Nickysha+Jogee

=Peer Feedback Form – Objectives= || =**Your First & Surname:**= =**KAVEENA KAWAL**= |||||||||| =**Your Partner’s First & Surname:**= =**NICKYSHA JOGEE**= || = = || = - mental skills (brain and learning)  = = - attitude (feeling and emotions) and  = = - physical skills (motor skills)  = = were labelled correctly. = = = || = = || = = || = - ** In groups of five and six the standard three students will dramatize the negative effects of not following instructions ****__ given to them __****. **** (affective, psychomotor) ** = = = || = = || =Your Name : Nickysha Jogee= =Date : 7th June 2012= = = =Goal= = = =At the end of a six week period, students will be able to effectively listen to instructions given in class and follow them correctly without needing excessive clarification.= =Objectives=
 * =EDTL1720: Instructional Design=
 * = Criteria – Do the objectives align with the instructional goal? If not, explain why not. If so, explain why it does. = ||
 * = Yes, the objectives do align with the instructional goal. They are all related to listening and following instructions correctly without obtaining excessive clarification.  =
 * = Criteria – Were the objectives placed in the correct domain? If not, explain why not. If so, explain why it does. = ||
 * = I believe that all the objectives were placed in the correct domain as those that affected the:  =
 * = 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 stated clearly, because after reading each objective I knew to whom the objective was directed towards.  =
 * = Criteria – Are the behaviours expected of the student clear? If not, explain why not. If so, explain why it does. = ||
 * = The behaviours expected of the students were clear as it stated exactly what the students of the standard three class would be doing.  =
 * = Criteria – Are the conditions under which the behaviours will be demonstrated clear? If not, explain why not. If so, explain why it does. = ||
 * = The conditions under which the behaviours will be demonstrated were clear in four out of five objectives. The objective below should have mentioned that the instructions would be given to the students as no indication stated where the students got the instructions to dramatize.  =
 * = Criteria – Is a degree needed? = || = Yes = ||  || = 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. = ||
 * = The degree stated in the last objective is reasonable for the behaviour expected. This is so because 90% is the lowest percentage that the teacher should what to receive from her efforts. Also, in doing all the other objectives the students will become more capable in identifying instructions given orally and following them without the teacher’s assistance.  =
 * = Criteria - What changes would you recommend to your partner’s objectives? = ||
 * = The objectives seem workable but I don’t think that the students will understand or know why they need clarification of instructions. I also think that rather than dramatising the negatives effects of not following instructions, the positive effects should also be demonstrated. This was recommended so that the students can observe its importance and gain a better . understanding.  = ||
 * =The standard three students will justify by writing in their journals, why they need clarification on instructions. (affective)=
 * =The standard three students will orally discuss the importance of following instructions during an open classroom forum. (affective)=
 * =In groups of five and six the standard three students will dramatize the negative effects of not following instructions. (affective, psychomotor)=
 * =The standard three students will compose their own set of instructions on the computer to complete a specific task given. (cognitive)=
 * =90% of the standard three students will identify instructions given orally and follow them without the teacher’s assistance. (cognitive)=

= = =Your Name: Kaveena Kawal ** Your Partner’s Name: Nickysha Jogee **= = = || = = || = = || = =
 * = EDTL1720: Instructional Design – Peer Feedback Form – Instructional Problem and Goal = ||
 * =** 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, the instructional problem statement does give a review of the different factors in summarising and identifying the performance problem. This is so because, it mentions examples of the problem occurring, what is taking place, the assumptions made and the reason for the problem occurring. **=
 * =** Yes, the instructional problem statement does give a review of the different factors in summarising and identifying the performance problem. This is so because, it mentions examples of the problem occurring, what is taking place, the assumptions made and the reason for the problem occurring. **=
 * =** Criterion – ** Will instruction solve the performance problem? Explain why or why not. = ||
 * =** I think that instructions will solve the problem, but it will take time, effort and dedication for this to occur. The culture of the students needs to be changed and they need to be convinced that they are making the right decisions. **=
 * =** 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 definitely linked to a goal in the Ministry of Education’s curriculum for the learners’ targeted as this is one problem that can cause negative impact on many other areas. One needs to learn to listen with high degree of understanding to instruction, descriptions, explanation and narrations in other receive and interpret information. **=
 * =** 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 certainly a broad statement of what is expected over time and not at the end of one lesson. This is so because it will take time to implement the appropriate strategies and methods in order to successfully find a solution to this problem. **=

= = || = = || = = || =** Example- Out of a class of 26 students, 13 of them have active listen problems of difficulties. **= = = ||  ||   ||
 * =** 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, the goal mentioned absolutely describe the outcome of instructions and not the process as it did not give any step by step procedure or method in achieving the outcome. **** It clearly stated that at the end of a six week period, students will be able to effectively listen to instructions given in class and follow them correctly without needing excessive clarification. **=
 * =** Yes, the goal mentioned absolutely describe the outcome of instructions and not the process as it did not give any step by step procedure or method in achieving the outcome. **** It clearly stated that at the end of a six week period, students will be able to effectively listen to instructions given in class and follow them correctly without needing excessive clarification. **=
 * =** 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 surely addressed to the students. It clearly states that it is the students themselves who will understand and use the instructions given to successfully solve this problem.** =
 * =** Criteria - ** What changes would you recommend to your partner’s instructional goal? = ||
 * =** I believe that this instructional goal was well done as it mentioned a lot of important and relevant information. The only change I recommend is that the instructional problem statement could have started differently, indicating the problem at hand. **=
 * ** Your Name: ****Nickysha Jogee** || ** 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) ||
 * **My class is made up of 26 students, 13 boys and 13 girls, that all come from different social and economic backgrounds. Generally my class is well behaved and does quite well academically. However, since the beginning of the academic year, during daily assignments, when instructions are given - such as to write the question followed by the answer or to skip lines after each answer - I am bombarded with children asking what they have to do. Sometimes after I have reiterated what needs to be done, children will still come up individually to ask again.**


 * I believe they are able to hear me but that they are not actively processing the information and making meaning themselves. I also believe that this maybe because I have never given actual performance instructions on the development of listening skills. Effective listening is an essential skill that allows students to evaluate what they are hearing, follow directions, separate details, make judgments, and note the degree of relevance. Effective listening is one key aspect in proper comprehension and communication of written and oral information and I want to help my children develop that skill. Without it, teachers will have a difficult time facilitating learning which can lead to frustration.** ||
 * ** Related Instructional Goal ** (must be related to the MOE’s curriculum for your targeted learners) ||
 * **At the end of a six week period, students will be able to effectively listen to instructions given in class and follow them correctly without needing excessive clarification.** ||

During daily assignments, when instructions are given - such as to write the question followed by the answer or to skip lines after each answer - I am bombarded with children asking what they have to do. Sometimes after I have reiterated what needs to be done, children will still come up individually to ask again. The floor plan is open and classes are separated only by blackboards. However because my classroom is next to an open passageway it is impractical to put a blackboard to section off my class. Thus my children can see straight into the standard four classrooms. This creates an easy distraction for my students to “drift off” while instructions are being given. In addition there is only one semi-functioning fan that delivers more noise pollution that breeze. This creates a very uncomfortable learning environment for my students who are to agitated to focus. Not all students have the required text books and the text books that are available for use are old and tattered. Children sometimes have to share books which lead to fighting over who gets to hold the book, who can’t see and who has a book to lend. This distracts the students further and exacerbates the problem. I also have a large class and must multi-task several times during the day. I don’t have the time to be constantly repeating instructions to all 26 of my students, thus leading to frustration of all parties. I have recently started keeping track of the number of times I am asked to repeat instructions and the average times per subject that I am asked to do so is 5. This may not seem like a lot, however if one takes into consideration the fact that I teach on average six subjects a day, that amounts to 30 times I am asked to repeat myself. I don’t believe that my students view this as a problem as they know that if they are unaware or confused by something it is their responsibility to seek clarification from their teacher. I myself have tried to drill that behavior into them. The parents are generally very co-operative and have also expressed concern about students’ lack of concentration at home. They have noticed that students are addicted to video games and the television sets and sometime ignore their parents. At school, the level of noise, the view of the other classroom and the constant interruptions of passersby and other activities also impact negatively on student’s ability to follow instructions. As the class teacher I know I need to spend additional time on my set inductions to grab my student’s interest at the beginning of the lesson so that they are attentive to all instructions given. The fact that I am more focused on covering the content and less focused on bringing the lesson across in an enjoyable way for my students has caused some students to lose focus while I give instructions. Students will continue to lack proper listening skills which is a crucial part of the communication process. Without proper listening skills teachers will have a difficult time facilitating learning as students will not be able to fully grasp or understand concepts being taught. In addition, valuable time is lost when teachers have to constantly remind or instruct children on what needs to be done in class. Furthermore, it can be quite frustrating for the educator to have to repeat themselves over and over, however if this problem was addressed educators may experience less stress during the teaching process and be able to scaffold learning in a positive classroom environment. Students are not actively involving themselves in the communication process that I would like to develop in my classroom. Instead of being focused, alert and ready to work they are distracted which hampers their performance in school Active listening is a performance goal set out by the Ministry of Education and I believe my students are still falling short. I am obviously to blame as I need to develop strategies that target all students’ interest and create an environment where students feel encouraged to actively participate. Instruction design will allow me as a teacher to generate better instructions that target the needs of all my children and build interest with regards to learning. It will give children a deeper sense of responsibility when it comes to their education, thereby making them active participants in the learning process. _ ** Hi Nickysha, I totally understand the problem that you are having because I experience it as well with some students in my class. This lack of concentration and or focus leads to a problem that hinders the outcome of students learning. ** ** Doing a good set induction is a really good idea to help grasp your students attention, but I believe that after a few minutes into the lesson because of all the distractions that you mentioned, they will obviously lose focus again. ** ** I also agree with you that a lot of valuable time and effort is lost because of the students lack of listening skills. Therefore, we as teachers need to be creative and implement appropriate strategies to help with this problem. ** ** I recommend that you implement a listen comprehension strategy to assist you in overcoming this problem. The K.W.L. pre reading strategy can help you as well as the students because this method encourages one to keep listening to find answers and outcomes in lessons. This strategy has worked in my class and I believe if you use it correctly, it will make a positive difference to you class as well. ** ** In addition, you can also offer some type of incentive to your class, for the student who seems to be the most focus and attentive. This will encourage the students to listen more and stay focus in order to obtain the incentive offered. ** ** Kaveena Kawal ** ** Number 8 **
 * What observable behaviour (include frequency) indicates 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?**


 * __ Blog Entry 1 __**

How has the foundation principles impacted your impression of Instructional Design?

Instructional design is the practice of creating "instructional experiences which make the acquisition of knowledge and skill more efficient, effective, and appealing." ( Drake and Pratt 1996)

Thus, Instructional design deals with how teachers plan deliver and accesses a particular lesson. To help guide the practice of instructional design, teachers must adhere to foundation principles that allow teachers to create a link between the instructions given and the end goal the lesson is supposed to achieve.

After reading the foundation principles that guide instructional design I am left with a newfound appreciation for just how much work must go into successfully planning and implementing a lesson. Teachers cannot just open a book, turn to an exercise and tell students to attempt it.

Firstly while planning the lesson they must seek to address questions such as “Who is this lesson intended to benefit?”, “What objectives or goal do I wish to achieve?”, “How best can I bring across the lesson?”, and “What is the best method to access learning?”

Secondly they must create an atmosphere through instructional design that promotes learning in a fun and interesting way, thereby raising the interests of their students.

They must also recognize that children are unique and learn differently and that one method is simply insufficient to guarantee understanding of all students. Thus, teachers, even with limited resources, must be able to adapt their lesson to meet the needs of their learners.

Finally teachers must recognize that standardized testing, although sometimes necessary, cannot be the” yardstick” used to measure whether learning has always taken place. Teachers must have a strong and meaningful relationship with their students and be able to tell if understanding has occurred. This can be accessed from individual or group questioning, reflective pieces by students, or by observing students behavior.

References

Merrill, M. D., Drake, L., Lacy, M. J., Pratt, J., & ID2_Research_Group. (1996). Reclaiming instructional design. Educational Technology, 36(5), 5-7