Based upon your own teaching experiences (if any) and the contents of this lesson, what instructional media formats interest you? What instructional methods do you currently use this instructional media within an instructional setting? How do you anticipate using this instructional media within an instructional setting in the future? Make sure that you describe specific instructional methods.
The main instructional media that I encounter on a daily basis is a SMARTBoard. I use it for EVERYTHING. Students come into class and I have their morning work up on the SMARTBoard. I then have students come up to the board to solve the problems using the "pens." The SMART website has many templates for teachers (or anyone) to use along with the SMARTBoards. Many of these templates are interactive and involve having students "pull" objects away to reveal the answers. I can make a SMART template myself, but I'm all about not recreating the wheel.
Another type of instructional media that I have encountered lately is a virtual classroom. These classrooms are set up as computer labs and are overseen by a teacher assistant. The teacher assistant doesn't instruct the students, but is there as a tool for helping the students with technical issues. The point of these virtual classrooms is to offer students the opportunities to take courses that are not currently availabe in thier current setting. For example: Jane Doe is very interested in taking different language courses. She has taken and mastered Spanish and French, but those are the only two offered at her high school. If Jane goes to a virtual classroom, she can take classes for any language in the world. These classes are pretty much set up like our own in that an instructor is paid by the school for the student(s) that take their course. These teachers can teach as many students as they can. One teacher in Georgia may be teaching students from California, Nebraska and New Jersey. This is a growing trend in high school settings and is definately the instructional media of the future. Just think about it. 15 years ago, could we take online classes for a college degree?
I also think (even though I don't necissarly agree with it) that we are moving away from standard textbooks and moving to computerized textbooks for teaching. This may work well with older students, but we already have tons of accomodations for reading that I think this may be difficult at the elementary/middle school level. Honestly, if I could put all of my books onto one computer and ditch the carrying of 5 huge textbooks, I would in a heartbeat because I have learned to read online. I have found, oddly enough, that this skill is not for everyone. Either way, the time will come just as "Thomas Edison expressed in 1922 according to which the textbooks in the schools would have been at last replaced by the movies." Hmmm... Not quite, but something like that.
Thursday, October 30, 2008
Thursday, October 16, 2008
ISD Model
What is your personal assessment of the ISD model? Critique it. Describe the strengths (if any) and weaknesses (if any) of this model? What activities of this model have you used in your experience as an instructor?
The ADDIE model of the ISD I found to be very helpful in specifically spelling out parts of the lesson and the learning that takes place. The ADDIE model goes step by step to give teachers a direct path to follow when creating lesson plans.
The analysis phase describes what is to be taught and why, and provides an in depth aspect to the type of learner that you are teaching. This part of the ADDIE process is important because it specifically states what type of learning that you want to take place. If the teacher knows what they want the students to get from the lesson, as well as the prior knowledge that they have, they have a better chance of reaching that goal. The only part of this process that I would change is that students should know what is going to be taught as well as the teacher. We teach students to read the answers on an EOG test first so that when they read the passage, they will know what to look for. I think this is the same in everyday learning. If students walk into class knowing that they are going to be learning about plot, then they can make sure they really pay attention during that part of the lesson. I tell my students what they will be learning by adding an Essential Question on the board everyday. They also write it in their daily agenda so that their parents know what they are learning and can reinforce that learning by asking them to answer their EQ at home.
The design phase is important because it goes through the actual creation of the lesson plan. This is where you design what is to be taught based on the analysis phase. The techniques that teachers employ as instructional methods are in this section as well as the strategies that will be taught for the instructional models. I think this part of the ADDIE process is really broad because it has to make contingencies for all types of lesson plans. Even though it is vague, it provides the strength to each lesson by telling the planner what key items that they need to look for in thier assignments.
The evaluation phase of the ADDIE model is especially important because it lets the teacher know if learning has actually taken place. Formative evaluation should be done routinely through a lesson almost instinctively through student responses to questions in class as well as their group performances. A summative evaluation allows the teacher to see on paper what the student has learned. I always use formative assessments in class, but I am pretty bad about the wait time. I often find myself asking the students a question and calling on the first hand I see. I try to choose around the class, but sometimes it is hard because I don't want to call a student out that really has no idea what I am talking about. I try to lead students to answer the question and ignore the waving hands that are trying to get my attention. If I wait patiently, I can usually get at least part of the answer from every student.
The ADDIE model of the ISD I found to be very helpful in specifically spelling out parts of the lesson and the learning that takes place. The ADDIE model goes step by step to give teachers a direct path to follow when creating lesson plans.
The analysis phase describes what is to be taught and why, and provides an in depth aspect to the type of learner that you are teaching. This part of the ADDIE process is important because it specifically states what type of learning that you want to take place. If the teacher knows what they want the students to get from the lesson, as well as the prior knowledge that they have, they have a better chance of reaching that goal. The only part of this process that I would change is that students should know what is going to be taught as well as the teacher. We teach students to read the answers on an EOG test first so that when they read the passage, they will know what to look for. I think this is the same in everyday learning. If students walk into class knowing that they are going to be learning about plot, then they can make sure they really pay attention during that part of the lesson. I tell my students what they will be learning by adding an Essential Question on the board everyday. They also write it in their daily agenda so that their parents know what they are learning and can reinforce that learning by asking them to answer their EQ at home.
The design phase is important because it goes through the actual creation of the lesson plan. This is where you design what is to be taught based on the analysis phase. The techniques that teachers employ as instructional methods are in this section as well as the strategies that will be taught for the instructional models. I think this part of the ADDIE process is really broad because it has to make contingencies for all types of lesson plans. Even though it is vague, it provides the strength to each lesson by telling the planner what key items that they need to look for in thier assignments.
The evaluation phase of the ADDIE model is especially important because it lets the teacher know if learning has actually taken place. Formative evaluation should be done routinely through a lesson almost instinctively through student responses to questions in class as well as their group performances. A summative evaluation allows the teacher to see on paper what the student has learned. I always use formative assessments in class, but I am pretty bad about the wait time. I often find myself asking the students a question and calling on the first hand I see. I try to choose around the class, but sometimes it is hard because I don't want to call a student out that really has no idea what I am talking about. I try to lead students to answer the question and ignore the waving hands that are trying to get my attention. If I wait patiently, I can usually get at least part of the answer from every student.
Monday, October 6, 2008
Student's Learning and Understanding
Ok, that's a pretty big topic, but I'll see what I can do to make it as concise as I can while providing all information.
I don't think that it would ever be right to teach all students the same way. I rarely have a class that even has two learners that prefer all of the same things for teaching. I was a smart student, was able to learn in many settings, but... wait for it... I hated group work. (That was then, this is now :) ) Fortunately, a lot of things have changed in the way of teaching and learning over the past couple of decades. The way I was taught was definitely behaviorism. Rewards for good grades and drill/memorization instruction. Those spelling tests and direct memorization of multiplication facts actually worked for me... but only short term. I am in the spell check generation, because I can't spell. I could pass my spelling tests, but the minute I got a 100, I forgot them all. It's not that I think that the behaviorism model doesn't work. It definitely has it's time and place, but for most students, this process doesn't provide for long term retention of facts.
Moving on to cognitivism (again, thank God for spell check). The influx of media into the instructional setting provided the view of cognitivism with new fuel for their theories. Students can still use a book, but need to add visual media or flow charts to see what they are learning. Well, were getting there. I do teach with visual's and learning maps, because I have students that need that especially my spacial learners.
Constructivism, while probably one of the hardest to plan for, is the best way for most of my students to learn. This type of learning provides for hands on instruction and promotes long term retention of what they are doing. It is much easier to remember how landforms are created by doing an experiment with sand and water than reading it in a book or watching a movie about it.
I personally incorporate a lot of Howard Gardner with the different learning styles. We mainly sort students into spatial, auditory and kinesthetic. This works well in tripods for getting all students to share in different ways.
I don't think that it would ever be right to teach all students the same way. I rarely have a class that even has two learners that prefer all of the same things for teaching. I was a smart student, was able to learn in many settings, but... wait for it... I hated group work. (That was then, this is now :) ) Fortunately, a lot of things have changed in the way of teaching and learning over the past couple of decades. The way I was taught was definitely behaviorism. Rewards for good grades and drill/memorization instruction. Those spelling tests and direct memorization of multiplication facts actually worked for me... but only short term. I am in the spell check generation, because I can't spell. I could pass my spelling tests, but the minute I got a 100, I forgot them all. It's not that I think that the behaviorism model doesn't work. It definitely has it's time and place, but for most students, this process doesn't provide for long term retention of facts.
Moving on to cognitivism (again, thank God for spell check). The influx of media into the instructional setting provided the view of cognitivism with new fuel for their theories. Students can still use a book, but need to add visual media or flow charts to see what they are learning. Well, were getting there. I do teach with visual's and learning maps, because I have students that need that especially my spacial learners.
Constructivism, while probably one of the hardest to plan for, is the best way for most of my students to learn. This type of learning provides for hands on instruction and promotes long term retention of what they are doing. It is much easier to remember how landforms are created by doing an experiment with sand and water than reading it in a book or watching a movie about it.
I personally incorporate a lot of Howard Gardner with the different learning styles. We mainly sort students into spatial, auditory and kinesthetic. This works well in tripods for getting all students to share in different ways.
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