Farzaana+Khan

-This objective needed a little more information, ‘like from a list of word ‘. || -The behaviour to model did not describe how the students will model the phoneme. || -The affective domain appears to have no condition attached to it. || -refer to her blooms taxonomy || = = = = =Objectives:=
 * **Your First & Surname: Gillian Marshall** |||||||||| **Your Partner’s First & Surname: Farzaana Khan** ||
 * Criteria – Do the objectives align with the instructional goal? If not, explain why not. If so, explain why it does. ||
 * -The first objective does not clearly support the instructional goal, as it does not indicate if the letter circled was the letter that changed the pronunciation of one word to other. -The second objective did not indicate why the student will model different phonemes.
 * Criteria – Were the objectives placed in the correct domain? If not, explain why not. If so, explain why it does. ||
 * -According to Blooms taxonomy in the verbs/words circle, model and clap does not appear in any of the three domains cognitive, affective or psychomotor respectively. ||
 * Criteria – Is the audience for each objective clear? If not, explain why not. If so, explain why it does. ||
 * The audience for each objective is clearly stated as the infant 2 students. ||
 * Criteria – Are the behaviours expected of the student clear? If not, explain why not. If so, explain why it does. ||
 * The cognitive and psychomotor behaviours are clearly stated. The students will circle and clap are both overt behaviours.
 * Criteria – Are the conditions under which the behaviours will be demonstrated clear? If not, explain why not. If so, explain why it does. ||
 * The cognitive and psychomotor conditions are clear. The students will use the Republic Reader for the cognitive domain and for the psychomotor domain the students has to use a CD player.
 * Criteria – Is a degree needed? || Yes || ü || 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. ||
 * - I would add a degree as to how many letters in a word they going to do phonemic substitution on, is it for all word or only up to 3 or 4 letter words as they are only 2nd year infants. I would be guide by the syllabus. ||
 * Criteria - What changes would you recommend to your partner’s objectives? ||
 * -terms to describe processes

Objectives:
Cognitive: Students of the Infant 2 class will circle different beginning sounds in their republic readers text correctly.

Affective: Students of the Infant 2 class will model different phonemes from their teacher accurately.

Psychomotor: Students of the Infant 2 class will clap when they hear different letter sounds on a CD player in a timely manner.

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. Pupils of Standard three will collaborate and choose pictures that belong to different food groups from a collection of pictures. The domain is incorrect in this objective, It should be cognitive rather than psychomotor since children will be using knowledge rather than brain and body for the activity.

2. Children in the 3+ group will sort beads according to colour and size. (cognitive) Children in the 3+ group will sort beads according to colour and size. Again, the domain is incorrect since children will be using their hands and brain coordination, the domain should be psychomotor. 3. The standard 2 pupil will add -ed to regular verbs to form past tense. The standard 2 pupil will add the inflectional ending “ed” to regular verbs to form the past tense of the verb. (cognitive) 4. Students will identify the setting in a story by producing a drawing of their interpretation. Students of Infant 2 will identify the setting in a story by producing a drawing of their interpretation. (affective).The audience was not clearly stated in the objective. 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 for this objective is not stated clearly. Also, the behaviour is a bit unclear as well; listen OR differentiate? Students of Standard 1 will be able to differentiate between different types of Indian music by listening to a CD player by the end of this unit. ( cognitive) 6. After teacher reads text, pupils of the standard one class will model appropriate rate and expression. (Psychomotor) After teacher reads text, pupils of standard one class will model appropriate rate and expression.(Affective) 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 condition in this objective is not clear. Also, it is a bit ambiguous. The pupils of the standard one class with read together with seventy-five percent accuracy. 8. After reading a passage, standard three students will underline unfamiliar words. Students of Standard Three will read a passage and identify unfamiliar words. 9. The standard one student will describe the third step of the writing process. (cognitive) The behaviour is not measurable. “Will describe” is too general. How will the student need to describe it? The standard one student will be able to write and explain 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. No audience is identified. Students will smile and listen to the music played on the CD player in order to derive enjoyment.


 * **Your Name: Gillian Marshall** || **Your Partner’s Name: Farzaana Khan** ||
 * **Criterion –** Does the instructional problem statement give a review of different factors in summarising and identifying the performance problem? Explain why or why not. ||
 * // The instructional problem does give an overview in identifying the problem. Farzaana identifies the problems with the two learners as: unable to identify letters or sounds; identify letters and sounds but has trouble with phonemic awareness. // ||
 * **Criterion –** Will instruction solve the performance problem? Explain why or why not. ||
 * // Instructions will solve the performance problems as Farzaana will systematically analyze the learners need and construct systematic structured instruction to responsively address those needs, Shambaugh & Magliaro (2005) //// . // ||
 * **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. ||
 * // The performance problems described by my colleague are linked to MOE curriculum because these skills should have been attained at the end of 1st year infant. // ||
 * **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 phoneme substitution //// where students substitute one phoneme for another to make a new word is a broad goal as it is one aspect of phonemic awareness yet it cannot be learnt at the end of one lesson. Farzaana expects to complete this task at the end of the term which is an acceptable time period as this is a skill that requires students to be aware of letter sounds and recognition and practise phoneme substitution. // ||
 * **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. ||
 * // Farzaana expects her students to be able to develop phoneme substitution at the end of the term. // ||
 * **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. ||
 * // According to my partner statement: ‘the **__student__** will discriminate between sounds of words which differ in pronunciation by one phoneme only, given a series of pictures of familiar objects by the end of the term’. This statement describes who the action will be performed on, which is the student. // ||
 * **Criteria -** What changes would you recommend to your partner’s instructional goal? ||
 * // I would recommend for my partner to use terminology to describe her processes. // ||
 * // I would recommend for my partner to use terminology to describe her processes. // ||

EDTL1720: Instructional Design – Instructional Problem and Curriculum Goal Form Your Name:Farzaana N. Khan Date: 31st May, 2012

Instructional Problem Statement In a second year class of 21 students, 2 of the students, who are boys, are having difficulty in reading. One of them is unable to identify letters or sounds, much less read material presented to him. The other boy however, can identify letters and sounds but has trouble with phonemic awareness. He is unable to pronounce words and make sense of what he reads. The first student is unable to cope with any work that is given to him. I believe that he has a literacy problem and needs remedial work of some sort. The entire class has been performing to standards that exceed their level with the exception of these two students. These students are unable to perform simple tasks that are given to them on a daily basis. The students are aware of their literacy problems and they are not getting the support from the home. Literacy is a foundation block of education and if the foundation of a structure is no good, then the entire structure will come crashing down eventually or may not even be able to stand firm initially. These students definitely have a literacy problem and something needs to be done about it in order to help them on a long term basis.

Related Instructional Goal The student will discriminate between sounds of words which differ in pronunciation by one phoneme only, given a series of pictures of familiar objects by the end of the term.

Also, students will be able to recognize consonant blends and use them in words and eventually in sentences and by extension improve their literacy skills by the end of the term.

__**Blog Entry 1 - How has the foundation principles impacted your impression of Instructional Design?**__

The term instructional design is self-explanatory. As the term suggests, instructional design is about designing or modelling instruction to achieve specific outcomes. Prior to reading about the foundation principles of instructional design, my impression of instructional design was a bit wavering. However, after reading about the foundation principles that surround instructional design and all that it stands for, I now have a changed attitude toward instructional design. The principles have definitely broadened my scope in terms of instructional design.

The foundational principles have clearly outlined the philosophies by which instructional design is governed. The principles remind me of a set of rules in a game. If all the rules in the game are followed the way it is supposed to be followed, the game will run smoothly.

The principles show how systematic the nature of instructional design practice is. In the sphere of teaching, instructional design and its underlying principles will work to improve and enhance learning in students.

However, the single principle that has left a deep impression on my thoughts is that there is no best way to design instruction. I must agree with this because there are no cookie cutter children in our nation’s schools. As a matter of fact, cookie cutter children do not exist and this is why one of the underlying principles of instructional design is teachers drawing on their own knowledge of their students, content and how the content is taught best. Teachers need to be systematic in their approach to instruction. However, they must keep in mind the students that they are dealing with and design their instruction accordingly.

Instructional design is a great way to test methods since a key component of this process is evaluation through data. A teacher must be able to tell whether learning has occurred and this can be done successfully though instructional design.

The foundational principles have truly left a lasting impression on me. They have opened up my eyes to the benefits of instructional design and how learning can be improved and enhanced through instruction. Every teacher should engage in this process as it can be very time effective in terms of the entire teaching-learning process.



Hi Farzaana, I am glad you had an understanding of what the course meant, I was quite unsure and did not want to guess. From reading the introduction I know that I want to gain good understanding of how to design instruction. In my class I have already met several unique learning situations and I had to speak with Dr. Sieunarine to help me manage them. The readings did bring a lot of clarity to me especially the quote by Shambaugh & Magliaro. I have noted throughout the reading words like systematic, order, structured, process and steps these terms tells me that designing instruction is not done in a haphazard manner. It is well organized with goals and objectives to enhance the learning process. No best way is a very humble but true approach: children are not cut with a cookie cutter //(you always use some nice analogies)// they all have different experience and varying levels of resilience and these affects their ability to learn. Therefore, teachers have to take into consideration the knowledge they have of these students and design a plan accordingly. Farzaana, I liked chapter 3 the instructional designer versus the instructional planner this made me reflective about my teaching approach.

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 * 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? 2 students in a class of 21 are unable to read. One of them is unable to identify letters and sounds. His performance problem lies within the sphere of literacy. However, he copes well with Mathematics. When it comes to language arts, the students are unable to perform simple tasks such as spell words, understand meaning of words, listen to teacher’s instructions and write simple sentences and even simple words. How does the environment impact on the learners’ performance problem?

The environment definitely impacts on a learner’s performance problem. Students who are in print rich environments display great abilities in performing academically. In the classroom, I have seen how well a print rich environment works for weaker students in terms of enhancing their performance in class. Hence, the environment plays an integral role in the performance of learners.

How do the availability and quality of required resources (human and physical) impact on the learners’ performance problem? At my school, there are no extra human resources to deal with learners’ performance problem. Hence, I cannot comment on this. I do believe, however, that if there were such resources, weaker student would benefit greatly.

What bona fide information or records indicate that a performance problem exists among learners? The only records that indicate that a problem exists are that of school performance records such as report books and weekly tests results. What do learners think about their performance problem?

Learners are aware of their problem and are willing to push the extra effort to enhance their skills. However, due to lack of parental involvement, many of them are discouraged from learning. What factors (school, work, or home) in the preparation of the learners impact on their performance problem?

I think that the home has a lot to do with preparing learners to learn. When there is no help at home to reinforce what has been taught at school, everything goes down the drain. How does study or instructional time impact on learners’ performance problem?

Instructional time is focused on students’ learning and this is how sometimes students are able to cope little by little with the work. However, if the work is not reinforced at home, then all the teacher’s efforts simply go down the drain. What are any negative implications for learners in not addressing their performance problem? When learner’s performance problems are not addressed this can result in serious long term implications. From the onset of a problem, it should be nipped in the bud. Students with problems who are not dealt with can end up being left behind in many different ways; academically, emotionally and socially. Education is the key element to upward mobility in society and is integral to success in life. Hence, student’s performance problems need to be addressed as early as possible.

What performance standard or goal are learners not meeting that they are expected to meet?

Word recognition, reading, writing, social behavior towards other students. How is this performance goal or standard linked to the Ministry of Education’s curriculum for these learners?

Through the syllabus provided by the ministry. How will instruction address the learners’ performance problem?

Instruction will address the learner’s performance problem since in designing instruction, the teacher is asked to pay particular attention to each student’s academic needs. Hence, with instruction, each child will be catered for.

Name:

Farzaana N. Khan

Date: 25 – May - 2012