Section 3 Ch 10-13

1. Chapter 10 discusses evaluation in instructional design and provides you with two evaluation models, the CIPP and Kirkpatrick models for evaluation. Search for at least two other models used for evaluation and summarize these models. Describe how you would use them to evaluate your instruction.

One design that I've decided to find more information on is the ADDIE. The ADDIE focuses on the steps of Analysis, Design, Development, Implementation and Evaluation. Evaluation can be both Summative and Formative. In the Analysis Phase the instructor decides who their audience will be (my class), what learning needs will be met (multiple learning styles), and what constraints could occur (absent students, misbehavior, supplies not available, etc.). In the Design Phase you need to analyze the subject matter (look in depth at what information is going to be presented), identify the objective (specific TEKS that this lesson will meet), identify the sequence (what order do you need to teach specific goals in), identify what lessons you will use (what will you do specifically), identify what tools you will need (self explanatory). In the Development Phase you actually put into action what you have planned in the Design Phase. In the Implementation Phase you use what you've learned to develop a plan and if any training needs to occur. Finally, in the Evaluation Phase you will evaluate your lesson and how well it worked, and if it needs to be tweaked for the next time it's used. Also, Evaluation of our students can be Formative while teaching, to see what modification needs to be used as you are going through the cycle, and Summative at the very end to see if all objectives were learned.

Another design model I've found is the Dick and Carey Model of Instruction that is a ten step process. First, the instructor needs to identify the goal, then conduct instructional analysis of the goal. Third, they will conduct an analysis of entry behaviors, or what the learners already know and the characteristics of the learners, or their skills. Then, the performance objectives should be identified followed by step five: developing the assessment instruments. This is planning with the end in mind at it's best, you need to know where you are going before you get there!! The sixth step is to develop the instructional strategy that will be use, and in seven you are preparing your instructional materials to conduct the lesson. This includes what objects you will use and well as what activities you will be doing. Next, you will design and conduct the formative evaluation of your instruction, including using observations to improve the design or parts of the design. Instruction is then revised, and finally you will design and conduct a summative evaluation.

2. Think about a technological innovation within your social system that was recently introduced (social system = place of work, home, etc.). Any innovation has what is known as perceived attributes - relative advantage, compatibility, complexity, trialability, and observability. Describe these attributes of the innovation and which of the attributes assisted and/or hindered adoption of the innovation. For example, was it not compatible with the existing beliefs of the system or was it overly complex to use or understand?

Our district purchased Promethean Boards (interactive smart boards) for every 3rd, 4th and 5th grade classrooms at the end of last school year. We were told that these would be installed over Summer break and we would be able to utilize them this school year. Relatively, these boards promote a smooth integration of technology, allowing for interactive manipulatives, conducting our Calendar Math on the board to save time and not have to change it out monthly/daily. It could save paper by allowing for interactive quizzes utilizing the Active voters, the possibilities are endless. However, the needed equipment was obviously not considered, nor was an appropriate time plan set in place. Over the Summer, the boards were mounted, our overhead screens were removed and that was it. Through the course of this year we have had people in and out running wiring, installing firewire, etc. But we are still lacking mounted projectors. This makes our technology ineffective because we can not use it. We have been given training on how to use them and all of the "WONDERFUL THINGS WE CAN DO WITH THEM", but we can not "DO ANY OF THEM". The school, and district are all very accepting and willing for the change, but the condition of our older school and the needs that such capable technology has, it has been a hard adaptation for our campus.

3. Chapter's 12 & 13 focus on project management and how to manage projects when resources are scarce. You have been assigned to develop a series of professional development sessions focusing on technology use in the classroom for teachers. How will you use Situational Leadership to facilitate this project?

Well first, it is important to consider the three factors that can affect situational leadership: the amount of guidance the leader gives, the socio-economic support the leader will provide, and finally the readiness levels of the followers. Keeping these things in mind I will work through the four phases with the campus staff. We often conduct staff led staff development on our campus and it is usually in the form of a book study or vocabulary strategies exercise etc. Keeping this situation in mind, I would First, set the mood by establishing myself as the leader for the day, but make a meaningful connection to the group with an anecdote of some kind. I would then establish our goals for the session and "start with the end in mind" by letting the group know what our expectations for what we will be leaving with would be. If it is a training session with breaks, I will offer rewards to those returning on time with a drawing of some kind etc. I would also offer a small reward of some kind to provide a buy-in to the content. We have to use similar methods with our students to keep their interests, I find that a group of educators often has the same characteristics as the students that we teach: LOUD and TALKATIVE!! As the groups are working through their "independent" process and implementation time I will make sure to monitor group conversations and listen for redirection needs and misunderstanding. It is important at this time to allow the groups to meld and work through meaningful problems and situations together. I would always end the session with a "come together" moment and allow a few minutes for meaningful reflection such as a Give and Get with two other "students".