Gillian+Marshall

EDTL1720: Instructional Design

Peer Feedback Form – Objectives

Use this form to give your peer feedback on their objectives.

Your First & Surname: **Farzaana Khan** Your Partner’s First & Surname: **Gillian Marshall**

Criteria – Do the objectives align with the instructional goal? If not, explain why not. If so, explain why it does. **Yes, Gillian's objectives are in alignment with her instructional goal. Her instructional goal lies within the sphere of phonemic awareness and her objectives all portray the act of achieving phonemic awareness with behaviour such as memorizing letter sounds, identifying letter sounds and blending letters.**

Criteria – Were the objectives placed in the correct domain? If not, explain why not. If so, explain why it does. **Yes each objective were placed in the correct domain. Objective 1 required the use of knowledge which draws from the cognitive domain. Objective 2 required the use of brain and body co-ordination and through tracing, the student will be required to have both his brain and body working together in order to complete the task at hand. Objective 3 required practicing skills and I believe that this objective falls into the affective domain which involves responding to phenomena. Hence, all the objectives were placed in the correct domains.**

Criteria – Is the audience for each objective clear? If not, explain why not. If so, explain why it does.
 * Yes, the audience for each objective is very clear ; Infant 1 students. **

Criteria – Are the behaviours expected of the student clear? If not, explain why not. If so, explain why it does. **Yes, the behaviours expected of each student is very clear. Each objective clearly outlined the desired behavior ;** **1 - memorize and recall** **2- trace pictures** **3 - practice blending letter sounds**

Criteria – Are the conditions under which the behaviours will be demonstrated clear? If not, explain why not. If so, explain why it does.
 * Yes, the conditions are very clear. The conditions are the tools and the tools that are to be used are stated quite clearly in each objective. **

Criteria – Is a degree needed? Yes No **Yes, I believe that a degree is necessary since it will allow the teacher to analyse to what extent a child is performing or lack thereof.**

Criteria – If a degree is provided, is it reasonable for the behaviour expected? If not, explain why not. If so, explain why it does.
 * Gillian provided degrees for 1 of her objectives and it was reasonable for the behaviour expected. The degree she provided was "in a given amount of time" and I think that it is a reasonable degree, especially for the level of students the objectives are intended for. **

Criteria - What changes would you recommend to your partner’s objectives? **Gillian did an excellent job at formulating objectives for her instructional goal. She aligned all of her objectives with her goal and clearly specified her audience and expected behavior for each objective. However, I would recommend that Gillian includes degrees for each objective since I believe it would help her objective become more achievable.**

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At the end of the first term 1st year infants will be able to:

 * =====memorise and recall the letter sounds of the alphabet in a given amount of time (cognitive)=====
 * =====trace pictures and identify the individual letter sound of the object (psychomotor)=====
 * =====practise the skill of blending letters sounds to form words from a list of 5 words(affective)=====

TL1720: Instructional Design – Peer Feedback Form – Instructional Problem and GoalYour Name: Farzaana. N Khan Your Partner’s Name: Gillian MarshallCriterion – 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 statement gave an in-depth review of the different factors. Gillian did an excellent job in identifying the performance problem through stating the symptoms that indicate that the child is having a problem. Gillian was able to identify very specific issues that the child has been having and I think this is an excellent way to clearly identify that a problem exists. Criterion – Will instruction solve the performance problem? Explain why or why not. The performance problem that Gillian identified was that of a lack of phonemic awareness. I believe that this problem can be solved through instruction because there are lots of instructional ways to instil phonemic awareness in a child and there are ways to achieve literacy in non-readers.

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 is linked to a goal in the Ministry of Education’s curriculum since Gillian mentioned actual content from the syllabus that needs to be learnt by children and is not being achieved by the child in question.

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. Yes, the goal is a broad statement of what is expected overtime since it clearly stated what is expected of the child at the end of Infant Year One.

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 goal definitely describes the outcomes of instruction and not the process since it clearly states :

“Students must be able to be able to produce the individual letters’ sound of the alphabet. They must be able to build words using any of the phonemic blending strategies.”

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, of course the goal is written in terms of what is expected of the student since it was clearly stated that STUDENTS are expected to produce certain results by the stated time period.

Criteria - What changes would you recommend to your partner’s instructional goal?

I think my partner Gillian did a very good instructional goal as it clearly stated precise goals that are to be achieved by a certain time frame. I would make no changes to her goal.


 * **Your Name:Gillian Marshall** || **Date: 1st June 2012** ||
 * **Instructional Problem Statement (**at least two paragraphs giving a summary description of the instructional problem derived from your Instructional Problem Template) ||
 * ======My class is 1st year infants with 22 male students their age ranges from 5 - 8 years old. One particular student is having difficulty with phonemic awareness. Phonemic awareness begins with hearing individual sounds and moves to hearing sounds blended together, then being able to put together or pull apart sounds. This student is unable to identify phoneme which is individual letter sound without a picture to stimulate his memory. Therefore, he is having difficulty with phoneme blending which is listening to a sequence of separately spoken phonemes, and then combines the phonemes to form a word. Then they write and read the word. Is about combining sounds to build words.======

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 * ======**Related Instructional Goal** (must be related to the MOE’s curriculum for your targeted learners)====== ||
 * ======The curriculum state that athe end of first year infants students must be able to be able to produce the individual letters’ sound of the alphabet. They must be able to build words using any of the phonemic blending strategies.======

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__Unit 1: Activity 1.1 - Reflection__

__How have the foundational principles impacted your impression of instructional design?__

I did not have a vague idea of what this course was about. I assume it was about making lessons plans. After reading the introduction I am looking forward to learning how to __design__ instructions to maximise learning. Shambaugh & Magliaro (2005, p. 33) best define instructional designs/ID: they see it as “an intellectual process to help teachers systematically analyze learner needs and construct structured ‘possibilities’ to responsively address those needs”. This quote gave me an understanding of what ID is all about. It is the systematic analysis of students who has a learning or performance need and designing an appropriate instruction that will address those needs. There are several foundational theories that support ID. Each theory brings its own perspective and contribution to ID. Since, my introduction to the Constructivist perspective, who believes that learners construct their own knowledge: I have changed my approach with my class to a more constructivist manner. The models are well structured and systematic in its manner about how to develop an ID. One area I see the need to focus on is making objectives and doing assessments to make sure I meet those objectives. When I read the comparison of the instructional planner/ID and the instructional designer/ID I was glad to see I had a leaning to be the ID. From my own experience I was able to be identify with the ID because of the planning and getting the most out of instructing a lesson. When for whatever reason I am unable to plan my lessons in advance I feel lost and I meander aimlessly throughout the day not accomplishing much. The detailed planning does take a lot of time but it gives me direction and structure in making sure I cover all the bases of what lesson I am teaching. ^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^ Gillian, I enjoyed reading your input as to how the foundational principles have impacted your impression on instructional design. I like how you have taken a change in your approach to that of constructivist in order to deal with your class more effectively. You have shown how you have been able to identify with instructional design. From my take of it, i have seen that you were able to relate to the ideals of what constitutes instructional design. It is quite ironic that you did not have a clue what this course was about yet you were practicing many things that this course teaches such as organization and lesson planning in order to maximize students' learning performance.

You truly can identify with the founational principles of instructional design since you are a teacher who wants to get the most out a lesson. Planning ahead never fails and I must follow in your footsteps since you have demonstrated ideals of instructional design through your daily activities as a teacher

Your partner, Farzaana :) ^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^^

// I have one particular student whom I thought was not learning. He brought me a book with pictures, words and the letters of the alphabet. I was truly amazed when he was able to say all the letters and their sounds. He used the pictures to say the letter and its sound. This student has also display this need with mathematics he can add but he needs to see the number to write the answer. // || // My classroom is print rich I have structured it so from every angle students have a visual representation of letter, numbers and other aspect of the curriculum. My lessons a very interactive, students have to respond and dramatize every activity. The child’s home environment is questionable: I have spoken to the parent several times who have the same compliant the student is not retaining information. // || // Human resources: there is a special education teacher but she has so many schools that she rarely visits. The school lacks the types of books he needs to help him improve. // || // There is none, I am aware of the problem because of my interaction with the student. I was adviced to administer the Yopp Singer Phonemic Awareness test to assess if he has phonemic awareness. // || // This learner is 6 years old I am not sure he is aware of that there is a problem except he has an assign seat on a particular table. // || // School—lesson preparation, assessments, revision, my attitude, reinforcement, creating a motivating atmosphere, actively involving students in lessons, concept teaching // // Home—parental involvement, reinforcement of what is learnt in the classroom at home, doing home // || // The child is soft spoken in class he ‘freezes’ if he is spoken too loudly. During instructional periods He barely opens his mouth, I would repeatedly have to ask him to open his mouth and speak loudly. // || // Firstly if he will be ignored by other teachers and this will become a trend as teachers learn of his inability to retain information long term. // // Also, it will affect his academic development. // // He will find that he will have to repeat classes because he is taking too long to understand. // || // -letter recognition // // -letter sounds // // -number recognition 1-10 // // -word recognition // // -word building // || // At the end of year 1 infant are supposed to have acquired all of the above skills mention. // || // Shambaugh & Magliaro (2005) definition of ID: the learner will be systematically analyzed to confirm that there is a need to be concern about. Then I will construct structured ‘possibilities’ to // // responsively address that needs. Thus, resulting in the learner being able to maintain the expected rate of acceleration. // ||
 * EDTL1720: Instructional Design – Identifying an Instructional Problem **
 * 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?
 * 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: Gillian Marshall ||
 * Date: 25th May 2012 ||