EDPS 6430
Foundations of Instructional Design and Educational Technology
Dr. Robert Zheng
ADDIE Project
by
PAMELA CARPENTER
SONNY DULFO
MICHAEL LUTHY
MARAH METALLO
ATHENA NADEAU
Topic: Instructing teachers to create a lesson plan
Part 1. Describe the problem indicating that the problem can be solved via instructional training.
The new teacher evaluation system requires that all teachers submit a formal lesson plan to their evaluator. The lesson plan contains specific categories that have to be included in the lesson plan. District surveys of teachers showed there were elements of the lesson plan that teachers did not know how to incorporate it into their planning, including the following:
Scaffolding the learning to reach all students: The survey indicated that teachers still struggled with how to adjust their instruction for students who don’t understand the material the first time it is presented.
The training will be developed to help teachers improve their knowledge in these areas and create an effective lesson plan.
Part 2. Analysis
Part 3. Design
Design the assessment.
See attached rubric on page 7.
Choose a format by defining the media to deliver the training.
Format of instruction will be delivered in a Hybrid Model. Teachers will be able to access the material via online instruction prior to/after in person training. Review and best practices will be discussed during class type instruction.
Define the instructional strategy
Specify the instructional strategy: the lecture, discussion, and specific activities involved in training.
Modules to give direct instruction on objectives
Discussion on best practices
Guided practice making a lesson plan with objectives in mind
Think, Pair Share to generate critical thinking and participation
Starter activity to begin comparing current practices to needed practices
Describe how the following will be applied to the training:
Pre-instructional activities:
Pre-instructional activity will include a starter with the following question: “Describe three different ways that you (the teacher) scaffold your instruction for your students.”
Content presentation
Content will be presented through online modules and onsite training. There are four online modules which will include:
direct instruction on objectives of how to create an effective lesson plan
online discussion link where conversations will be centered around examples of best practices
compilation of examples of impactful lesson plans for teachers to reference
PPT slides for teachers to reference for the onsite staff training.
Learner participation
Several strategies will be used to get the learners engaged. For the in person training, these strategies include : a quick write for the starter, partner and small group discussions, an exit slip at the end of the workshop reflecting on their learning. For the online portion, these strategies include: participating in an online discussion, uploading a sample lesson plan and getting feedback on it, answering reflective questions after they have taught the lesson they created.
Assessment
Formative Assessment: Self assessment helps to create a learning community within the group. When teachers are involved in the process, self evaluation becomes a logical step in the learning process. Thus, teachers are more aware of their personal strengths and weaknesses. The instructor can examine the self assessments and identify teachers' strengths and weaknesses. Thus, when teachers are able to think, articulate and understand what they still need to learn, achievement will improve.
For this project, follow up questions using self-assessment will be used (see Table 1).
Table 1. Follow-Up Questions
Directions: Read the task in the left column. How do you think you did? Rate yourself 1 - 4.
4 = Fantastic, I did my best.
3 = Good, I put forth the effort on this unit.
2 = Okay, but I could do better.
1 = Whew, I really goofed up.
TASK
Rating
Fill in this column if you rated 4 or 3.
I am proud of my work because…
Fill in this column if you rated 2 or 1.
I could improve my work by…
Define Lesson Objective(s)
Design assessment for lesson
Identify student activities for students
Provide checks for student understanding
Identify adjustments needed for struggling students
Scaffold the learning for different levels of student understanding
Follow-through activities: Group activity
Activity 1: In small groups, teachers discuss experiences they have after
taking the training. Instructor facilitates the discussion.
Activity 2: Reflection: Teachers write journal entries of their
thoughts and reflections about their learning styles and share it with the
group. They can specifically address how they could use the information
to improve all the elements of lesson planning.
Foundations of Instructional Design and Educational Technology
Dr. Robert Zheng
ADDIE Project
by
PAMELA CARPENTER
SONNY DULFO
MICHAEL LUTHY
MARAH METALLO
ATHENA NADEAU
Topic: Instructing teachers to create a lesson plan
Part 1. Describe the problem indicating that the problem can be solved via instructional training.
The new teacher evaluation system requires that all teachers submit a formal lesson plan to their evaluator. The lesson plan contains specific categories that have to be included in the lesson plan. District surveys of teachers showed there were elements of the lesson plan that teachers did not know how to incorporate it into their planning, including the following:
Scaffolding the learning to reach all students: The survey indicated that teachers still struggled with how to adjust their instruction for students who don’t understand the material the first time it is presented.
The training will be developed to help teachers improve their knowledge in these areas and create an effective lesson plan.
Part 2. Analysis
Part 3. Design
Design the assessment.
See attached rubric on page 7.
Choose a format by defining the media to deliver the training.
Format of instruction will be delivered in a Hybrid Model. Teachers will be able to access the material via online instruction prior to/after in person training. Review and best practices will be discussed during class type instruction.
Define the instructional strategy
Specify the instructional strategy: the lecture, discussion, and specific activities involved in training.
Modules to give direct instruction on objectives
Discussion on best practices
Guided practice making a lesson plan with objectives in mind
Think, Pair Share to generate critical thinking and participation
Starter activity to begin comparing current practices to needed practices
Describe how the following will be applied to the training:
Pre-instructional activities:
Pre-instructional activity will include a starter with the following question: “Describe three different ways that you (the teacher) scaffold your instruction for your students.”
Content presentation
Content will be presented through online modules and onsite training. There are four online modules which will include:
direct instruction on objectives of how to create an effective lesson plan
online discussion link where conversations will be centered around examples of best practices
compilation of examples of impactful lesson plans for teachers to reference
PPT slides for teachers to reference for the onsite staff training.
Learner participation
Several strategies will be used to get the learners engaged. For the in person training, these strategies include : a quick write for the starter, partner and small group discussions, an exit slip at the end of the workshop reflecting on their learning. For the online portion, these strategies include: participating in an online discussion, uploading a sample lesson plan and getting feedback on it, answering reflective questions after they have taught the lesson they created.
Assessment
Formative Assessment: Self assessment helps to create a learning community within the group. When teachers are involved in the process, self evaluation becomes a logical step in the learning process. Thus, teachers are more aware of their personal strengths and weaknesses. The instructor can examine the self assessments and identify teachers' strengths and weaknesses. Thus, when teachers are able to think, articulate and understand what they still need to learn, achievement will improve.
For this project, follow up questions using self-assessment will be used (see Table 1).
Table 1. Follow-Up Questions
Directions: Read the task in the left column. How do you think you did? Rate yourself 1 - 4.
4 = Fantastic, I did my best.
3 = Good, I put forth the effort on this unit.
2 = Okay, but I could do better.
1 = Whew, I really goofed up.
TASK
Rating
Fill in this column if you rated 4 or 3.
I am proud of my work because…
Fill in this column if you rated 2 or 1.
I could improve my work by…
Define Lesson Objective(s)
Design assessment for lesson
Identify student activities for students
Provide checks for student understanding
Identify adjustments needed for struggling students
Scaffold the learning for different levels of student understanding
Follow-through activities: Group activity
Activity 1: In small groups, teachers discuss experiences they have after
taking the training. Instructor facilitates the discussion.
Activity 2: Reflection: Teachers write journal entries of their
thoughts and reflections about their learning styles and share it with the
group. They can specifically address how they could use the information
to improve all the elements of lesson planning.