Edu 643


Published on

Published in: Education, Technology
  • Be the first to comment

  • Be the first to like this

No Downloads
Total views
On SlideShare
From Embeds
Number of Embeds
Embeds 0
No embeds

No notes for slide
  • My name is Justin Ochoa, and I had three choices for the project presentation. I decided to go with a WebQuest on Reconstruction.
  • Here is quick rundown of the ADDIE process: Analysis – needs, content, and task, Design, Develop, Implementation, and Evaluation.
  • My favorite subject is the Civil War and students really enjoy learning about it. This really shows with their scores on the test that covers the Civil War.Reconstruction follows and I noticed that students are not as engaged as they were in the Civil War. Noticing this, I thought it was highly possible that students test would lower than the previous chapter, and they did.I want to change my lesson plans for Reconstruction with the hopes of keeping students engaged and improving test scores on future tests.
  • I want students to be able to understand the importance of Reconstruction in American history and how some of the same problems are happening today.Reconstruction raised several questions about government and the rights of citizens.Debate over the rightful power of the federal government and the states continue to this day with Arizona’s bill on illegal immigration, and with same sex marriage.
  • Students will watch a video clip, reading primary sources, web-sites, and answer accompanying questions that help them stay focused on the important events of Reconstruction.To complete this project and be successful, students will need to be focused, hardworking, and creative.The task is presented into five sections to keep students focused on the objectives. They are an overview of Reconstruction, civil liberties, Southern life, end of Reconstruction, and creating a newspaper page.
  • I want to create objectives that will guarantee that students would be able to describe Reconstruction in their own words, it demonstrates what they learned.I went through the section of the school textbook on Reconstruction and divided it into four main sections that I went over in the last slide: overview of Reconstruction, civil liberties, Southern life, and end of Reconstruction.
  • I decided on going with a WebQuest. is easy to use template to get started and I highly recommend it.
  • I want to make sure that I have feedback before I assign this project to students so that there are no problems and this will truly help students learn.Before deciding who to ask for feedback, I wanted to make sure that the persons would not hesitate to provide honest feedback without biases.With that in mind, I chose a college friend, who is a teacher, and co-worker and both do not have a problem with telling me the truth.
  • FormativeAfter each section of the project, students will have to print out and turn in answers to questions presented.This will allow me to asses how well students are grasping content during the process of completing the WebQuest.SummativeThe students will have to write an editorial newspaper piece.They will have to address the four main sections presented in the process section of the project.Writing an editorial piece will be a great way to assess what students learned and guidelines in the rubric help students learn the objectives presented.
  • Just a quick rundown of state standards: time and chronology, analyzing and interpreting the past, and ideals of American democracy.Next, I will quick read the objectives of the WebQuest.
  • Again the WebQuest process is set into five sections = the first four sections are defining Reconstruction, civil liberties, Southern life, and end of Reconstruction.After students research each link, they will answer accompanying questions and turn them in to be assessed.
  • For example, students will read a primary document of a couple, the Goodings, describing, the life in the south. Next, they will be asked to answer: what were the Goodings’ overall view toward Reconstruction and the Ku Klux Klan. Once students complete one of the first four sections, they will hand in answers to questions being presented.
  • The last section deals with the final assignment of the WebQuest writing an editorial. Students will imagine that they were born in 1845, and the current year is 1905 – a local newspaper hired them to write an editorial piece on their experience living through Reconstruction. A local newspaper hired htem to write an editorial piece on their experience living through Reconstruction. The paper must be written from a perspective of a former African American slave or from the perspective of a Confederate soldier survivor.
  • Here is a quick rundown of how students will be assessed. Participation is worth 10 points. Editorial is worth 15 points. Creativity is worth 10 points.
  • Demonstrating Understanding of General Information is worth 25 points. Mastery of Assigned Perspective is worth 35 points.
  • I will give students five class periods to complete the WebQuest. This will give students one class period to complete each section of the process stage. Some of the sections are not a s long as others so this will give students enough time in class to complete the assignment. I will try to start on a Monday so students can have the weekend to finish the WebQuest.
  • I used the traditional 1 through 5 scale with 5 being “strongly agree.”First question, the overall presentation does not distract from the goal of the WebQuest. Both of the evaluators both gave a response of 5.Second question, the assignments presented were reasonable and appropriate. Both evaluators responded with 5.
  • Third question, directions are presented in a logical way and clear. One evaluator agreed and one strongly agreed.Fourth question, the WebQuest is easy to navigate. Both responded with “strongly agree.”Fifth question, the assessments appropriately assessed students’ ability to meet objects. Both evaluators “agreed.”Sixth question, all activities, tasks and assessments all align with learning objectives and standards. One evaluator “strongly agreed” and one “agreed.”
  • Question seven, I would recommend this WebQuest to other teachers. On evaluator “agreed” and one “strongly agreed.”
  • Edu 643

    1. 1. EDU 643: Instructional Design<br />Project Presentation<br />Understanding Reconstruction <br />
    2. 2. Introduction<br />Justin F. Ochoa<br />Designing multimedia objects<br /> - WebQuest<br /> - Interactive Power Point<br /> - Interactive Web-based Lesson<br />Webquest<br /> - understanding Reconstruction<br />
    3. 3. ADDIE Process<br />Instructional Design Model<br />Analysis (needs, content, and task)<br />Design<br />Develop<br />Implementation<br />Evaluation<br />
    4. 4. Analysis <br />Needs<br /> My favorite subject is the Civil<br /> - students enjoy it<br /> - students perform well on test<br /> Reconstruction follows<br /> - lack of effort<br /> - test scores dropped<br /> Problem needs to be addressed <br /> - students need to be engaged<br /> - change is needed<br />
    5. 5. Analysis<br />Content<br /> Importance of Reconstruction<br /> - relevance <br /> Reconstruction raised several questions on:<br /> - government <br /> - civil rights<br /> Battle continues today<br /> - illegal immigration<br /> - same sex marriage<br />
    6. 6. Analysis<br />Task<br /> Student need to:<br /> - view video clips<br /> - reading primary sources and websites<br /> - answer questions<br /> Student need to be:<br /> - focused<br /> - hard working <br /> - creative<br /> Student tasks<br /> - overview<br /> - civil liberties<br /> - Southern life<br /> - end<br /> - newspaper page<br />
    7. 7. Design<br /> Main objective<br /> - describe Reconstruction<br /> My process<br />Overview of Reconstruction<br />Civil Liberties<br />Southern Life<br />End of Reconstruction<br />
    8. 8. Develop<br /> I chose to use a WebQuest for this project<br /> A WebQuest is a great tool to use to keep students focused on the assignment<br /> For this project I used<br />Weebly is a great resource and easy to use<br />
    9. 9. Implementation<br /> Feedback<br /> - mistake free<br /> - to ensure student learning<br /> Who to choose?<br /> - honest<br /> - no biases<br /> Winner<br /> - college friend<br /> - co-worker <br />
    10. 10. Evaluation<br />Formative <br />summative<br />Questions<br /> - answer questions<br /> - turn in answer<br />Assessment<br /> - evaluate answers<br /> - determine understanding<br /> - provide feedback<br />Editorial <br /> - newspaper <br /> - four sections<br />Assessment<br /> - evaluate writing<br /> - determine<br /> - create rubric <br />
    11. 11. Statement of Learning Objectives<br />State standards <br />objectives<br />Standard I.I – Time and Chronology – All students will sequence chronologically …Civil War and Reconstruction<br />Standard I.3 – Analyzing and Interpreting the Past – All students will reconstruct the past by comparing interpretations written by others from a variety of perspectives and creating narratives from evidence<br />Standard III.2 Ideals of American Democracy – All students will explain the meaning and origin of the ideas…in the Constitution<br />Students will be able to define Reconstruction<br />Students will be able to describe what some Southerners did to deprive freed people of their rights and how Congress responded<br />Students will be able to explain how Southern life changed during Reconstruction<br />Students will be able to explain how Reconstruction ended<br />
    12. 12. Demonstration<br />WebQuest<br /> - five sections<br /> First four sections<br /> 1. Defining Reconstruction<br /> 2. Civil Liberties<br /> 3. Southern Life<br /> 4. End of Reconstruction<br /> Questions<br /> - answer them after each section<br /> - hand them in<br />
    13. 13. Demonstration Cont.<br /> Example<br /> - primary document<br /> - Goodings couple<br /> Question<br /> - views on KKK and Reconstruction<br /> Four sections<br /> - answer questions<br /> - hand in answers<br />
    14. 14. Demonstration Cont.<br /> Section five<br /> - writing an editorial<br /> Editorial<br /> - imagine born in 1845 <br /> - current year is 1905<br /> - newspaper editorial on Reconstruction<br /> Writing Perspective<br /> - choose one<br /> - former African American slave<br /> - confederate soldier survior<br />
    15. 15. Demonstration Cont.<br />Assessment<br />Participation (10 points)<br /> - using time wise in class<br />Editorial (15 points)<br /> - grammar, length, and voice<br />Creativity (10 points)<br /> - writing is creative and so is <br /> newspaper presentation<br />
    16. 16. Demonstration Cont.<br />Demonstrating Understanding of General Information (25 points)<br /> - completing and turning in answers <br /> to questions<br />Mastery of Assigned Perspective (35 points)<br /> - addresses first four sections of the <br /> process in a creative way<br />
    17. 17. Implementation<br />Class time<br /> - five class periods<br /> - one class per section<br /> - section length<br /> - start on a Monday<br />
    18. 18. Survey <br /> Traditional 1 through 5 scale – 5 being “strongly agree”<br />Questions: and Respones<br />The overall presentation does not distract from the goal of the WebQuest (5,5)<br />The assignments presented were reasonable and appropriate (5,5)<br />
    19. 19. Survey Cont.<br />Directions are presented in a logical way and clear (4,5)<br />The WebQuest is easy to navigate (5,5)<br />The assessments appropriately assessed students’ ability to meet the objectives (4,4)<br />All activities, tasks and assessments all align with learning objectives and standards (5,4)<br />
    20. 20. Survey Cont.<br />I would recommend this WebQuest to other teachers (4, 5)<br />Additional Comments<br /> “I think this project would be better suited to cover one section, because of the repetitive structure of the process.”<br /> “When I think of a WebQuest, I think of group activity. I believe students would benefit if group work was incorporated.”<br />
    21. 21. Understanding Reconstruction<br />The End<br />