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Signature assignment presentation
- 1. Signature Assignment: Instructional Plan Presentation T A L L Y E C K E N R O D E C U R / 5 1 6 M A Y 4 , 2 0 2 0 D E B O R A H H O R N S B Y
- 2. Building Self-Esteem Workshop PURPOSE Improve Self-Esteem Improve Interpersonal Skills Positive Interaction Self-Analysis Applying New Skills Positive Perception TARGET AUDIENCE AND TIME SPAN Anyone Wanting to Improve Self-Worth Students and Professionals Adolescents and Young Adults Middle Age Adults and Older Adults Over 3 Day Period Mon – Wed 6pm till 9pm
- 3. Goals of Workshop Interact with Others Positively Self-Analyze Own Self-esteem Obtain New Interpersonal Skills Gain Positive Perceptions This Photo by Unknown Author is licensed under CC BY
- 4. Objectives of Workshop Read “Self-Esteem and Me” Complete Survey Complete Self-Analysis Share Receive Feedback Read “Interpersonal Skills” Worksheet Positive Interaction Obtain Interpersonal Skills Complete Quiz Taken all 3 days of Workshop Participate Positive Perception Complete 3-2-1 Provide Feedback
- 5. Resources and Materials Calm and Quite Room with Good Lighting Comfortable Chairs Daily Surveys Self-Esteem and Me Handouts Interpersonal Skills Worksheet Interpersonal Skills Assignment Worksheet Dry Erase Board with Markers Emergency Plan with Local Mental Health Facilities
- 6. Additional Information LENGTH OF WORKSHOP 9 Hours 3 Hours per Day 3 Days INDIVIDUALS INVOLVED This Photo by Unknown Author is licensed under CC BY-SA-NC Facilitator -Tally Eckenrode Learners - Local Participants Administrator - Dr. Joan McDonald Sponsor - Dr. Joan McDonald Sponsor - Community Mental Health Facility
- 7. Details of Implementation: Communication Oral Communication Throughout Workshop Report Self-Esteem Daily Interaction Between Participants Orally Review Workshop at the End of Course This Photo by Unknown Author is licensed under CC BY-NC-ND
- 8. Details of Implementation: Engagement Obtain Current Knowledge on Self- Esteem Learn Student’s Goals Design Positive Discussions Give Constant Feedback This Photo by Unknown Author is licensed under CC BY-SA
- 9. Formative Assessments Strategies 3-Minute Pause Reflection I felt ____ when… I am more aware of… I related to… I am surprised about… Oral Quiz Short Answer Extended Responses 3-2-1 3 Positive Facts about Yourself 2 Goals Insight about Yourself as a Learner
- 10. Evaluation Instruments Reaction Positive or Negative Reactions Positive Brings Learning Negative Bring Challenges Learning Pre-Class Testing Post-Class Testing Measure Progress of Class Behavior Has Behavior Changed? Positive Change is Success Results Did Workshop Improve Self-Esteem? Positive Improvements Bring Success
- 11. Criteria: General Is There a Real-Life Need? Is Content Related to the Skill? Are Exercises Designed for Engagement? Does the Workshop Flow Smoothly? Does the Workshop Make Sense? This Photo by Unknown Author is licensed under CC BY-SA-NC
- 12. Criteria: Instructor Delivery Is Delivery Appropriate for the Content? Are Experiences Applied to the Learning Process? Is There Time for Questions? APPROVAL From All Partners and Sponsors This Photo by Unknown Author is licensed under CC BY
- 13. Criteria: Pilot Workshop Pilot Workshop June 18th- 20th 6pm – 9pm This Photo by Unknown Author is licensed under CC BY-ND
- 14. Criteria: Evaluation Will Skills Learned Result in a Positive Behavior? Is There a Review Scheduled in Order to Check Content, Design, and Delivery? This Photo by Unknown Author is licensed under CC BY-SA-NC
- 15. References Continu. (2017). How to conduct an instructional design evaluation. Retrieved from https://blog.continu.co/instructional-design-evaluation/ Fors, M. Ph.D. (2007). Instructional design criteria checklist. Retrieved from https://www.unitar.org/hiroshima/sites/unitar.org.hiroshima/files/17_AF07WSII_Instructional_ Design_Criteria_Checklist.pdf Lambert, K. (2012). Tools for formative assessment: Techniques to check for understanding: Processing Activities. Retrieved from https://www.utwente.nl/en/examination/faq-testing- assessment/60formativeassessment.pdf Learn Worlds. (2019). Learning goals and objectives in course design. Retrieved from https://www.learnworlds.com/learning-goals-objectives/ Raccoon Gang. (2017). How to engage students in learning. Retrieved from https://raccoongang.com/blog/how-engage-students-learning/
Editor's Notes
- Welcome to my signature assignment: instructional plan presentation Designed by Tally Eckenrode, for course CUR / 516, due on May 4, 2020, instructor Deborah Hornsby.
- The “Building Self-Esteem” workshop has the purpose of improving self-esteem. This will be accomplished by improving interpersonal skills, having positive interaction with others, be able to self-analyze, the ability to apply new skills, and to have a positive perception. The target audience is anyone wanting to improve self-esteem. This includes students, professionals, adolescents, young adults, middle age adults, and older adults. The workshop will take place over a 3-day period on Mondays thru Wednesdays from 6pm until 9pm.
- The goals for the self-esteem workshop are that the participants will be able to interact with others in a positive format. Participants will be able to self-analyze their own self-esteem. Participants will obtain new interpersonal skills that improve self-esteem. Participants will gain new perceptions of themselves in a positive way (Learn Worlds, 2019).
- There are three objectives to the self-esteem workshop (Learning Worlds, 2019). After reading the “self-esteem and me” handout, the participant will complete a self-evaluation survey of 10 questions in length, allowing the participant to complete a self-analysis each day of the workshop. The handout will be shared with the class and instructor for feedback. After exploring the “interpersonal skills” worksheets, the participant will positively interact with other participants, in addition to obtaining interpersonal skills that the participant will display by completing an interpersonal skills oral quiz taken all three days of the workshop. After participating in the workshop, the participant will be able to develop a positive perception of themselves, to be displayed by writing a 3-2-1 answering 3 things they have learned, 2 things the like about the workshop, and 1 question they still may have: to be completed at the end of the workshop on the third day of the workshop.
- There are several resources and materials needed for the self-esteem workshop. They include: a calm and quite room with good natural lighting, important to have comfortable chairs, daily surveys for participants, and self-esteem and me handouts for information. Additional materials and resources include the interpersonal skill worksheets, interpersonal skills assignment worksheets, Dry erase board and markers, and finally an emergency plan with local mental health facilities.
- The workshop will be a total of 9 hours, for 3 hours per day, and for 3 days. The facilitator is Tally Eckenrode. Learners are local participants. Administrator is Dr. Joan McDonald as well as a sponsor as well. The last sponsor is our local community mental health facility.
- The workshop will be mostly in the form oral communication between instructor and participants. There will be some written communication involved with some exercises. There is a lot of oral interaction and role playing in exercises. The beginning of each day the class will report their current feelings on their self-esteem. During each day students will orally interact with other participants on positive language. At the end of the workshop the whole class will orally review the course.
- Engaging students needs to be a top priority (Raccoon Gang, 2017). The instructor needs to understand the student's current knowledge on self-esteem. It is important to learn the participant’s goals and try to inspire them. Design classroom discussions to encourage positive dialog between participants. Design relevant and detailed learning activities on self-esteem. Give feedback on an on-going basis throughout the workshop.
- The formative assessments strategies used in the workshop start with the 3-minute pause reflection. The reflection will answer questions like: I felt blank when…, I am more aware of…, I related to…, and I am surprised about…. An oral quiz with short and extended responses. The 3-2-1 assessment will start with 3 positive facts about yourself. Then write 2 goals one has. Finishing with an insight about yourself as a learner (Lambert, 2012).
- There are fours instruments used in this course (Continu, 2017). Reaction Are the student’s reactions positive or negative? Positive reactions are consistent with learning. Negative will bring challenges in the learning process. Learning Pre class and post class testing will give information on the student’s progress and will measure the student’s learning process. Behavior Has the behavior of the students changed? Have their attitudes changed in a positive way? If attitudes and self-esteem improve the learning process is successful. Results Did the workshop improve the self-esteem of the students? Is there a positive change in attitude? The success of the class is based on the change in positive attitudes.
- The general criteria needed for this workshop are the following (Fors, 2007). Is there a real-life need related to the content of workshop? Yes, self-esteem effects everyone. Their success will be directed by the self-esteem. Is the content of each objective providing the knowledge needed to learn the skill? Yes, the handouts, worksheets, and surveys provide the correct information for the student to meet the objectives. Does the design allow for interaction and engagement of students during exercises? Yes, in every exercise there is engagement and interaction between participants and instructor as well. Does the workshop flow smoothly for the participants? The information flows while increasing the details of the information. Does the course make sense to the participant? Do the skills meet the need of a positive self-esteem outcome at the end of the workshop? The information content does make sense to the participants when their self-esteem rises through skills and experience. Thus, improving the participants self esteem at the end of the workshop.
- Th instructor’s delivery is very important (Fors, 2007). Is the delivery of the information appropriate for the content type? The lines of communication are in place in order to deliver the information in a way that is received and retained by the participants. Does the instructor apply participants experiences into the learning process? Participant’s experiences are used in the exercises of the class. The experiences are a foundation for the skills to be learned in this process. Is there time for questions and comments from the participants? There are specific times throughout the class period. At the beginning of class, during exercises, and at the end of the course. The workshop has been approved by all partners and sponsors.
- There will be a pilot workshop June 18th-20th at 6pm thru 9pm. This will allow for feedback on any challenges the course may foresee.
- The evaluation process is very important to the learning process and the instructional design of this workshop on self-esteem (Fors, 2007). Will the skills learned result in a positive behavior? The skills involved in the course do support the outcome of positive behavior. Is there a review scheduled in order to check content, design, and delivery? There is a review scheduled right after the pilot workshop is completed. This concludes the presentation on improving self-esteem workshop. Are there any questions?