Avalin+Figaro-Ford

=EDTL1720: Instructional Design=

Peer Feedback Form – Objectives
Use this form to give your peer feedback on their objectives.
 * **Your First & Surname:** Candice Greenidge |||||||||| **Your Partner’s First & Surname:** Avalin Stacy Figaro-Ford ||
 * Criteria – Do the objectives align with the instructional goal? If not, explain why not. If so, explain why it does. ||
 * Avalin’s objectives are aligned to her goal. Her ultimate goal is for her class to become fluent readers. With this in mind, she has structured lessons that are directed to the students highlighting words that are unfamiliar and may cause stuttering throughout their reading. She has also designed lessons whereby the students can find a synonym to replace the unfamiliar word, which makes reading for meaning and fluency more manageable to achieve. Finally, she creates a student-centered lesson, where she has the students make a chart to demonstrate their full achievement of the previous tasks. ||
 * Criteria – Were the objectives placed in the correct domain? If not, explain why not. If so, explain why it does. ||
 * Each objective was placed in the correct domain. The first two objectives required the students to become metacognitive thinkers/students. She then designs a lesson for the students show the value of what they have learnt via group discussions, and finally, the last objective makes way for the students to use their motor skills, which involves muscular movements within the task. ||
 * Criteria – Is the audience for each objective clear? If not, explain why not. If so, explain why it does. ||
 * The audience for each objective was quite clear. Each of them referred to the “Standard 1 students” ||
 * Criteria – Are the behaviours expected of the student clear? If not, explain why not. If so, explain why it does. ||
 * The behaviour for each objective was also very clear. The students’ tasks involved identifying by underlining, interpreting, independently discussing and reproducing a chart in the final task. ||
 * Criteria – Are the conditions under which the behaviours will be demonstrated clear? If not, explain why not. If so, explain why it does. ||
 * Three out of the four objectives the conditions were clear. The students will be using a passage given to them by the teacher; however, no clear condition was given to the students for the fourth objective. Are the students going to be given any assistance? Will they be creating the chart freehand? Will the teacher be selecting words for them to use for the chart? ||
 * Criteria – Is a degree needed? || Yes || x || 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. ||
 * Avalin’s objectives did not include any degree for critiquing. ||
 * Criteria - What changes would you recommend to your partner’s objectives? ||
 * While Avalin has outlined four clear objectives, I would recommend she apply a degree to the behaviour expected. The task at hand requires the children to identify unfamiliar words and find a replacement synonym for each. Depending on the level of the students, they may not be at the mastery level, where 100% will be achieved. Therefore applying a degree that can be measurable by the teacher; where she can decide whether her objective was achieved would be more suited for the task at hand. ||

By the end of the third term students in standard one will be able to read written reading material for greater reading fluency. 1.The standard one students will identify unfamiliar words by underlining them in a given passage. (cognitive) 2.The standard one students will interpret the meaning of words by listing a replacement for the words underlined in passage. (cognitive) 3.The standard one students will independently discuss in groups alternative words that can be substituted for underlined words.(affective) 4. The standard one students will reproduce a chart and show the unfamiliar word and the replacement word they have used as a substitute.(psychomotor)
 * Goals and Objectives:**

Use this form to give your peer feedback on their Instructional Goals during your tutorial session. Apart from that, job well done Avalin!!! :) || = =
 * **Your Name: Candice Greenidge** || **Your Partner’s Name: Avalin Stacy Figaro-Ford** ||
 * **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! Avalin has identified an area that has affected her children’s performance academically. In her problem statement, she outlined her children’s inability to infer meaning of words used in context. Through use of various methods, they are still unable to retain the meaning of words and use throughout their curriculum exercises which are necessary for their academic development. ||
 * **Criterion –** Will instruction solve the performance problem? Explain why or why not. ||
 * Instructions will be able to solve her problems. Through the use of alternative strategies and perhaps some best practices approach, Avalin will be able to see success. Often there are strategies that may not grasp the attention of the audience, either because it may not have been administered correctly, or the children were not able to link it to their personal experiences which they use to build knowledge. ||
 * **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. ||
 * Avalin’s problem with her students is linked to a goal within the Ministry of Education. Students are required to be able to read fluently and to write complete and complex sentences, which are used to build paragraphs and by extension the paragraphs are a fundamental component to an essay. Lack of vocabulary within their schema, makes way for children to suffer in their quest to reading fluency. ||
 * **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 is a broad statement of what is to be expected over a period of time. However, she did not identify the time frame in which her goal was to be completed, but because of the amount of work that is involved, it can be assumed that it is not at the end of a lesson. ||
 * **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. ||
 * Avalin’s goal has outlined the outcome of the instruction process, which is ensure that the students at the end of the day is able to read fluently. ||
 * **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. ||
 * Avalin’s goal states the expectancy of the Ministry of Education which is to develop a child’s vocabulary schema, and also the outcome of the teaching which is the children’s ability to read fluently. ||
 * **Criteria -** What changes would you recommend to your partner’s instructional goal? ||
 * Avalin’s goal should be rewritten to include the time frame in which the goal is to be achieved and perhaps outline clearly what is expected by the children at the end of the time.
 * Avalin’s goal should be rewritten to include the time frame in which the goal is to be achieved and perhaps outline clearly what is expected by the children at the end of the time.

= 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. Numerous activities were given that allowed for practice and retention of new knowledge, cloze passages, word substitution, focusing on words that came just before or after that were hints to the initial unknown word. At present the class is bordering on 40% of students having an accurate grasp of the application of context clues. ||
 * **Your Name: Avalin Stacy Figaro-Ford** || **Date:30/05/12** ||
 * **Instructional Problem Statement (**at least two paragraphs giving a summary description of the instructional problem derived from your Instructional Problem Template) ||
 * At present I am employed as the standard one teacher of a private primary school, located in Chaguanas. Students in my classroom are between the ages of 6-8. In recent weeks, perhaps due to final evaluations being done for promotional exams and National Test. I have begun to notice a total lack of context clues application when applied to (Language Arts) Vocabulary exercises. At times, rereading a sentence is difficult due to unfamiliar words. However, instructions were given, strategies practiced with just about 90% of class having a clear understanding of the process involved in the substitution of one unclear synonym for another.
 * **Related Instructional Goal** (must be related to the MOE’s curriculum for your targeted learners) ||
 * The MOE's place a lot of emphasis on the teaching of context clues as it is an instructional skill strategy that connects language to vocabulary, vocabulary to comprehension and comprehension to fluency. ||

An Instructional Problem that has recently surfaced in my classroom is the repeated absenteeism of students on Fridays. At first it drew no concern but with repeated marks in the roll book, I began to take notice. Friday throughout the school is weekly test day. Students are given small quizes on work covered during the week.
 * __PROBLEM:__**

__**PARENT INTERACTION:**__ Some parents plead indifference to the importance of Friday attendance, whilst others especially the "early to work group" are sometimes unaware of the situation until informed by a concerned teacher or principal as children are left in the care of relatives or babysitters with instructions to be sent off to school.

__**Student Interaction:**__ Students to avoid the routine of test taking come up with numerous ailments that subside once permission has been granted to stay at home.

__**TEACHER INTERACTION:**__ Once a pattern was identified, I sought the advice of my principal and we re-analyzed our school absent policies. If a student is away from school a written excused is required. This excuse will allow for the student to receive notes that were missed. How can students be evaluated when their is no evidence of their performance? How can teacher apply change when areas of mis-interpretation are not identified?

__**SOLUTIONS:**__ Letters were formally sent out to parents of children who were regularly absent during the week. Test days were changed with subjects being split into rotations of one week teach following week test. No notes are to be issued by teacher unless written excused is submitted. //**_**// //** Avalin, **// //** I understand your problem, as this exist with just one child in particular in my class. He is known to be absent every Friday when the weekly test is administered. What I began doing, however, is stating to the children the Friday before hand, what subject area the weekly test will be on for the following week but the day was not given. In such a way, they have the weekend before to read over notes and such and prepare for the test which would be given on any day the following week. **//

//** Generally at my school, a written note must be submitted, each and every time a student is absent. These notes are to be used in the event any legal matter is to arise regarding the child's whereabouts on the day he/she was absent. **//

//** Finally, I must say your solution to the problem was successful as you have been seeing a measurable change. I do hope that one day our parents thinking will be parallel to ours and see the need for varying instructions towards the development of their kids. **//

//** Candice Greenidge **//

Blog Entry (Unit, Activity 1.1) How have the foundation principals impacted your impression of instructional design?

My research led me to Kemp's Instructional Design Model, which I found very useful during my research of the topic area. The Jerold Kemp instructional design model defines seven different components of an instructional design. The model is systemic, non-linear and seems to encourage designers to work in all areas deemed as problematic. The model is paticularly useful for developing instructional programms that blend technology, pedagogy and content to deliver effective, inclusive, reliable and effective learning. The seven key elements identified by Kemp,(1993 ) are: 1. Identify instructional problem and specify goals for designing an instructional program. 2. Identify subject content and analyze task components related to stated goals and purposes. 3. State instructional objectives for the learner. 4. Sequence content within each instructional unit for logical learning 5. Design instructional message and delivery. 6. Develop evaluation instruments to assessw objectives. 7. Select resources to support instructon and learning activities. Source: http//edutechwiki.uniquech/en/kempdesignmodel.//
 * //"The process itself of instructional design is ongoing."(Kemp, 1993)//**


 * Avalin, **


 * This is quite an interesting research on Instructional Design. It made me read the blog entry about three times asking myself, do I approach each lesson this way? Have I met all the requirements? It seems as though there is always a learning process as we approach each day, and even though we are teachers, we would always be learning just as much as the kids. Our development is also enhanced each academic year, as we are introduced to a new bunch, all of whom will be coming with different learning abilities and different background experiences. **


 * I believe Instructional Design encourages a teacher to be on her heels and toes each given moment, not allowing for any faltering as we continue to develop our leaders of our tomorrow. Within each new case we are faced with, we become better at our duties, thus producing quality citizens of our country. **


 * Candice //**

__**EVALUATION:**__ Thus far student attendance has been improved. The pattern that students have established that has indicated that students are having a perfomance problem is their avoidance of test and other evaluation excercises. || The avoidance and absence of students itself is not detected right away due to the over crowded classrooms. || The learners themselves tend to perform elow the required levels as they have not been evaluated to assess problem areas. || Performance records come from weekly test records and end of term results sheets. ||
 * 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?
 * What do learners think about their performance problem?

Learners are not outwardly concerned until final grade disappointments. || Students learn not only in the classroom their learning is extended to other environments. If learning is not taking place in the classroom, it can sometimes be compensated by attentive parents/guardians. || Instructional time especially for weaker students is too limited and needs more quality "one on one attention". || For the learners who are "left behind" arising issues include learning gaps for missing instruction. || At least 30 % of students are perfoming below the percentage range needed for promotion. || The Ministry will have records that indicate the declinining levels of student performance and will be able to pin point exactly where the learnin and instruction is failing. || If the instruction becomes personalized students will be singled out for remedial assessment. ||
 * 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: Avalin Stacy Figaro-Ford (3) ||
 * Date: 25th May, 2012 ||