Candice+Greenidge

**//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. Incorrect domain identified; should be cognitve.
 * EDTL1720: Instructional Design Objectives Worksheet **

2. Children in the 3+ group willsort beads according to colour and size. (cognitive) Incorrect domain; should be psychomotor and not cognitive. 3. The standard 2 pupil will add -ed to regular verbs to form past tense. Is it one pupil of the entire class; no condition has been stated. Given a worksheet with ten sentences, the Standard 2 pupils will add –ed to regular verbs to form the past tense. 4.Students will identify the setting in a story by producing a drawing of their of interpretation. The audience is not specific; quite unclear. The pupils of infant 1 will be able to identify the setting in a story be producing a drawing of their interpretation. 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 specific; too general. What is the behaviour to be accomplished; listening or differentiating? The use of the colon is incorrect. Given a CD player, the Standard 3 students will be able to differentiate by listing the types of Indian music being played.

6. After teacher reads text, pupils of the standard one class will model appropriate rate and expression. (Psychomotor) “After the teacher reads text”, the condition is inappropriate for use. Given a reading passage, the pupils of Standard 1 will be able to model appropriate rate and expression. 7. The pupils of the standard one class will read text together, assisting one another with word recognition with seventy-five percent accuracy. (Affective) Unclear of the students’ accomplishment; is it the ability to read together, or to assist one another to gain accuracy? The pupils of Standard 1 will be able to assist each other with word recognition, through group reading with seventy-five percent accuracy.

8. After reading a passage, standard three students will underline unfamiliar words. “After reading a passage” should not be used to describe the conditions. In addition, “unfamiliar words” to ambiguous; what type of unfamiliar words? Given a passage to read, the Standard 3 students will underline the unfamiliar verbs/nouns. 9. The standard one student will describe the third step of the writing process. (cognitive) No measurable or observable behaviour; describe how? The Standard 1 students will be able to describe by writing the third step of the writing process. 10. Derive enjoyment from dancing together as they smile and listen to the music played on the CD player. The audience not mentioned; structure a bit confusing. With the use of music from the CD player, the pupils of Standard 2 will be able to derive enjoyment from dancing and smiling together.

**** **__Goal (Amendment)__** **__Objectives__**
 * The students of Standard 2 will be able to effectively construct complete and complex sentences through the development of their vocabulary by the end of the term January to April.
 * Given a passage with 5 underlined words, the students of Standard 2 will infer the meanings by listing a synonym for 3 out of the 5 underlined words - **Cognitive**
 * Given a passage with 5 underlined words, the students of Standard 2 will infer the meanings by listing an antonym for 3 out of the 5 underlined words - **Cognitive**
 * With the use of 5 newly acquired words, the students of Standard 2 will demonstrate the meaning of the words by orally constructing sentences - **Affective**
 * Given sentence puzzle pieces, the students of Standard 2 will rearrange the pieces to form a complete meaningful sentence - **Psychomotor**

=EDTL1720: Instructional Design=

Peer Feedback Form – Objectives
Use this form to give your peer feedback on their objectives.
 * **Your First & Surname: Avalin Stacy Figaro-Ford** |||||||||| **Your Partner’s First & Surname: Candice Greenidge** ||
 * Criteria – Do the objectives align with the instructional goal? If not, explain why not. If so, explain why it does. ||
 * The objectives are aligned as the target audience is the standard two students, the skills needed is the ability to integrate learnt vocabulary to their sentence construction. ||
 * Criteria – Were the objectives placed in the correct domain? If not, explain why not. If so, explain why it does. ||
 * Yes, the objectives were place in the order of A-audience, B- behaviour and but C which was the actual tool/equipment /material has not yet been stated ||
 * Criteria – Is the audience for each objective clear? If not, explain why not. If so, explain why it does. ||
 * The targeted audience is the standard two students as indicated by the teacher. The concentrated group is 40% of 25 plus students. ||
 * Criteria – Are the behaviours expected of the student clear? If not, explain why not. If so, explain why it does. ||
 * The students will be expected to apply their newly gained vocabulary knowledge to written text. ||
 * Criteria – Are the conditions under which the behaviours will be demonstrated clear? If not, explain why not. If so, explain why it does. ||
 * The students are expected to apply the vocabulary construction needed for vocabulary application both coherently and accurately in context with related topic. ||
 * Criteria – Is a degree needed? || Yes || Yes || No ||  ||
 * Criteria – If a degree is provided, is it reasonable for the behaviour expected? If not, explain why not. If so, explain why it does. ||
 * The behaviour expected is for children to acquire and apply learnt vocabulary knowledge to their essay writing. ||
 * Criteria - What changes would you recommend to your partner’s objectives? ||
 * What I have discovered that really works for my students Candy is the inclusion of a competitive mode, example for every book read the winner would be the person who discovers ten (10) new vocabulary words and applies it to an essay. ||

=EDTL1720: Instructional Design – Peer Feedback Form – Instructional Problem and Goal= Use this form to give your peer feedback on their Instructional Goals during your tutorial session.
 * **Your Name: Avalin Stacy Figaro-Ford** || **Your Partner’s Name: Candace Greenidge** ||
 * **Criterion –** Does the instructional problem statement give a review of different factors in summarising and identifying the performance problem? Explain why or why not. ||
 * **Yes, the instructional problem clearly identifies the problem being experienced in the classroom.** ||
 * **Criterion –** Will instruction solve the performance problem? Explain why or why not. ||
 * **Yes, I believe that instruction will solve the problem, however due to the large number of students in need of instruction perhaps the aid of an assistant might be welcomed.** ||
 * **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 directly linked to the Ministry of Education's curriculum, students at this level (standard two) would and should have been already exposed to the fundamentals of basic vocabulary with application now being taught and applied to writing.** ||
 * **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. ||
 * **The goal itself is long term and can only benefit the student as it is practiced throughout the educational process. The skill is required for advancement into higher levels of learning.** ||
 * **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 initial outcome is for students to apply their vocabulary skills to their essay writing.** ||
 * **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. ||
 * **Yes, the goal is written in terms of the student acquiring a needed skill.** ||
 * **Criteria -** What changes would you recommend to your partner’s instructional goal? ||
 * **No changes required Candace seems to have her classroom goals under control. Good Luck.** ||
 * **No changes required Candace seems to have her classroom goals under control. Good Luck.** ||

= EDTL1720: Instructional Design – Instructional Problem and Curriculum Goal Form = 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. As been described, writing is like reading with a pen. It is an important aspect for a child to develop and it is a constructive expression of ideas that are communicated coherently and accurately. Students’ involvement with writing provides mutual support for effective literacy strategies, habits and motivation which is fundamental for movement throughout the academic curriculum. || Candy, an excellent concern and its quite saddened to know that students in this age of technology availability are clearly unexposed to reading materials that can promote learning. This situation makes your job as teacher much more of a struggle as you endeavour to engage students in learning activities to allow for improvements. I am positive in my assumption that you are the teacher for the job and before the term is out your persistence will bring the results that you seek.
 * **Your Name:** ** Candice Greenidge ** || **Date:** ** May 31st, 2012 ** ||
 * **Instructional Problem Statement (**at least two paragraphs giving a summary description of the instructional problem derived from your Instructional Problem Template) ||
 * The standard two class comprises of twenty five students both male and female. Of the students in the class, approximately forty percent of them struggle with ability to use learnt vocabulary to construct complete and complex sentences. In light of this problem, the students are unable to develop a paragraph which is a key component of essay writing. Literacy is made up of four key areas, reading, and writing, speaking and listening; however, while the students can read given excerpts, their vocabulary schema is limited and they lack the ability to think about and write coherently.
 * **Related Instructional Goal** (must be related to the MOE’s curriculum for your targeted learners) ||
 * The students of Standard 2 will be able to effectively construct complete and complex sentences through the development of their vocabulary by the end of term January to April. ||

//__**Blog Entry 1 - How has the foundation principles impacted your impression of Instructional Design?**__// “An intellectual process to help teachers systematically analyse learner needs and construct structured ‘possibilities’ to responsively address those needs”. Shambaugh & Magliaro (2005, p33). As an educator for the past four years, the term Instructional Design has skimmed through my vocabulary, but never have I thought of it to be that complex. I thought of it simply as a structured approach to designing lessons that will meet the needs of the curriculum and by extension the children. Without a doubt, this “thought” has now been altered. Having read the unit, Instructional Design and its foundation principles has impacted significantly on my initial impression. It has made be engage in deep reflection on my previous approaches to my lesson plans and teaching and the effects that are left on my children. Have I understood each student and design the lesson to capture my audience? Have I stated clearly what I want my learners to do? Do I know how the skill is best learnt? And how have I planned for assessment? While each question may have been answered, the reading made me reflect on whether I have answered each in its entirety or just merely to meet a personal objective; getting the topic covered. My kids nod and state they have understood, but now it makes me wonder, not every child learns the same way, and if there was one type of assessment being done to evaluate, have they really learnt, or just following a pattern. In conclusion, foundation principles have changed and impacted significantly on my impression of Instructional Design positively, as it has allow me to reflect upon what I had done previously, with the aim of improving and providing better for my charges.

Candy, likewise I have found myself asking those very same questions. How many students have I reached and made a positive change for learning. I would love to use my imagination and say 100% but being realistic, I know my figures may stand much lower. Each child learns at his/her own unique pace and this instructional design model seeks to highlight all aspects of the transmission of learning.

You mentioned being a teacher for four years and I predict that you will have many more years to come and your abilities will only be enchanced with each course we attempt.


 * 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?


 * //On a daily basis, approximately 25% of the students expression frustration when given the task to construct complete sentences, with aim to link these sentences to create paragraphs.//**


 * //The students are also disenchanted to partake in the subject area, especially when the chosen topic is not of interest, or does not relate to their personal experiences.//**


 * //It is also seen that the students with performance problem find ways in which they can become distracted and by extension, distract others.//** ||
 * How does the environment impact on the learners’ performance problem?


 * //Apart from the schools’ deplorable physical environment, the teachers are struggling to provide a print rich classroom to assist the children in building their vocabulary to become better writers. In addition, limited resources and spaces does not allow for the teachers to import strategies that will aid in the children’s’ developmental growth.//** ||
 * How do the availability and quality of required resources (human and physical) impact on the learners’ performance problem?


 * //Limited resources have dealt a serious blow on the development of the children. The children struggle to function in the small, hot classrooms with termite ridden benches. In addition, they sit three to a bench which makes them quite uncomfortable. With the simple blackboard and chalk that still exists in the schools, flexibility to implement technology and other strategies have been quite impossible.//** ||
 * What bona fide information or records indicate that a performance problem exists among learners?


 * //National Test data have indicted how our children have struggled in the Language Arts area, particularly in Creative Writing//** ||
 * What do learners think about their performance problem?


 * //The students have become frustrated over the years, and have lost self-esteem. They are reluctant to participate in competitions for the fear of being humiliated in front other schools and children.//** ||
 * What factors (school, work, or home) in the preparation of the learners impact on their performance problem?


 * //Most of the children stem from single parent homes, where they are left in the care of an older brother or sister who is unable to assist in their studies. They also have to deal with parents who do not value education.//**


 * //At school, the classes are not conducive to various learning styles. Limited group work and teaching strategies that will allow students to communicate and work with each other are unable to be complete. Lack of resources also contributes to performance problems of the learners.//** ||
 * How does study or instructional time impact on learners’ performance problem?


 * //There is not enough instructional time given to reading and vocabulary and this affects the learners. While as an educator you try to cover as much as possible with reading and vocabulary, because of the packed curriculum, they time must be shared evenly.//** ||
 * What are any negative implications for learners in not addressing their performance problem?


 * //The students will be left behind in society. Our nation is filled with print and opportunities to present ideas on paper. Not being able to effectively read or write will result in the student being left being in the fast-paced environment.//** ||
 * What performance standard or goal are learners not meeting that they are expected to meet?


 * //The ability to write complete and complex sentences.//** ||
 * How is this performance goal or standard linked to the Ministry of Education’s curriculum for these learners?


 * //This goal in linked as it forms part of the objective in the Language Arts syllabus under the area of writing. (Creative Writing)//** ||
 * How will instruction address the learners’ performance problem?


 * //Instruction will assist the children to build their vocabulary schema, retain the meaning of old and new words, use and understand these words in context, and write complete and complex sentences with the retained words.//** ||
 * Name: Candice Greenidge ||
 * Date: May 24, 2012 ||