AllysonRampersad

=

= =Objectives: (Revised)=

1. The Standard One students will demonstrate an ability to sort words by identifying word patterns. (Cog)

2. The Standard One students will demonstrate enjoyment for reading as they readily volunteer to read from text. (Aff)

3. The Standard One students will read aloud using proper expression and intonation to facilitate smooth reading from text. (Psy)

= = =

= = = At the end of Term Two (2) Standard One students will learn and develop skills to become fluent readers. = = = = 1. The Standard One students will demonstrate an ability to sort words into word families by identifying word patterns. = = 2. The Standard One students will increase reading readiness skills in the areas of phonemics and word recognition. = = 3. The Standard One students will read aloud from leveled text with accuracy, rate and expression. = = =
 * Goal: **
 * Objectives: **

**OBJECTIVES WORKSHEET**
==** 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. **

 *  Errors identified: **
 *  Objective 1 is Cognitive since the pupils will need to recognize and associate the pictures of the various food groups using their cognitive abilities **.

 New objective:  Pupils of Standard Three will collaborate and tag pictures of the various foods from a collection of pictures to identify the different categories of food groups.

2. Children in the 3+ group will sort beads according to colour and size. (cognitive)


 *  Errors identified: **
 * <span style="font-family: 'Times New Roman',serif; font-size: 14pt;"> Objective 2 - The audience is not properly identified. **

<span style="font-family: 'Times New Roman',serif; font-size: 14pt;"> New objective: <span style="font-family: 'Times New Roman',serif; font-size: 14pt;"> Pre-school children will sort beads according to colour and size**.**

<span style="font-family: 'Times New Roman',serif; font-size: 14pt;"> 3. The standard 2 pupil will add -ed to regular verbs to form past tense.


 * <span style="font-family: 'Times New Roman',serif; font-size: 14pt;"> Errors identified: **
 * <span style="font-family: 'Times New Roman',serif; font-size: 14pt;"> Objective 3 – the condition is vague. **

<span style="font-family: 'Times New Roman',serif; font-size: 14pt;"> New objective: <span style="font-family: 'Times New Roman',serif; font-size: 14pt;"> The Standard Two pupil will be able to recognize regular verbs and add –ed at the end of the verbs to form the past tense.

<span style="font-family: 'Times New Roman',serif; font-size: 14pt;">4. Students will identify the setting in a story by producing a drawing of their of interpretation.

<span style="font-family: 'Times New Roman',serif; font-size: 14pt;"> - **<span style="font-family: 'Times New Roman',serif; font-size: 14pt;">The condition is not defined. **
 * <span style="font-family: 'Times New Roman',serif; font-size: 14pt;"> Errors identified: **
 * <span style="font-family: 'Times New Roman',serif; font-size: 14pt;"> Objective 4 – The audience is not indentified. **

<span style="font-family: 'Times New Roman',serif; font-size: 14pt;"> New objective: <span style="font-family: 'Times New Roman',serif; font-size: 14pt;"> The Standard Two students will interpret the setting in a story after being read aloud by creating a drawing to describe their own interpretation.

<span style="font-family: 'Times New Roman',serif; font-size: 14pt;"> 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 <span style="font-family: 'Times New Roman',serif; font-size: 14pt;"> on the CD player.

<span style="font-family: 'Times New Roman',serif; font-size: 14pt;"> - **<span style="font-family: 'Times New Roman',serif; font-size: 14pt;">The behaviour is not defined. **
 * <span style="font-family: 'Times New Roman',serif; font-size: 14pt;"> Errors identified: **
 * <span style="font-family: 'Times New Roman',serif; font-size: 14pt;"> Objective 5 – The audience is not identified. **

<span style="font-family: 'Times New Roman',serif; font-size: 14pt;"> New objective: <span style="font-family: 'Times New Roman',serif; font-size: 14pt;"> At the end of this unit Standard Four students will be able to recognize and categorize the different types of Indian music while listening to different types of <span style="font-family: 'Times New Roman',serif; font-size: 14pt;"> Indian music played on the CD player.

<span style="font-family: 'Times New Roman',serif; font-size: 14pt;"> 6. After teacher reads text, pupils of the standard one class will model appropriate rate and expression. (Psychomotor)

<span style="font-family: 'Times New Roman',serif; font-size: 14pt;"> - **<span style="font-family: 'Times New Roman',serif; font-size: 14pt;">The behaviour is vague **<span style="font-family: 'Times New Roman',serif; font-size: 14pt;">.
 * <span style="font-family: 'Times New Roman',serif; font-size: 14pt;"> Errors identified: **
 * <span style="font-family: 'Times New Roman',serif; font-size: 14pt;"> Objective 6 – the condition is not clear. **

<span style="font-family: 'Times New Roman',serif; font-size: 14pt;"> New objective: <span style="font-family: 'Times New Roman',serif; font-size: 14pt;">Pupils of the Standard One class will demonstrate appropriate reading rates and expressions after teacher reads text aloud.

<span style="font-family: 'Times New Roman',serif; font-size: 14pt;">7. The pupils of the standard one class will read text together, assisting one another with word recognition with seventy-five percent accuracy. (Affective)


 * <span style="font-family: 'Times New Roman',serif; font-size: 14pt;"> Errors identified: **
 * <span style="font-family: 'Times New Roman',serif; font-size: 14pt;"> Objective 7 is not affective. **
 * <span style="font-family: 'Times New Roman',serif; font-size: 14pt;"> The degree is questionable. **

<span style="font-family: 'Times New Roman',serif; font-size: 14pt;"> New objective: <span style="font-family: 'Times New Roman',serif; font-size: 14pt;"> The pupils of the Standard One class will read text together and assist one another with word recognition within a minimum of seventy-five percent accuracy.

<span style="font-family: 'Times New Roman',serif; font-size: 14pt;"> 8. After reading a passage, standard three students will underline unfamiliar words.


 * <span style="font-family: 'Times New Roman',serif; font-size: 14pt;"> Errors identified: **
 * <span style="font-family: 'Times New Roman',serif; font-size: 14pt;"> Objective 8 – Condition is not properly stated. **

<span style="font-family: 'Times New Roman',serif; font-size: 14pt;"> New objective: <span style="font-family: 'Times New Roman',serif; font-size: 14pt;"> Standard Three students are able to recognize and underline unfamiliar words in a passage.

<span style="font-family: 'Times New Roman',serif; font-size: 14pt;">9. The standard one student will describe the third step of the writing process. (cognitive)


 * <span style="font-family: 'Times New Roman',serif; font-size: 14pt;"> Errors identified: **
 * <span style="font-family: 'Times New Roman',serif; font-size: 14pt;"> Objective 9 – the behaviour is vague. **

<span style="font-family: 'Times New Roman',serif; font-size: 14pt;"> New objective: <span style="font-family: 'Times New Roman',serif; font-size: 14pt;"> The Standard One student will orally describe the third step of the writing process.

<span style="font-family: 'Times New Roman',serif; font-size: 14pt;"> 10. Derive enjoyment from dancing together as they smile and listen to the music played on the CD player.

<span style="font-family: 'Times New Roman',serif; font-size: 14pt;"> **Errors identified:**
 * <span style="font-family: 'Times New Roman',serif; font-size: 14pt;"> Objective 10 – Audience not identified. **

<span style="font-family: 'Times New Roman',serif; font-size: 14pt;"> New objective: <span style="font-family: 'Times New Roman',serif; font-size: 14pt;"> Standard Three students will demonstrate an appreciation of the music played on a CD player by dancing and having fun together.

EDTL1720: Instructional Design – Peer Feedback Form – Instructional Problem and Goal <span style="font-family: 'Calibri','sans-serif'; font-size: 13px;">Use this form to give your peer feedback on their Instructional Goals during your tutorial session. = =
 * **<span style="font-family: 'Calibri','sans-serif'; font-size: 13px;">Your Name: Judith St.Hill Ayow ** || **<span style="font-family: 'Calibri','sans-serif'; font-size: 13px;">Your Partner’s Name: Allyson Rampersad ** ||
 * **<span style="font-family: 'Calibri','sans-serif'; font-size: 13px;">Criterion – **<span style="font-family: 'Calibri','sans-serif'; font-size: 13px;">Does the instructional problem statement give a review of different factors in summarising and identifying the performance problem? Explain why or why not. ||
 * <span style="font-family: 'Calibri','sans-serif'; font-size: 13px;">Yes, her problem statement gave a review of different factors and identifying the problem as she listed the ways that they children are not coping and the direct results. ||
 * **<span style="font-family: 'Calibri','sans-serif'; font-size: 13px;">Criterion – **<span style="font-family: 'Calibri','sans-serif'; font-size: 13px;">Will instruction solve the performance problem? Explain why or why not. ||
 * <span style="font-family: 'Calibri','sans-serif'; font-size: 13px;">Yes, I do believe that instruction will solve the problem. This may require the teacher to do a lot of additional work to ensure that this problem is solved before the end of the term. ||
 * **<span style="font-family: 'Calibri','sans-serif'; font-size: 13px;">Criterion – **<span style="font-family: 'Calibri','sans-serif'; font-size: 13px;">Is the performance problem linked to a goal in the Ministry of Education’s curriculum for the learners’ targeted? Explain why or why not. ||
 * <span style="font-family: 'Calibri','sans-serif'; font-size: 13px;">Yes, it is linked to a goal in the MOE’s curriculum as it is stipulated that children at that level will be able to recognize and use basic sight words in reading and writing. ||
 * **<span style="font-family: 'Calibri','sans-serif'; font-size: 13px;">Criteria - **<span style="font-family: 'Calibri','sans-serif'; font-size: 13px;">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. ||
 * <span style="font-family: 'Calibri','sans-serif'; font-size: 13px;">Yes, the goal is clearly stated that it is to be accomplished at the end of term three giving the students adequate time to develop their ability to improve their reading and sight word recognition. ||
 * **<span style="font-family: 'Calibri','sans-serif'; font-size: 13px;">Criteria - **<span style="font-family: 'Calibri','sans-serif'; font-size: 13px;">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. ||
 * <span style="font-family: 'Calibri','sans-serif'; font-size: 13px;">Yes the goal describes the outcome which is to get the students to recognize sight words, improve their reading and build accuracy and automaticity in word recognition. ||
 * **<span style="font-family: 'Calibri','sans-serif'; font-size: 13px;">Criteria - **<span style="font-family: 'Calibri','sans-serif'; font-size: 13px;">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. ||
 * <span style="font-family: 'Calibri','sans-serif'; font-size: 13px;">Yes it does as it states what is expected of the student to achieve. Nothing is mentioned about what the teacher or administrator will be doing. ||
 * **<span style="font-family: 'Calibri','sans-serif'; font-size: 13px;">Criteria - **<span style="font-family: 'Calibri','sans-serif'; font-size: 13px;">What changes would you recommend to your partner’s instructional goal? ||
 * <span style="font-family: 'Calibri','sans-serif'; font-size: 13px;">Allyson seems to be on the right track to resolving the problem in her class. The only suggestion I would make is to actively involve parents and ensure that there is enough help in the classroom to achieve the desired results. ||
 * <span style="font-family: 'Calibri','sans-serif'; font-size: 13px;">Allyson seems to be on the right track to resolving the problem in her class. The only suggestion I would make is to actively involve parents and ensure that there is enough help in the classroom to achieve the desired results. ||

<span style="font-family: Calibri,sans-serif; font-size: 10pt;">Use this form to present your instructional problem statement and related goal from the Ministry of Education’s (MOE’s) curriculum for your targeted learners.


 * ==**<span style="font-family: Calibri,sans-serif; font-size: 10pt;">Your Name: Allyson Rampersad **== || ==**<span style="font-family: Calibri,sans-serif; font-size: 10pt;">Date: 1st June, 2012 **== ||
 * ==**<span style="font-family: Calibri,sans-serif; font-size: 10pt;">Instructional Problem Statement ( **<span style="font-family: Calibri,sans-serif; font-size: 10pt;">at least two paragraphs giving a summary description of the instructional problem derived from your Instructional Problem Template) == ||
 * ==<span style="font-family: 'Times New Roman',serif;">There are three students in the Standard One class who are struggling readers. These students display poor phonemic awareness skills and are unable to recognize basic sight words, have trouble reading notes on the chalkboard, reading simple text and perform badly in their written tests. They are also unable to answer questions on written tests however, when these questions are read and explained to them orally, they are usually able to get the right answers. ==

==<span style="font-family: 'Times New Roman',serif;">The main problem with these struggling readers is the amount of additional time needed to help them catch up with the rest of the class and this poses a challenge to complete the syllabus and take the rest of the class forward without leaving them behind. ==

|| ==<span style="font-family: 'Times New Roman',serif;">At the end of term three (3) these struggling students will be able to recognize and use basic sight words, improve their reading speed and build accuracy and automaticity in word recognition. ==
 * ==**<span style="font-family: Calibri,sans-serif; font-size: 10pt;">Related Instructional Goal **<span style="font-family: Calibri,sans-serif; font-size: 10pt;">(must be related to the MOE’s curriculum for your targeted learners) == ||

|| = =

= = = = = Blog Entry #1 (Unit 1 Activity 1.1) = = How have the foundational principles impacted your impression of instructional design? = = = === My understanding of Instructional Design is based on Pressley (2009), who describes Instructional Design as the systematic planning of instruction including needs assessment, development, evaluation, implementation and evaluation of materials and practices. ===

=== As a teacher, I am expected to adopt a methodical approach in selecting, developing and assessing instructional strategies to meet the instructional goal. Compliance with each component of the instructional design process is essential since each is inter-related and dependent on the other to make the instruction more effective, efficient and relevant for learners (Reiser & Dempsey, 2002). However, one of the major foundational principles of instructional design mandates that assessment of learning must be data- driven and not based on mere observations or perceptions. ===

=== My assessment of students has always been based on qualitative and quantitative evaluation. In many instances, I used observations to assess students’ learning. I now realize that instructional design requires that assessment of students’ learning must be data-driven hence I need to adjust my approach and incorporate this foundational principle when evaluating students’ learning. ===

Reiser, R. A. & Dempsey, J. V. (2002). Trends and issues in instructional design and technology. (3rd ed.). Englewood Cliffs: Prentice Hall College Division.
= =

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.) Three students were identified as having difficulty reading whenever they are called upon to do so. These students are unable to interpret basic instructions for example, examination questions and perform poorly in their written assessments. || The existing classroom environment is affected by noise, poor lighting, distractions by classmates and poor seating arrangements. However, a caring environment exists where all students are treated equally and with respect. There is a combination of negative and positive environmental stimuli that affect learning. || There is a lack of qualified personnel (social workers/guidance counselors) to assist students and also a lack of audio/visual equipment, electronic media and leveled reading materials which negatively affect student learning. || Low tests scores amongst these students. || Students’ think that this problem will cause them to fail their exams and be left behind. || School: poor environment, lack of qualified personnel, teaching methods and resources and a compact curriculum. Home: little or no parental involvement, poverty and child abuse. || The more study time allocated, the more likely student improvement will occur. || Low test scores, not promoted to the next level, low self-esteem, de-motivation, behavioural problems and failure in National Tests/SEA exams. || Students are unable to attain the minimum standard for promotion to the next class level. || This is directly linked to the strategic plans of the Ministry of Education in which students must average a minimum of 60% for term evaluation and a minimum of 30% in the National Tests for promotion to the next class level. The syllabus students are expected to complete is detailed in the Ministry of Education’s curriculum. || Since instruction is based on a logical systematic approach, it will provide the necessary data on student performance which will be evaluated and used to implement strategies to improve the student performance. || <span style="color: #0000ff; font-family: 'Comic Sans MS',cursive;">Allyson <span style="color: #0000ff; font-family: 'Comic Sans MS',cursive;">Your intructional problem is one that many teachers face on a daily basis. It is alarming the number of children whoare not able to read and how this negatively impact their school experience and in turn their life. How long have these three children been exhibiting these signs? <span style="color: #0000ff; font-family: 'Comic Sans MS',cursive;">Although insstructional design as a result of its logical systematic approach may helpo these children improve, do you think that there will be a significant change given the other factors that are restricting their development, such as classroom space and seating arrangements? <span style="color: #0000ff; font-family: 'Comic Sans MS',cursive;">Would these children function better under a remedial setting? <span style="color: #0000ff; font-family: 'Comic Sans MS',cursive;">Thank you for sharing the information about the 60% and 30% required by the Ministry to be promoted. What grade level are these children at? If these are the requirement, have they been producing these results to be promoted? <span style="color: #0000ff; font-family: 'Comic Sans MS',cursive;">Judith
 * What observable behaviour (include frequency) indicate that learners have a performance problem?
 * How does the environment impact on the learners’ performance problem?
 * How do the availability and quality of required resources (human and physical) impact on the learners’ performance problem?
 * What bona fide information or records indicate that a performance problem exists among learners?
 * What do learners think about their performance problem?
 * What factors (school, work, or home) in the preparation of the learners impact on their performance problem?
 * How does study or instructional time impact on learners’ performance problem?
 * What are any negative implications for learners in not addressing their performance problem?
 * What performance standard or goal are learners not meeting that they are expected to meet?
 * How is this performance goal or standard linked to the Ministry of Education’s curriculum for these learners?
 * How will instruction address the learners’ performance problem?
 * Name: Allyson Rampersad (Number 15) ||
 * Date: 25th May, 2012. ||