Week Three

Chapter Two

Question 1: How can an instructional design model help you develop your instructional plan? Identify the steps of the DID model and briefly explain each.

Planning is essential for effective instruction. If teachers don’t have a plan, they “fly by the seat of their pants”, guessing at what students need to know, pulling together half-baked activities at the last moment, and generally making it all up as they go along. Have you ever had a teacher like that? I have. Students don’t have confidence in the teacher and don’t take the class seriously. That is why planning is so important, but how does one even begin to plan for instruction? It seems like such a large task.

Models facilitate planning. According to one definition, a model is a pattern or mode of structure or formation (Dictionary.com). Models exist to ensure that the finished product or design has a sound structure and will function as intended. By using an instructional design model, teachers can be confident that their instruction will take into account all aspects of the learning process – what the students will learn, the learning environment, the characteristics of students, and sound strategies for instruction. An instructional design model will provide the framework for a strong instructional plan, effective delivery, and positive student outcomes.

The Dynamic Instructional Design (DID) model is an example of a model that teachers can use to plan instruction. The DID model is used in the first part of a larger process called Design-Plan-Act (DPA) which takes the teacher from square one of course and unit planning all the way through to delivering individual lessons in the classroom. The word “dynamic” in the name of the DID model is important. This model is dynamic as opposed to static, which means at each step the designer looks back at what has been done so far and modifications of previous steps are possible. Therefore, DID is an iterative process rather than a linear process. The steps in the DID model are described below.

Know the learners. Lay the groundwork for instructional design by getting to know the students in terms of their cultural and linguistic backgrounds, learning characteristics, prior skills and knowledge, and physical and cognitive development. Create individual profiles and class profiles on these dimensions. This information is valuable for planning the learning environment and specific strategies to address learning needs of individuals and the class as a whole.

State the learning objectives. These objectives should be clear, concise, well-written statements of exactly what is expected of students as a result of the instruction event. Objectives should tap multiple levels of thinking from simple knowledge all the way through synthesis. An example of a learning objective is: In an essay, students will compare and contrast the reasons for U.S. military action in Vietnam and Afghanistan with a rating of at least “adequate” on a rubric designed for evaluating the specified essay.

Establish the learning environment. The learning environment encompasses all conditions which may affect learning. The physical space (lighting, temperature, etc.) as well as the emotional space (supportive and nurturing atmosphere) are both aspects of the learning environment. In addition, the environment must be well-organized and promote active rather than passive learning.

Identify and select support technologies. In the design phase of DPA it is important to consider which technology tools will best support the teaching and learning of the objectives as well as the needs of students. Varieties include audio (recordings of narration or music), visual (video, 3-d models, pictures), or digital (computer software and hardware, smart board, etc.). Selected technology should be well-matched to the learning environment. In order to make wise decisions about support technologies, teachers must be well-versed in the advantages of each available technology, and teachers must understand how to use each technology.

Evaluate and revise the design. As the design unfolds, formative evaluation takes place. This allows the designer to discover problems with the design and make adjustments and improvements at many points in the design process. It is this formative evaluation that makes DID an iterative process. After the design has been implemented, a more formal summative evaluation takes place. Feedback and analysis regarding the effectiveness and practicality of the design are considered, and modifications to the design may be made. In this way, the design will be improved each time it is used.

Week Two

Chapter One

Question 3: My synthesized view of teaching, learning, and technology.

Chapter One provides a very good foundation for some critical reflection about my own philosophy of learning and teaching. I believe it is important for each teacher to establish personal viewpoints regarding the theories of learning and to develop his or her own teaching style based on those theories as well as experiences in the field. As Lever-Duffy and McDonald point out in our textbook, science offers multiple explanations for how learning takes place and how students learn best. By considering these theories, pondering my teaching experience to date, and thinking about the vast array of educational technologies available today, I am evolving my own synthesized view of teaching, learning and technology.

First, I strongly believe that education is a communicative process. To this point, I must always be aware of the messages I am transmitting and how they are being received. It is important to take into account the variables that affect communication, such as environment, psychological factors, prior experiences, cognitive styles, and learning preferences. I must understand that these factors apply to me as well as my students. In addition, students and teachers come to class with personal filters in place, such as heritage and belief systems that influence the messages that are sent and received. Communication and therefore teaching is not a one-way process. Teachers should seek out feedback in many forms and continually provide opportunities for students to express what they have learned.

I hold an eclectic view of how students learn. No one theory completely explains the amazing capacity human beings have to learn throughout a lifetime. Instead, I believe certain theories apply well to certain types of learning.

The behaviorist theories of stimulus/response and immediate feedback in the form of reward or punishment seem to apply for learning basic skills and facts – the remembering level of the Revised Bloom’s Taxonomy (Forehand, 2005). Examples include learning the multiplication tables, spelling words, names of key periods in world history, or steps of mitosis.

At intermediate and higher levels of learning, the cognitivist viewpoint makes sense to me. Learning is a complex internal process that is hard to describe. At the levels of understanding, applying, and analyzing, explicit instruction is valuable, with its emphasis on modeling and “think aloud” techniques.

I believe the constructivist theories apply well to the highest levels of thinking: evaluating and creating. In order to firmly assimilate or accommodate new information, learners must construct knowledge by integrating it into existing frameworks in their minds. Project work and exploratory learning facilitate this process.

As a teacher, I must take steps to know and understand my class as well as individual students. Our text presents several tools for assessing the cognitive style, learning preferences, and intelligences of students. This information can be used to create class profiles and individual profiles on each of these dimensions. Thus, teachers can adjust their instructional strategies, and tactics based on solid information about how students learn best and what their inherent capabilities are. For example, project groups may be assigned on the basis of individuals’ cognitive styles or class activities may be weighted more or less heavily on one or another learning preference.

I believe teaching style is always a work in progress. I hope my teaching style is constantly developing and being refined. At times I may even choose to reinvent my style. In any case, after careful reflection, I will base adjustments to my style on sound research, observation of master teachers, and constructive feedback from students and other teachers. I do not want to become stagnant in my growth as a teacher; therefore, I will periodically reassess my professional development.

Regardless of a teacher’s particular style, a systematic approach to planning and implementation of instruction is important. The basis of planning should always be the learning objectives students are required to achieve. Then, specific instructional tactics are chosen to facilitate the learning of those objectives. Technology is a powerful tool to support student learning, and it should always be considered in the tactical part of planning. The use of technology in the classroom is never an end in itself. Instead, teachers decide on the use of specific technologies only when those decisions are informed by the focused learning objective, the needs and characteristics of the learners, and the nature of the learning environment. This interplay of factors forms a holistic view of teaching, learning, and technology.

Forehand, M. (2005). Bloom's taxonomy: Original and revised. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved January 30, 2009, from http://projects.coe.uga.edu/epltt/

Introduction

Hello,

My name is Laurie Gambrell. I am pursuing a Master's degree in Technical Education at The University of Southern Mississippi and am expecting to graduate in the summer of 2010. I chose a minor in Instructional Technology, which is the reason I am enrolled in IT 645 Computers in Education.

I am currently an adult education instructor at Jones County Junior College. I teach a GED prep class and also am the professional development trainer for the program as well as the program's data manager. I have been working in adult education for over seven years, but I have also worked as a computer programmer/analyst.

Since I started my Master's program, I have taken more online classes than traditional classes. I enjoy the flexibility of online learning. Due to my job and family responsibilities, it is best for me to do most of my classwork on the weekends. Online learning makes that possible. I agree with those who say that online classes are as much or more work than traditional classes. But, I welcome the challenge of graduate-level education, and I strive to do my best in each of my courses.

I am very proficient in Word, Excel, and PowerPoint because I use these applications constantly for my work. I am somewhat skilled in Microsoft Publisher, Adobe Photoshop and Corel Painter essentials. I have had limited experience with Windows Moviemaker and Pinnacle Studio 9. All these skills are self-taught. I enjoy figuring out how to use software on my own.

I use email extensively at work for keeping up with the correspondence of 13 fellow instructors concerning training and data issues. Through my online classes I have used virtually all the features of blackboard, including discussion board, assignment drop box, and Wimba virtual classroom. I also use Google Calendar, Google Docs, Google Chat, and Skype video and audio chat.

I am not a follower of blogs other than those of family members. I am not a strong user of social media, except I do have a Facebook page and a few friends there. I don't twitter, and I am not a cell phone person.

I use the internet extensively to find instructional resources for my GED prep class, and my students use computer-based learning applications PLATO and MySkillsTutor. I use PowerPoint to enhance my instruction as well as video clips.

In this class, I hope to become more current with the uses of technology in the classroom, especially how technology can enhance learning. As an instructor, I am always willing to try new things if I see how it will benefit my students or make me a more effective instructor.

Thank you, and I look forward to a productive semester.

Laurie Gambrell