KaveenaKawal


 * ==**Your First & Surname: Nickysha Jogee **== |||||||||| ==**Your Partner’s First & Surname: Kaveena Kawal **== ||
 * ==Criteria – Do the objectives align with the instructional goal? If not, explain why not. If so, explain why it does. == ||
 * ==Yes I believe the objectives stated are aligned with the instructional goal given. I say this because Kaveena is trying to improve comprehension skills in her classroom and her objectives all contain comprehension building behaviours such as circling main ideas, class discussions, filling out KWL charts and dramatizing passages. ==

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 * ==Criteria – Were the objectives placed in the correct domain? If not, explain why not. If so, explain why it does. == ||
 * * ==I believe all the objectives were placed in the correct domain except her first affective objective. I would consider this a cognitive objective since the students will use their own knowledge and understanding to circle the main ideas and complete the KWL chart. ==
 * ==Other than these objectives, I believe both answering questions and filling out a KWL chart are cognitive objectives as they require students using their own knowledge. ==
 * ==In order for students to participate in class discussions I believe the students will have to pull from their own attitudes and emotions thereby making them affective objectives. ==
 * ==Matching pictures and dramatizing passages create situations where students will have to physically move around thereby making them psychomotor objectives. == ||
 * ==Criteria – Is the audience for each objective clear? If not, explain why not. If so, explain why it does. == ||
 * == The audience, which are the standard one pupils, were always clear in each objective. It was always the first part of each objective. ==

|| ==The behaviours expected are all clear. Kaveena however only used two verbs from the Bloom’s taxonomy wheel, which were “outline” and “use.” == ||
 * ==Criteria – Are the behaviours expected of the student clear? If not, explain why not. If so, explain why it does. == ||
 * ==Criteria – Are the conditions under which the behaviours will be demonstrated clear? If not, explain why not. If so, explain why it does. == ||
 * ==I believe Kaveena attempted to put a condition under which the behaviour will be demonstrated for each objective, however instead of circling the main ideas in sentences or matching pictures to sentences she can be more specific and state where these sentences will come from. Example - The standard one students will match the pictures to  given sentences from the Republic Reader book 1 ==

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 * ==<span style="font-family: Calibri,sans-serif;">Criteria – Is a degree needed? == || ==<span style="font-family: Calibri,sans-serif;">Yes == ||  || ==<span style="font-family: Calibri,sans-serif;">No == || ==<span style="color: #365f91; font-family: Calibri,sans-serif;">X == ||
 * ==<span style="font-family: Calibri,sans-serif;">Criteria – If a degree is provided, is it reasonable for the behaviour expected? If not, explain why not. If so, explain why it does. == ||
 * ==<span style="color: #365f91; font-family: Calibri,sans-serif;">I believe that Kaveena is trying to improve comprehension skills in her entire class and so her objectives are geared towards her entireclass or 100% participation. ==

|| <span style="background-color: #ffffff; font-family: Verdana,Arial,Helvetica,sans-serif; font-size: 16px;">**Name : Kaveena Kawal** <span style="background-color: #ffffff; font-family: Verdana,Arial,Helvetica,sans-serif; font-size: 16px;">**Date : 7th June 2012**
 * ==<span style="font-family: Calibri,sans-serif;">Criteria - What changes would you recommend to your partner’s objectives? == ||
 * ==<span style="color: #365f91; font-family: Calibri,sans-serif;">I think that Kaveena did an excellent job creating objectives suited to each domain. However, I think that she should refer to the Bloom’s taxonomy wheel to create some objective that target higher order thinking skills such as evaluating answers or creating questions themselves. == ||

<span style="background-color: #ffffff; font-family: Verdana,Arial,Helvetica,sans-serif; font-size: 16px;">**Goal:**

<span style="background-color: #ffffff; font-family: Verdana,Arial,Helvetica,sans-serif; font-size: 16px; text-align: justify;">**By the end of three (3) months (second term) the standard one (1) students will understand and learn to use strategies to develop their comprehension skills.**

<span style="background-color: #ffffff; font-family: Verdana,Arial,Helvetica,sans-serif; font-size: 16px;">**Cognitive:**


 * Ø The standard one students will orally state the answer to the question in a full sentence using a passage.


 * Ø The standard one students will use their prior knowledge to fill out the KWL table.

<span style="background-color: #ffffff; font-family: Verdana,Arial,Helvetica,sans-serif; font-size: 16px;">**Affective:**


 * Ø The standard one students will outline and circle the main ideas in the sentences.


 * Ø The standard one students will participate in class discussions orally after listening to the passage.

<span style="background-color: #ffffff; font-family: Verdana,Arial,Helvetica,sans-serif; font-size: 16px;">**Psychomotor:**


 * Ø The standard one students will match the pictures to the sentences.


 * Ø The standard one students will dramatize the passage using all the main points and characters.

<span style="background-color: #ffffff; font-family: Verdana,Arial,Helvetica,sans-serif; font-size: 16px;">**Affective and Psychomotor:**


 * Ø The standard one students will follow instructions given to complete the KWL table.

EDTL1720: Instructional Design Objectives Worksheet //The objectives listed on this sheet have errors. They might not include the required components (ABCD), may be placed in the wrong domain, may be ambiguous, or they may describe how the student will learn rather than what they will learn. Identify the error (s) and correct the objective. Post your response to the Objectives Worksheet forum in the Unit 3 block on The Learning Exchange. Your tutor will provide you with feedback.// = 1. (Psychomotor): Pupils of Standard Three will collaborate and choose pictures of the various foods that belong to the different food groups from a collection of pictures. = = - This is a cognitive objective rather than psychomotor because the standard three pupils will be using their mental skills rather than their physical skills. = = 2. Children in the 3+ group willsort beads according to colour and size. (cognitive) = = - The domain should have been psychomotor since the physical skills (body) would be used to sort the beads. = = = = 3.The standard 2 pupil will add -ed to regular verbs to form past tense. = = - The condition is left out therefore no tool or measure was used to state how it will get done, eg. In each sentence. (cognitive) = = = = 4. Students will identify the setting in a story by producing a drawing of their of interpretation. = = - The audience needs to be stated clearly eg. The age or class that would he achieving the objective. (Psychomotor) = = = = 5. At the end of this unit children will be able to:listen or differentiate the different types of Indian music while listening to different types of Indian music played on the CD. player. = = - The audience is not clear and the objective is too long. It could have been stated using fewer words. (cognitive) = = = = 6. After teacher reads text, pupils of the standard one class will model appropriate rate and. expression. . (Psychomotor) = =- The domain should be affective rather than psychomotor as the physical skills is affected in this objective. = = = = 7. The pupils of the standard one class will read text together, assisting one another with word recognition with seventy-five percent accuracy. (Affective) = = - The objective could have been reading alone and exclude assisting. = = = = 8. After reading a passage, standard three students will underline unfamiliar words. = = - The condition needs to be clearly stated. = = = = 9. The standard one student will describe the third step of the writing process. (cognitive) = =- The behavior should have been stated better, as it is to general. Maybe it could state ‘how’. = = = = 10. Derive enjoyment from dancing together as they smile and listen to the music played on the CD player. = = - No audience was mentioned so this objective was not directed to any particular group. (affective) =
 * ==Your Name: Nickysha Jogee ** Your Partner’s Name: Kaveena Kawal **== ||  ||
 * == EDTL1720: Instructional Design – Peer Feedback Form – Instructional Problem and Goal == ||

Criterion – Does the instructional problem statement give a review of different factors in summarizing and identifying the performance problem? Explain why or why not. Yes, I believe the instructional problem statement properly identified the performance problem Kaveena is having in her classroom. She did a great job of stating the number of students affected, how she identified that a problem existed and possible reasons that may have caused the problems to occur.

Criterion – Will instruction solve the performance problem? Explain why or why not. Proper classroom instructions can be used to solve the children’s’ lack of understanding of comprehension exercises. I believe this can help, as Kaveena herself pointed out that instructions in this subject area were lacking before in her classroom. In addition, I believe there are several instructional strategies that lend themselves to improving comprehension skills by teaching the students the methods involved in comprehending information.

Criterion – Is the performance problem linked to a goal in the Ministry of Education’s curriculum for the learners’ targeted? Explain why or why not. Yes, the performance problem is linked to a goal in the Ministry of Education’s curriculum. The Language Arts syllabus includes a section specifically dealing with improving comprehension skills which is the main goal of reading and communicating.

Criteria - Is the goal a broad statement of what is expected over time, not at the end of the lesson? If not, explain why not. If so, explain why it does. Yes, the goal is a broad statement of what is expected overtime since it clearly states that the students will be able to read, understand and obtain information at the end of a three month period.

Criteria - Does the goal describe the outcomes of instruction not the process, ways or means of instruction? If not, explain why not. If so, explain why it does. The goal only described the outcome or what Kaveena intends to achieve at the end of the three month period. No mention was made of the process involved or instructions used in achieving this goal. I believe the process was not included since Kaveena may need to adjust instructional process, including teaching methods and classroom environment, as the need arises and may not have included it in the instructional goals as they are not clear-cut.

Criteria - Is the goal written in terms of what is expected of the student (not the teacher or school)? If not, explain why not. If so, explain why it does. The goal is written in terms of what is expected of the students. I believe this was done since Kaveena has identified that the problem exists among the students and her main goal is to address that particular problem within a particular time frame. The teacher and the school are facilitators in achieving the main goal.

Criteria - What changes would you recommend to your partner’s instructional goal? I commend Kaveena for acknowledging that a problem exists in her classroom and believe that she has done a remarkable job in identifying the problem. I believe her goal was clear and gave an adequate time frame. My only recommendation would be that since she stated that only 10 students were identified as having the problem I believe her goal should have focused specifically on those ten students.

EDTL1720: Instructional Design – Instructional Problem and Curriculum Goal Form = = ||
 * **Your Name: Kaveena Kawal** || **Date: 31st May, 2012** ||
 * **Instructional Problem Statement** ||
 * **Problem:** Out of the 25 students in my class (9 boys and 16 girls) 10 of them are unable to comprehend materials that they read. These 10 students seem to have problems remembering and understanding information therefore they receive low marks on Comprehension exercises. This problem was noticed from National Assessment Test Results, weekly class evaluation and interaction with the students daily. I believe that this problem stems from lack of family support (time and effort), lack of appropriate and interesting strategies used by the teacher and students lack of interest in reading. Most importantly, I believe that this problem occurs because comprehension is not taught to the students as no performance instructions are given. =If this problem is not rectified, I believe that the students will not be able to communicate successfully (socialise), they will have difficulties understanding information and they may become frustrated and dissatisfied. Consequently, I feel that these students need to be given appropriate instructions that will inform them of the correct and appropriate ways to perform Comprehension exercises, making them aware of how it should be approached and help them to gain confidence in themselves.=
 * **Related Instructional Goal** ||
 * **Goal:** Student will learn how to read, understand and obtain information from passages by the end of term 2 (3 months).


 * Reference**

//Language Arts.// Port-of-Spain, Trinidad
|| ==== Hi Kaveena, I believe the problem that you have highlighted is indeed a very relevant issue that must be addressed. I have also noticed that basic comprehension skills are not fully developed in even the most fluent readers. Moreover some teachers do not spend enough time in teaching comprehension skills such as sequencing, making inferences or even cause and effect. ====
 * EDTL1720: Instructional Design – Identifying an Instructional Problem Guiding Questionnaire ****(Use this questionnaire as needed to guide you in identifying and summarizing your instructional problem statement.)**
 * What observable behaviour (include frequency) indicate that learners have a performance problem?
 * ** Students (50%) obtained low marks weekly in their Comprehension exercises. **
 * ** Students are unable to remember information that they read. **
 * ** Students are unable to comprehend and use the material that the read (60%). ** ||
 * How does the environment impact on the learners’ performance problem?
 * ** Lack of support at home from parents **
 * ** Teacher does not use any interesting and motivational comprehension strategy with the students. **
 * ** Students are told to read and answer the questions at the end of the passage without being taught how to approach Comprehension lessons. ** ||
 * How do the availability and quality of required resources (human and physical) impact on the learners’ performance problem?
 * ** Lack of support and encouragement **
 * ** Increase level of frustration **
 * ** Material is available but not used as it should be ** ||
 * What bona fide information or records indicate that a performance problem exists among learners?
 * ** Assessment and evaluation marks on Comprehension exercises. **
 * ** Students have difficulties while reading and understanding information from texts. **
 * ** Low marks obtained in National Assessment Test in this area. ** ||
 * What do learners think about their performance problem?
 * ** Learners are aware that a problem exists but they are unaware of what they should do to improve themselves. **
 * ** Students sometimes feel frustrated and de-motivated. ** ||
 * What factors (school, work, or home) in the preparation of the learners’ impact on their performance problem?
 * ** Pupils are unwilling to read. **
 * ** Pupils will prefer to do any other subject but Comprehension. **
 * ** No assistance and encouragement obtained at home. **
 * ** The teacher is not using any interesting strategies and methods to assist the students with their problem. **
 * ** No instructions are offered by the teacher in performing these tasks. **
 * ** Comprehension is not taught. ** ||
 * How does study or instructional time impact on learners’ performance problem?
 * ** Lack of time and proper strategies used to improve this problem. **
 * ** Increase frustration on both the teacher and the students. ** ||
 * What are any negative implications for learners in not addressing their performance problem?
 * ** Unable to communicate successfully **
 * ** Difficulty understanding information **
 * ** Inability to understand other subject areas because of their low Comprehension skills **
 * ** Increase level of dissatisfaction and disappointment **
 * ** Waste of time learning to read if you cannot understand what is being read ** ||
 * What performance standard or goal are learners not meeting that they are expected to meet?
 * ** National Assessment Test standards **
 * ** Inability to read and comprehend information: reading is at lost **
 * ** Weekly evaluation in the class **
 * ** Part of the school’s mission and vision is to develop holistic individuals ** ||
 * How is this performance goal or standard linked to the Ministry of Education’s curriculum for these learners?
 * ** It is linked because it is a required subject area and it is one that will improve the understanding of all other subject areas. ** ||
 * How will instruction address the learners’ performance problem?
 * ** Inform them of the correct way to perform the task **
 * ** Make them aware of how they should approach the exercises **
 * ** Give them an interesting strategy that will help them to overcome their difficulty **
 * ** Help them to gain confidence in themselves ** ||
 * Solution
 * ** Inform parents about the problem and its importance and seek their assistance in whatever way possible **
 * ** Implement proper strategies to assist students in Comprehension development **
 * ** Encourage and provide incentives for students to read a lot. **
 * ** Provide a number of fun activities that will assist students in developing their skills ** ||
 * Name: KAVEENA KAWAL ||
 * Date: Thursday 24th May, 2012 ||
 * =__**COMMENT :Nickysha Jogee (Number 7)**__=

==== This means that even though students are fully capable of attacking and decoding words they may not be fully capable of deciphering the messages found in the passage and making meaning, which is the ultimate goal of reading. ====

==== I believe that in order to successfully tackle the problem which you say affects about 50% of your class you should attack the problem from many fronts. First, you can not only provide incentives but build up their confidence with encouraging words. Since you have already said they are aware that they can do better, having that support from their teacher just might be what they need to improve. ====

You can also use guided reading sessions to scaffold your weaker readers and choose passages that are interesting and relatable, so that they can discover a real word link.
==== In addition you can also give them several comprehension strategies that will equip them with the tools necessary to tackle passages, poems and any graphical representation. These can include the K.W.L strategy, brainstorming, anticipated guide, or direct, reading, thinking activity (D.R.T.A) ====

==== I hope these suggestions prove helpful to you and I must end by saying it’s refreshing to see that as teachers we can recognize when a problem exists in our classroom, admit our shortcomings and try to change, in the interest of our students. ====

Great job!
|| Kaveena I too was forced to ask myself the same questions when I read what was the formal meaning of Instructional Design. It made me stop and ponder if I was doing my best in class to assure that each child reached his or her full potential. You should feel very proud of yourself in realizing that you have been implementing some of these foundation principles already and continue to do the excellent job that you are doing in the classroom on a daily basis. The knowledge that all children learn differently and that we must cater to these needs and implement strategies to assist every child is of paramount importance to being a successful teacher. Thanks for sharing Judith ||
 * **__ Blog Entry 1 __** **__ How has the foundation principles impacted your impression of Instructional Design? __** // Instructional Design // is defined as “a systematic process that is employed to develop education and training programs in a consistent and reliable fashion” (Reiser & Dempsey, 2007). Therefore instructional design is a structured process teachers engage in to help their students learn.  According to Gustafson (1996), instructional design is:   1. Analyzing what is to be taught/learned;   2. Determining how it is to be taught/learned;   3. Conducting tryout and revision; and   4. Assessing whether learners do learn.   He also stated that the instructional design process, consist of four key elements. These are:   1. whom to teach,   2. what to teach,   3. how to teach, and   4. how to evaluate   The foundation principles have impacted my impression of instruction design to a great extent. Prior to reading this chapter my understanding of instructional design was much different and far less important as it is now, after reading and understanding this information.   How effective is my teaching? Do I know my students? What are their needs? Do I really meet their needs? What should I teach first, second and third? What activities should I perform (informative and interesting)? Did it make a difference to them? What is the best way to analyze the impact that I have made? These questions are of vital importance because of the impact my teaching has on so many students.   Answering these questions and realizing that one is successful is a great achievement and one that all teachers should aspire towards. We therefore need to find the most effective and efficient strategies to meet the needs of all our students. We must keep in mind that not everyone is the same and not everyone will learn at the same pace and through the same method. Different approaches needs to be used in order for our teaching outcomes to be a success.   The foundation principles have impacted my impression of instruction design as I can now understand and relate to all the benefits that it includes. I feel proud to know that the little that I knew previously did help me to an extent to make a positive impact on some students.  **Reference** IŞMAN. A (n.d.) The Implementation Results of New Instructional Design Model: Isman Model, Sakarya University. The Turkish Online Journal of Educational Technology – TOJET October 2005 ISSN: 1303-6521 volume 4 Issue 4 Article 7 Gustafson, K.L. (1996). International Encyclopedia of Educational Technology. Edited by Plomp, T. & Ely, A.P. Pergamon, USA.