal to identify substeps, subordinate skills, and entry behaviors. The next thing I want to look at is the learners themselves, the context in which learning will take place, and the context in which the learners will eventually use their new skills. This is done by conducting both a Learner Analysis and a Context Analysis. There are three things I want to accomplish by doing this. First, I want to describe the characteristics of my target population. Then I want to describe the contextual characteristics of eventual setting where the learners will use their new skills. This could be a classroom setting, a work setting, or the real world. Finally, I want to describe the contextual characteristics of the setting where the actual instruction will take place.

 

Chapter 5 Terminology/Glossary Terms

Part A Terminology/Glossary of Terms:

1.   Learner Analysis - is the determination of pertinent characteristics of members of the target population. Often includes prior knowledge and attitudes toward the content to be taught, as well attitudes toward the organization and work environment.

2.  Data for Learner Analysis - involves a site visit for structured with managers, instructors, and learners.

 

3.  Performance Context Analysis - an analytical process used to locate, analyze, and correct job or product performance problems.

4.  Data for Performance Context Analysis - is the basic data gathering procedures include interviews and observations.

5.  Learning Context Analysis - the actual physical location (or locations) in which the instruction that is under development will be used. Learning context is defined as the situation in which something is learned or understood, a situation that can impact how something is learned or what is taught.

6.  Data for Learning Context Analysis - is to schedule visits to one or more training sites and schedule interviews with instructors, managers of the sites, and learners.