Patricia+Mitchell

__//**Writer's Workshop**//__
==Writer's workshop is a writing technique which can build student's fluency in writing, through continuous repeated exposure to the process of writing. It is through the systematic process of Pre-writing, Drafting, Revising, Editing and Publishing that students build this fluency. Writer's Workshop is a teaching technique that invites students to write by making the process a meaningful part of the classroom curriculum. Ideally students are introduced to the process of writing in the early elementary grades and write daily through varied activities.== Bottom of Form by [|PATRICIA MITCHELL] - Thursday, 7 June 2012, 06:35 PM || The students will provide words similar in meaning for given words or phrases by the end of the term. // Objectives: // The students of standard four will //__accurately__// __**memorize** //two synonyms//__ for each word given in a list. **(K)** The students of standard four will //__competently__// **__complete__** __//sentences//__ using the synonyms from a list of words. **(AFF)** The students of standard four will //__correctly__// **__rearrange__** __//flashcards//__ into groups of synonyms. **(Psy)** || ** Domain ** || ** Audience ** || ** Behaviour ** || ** Condition ** || ** Degree ** || __ Reply __
 * || Synonym Objectives
 * || ** Instructional Goal: **
 * Cognitive Domain **
 * Affective Domain **
 * Psychomotor Domain **
 * ** Cognitive ** || The students of standard 4 || will memorize || synonyms for each word given in a list || accurately; two ||
 * ** Affective ** || The students of standard 4 || will complete || sentences using the synonyms from a list of words || competently ||
 * ** Psychomotor ** || The students of standard 4 || will rearrange || flashcards into groups of synonyms || correctly ||

by [|NATALIE NAHOUS] - Saturday, 9 June 2012, 03:54 PM ||
 * || Peer Objective Feedback Form
 * ||  || **Your First & Surname: ** |||||||||| **Your Partner’s First & Surname: ** ||
 * Criteria – Do the objectives align with the instructional goal? If not, explain why not. If so, explain why it does. ||
 * Absolutely. Every one of these objectives fit under the “umbrella” goal of synonyms. They will all help achieve this one goal. ||
 * Criteria – Were the objectives placed in the correct domain? If not, explain why not. If so, explain why it does. ||
 * I thought the first and third objectives were placed perfectly. To memorize is to activate the brain and stimulate it, therefore this accurately refers to mental skills. The third objective refers to physically re arranging flash cards; therefore this is clearly linked to the psychomotor domain. However I did not see how the second objective linked back to the affective domain as this domain deals with emotion, attitudes and senses of learners. ||
 * Criteria – Is the audience for each objective clear? If not, explain why not. If so, explain why it does. ||
 *  Perfectly clear in each objective. ||
 * Criteria – Are the behaviours expected of the student clear? If not, explain why not. If so, explain why it does. ||
 * All expected behaviours were certainly clear and to make it easier to understand, each behaviour had its own degree. ||
 * Criteria – Are the conditions under which the behaviours will be demonstrated clear? If not, explain why not. If so, explain why it does. ||
 * Yes. All objectives had a specific set of tools related to them. ||
 * Criteria – Is a degree needed? || Yes ||  || No ||   ||
 * <span style="font-family: 'Calibri','sans-serif'; font-size: 16px;">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="font-family: 'Calibri','sans-serif'; font-size: 16px;">Quite reasonable. Once lessons are done successfully the degrees used (accurately, correctly and competently) will be no hard task to reach. ||
 * <span style="font-family: 'Calibri','sans-serif'; font-size: 16px;">Criteria - What changes would you recommend to your partner’s objectives? ||
 * <span style="font-family: 'Calibri','sans-serif'; font-size: 16px;">I absolutely loved how these objectives were laid out. Included was a chart identifying each domain and the ABCD model of writing objectives, making each area easy to identify. My only recommendation would be to re- think the second objective. Seeing as it belongs to the Affective Domain. Seeing as this problem causes dishonest and demotivating behaviour, you could use that in this domain. I would use a behaviour or attitude based verb such as, exhibit/display honest behaviour or perhaps obey the rules of test. Something to that degree. Other than that, well done. ||

by [|PATRICIA MITCHELL] - Sunday, 10 June 2012, 10:55 AM ||
 * || Re: Peer Objective Feedback Form
 * || Natalie your feedback has been very helpful. I agree with you that the objective in the Affective domain needs revision. The students have shown dishonesty on a daily basis and thus need to follow the rules of ethics taught within the classroom.

**Affective Domain** The standard four students will display a commitment to ethical practice on a daily basis(AFF) ||

= EDTL1720: Instructional Design – Instructional Problem and Curriculum Goal Form = <span style="font-family: 'Calibri','sans-serif'; font-size: 13.3333px;">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. According to research, “Rote memorization of words and definitions is the least effective instructional method resulting in little long-term effect (Kameenui, Dixon, Carine 1987).” Teaching vocabulary isolated from reading and spelling instruction ignores the structural components of words: [|phonics] (decoding) and spelling (encoding), as well as the meaning-making purpose of words: understanding (comprehension) and communication ([|syntax], tone, clarity, etc). Penington, M., (2008, Mar 28) //The problem with most vocabulary instruction part 1.// Retrieved from: http://penningtonpublishing.com/blog/reading/the-problem-with-most-vocabulary-instruction-part-1/ || <span style="font-family: 'Calibri','sans-serif';">The student will provide words or phrases of similar/almost similar meaning for given words or phrases by the end of the semester.
 * Your Partner’s Name: Patricia Mitchell **
 * ** 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, this holds true as it was identified that a contributing factor to this problem could be the required process of rote learning, which was quoted as “ //the least effective instruction method//”. Also, vocabulary is taught separately from spelling and reading, therefore cross curriculum is not being practiced here when this process ,if implemented, can prove effective for this class. The children were knowingly practicing dishonesty on a regular basis. ||
 * ** Criterion – ** Will instruction solve the performance problem? Explain why or why not. ||
 * Absolutely. Through a step by step plan, these learners can slowly realize the current and future consequences of such behaviour and detach themselves from this dishonesty and perhaps gain confidence when learning their words ||
 * ** 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, it was clearly stated that the Vocabulary they must learn is indeed in the Ministry’s curriculum. However, even though the **cause** of the problem is the amount of words and the manner in which they are required to be taught, the actual and real problem at hand is students’ constant dishonesty. ||
 * ** 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. ||
 * It is indeed broad and spans over the wide time period of a semester. ||
 * ** 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. ||
 * Yes. It states clear outcomes, avoiding all specific and detailed processes. ||
 * ** 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 purely student oriented and does not indicate any reference to the teacher or school. ||
 * ** Criteria - ** What changes would you recommend to your partner’s instructional goal? ||
 * I may suggest adding their dishonest behaviour as this is the problem indicated. When originally reading the problem-guiding questionnaire, I got the sense that the problem was mainly dishonesty, caused by the amount of work forced on students. Therefore, I am not sure whether the problem of focus is their dishonesty or the vocabulary and spelling curriculum. If it is indeed the curriculum, then the goal is a wonderful one. ||
 * ** Criteria - ** What changes would you recommend to your partner’s instructional goal? ||
 * I may suggest adding their dishonest behaviour as this is the problem indicated. When originally reading the problem-guiding questionnaire, I got the sense that the problem was mainly dishonesty, caused by the amount of work forced on students. Therefore, I am not sure whether the problem of focus is their dishonesty or the vocabulary and spelling curriculum. If it is indeed the curriculum, then the goal is a wonderful one. ||
 * **<span style="font-family: 'Calibri','sans-serif'; font-size: 13.3333px;">Your Name: Patricia Mitchell ** || **<span style="font-family: 'Calibri','sans-serif'; font-size: 13.3333px;">Date: 30 May 2012 ** ||
 * **<span style="font-family: 'Calibri','sans-serif'; font-size: 13.3333px;">Instructional Problem Statement ( **<span style="font-family: 'Calibri','sans-serif'; font-size: 13.3333px;">at least two paragraphs giving a summary description of the instructional problem derived from your Instructional Problem Template) ||
 * The school in which I teach requires each class level from Prep1 to Prep5 to learn by rote between 25 and 30 words a week. The children are not required to be tested on these specific set of vocabulary beyond that week. The system implemented in the class I teach is to test 5-6 specific words each day. The children are allowed to correct the vocabulary and sometimes miss spelling errors. Firstly the words are called aloud then the students write the synonyms in their notebooks. I have strayed away from the norm and I do plan revision exercise with the words learnt. However, many of the students struggle to learn the 5-6words on a daily basis. Some days one child will score 100% and other days that same child will score 20%. This is true for approximately 45 % of the class. This results in rampant dishonest where the children find ways to copy the answers either from peers of text books.
 * Reference:**
 * **<span style="font-family: 'Calibri','sans-serif'; font-size: 13.3333px;">Related Instructional Goal **<span style="font-family: 'Calibri','sans-serif'; font-size: 13.3333px;">(must be related to the MOE’s curriculum for your targeted learners) ||
 * <span style="font-family: 'Calibri','sans-serif';">Synonyms:

<span style="font-family: 'Calibri','sans-serif';">Ministry of Education of Trinidad and Tobago Curriculum Guide [] ||

====How have the foundational principles impacted your impression of instructional design? Instructional design is a structured process teachers engage in to help their students learn. There are three major principles of instructional design which includes performing an instructional analysis to determine “where we are going”, developing an instructional strategy to determine “how we’ll get there” and developing and conducting an evaluation to determine “how will we know when we get there”.My impression of instructional design is that it is a systematic process. I must first analyze the problem by asking myself pertinent questions such as:==== Once I have identified the problem I must work diligently to develop a strategy to solve the problem. I must then implement the strategy and evaluate whether or not the strategy was effective in solving the problem.Reference: Smith,P.Tillman,R.(n.d) Instructional design second edition. Retrieved from []
 * What have I observed to cause me to determine that there is a problem?
 * What bonafide information or records indicate that a performance problem exists.

Top of Form

Bottom of Form

Each day Vocabulary and Spelling are tested and each day they are at least two students who are dishonestly copying the answers from their books. These two or more students vary from day to day. || The environment impacts on the learners’ performance by its tendency to demean students who perform below a particular percentage. || The availability of resources is not a factor in the problem stated. || The learners believe that the spelling and vocabulary tasks are overwhelming and thus they have no choice but to cheat. || The award of merit card and other rewards are earned by the top students and the others who did not receive any awards feel that they need to be dishonest to receive them. ||
 * 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?
 * 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? The records of the rampant dishonesty in the classroom are recorded in the incident book at the place of work. ||
 * 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?

The frequency and volume of the work is sometimes overwhelming for a few. ||
 * What are any negative implications for learners in not addressing their performance problem?

They will continue to be dishonest and take the same behaviour into the world of work. ||
 * What performance standard or goal are learners not meeting that they are expected to meet?

To sufficiently learn thirty words with an average list of four synonyms per word within one week. ||
 * How is this performance goal or standard linked to the Ministry of Education’s curriculum for these learners?

The goal of expanding the child’s vocabulary is linked to the Ministry of Education curriculum via the Language Arts syllabus which requires an appropriate number of vocabulary words to be taught at the prep.4 level. || The learners’ performance problem can be addressed by ensuring that the students divide their vocabulary into manageable sections in order to better manage the volume. The teacher can also assist by habitually assessing children and their progress. ||
 * How will instruction address the learners’ performance problem?
 * Name: Patricia Mitchell ||
 * Date: 24.05.2011 ||

==== This is indeed a problem occurring that is quite common in many classrooms. I was taken aback when i first read that Vocabulary and Spelling are tested on a daily basis. Testing the children everyday can demotivate them depending on how formally testing is administered. Children can loose their value of "a test" and not study as it will become a common activity in their everyday lives. This is a heart breaking problem as we know, as teachers, it is not their fault they are cheating as they believe it is either that, or failing. ====

**'The learners believe that the spelling and vocabulary tasks are overwhelming and thus they have no choice but to cheat**'
==== It is their last resort as you rightly said so they feel it is their only hope. As demanding as the syllabus is, thirty words per week sounds strenuous as well. If it proves a problem, perhaps re-designing how many words taught is something to think about. ==== ==== What I may suggest is perhaps implimenting a new rewards system in place that not only rewards above average and average students but also those struggling students on their achievements, even if it is the slightest improvement in their Vocabulary and Spelling results. Constant positivity and encouragement can do miracles to boost the self esteem of a learner. Slowly but surely this will build hope. I recommend this first as this is a plan that can be implemented whenever you are ready. Talking to them first about cheating and the dishonesty that walks with it, as i am sure you have done, comes before this. You are not alone with this particular problem and you have assistance of your fellow teachers and peers. As teachers we know we must try, monitor and re-try strategies. Don't get discouraged. There is a solution to every problem. ====

Good evening Natalie, You have every right to be taken aback by the fact that Vocabulary and Spelling are tested each day. It is not part of my personal lesson plan but a mandatory strategy implemented by the administrators of the school. I too feel that it can be demotivating, however, I am obligated to pursue this task on a daily basis. My challenge is to respect the rules and guidelines set by the school and yet find a way to motivate my students to put in the work needed to succeed at this task. I am also challenged to create lesson plans which will afford them the necessary practice in using the vocabulary they are learning. What is foremost on my agenda is to instill the value in my students that being dishonest is never an option.

Patricia, I definitely understand having a mandatory activity to do, it is unfortunate, however have you ever spoken to the principal or vice principal about this problem? The worst they can say is no right? You are definitely in a stressed situation here. You and I understand the consequences about dishonesty, so I agree that it should be your priority, but maybe the reward system could help. Boost them to slowly learn if you get something wrong, it is okay and that is how we learn from our mistakes. They should't be scared of it. It is a past of the learning process. This is certainly a situation that has your hands a bit tied.