Judith


 * __ Goal and Objectives – June 7th 2012 __**


 * Goal: **

By the end of term three in July 2012, the students will be able to solve written addition problems given one digit numbers.


 * Objectives: **


 * Given a group of five wooden blocks, the Infant Two students will be able to place two more blocks to make seven. (psycho motor)
 * Without any reference materials, the Infant Two students will be able to identify by counting up to the number nine and be able to associate the numeral with the word. (cognitive)
 * The Infant Two student will be able to complete a sum 5 plus 2, knowing that adding means that you get more than you started off with. (affective)

EDTL1720: Instructional Design Objectives Worksheet //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.// This is the incorrect domain. This should be under the cognitive domain.  2. Children in the 3+ group willsort beads according to colour and size. (cognitive) The domain given is not correct. The word ‘sort’ involves movement which indicates that the domain is psycho motor.  3. The standard 2 pupil will add -ed to regular verbs to form past tense. The behavior selected in this statement tells you what the children are doing in the lesson instead of what they will be able to do by the end of the lesson. The condition is also not stated. The statement should read – The standard 2 pupil will change regular verbs to form the past tense given a worksheet with five verbs.  4. Students will identify the setting in a story by producing a drawing of their of interpretation. This statement does not clearly define the audience component. One is not clear which students will be completing the task. The statement can be amended to read – The Grade Three students will identify the setting in a story by producing a drawing of their own 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 clearly defined in this statement. The desired behavior is also ambiguous. Is it expected that the children will be listening or differentiating? Given a CD player, Grade Five students will be able to differentiate between the different types of Indian music at the end of this unit.  6.After teacher reads text, pupils of the standard one class will model appropriate rate and expression. (Psychomotor) “After the teacher reads test” is not an acceptable condition. This objective also talks about expression which is classified as an affective domain. This is an affective domain objective.  7. The pupils of the standard one class will read text together, assisting one another with word recognition with seventy-five percent accuracy. (Affective) What is expected of the children? The behavior is not clearly defined, neither is the condition. Given a grade appropriate passage, the pupils of the standard one class will read the text together with seventy-five percent accuracy. <span style="color: black; font-family: 'Times New Roman','serif';"> 8. After reading a passage, standard three students will underline unfamiliar words. <span style="color: #ffc000; font-family: 'Times New Roman','serif';">Unfamiliar to whom? What words are they expected to understand? This statement is too general. <span style="color: #ffc000; font-family: 'Times New Roman','serif';">Given a passage to read, standard three students will underline unfamiliar nouns. <span style="color: black; font-family: 'Times New Roman','serif';"> 9. The standard one student will describe the third step of the writing process. (cognitive) <span style="color: #ffc000; font-family: 'Times New Roman','serif';">The behavior in an objective must be measurable and this is not the case with this statement. <span style="color: #ffc000; font-family: 'Times New Roman','serif';">The standard one student will describe in writing the third step of the writing process. <span style="color: black; font-family: 'Times New Roman','serif';"> 10. Derive enjoyment from dancing together as they smile and listen to the music played on the CD player. <span style="color: #ffc000; font-family: 'Times New Roman','serif';">The audience is not stated. Who will be dancing and deriving enjoyment? <span style="color: #ffc000; font-family: 'Times New Roman','serif';">Listening to music on a CD player, the grade one students will dance together and derive enjoyment from this activity.
 * 1) <span style="color: black; font-family: 'Times New Roman','serif';">(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.

<span style="font-family: Calibri,sans-serif; font-size: 10pt;">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: 10pt;">Yes, the instructional problem statement gives a review of different factors in summarizing and identifying the performance problem. Judith uses data to support her statement. **===
 * ===**<span style="font-family: Calibri,sans-serif; font-size: 10pt;">Your Name: Allyson Rampersad **=== || ===**<span style="font-family: Calibri,sans-serif; font-size: 10pt;">Your Partner’s Name: Judith St. Hill Ayow **=== ||
 * ===**<span style="font-family: Calibri,sans-serif; font-size: 10pt;">Criterion – **<span style="font-family: Calibri,sans-serif; font-size: 10pt;">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: 10pt;">Yes, instruction will solve the performance problem because with instruction The teacher will be able to analyze and solve the problem in a logical manner. Instruction will also pinpoint the weaknesses in the students approach in solving the problem so that the teacher will be able to institute the appropriate corrective action. ===
 * ===**<span style="font-family: Calibri,sans-serif; font-size: 10pt;">Criterion – **<span style="font-family: Calibri,sans-serif; font-size: 10pt;">Will instruction solve the performance problem? Explain why or why not. === ||

|| ===<span style="font-family: Calibri,sans-serif; font-size: 10pt;">Yes, the performance problem is linked to a goal in the Ministry of Education’s curriculum for the learners’ targeted because if the students do the math at this level, they will be unable to progress to the next level and they would be left behind. ===
 * ===**<span style="font-family: Calibri,sans-serif; font-size: 10pt;">Criterion – **<span style="font-family: Calibri,sans-serif; font-size: 10pt;">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: 10pt;">Yes, the goal is a broad statement of what is expected over time so that the students will be able to effectively do the mathematical problems at the end of the academic school year. ===
 * ===**<span style="font-family: Calibri,sans-serif; font-size: 10pt;">Criteria - **<span style="font-family: Calibri,sans-serif; font-size: 10pt;">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: 10pt;">Criteria - **<span style="font-family: Calibri,sans-serif; font-size: 10pt;">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: 10pt;">Yes, the goal describes the outcomes of instruction. === ||
 * ===**<span style="font-family: Calibri,sans-serif; font-size: 10pt;">Criteria - **<span style="font-family: Calibri,sans-serif; font-size: 10pt;">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: 10pt;">Yes, the goal is written in terms of what is expected of the student because it states clearly in the MOE curriculum that the students are expected to do this. === ||
 * ===**<span style="font-family: Calibri,sans-serif; font-size: 10pt;">Criteria - **<span style="font-family: Calibri,sans-serif; font-size: 10pt;">What changes would you recommend to your partner’s instructional goal? === ||
 * ===<span style="font-family: Calibri,sans-serif; font-size: 10pt;">Judith’s instructional goal is in keeping with the Ministry of Education’s curriculum so I would rather not recommend any changes to this goal. === ||
 * ===<span style="font-family: Calibri,sans-serif; font-size: 10pt;">Judith’s instructional goal is in keeping with the Ministry of Education’s curriculum so I would rather not recommend any changes to this goal. === ||

<span style="font-family: 'Comic Sans MS',cursive;">This may be happening as a result of the fact that they learnt tens and ones just before the concept of addition using the horizontal and vertical forms. We have done the concepts of commutative and word problems. If they are not required to supply working they are able to correctly work out the sum. However, once they are required to show the working and line up the Tens and Ones columns, they are not able to correctly do this. This results in the incorrect answer and low scoring on assessments. || <span style="font-family: 'Comic Sans MS',cursive;">Reference ====‍Trinidad and Tobago. Ministry of Education. (1999). //Primary School Syllabus////. Mathematics// Port-of-Spain, Trinidad==== ||
 * <span style="font-family: 'Comic Sans MS',cursive;">Your Name: Judith St. Hill Ayow || <span style="font-family: 'Comic Sans MS',cursive;">Date: 31st May 2012 ||
 * <span style="font-family: 'Comic Sans MS',cursive;">Instructional Problem Statement (at least two paragraphs giving a summary description of the instructional problem derived from your Instructional Problem Template) ||
 * <span style="font-family: 'Comic Sans MS',cursive;">My class is an Infant 2 class which consists of 24 children. There are 14 boys and 10 girls in the class who are between 6 to 8 years old. As the Mathematics End of Year assessment approaches, we have begun to do revision of topics covered in Term One and Two. Although children showed through previous assessments and classroom activities that they understood the topic, it has become apparent that 35% of the class is doing addition and subtraction incorrectly. This is evident as when they are given the sum 7+9, the answer being given is 79. The children lack the ability to transfer the mathematics sentence when written horizontally to vertically.
 * <span style="font-family: 'Comic Sans MS',cursive;">Related Instructional Goal (must be related to the MOE’s curriculum for your targeted learners) ||
 * <span style="font-family: 'Comic Sans MS',cursive;">It is an stipulated objective in the MOE’s curriculum for Infant Two that the students are able to under the topic Number Operations – Addition to add the number of objects in two/three sets. The instructional focus being on the concept of addition and horizontal and vertical form. At the end of this academic school term, the children must be able to effectively do these mathematical problems because they understand how and why the numbers are arranged the way that they are.
 * Blog Entry #1: How have the foundation principles impacted your impressiong of Instructional Design**

Teachers are entrusted with a huge responsibility to mould, shape and educate the youth of our country. This is a profession that has shown tremendous growth and has become extremely demanding. Teachers are required to take a lot into consideration when planning and executing a lesson plan and are faced with many challenges to ensure this is done effectively and efficiently. The foundation principles have impacted my impression as they have reminded me that this is the basis on which our planning and executing of lesson plans are centered. This is the formal way of expressing ideas that are already being practiced in the classroom environment. It forces me to remember that children sit in a class and say that they have understood a topic that has been taught and the possibility exists that they have not grasped it but they are not willing to admit this. This tells me that I need to be cognizant of this fact and implement measures that will curtail this occurrence. When teaching a lesson, am I providing every possible opportunity for learning? Am I stimulating the minds of all the children in class? When preparing an assessment, are my questions ambiguous? In closing, these principles have positively impacted my impression of Instructional Design as they have reawakened the desire to go above and beyond what is required of me to ensure that I provide the best environment and opportunity for the children in my class to succeed.

<span style="color: #244061; font-family: 'Times New Roman',serif; font-size: 12pt;">Hi Judith, after reading your blog I am in agreement with your statement that this is a formalized way of expressing ideas that are already being practiced in the classroom environment. However, one of the key components of the foundational principles is that assessment of the learning process must be data-driven and not based on our personal observations or perceptions.

Allyson

On a daily basis, there are 3 children who are not able to focus and complete the assigned classroom work. This includes but is not limited to the ability to copy notes off the whiteboard and complete activities in a workbook. These children use their pencils to dig the eraser, fly their pencil as though it is an airplane, rock their chair and sit and stare into space. || At times, it is possible to move around the children in the classroom in an attempt to seat children who are focused with those who have a problem sitting still and focusing on the task at hand. There is an on-site school councilor who sits in during classes, monitors their behavior and suggests methods to alleviate the problem. || Two of the children have been tested by an child psychiatrist and have been diagnosed with developmental problems where strategies have been highlighted to be used in the classroom. These children have performed badly in assessments on the days that they lack complete focus and do not perform at their optimum level. || I do not think that they understand the severity of their actions because of their age. They are six to seven years old and are still maturing and adjusting to ‘big school’. || The parents of these children are extremely supportive and work with the school to achieve their child’s full potential. They have advised that these children display the same traits at home and are work assiduously to alleviate the problems. || They are able to give a maximum of 15 minutes attention and then they lose focus and begin to distract the class with their antics. If this in done during the introduction of a new topic or revision of an old one, they miss pertinent information and this is reflected in the class work that they complete as well as the assessments. || These children are at an impressionable age where there is every opportunity to correct the negative behavioral traits being displayed. However, if this not addressed, these will be accepted as normal behavior which will be displayed at more frequent intervals. This will negatively impact their ability to absorb and retain the knowledge that is being imparted. Valuable teaching time will also be wasted. || These children will be able to adequately pass the assessment that they need to be promoted the the next level in school. If they are promoted with adequate knowledge of the subject area, they will be left behind as the difficulty increases as the grade level increases. Fundamental principles that will be built upon as they process will not be present in the child, therefore the child will not be able to cope with the degree of difficulty of the work. || The Ministry of Education’s curriculum stipulates that specific subject topics be covered at each grade level and if this is not being achieved then a child should not be promoted. There is also the issue of National Test which is done at the Grade 1 level in the areas of Mathematics and Language Arts where the ability of the child is tested based on the curriculum. The Ministry is in the process of revamping its curriculum and a child who lacks the ability to remain focused will not be able to cope and develop the multi faceted skills that the Ministry is implementing. || Instruction Design will provide innovative ideas to teach children who have difficulty focusing as new ways will be introduced to tackle this problem. ||
 * <span style="color: #345a8a; font-family: 'Arial Black','sans-serif'; font-size: 13px;">EDTL1720: Instructional Design – Identifying an Instructional Problem Guiding Questionnaire ****<span style="font-family: 'Arial Narrow','sans-serif';">(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? The children are seated at rectangular tables with either 4 or 5 children to a table and as a result of having to share the space, the children are distracted by their classmates. ||
 * 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: Judith St. Hill Ayow (number 16) ||
 * Date: 24th May 2012 ||

Hi Judith, it appears that these students have an underlying problem that needs to be identified since it appears that they have all the support to assist them in their performance. Whereas the school environment appears to be unsuitable and distracting (overcrowding), instructional design will help to pinpoint the stage where these students are having the problem.

It is unfortunate that the psychiatrist was unable to pinpoint the barriers to their learning.

Allyson

Allyson I"m a bit confused.I am very sorry if I gave the impression that the school environment iw unsuitable and overcrowded as neither of these is true. The class has 24 students in it which is not overcrowded. These students have been diagnosed with certain problems so these did not happen at any stage in the school environment. The psychiatrist did higlight the barriers and ways to help them improve so again I'm sorry if I gave the impression that she did not help in anyway. I look forward to us working together after today's class to fine tune our probelms and determine our goals Judith