Tami+Jardine

---
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.//===

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 condition is this objective is not clearly defined. Itshould not describe how the students will acquire the information but rather under which circumstances it will be performed after it is taught. Also, the audience in this objective is also missing the level. ===

6. After teacher reads text, pupils of the standard one class will model appropriate rate and expression. (Psychomotor)
=== The condition in this objective is also not clearly defined. “After teacher reads text…” is not an acceptable condition. Also, this objective involves a response to phenomena which is classified as affective. ===

**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.**
= = ====In my classroom, ages 5-6, there are a few children who have very little self control and patience. If they are asked to sit quietly for a few minutes or are required to complete an exercise independently, they become quite uncontrollable physically and emotionally. This can be very distracting for the rest of the class. These children throw terrible fits and tantrums in the classroom. Once they are not doing what they would like to do or are required to wait for any reason, the tantrums begin. Cries, stamping of feet, incessant pleading…all of which are a major distraction to everyone else in the class.==== ||
 * ====**Your Name:** Tami Jardine==== || ====**Date:** 31st May 2012==== ||
 * ====**Instructional Problem Statement (at least two paragraphs giving a summary description of the instructional problem derived from your Instructional Problem Template)**==== ||
 * ====We live in a society where everything operates at lightning speeds. No longer do we need to wait very long for anything. Gone are the days where one has to exercise the virtue of patience. Our children are growing up in this world. A world that is heavily reliant on technology, constant communication and days that are packed with dozens of things to do. When are they given the opportunity to practice patience, peacefulness and self control? Very seldom. The inability to refine and foster these virtues that are borne into each of us, produces a child that has no regard for structure, rules and organization.====
 * ====**Related Instructional Goal (must be related to the MOE’s curriculum for your targeted learners)**==== ||
 * ====By the end of the year, students will develop and foster essential virtues that are required for life. http://www.moe.gov.tt/curriculum_pdfs/MORALS_AND_VALUES_EDUCATION_prim_summary.pdf==== ||

= EDTL1720: Instructional Design – Peer Feedback Form – Instructional Problem and Goal = Use this form to give your peer feedback on their Instructional Goals during your tutorial session.
 * **Your Name:** Corinne Harewood || **Your Partner’s Name:** Tami Jardine ||
 * **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 statement identified and summarised the performance problem. It is clear that the students do not know how to deal with disappointment or not getting their way. ||
 * **Criterion –** Will instruction solve the performance problem? Explain why or why not. ||
 * Instruction will solve the problem. Children will become more aware of their feelings and they will know how to deal with their emotions. ||
 * **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 problem is linked to MoE’s curriculum. MoE wants students to possess the ‘virtues required for life’. The virtues of patience and tolerance are essential in today’s world. ||
 * **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. Virtues cannot be taught and practised in one lesson. It will take some time for the students to demonstrate the changes mentioned. ||
 * **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 describes the outcomes of the process. No mention of process was made, only the desired ‘end product’. ||
 * **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 written in terms of the student. No mention was made of any teacher or school. It speaks only of students. ||
 * **Criteria -** What changes would you recommend to your partner’s instructional goal? ||
 * I think the goal was well written. The only suggestion that came to mind (after long reflection) was that maybe some of these virtues could have been identified. ||
 * I think the goal was well written. The only suggestion that came to mind (after long reflection) was that maybe some of these virtues could have been identified. ||

**Blog Entry (Unit 1, Activity 1.1) - How have the foundational principles impacted your impression of instructional design?**
====Effective instruction…instruction that captures a learner’s interests and imagination, the kind of instruction that leaves one with the coveted ‘AHA’ moment requires a great deal of preparation. There is much to consider before we stand in front of those twenty plus open minds who are ready and eager to soak up any information that comes out of our mouths. When we really think about it, the job that we are entrusted with can be quite daunting. Essentially, we have the power to change the world.==== ====Needless to say, our classroom practices and instructional procedures must be analyzed and carefully considered, as this is the platform in which we influence and create our future. Instructional design therefore, is a necessary component in any teacher’s arsenal of knowledge. The key elements of instructional design are principles in which we centre or base our teaching on. We must consider the fundamental players in the school environment; the students, the information (what is to be learnt), the classroom and ourselves (the teachers). We must incorporate all of these aspects into our lesson plans. Who are we teaching? What do we want them to learn? How can we impart our knowledge so that it ‘reaches’ the children? How can we be sure that learning is achieved? AND Do we trust and believe in ourselves to make the best decisions for our children? These questions are in essence the foundation of instruction. It has given me much to think about and to analyze. Instuctional design isn’t at all straight forward, it is methodical and systematic and requires a great deal of inner reflection and deliberation.====


 * 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? **

Particularly in this year group, we have seen a considerable rise in impulsive behaviour among a few students. Several times a day (at least 10 times) students exhibit an inability to control themselves. Lashing out at others, speaking at inappropriate times, tantrums and total disregard for instructions and rules. ||
 * ** How does the environment impact on the learners’ performance problem? **

Our classrooms are open and are situated near to the playground and alongside one of the main corridors. Teachers and children walk past regularly. For these students, in particular, who already have a hard time at maintaining control, this can be a ‘trigger’.

Classes are not that big in terms of square feet. Students are in close proximity to one another. The tempt to speak and play with friends is almost uncontrollable for some students. ||
 * ** How do the availability and quality of required resources (human and physical) impact on the learners’ performance problem? **

A teacher’s assistant in classes can aid in controlling students. The assistant sits with students to maintain control and to ensure others aren’t distracted by outbursts. However, this isn’t always feasible as other children require help at times. ||
 * ** What bona fide information or records indicate that a performance problem exists among learners? **

Teachers throughout the school have noted a performance problem among students. Reports from Educational Therapists suggest that there is indeed a developmental problem and in some cases an auditory processing problem. ||
 * ** What do learners think about their performance problem? **

Students exhibit some signs of remorse, however, control is their biggest issue. Consequences are thought of as unfair and are usually accompanied by tantrums and tears. Reasoning techniques are short lived. At the moment of reasoning they can empathize with a hurt classmate, but minutes later they are hurting someone else. ||
 * ** What factors (school, work, or home) in the preparation of the learners impact on their performance problem? **

Classes are relatively small in size. Students are in close proximity to one another. Classes are open with regular passersby. These things are possible ‘triggers’ to a student who is already having a hard time at maintaining control. Home is uncooperative. ||
 * ** How does study or instructional time impact on learners’ performance problem? **

Learners require individual attention to complete work and remain focused. ||
 * ** What are any negative implications for learners in not addressing their performance problem? **

Crucial foundational concepts are lost to the learner. Learners will ‘fall back’ academically. ||
 * ** What performance standard or goal are learners not meeting that they are expected to meet? **

Academically, learners are not where they are supposed to be. They are far behind their peers in terms of academics. ||
 * ** How is this performance goal or standard linked to the Ministry of Education’s curriculum for these learners? **

The Ministry Of Education’s curriculum is structured so that students advance yearly academically. As one gets older, they advance in class level. Students lose so many crucial concepts as remaining focused during instruction is so hard for them. They fall back academically. Students can not advance for they have not grasped the basic foundational principles. ||
 * ** How will instruction address the learners’ performance problem? **

Assistant’s in class are required to help students as much as possible. Sitting with students, guiding them, controling them and helping them remained focused on instruction. Additional after school lessons in provided as well as organizing full assessments from educational therapists. ||
 * Name: Tami Jardine (Number 6) ||
 * Date: 24th May 2012

Tami,

I completely understand your problem. Lack of self control is a tricky problem to solve especially when home is not supportive. I was there two years ago. Assistant teachers and reasoning work, but they are two short-term solutions as you have pointed out. However, I think if you identify a method to use with them, whether it is Love and Logic, Common Sense Parenting or any other social skills program, and continue to use it **consistently**, your children will eventually stop throwing the tantrums because they are familiar with your method and will respond rather than react. Sometimes, a lack of routine or consistency may be part of what these children's problem. I have noticed that our problems are very similar. But keep up the good fight. Corinne (5) ||