Need to revamp my task analysis. What task do students need to do to accomplish ? Refer to examples on Online Class for sample of a way to revamp this. Send email to Camille for her to look over and give feedback--ASAP since the Design will also need to be done!
ePortfolios--
3 types--development, assessment and showcase (usually for employment--what's your talents--like my card blog)
development--show advancement--how develop over time
Assessment--shows competence and skills in certain areas--what's the competency of the student
Showcase--exemplary work
Hybrid--a combination of the above three types. My portfolio will be a hybrid.
REFLECTION--a key to ePortfolio--otherwise a fancy resume
Development Process-Collection--day-to-day stuff
Selection--review and evaluate the artifacts saved
Reflection--reflect on the significance
Projection (Direction)--compare the reflections to the standards/goals and performance indicators
Presentation--share with peers and receive feedback
Digital Archiving --collect artifacts for one subject area
Reflective Journal/Blog --have students reflect on what they put in their collection, can be audio
Assessment/Showcase Portfolio-
Organized thematically (in web pages or wiki)
Why did I choose these pieces? What am I most proud to highlight about my work?
What does this work show about my learning?
What more can I learn (Direction: Goals for the Future)?
Hyperlinked Portfolio--links your data together to show whole picture
Adding Voice through Digital Narrative
Text to speech to help students who struggle with reading--
system preference--go to speech--Alex is the best voice. set key--command t
DESIGN
Learning Objectives
ePortfolios--
3 types--development, assessment and showcase (usually for employment--what's your talents--like my card blog)
development--show advancement--how develop over time
Assessment--shows competence and skills in certain areas--what's the competency of the student
Showcase--exemplary work
Hybrid--a combination of the above three types. My portfolio will be a hybrid.
REFLECTION--a key to ePortfolio--otherwise a fancy resume
Development Process-Collection--day-to-day stuff
Selection--review and evaluate the artifacts saved
Reflection--reflect on the significance
Projection (Direction)--compare the reflections to the standards/goals and performance indicators
Presentation--share with peers and receive feedback
Digital Archiving --collect artifacts for one subject area
Reflective Journal/Blog --have students reflect on what they put in their collection, can be audio
Assessment/Showcase Portfolio-
Organized thematically (in web pages or wiki)
Why did I choose these pieces? What am I most proud to highlight about my work?
What does this work show about my learning?
What more can I learn (Direction: Goals for the Future)?
Hyperlinked Portfolio--links your data together to show whole picture
Adding Voice through Digital Narrative
Text to speech to help students who struggle with reading--
system preference--go to speech--Alex is the best voice. set key--command t
DESIGN
- Designing the Stop Sign
- Refer to Total Recall for mapping of what this is all about--design based on what learned in analysis
- Use learner analysis to determine prerequisites and learner characteristics
- Create learning objectives:
- Common Errors
- Create a strategy
- 3 Steps:
1. Plan the instructional strategy:
- Scope and Sequence
- Methods/Tactics - Use Bloom’s Taxonomy
- Bloom's Taxonomy
- Applying Bloom's Taxonomy
- Major Categories in the Taxonomy
- Designing Assessments
3. Writing the Instructional Design Document--
Learning Objectives
- Define "Learning Objective"--
- Formal vs. Informal--90% include ABCD's; 10% informal--help you towards design--bridge--define a term, give an example
- ABCD's--in one statement
- Audience--who and what are you teaching
- 3rd graders--all subjects (but P.E.)
- Behavior - Groups of 3-4 - Wordle - brainstorm--what students are to achieve --will be able to _______; behavior= observable and measurable verbs
- Condition--context for learning--given discussion, handouts, and a short presentation, the student will........." creates a framework for evaluating
- Degree - What is mastery?--what you have set as their goal--85% on test, perform 90% of time, will include all elements--must be observable and measurable!!!!
NOT--after participating, until finished, - Incorrect:
- use correct spelling of own first and last name
- When given paper and writing utensil each kindergarten student will correctly write his/her own first and last name on his/her papers 2 out of 3 times.
- Terminal/Enabling--terminal objectives: Terminal: final or exit competency expected of a learner=sum of written objectives or skills Enabling--the basic
- Do's and Don'ts--Always a statement of what learner should do--write it for one learner. if activity is important enough to be included in a design plan, then it is important enough to have a written objective. Don't have too many or too few objectives. Consider degree of difficulty.
- Write some objectives into your design - UEN Core Curriculum
- Terminal/Enabling--terminal objectives: Terminal: final or exit competency expected of a learner=sum of written objectives or skills Enabling--the basic
- Design Document:
- The information that you gather from your analyses should be the foundation of your instructional design. After you have completed the analysis phase of your project, you will craft an Instructional Design Document, which is the blueprint for your instructional product. In this document, you should outline:
- Design Document Example
- The goals and objectives of the instruction--objectives for each lesson
- Prerequisites and learner characteristics--take from analysis
- Testing and evaluation strategies to be used in the instruction, as appropriate--not creating the testing yet--just brainstorming, blue printing
- Feedback mechanisms that will support testing and evaluation--notes, thumbs up/thumbs down
- Practice activities to be used in the instruction, including feedback strategies--NOT creating this yet!!! What planning to do
- Examples and non-examples of the procedure or concept (as appropriate)--include at least an example
- Introductory presentation of instruction--for each lesson
- Motivational strategies to be used in instruction--for each lesson
- Basic plans for instructor materials--what will I need
- Finish curriculum map (scope and sequence--where you start with outline then each step (lesson) thereafter
- Thematic Unit
- Analysis Document
- Design Document
Homework
- Chapter 6: Development
- Reading Discussion
- Reflection Blog Post
- Analysis Document
- Design Document