Meda5700 exploringassessmenttechnology childress


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Meda5700 exploringassessmenttechnology childress

  1. 1. Exploring Assessment and Technology Optionsin Instructional Design - 3 MEDA 5700 Michelle Childress, M.S. Ed.
  2. 2. Leading to the Final ProjectNow that you’ve had time to think about atopic for your final Instructional Designproject for this class, it is important to thinkabout how you will organize and teach thecontent of this event--will it be a newcourse, an activity or project, a workshopor some other instructional opportunity?What will the content you will beteaching or implementing?
  3. 3. Consider these Questions Outcomes StandardsWhat do I want my What standards (statestudents to have content) apply to yourlearned--what are the lesson(s) or workshopcontent area goals or or instructional project?outcomes? Previous Experiences Technology What options are How has this content available for media and been taught before? technology support for How will I teach it my instructional plan? differently?
  4. 4. Teacher Decision Cycle 1. What will students learn? Technology Learning Outcomes 4. How will technology help How will technologystudents to learn? use help you to reexamine outcomes, assessment, and teaching? 2. How will you know if students learned? 3. How will you Assessment assist students to learn? Teaching
  5. 5. 1. Learning OutcomesWhat will students learn? Broad learning outcomes for Learning curriculum and/or unit Goals Specific learning; specified by Learning student learning types and Objectives learning standardsSpecial Note: State standards can assist in prioritizing and determining your instructional goalsand learning outcomes.K-12 Content standards can be found here: []ALA Standards for Library Media Specialists can be found here and on D2L:[]
  6. 6. 1. Learning OutcomesExamples: This lesson is part of a unit on science called “Changing Ecosystems.” An example of the overall goal would be Learning “an understanding of ecological principles” (a big, broad Goals goal) The student will: 1. identify how energy flows through this system Learning 2. analyze interactions among organisms in a food chain and food group (more specific steps a student will take to accomplish Objectives the overall goal)Special Note: If you are considering using an Instructional Design project with a business,company, or organization think about the overall standards, framework, or mission statement.
  7. 7. Lesson Plan FormatPlease review the modified ETSU lesson plantemplate which is attached on D2L site. Noteeach of the components within the format--especially the section which requests analignment of the state curriculum standards,goals, and objectives.This format can be adapted to use with othertypes of training such as those in the workplace,professional development training or othercourses.
  8. 8. 2. AssessmentHow will you know if students learned? A designer needs to determine the purpose of Assessment assessment BEFORE they can actually plan Planning the instructional procedures. What do I want my students to learn or be able Assessment to do at the end of this instructional activity Considerations and how will I measure that desired learning?Special Note: The Instructional Designer should address assessment prior to beginning todesign a lesson or instructional activity. Without a goal in mind, it will be difficult to developteaching strategies which will produce the desired end result. The designer must be clear in thereason for each activity in which they will require for student engagement during the instruction.
  9. 9. Assessment Steps/Levels Assessment Levels (Shambaugh and Magliaro) PlacementWhat do students know and where should Pretesting, aptitude tests, observationsthey be placed for instruction? DiagnosticWhat areas are students having difficulty Published tests, observationswith? FormativeWhat learning progress are students Observations, worksheets, quizzes, practice,making? (on-going assessment throughout draft papers, speeches, discussion, groupthe workshop or unit of instruction) activities SummativeWhat grades have students earned? Tests, projects, papers, science fair projects, portfolios, performance
  10. 10. Tools for Assessment Traditional Title in here ThemeGallery is a Design DigitalThe Content & Instructional 1. Tests (short 2. Essays (a 3. Quizzes (aDesigner has 1. 1. answer, multiple 2. paper or a short, quick Contents mall Description ofselected a particular Description of choice, Description of text paragraph of assessment to developed by the company’s the company’sanswerDesign Inc. the company’s Guild or response true/false, and sub contents sub contents to demonstrate demonstratethat is desired. essay questions) sub contents content learner knowledge) knowledge) Authentic and/or The Instructional Designer has Projects, performance required a based activities, performance based presentations, task. rubrics, portfolios, checklists
  11. 11. RubricsA rubric is an assessment tool which is appropriate to use whenlearning requires more complicated performance to prove mastery of atopic or skill. Rubrics provide fair assessment of a student’s ability toperform at the instructor’s level of expectations.One of the easy rubric creator’s online is Rubistar. Go check out someof the sample rubrics and rubric framework (ready for you to add yourown personalized information) foundthere. You do not have to be amember to look around this site. Seehow easy it is to create a rubric.There is nothing for you to turn-infrom this site--this is for informationonly and to demonstrate an assess-ment tool that would be used toassess student knowledge andperformance.
  12. 12. Activity 5a - Learning FocusPlease complete the Learning Focus chart which has been created foryou and can be found with this week’s assignment materials on D2L.This will be one of the three items that will be submitted through theD2L dropbox. Be sure to use your Instructional Design topic tocomplete this activity.
  13. 13. 3. TeachingHow will you assist students in learning? Consider the activities and teaching strategieswhich will best allow you to instruct your targeted population successfully. Instructional Events Possible Actions • gaining attention • a demonstration • informing the learner of the objective • written on board, verbally, or handout • stimulating recall of prerequisite learning • teacher/student summary; questions • presenting the material • via teacher, student, or media • providing learning guidance • the teacher provides examples, the student attempts the examples; teacher monitors efforts • eliciting student performance • class suggestions; individual prompting • lab activities; class examples; homework; • providing feedback verbal comments on student work • verbal/written comments; grades; marks • assessing the performance • repeating in subsequent lessons; • enhancing retention providing additional examples
  14. 14. Possible Teaching StrategiesShambaugh and Magliaro suggest several different strategies toconsider when designing for instruction. These include:Direct Instruction (Lecture) Discovery Based LearningCooperative Learning (group work) LabsTutorials (like Plato Learning Systems)Portfolios Games (computer based)Role Play Read-aloudDiscussion Reader’s TheatreQuestion and Answer Sessions Learning CentersDebates Concept MapsInterviews and Guest Speakers Visuals
  15. 15. Activity 5b - Lesson PlanPlease use the attached (in D2L) ETSU Lesson Plan format to designone lesson plan. Use the content and population of your intendedInstructional Design project for this activity.After you have submitted this plan to the D2L dropbox, I will review,make comments, grade and return it to you (via the D2L dropbox) asActivity 5. Note: After this lesson plan has been reviewed and anyneeded corrections made, thiswill then need to become partof your final project for yourInstructional Design Model.
  16. 16. 4. Technology UseAs you work to design your lesson plan consider the use of technology. How willtechnology assist you with instruction? How will technology help students to learn? Pleaseprint out a copy of the National Standards (NETS-T and NETS-S) found in D2L. Technology for Teachers Technology for Students Teachers should consider the technology Teachers should also consider the competencies/standards which have been technology competencies/standards which written for themselves. (ISTE NETS-T) have been written for students. (ISTE NETS-S) These standards include: These standards include: 1. Facilitate and Inspire Student Learning and Creativity 1. Creativity and Innovation 2. Design and Develop Digital-Age 2. Communication and Collaboration Learning Experiences and 3. Research and Information Fluency Assessments 4. Critical Thinking, Problem Solving, and 3. Model Digital-Age Work and Learning Decision Making 4. Promote and Model Digital 5. Digital Citizenship Citizenship and Responsibility 6. Technology Operations and Concepts 5. Engage in Professional Growth and Leadership
  17. 17. Different Teaching Strategies and TechnologyOptions for Different Levels of Learning Shambaugh and Magliaro, p. 185 (2006)
  18. 18. Research on Technology Usein the Classroom Shambaugh and Magliaro, p. 191 (2006)
  19. 19. Technology in the ClassroomThere are some very valuable tools available online for integrating technology inthe classroom. One such tool is Discovery Education’s Streaming website.Orginally this site was used to deliver digital videos--now it also includes lessonplans, writing prompts, stock images and so much more. The resources availablethere are also aligned to state curriculum standards by grade level and contentarea. This online teaching tool is proving its value in student retention and testscore improvement. This is a fee-based site, but many local school systems havepurchased the subscription for their district. The videos are not available without asubscription, but there are many other free items there for teachers. Search thematerials you find there, look at the many options available to you as an educatorand Instructional Designer. Many teachers use the short video clips (which canbe downloaded) as part of their lesson plan set, during instructional procedures,and with closure. If you are working--check to see if your school district has alicense to access the materials.There are also many good resources online at ThinkFinity (a resource providedby Verizon). These resources are also aligned to state standards by content areaand this site is free to educators and parents.
  20. 20. Helpful Technology Integration Idea Sites • 4Teachers • Cast • Classroom Instruction That Works • CRLT - Instructional Technology • Curriculum Portal • EdHelper • Edtopia • Focus on Effectiveness • ISTE - Using Model Strategies for Integrating Technology into Education • Intel Education - Designing Effective Projects • Kathy Schrock’s Guide for Educators • Microsoft in Education • NCEO • NCRTEC • Sites Alive • T4-Jordan School District • Tech and Learning • Thinkfinity • ThinkQuest •
  21. 21. Activity 5c - Technology OptionsExamine the possibilities for media and technology in your lessons.Use the provided Technology Options table (found in D2L) to recordyour media and/or technology choices for your Instructional Designproject (what you hope to use at this time). Drop this document in theD2L dropbox by the due date for these three activities outlined in thispresentation.
  22. 22. Looking Ahead - Research Paper Master level students should spend time in scholarly research and study. For this assignment look closely at your ID Project topic. This topic should be the topic of your research paper and should support your idea/need for creating this Instructional Design project. 1. Search for three articles from professional journals/periodicals on your topic. (Articles written by professionals in the field--not Internet resources which cannot be verified or are without scholarly merit.) 2. Read and highlight sections of the article that you would like to share in your paper. 3. After you have selected the information write a three-page, double- spaced paper summarizing your thoughts. 4. Please include bibliographic information from three or more sources at the end of your paper. ***This information is being given early for those who like an early start on projects. This paper is due on April 1, 2012 by 10:00 pm***
  23. 23. Looking Ahead - Final Project This outline is to assist those of you in designing the layout of your final ID Project (The final ID Project is due on April 29th – for those of you who like an early start). Project examples will be posted at a later date. Cover - Title, Grade/Group, Content Area, Your Name Table of Contents ID Project Description/Mission Statement/Goal(s) Pre-Project Thinking - School/learner profile, resources, prior instruction, pre-assessment data/test Instructional Design Procedures - Lesson plans, technology/media description, handouts, all other instructional materials ID Project Evaluation - overall evaluation/assessment (How you met your learning goals). Project success. References