Chapter 10 discusses evaluation in instructional design and provides you with two evaluation models, the CIPP and Kirkpatrick models for evaluation. Search for at least two other models used for evaluation and summarize these models. Describe how you would use them to evaluate your instruction.
The ADDIE model is made up of five phases: Analysis, Design, Development, Implementation and Evaluation. I could (and do) use this model by working through the steps. The first step, analyze, would involve me looking back at my students' scores from the previous year, or looking at a pre-assessment I might administer. After I knew what my students' areas of needs were, I would design my lesson using my desired learning objectives, curriculum and TEKS. Development of my lesson would require me to select or create materials to help me meet the students' needs. Implementation would be when I actually teach the lesson. Finally, evaluation is where I would determine if my students' needs were met, based on their outputs (assessment, observation, finished product). If I discovered that students struggled with a portion of the lesson, I would circle back to the design phase, and repeat the process, focusing on the objectives my students struggled with.
The ADDIE model is made up of five phases: Analysis, Design, Development, Implementation and Evaluation. I could (and do) use this model by working through the steps. The first step, analyze, would involve me looking back at my students' scores from the previous year, or looking at a pre-assessment I might administer. After I knew what my students' areas of needs were, I would design my lesson using my desired learning objectives, curriculum and TEKS. Development of my lesson would require me to select or create materials to help me meet the students' needs. Implementation would be when I actually teach the lesson. Finally, evaluation is where I would determine if my students' needs were met, based on their outputs (assessment, observation, finished product). If I discovered that students struggled with a portion of the lesson, I would circle back to the design phase, and repeat the process, focusing on the objectives my students struggled with.
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| http://raleighway.com/addie/ |
The Kemp model of evaluation operates on the idea that design and development is a continuous cycle that requires constant planning, design, development and assessment. It consists of nine steps, although they can be approached in whatever order is most appropriate:
1. identify instructional problems-->specify goals
2. examine learner characteristics that will need attention
3. identify subject content, and analyze task components related to goals
4. state instructional objectives
5. sequence content for logical learning
6.design instructional strategies for the learner
7. plan the instructional message and delivery
8. develop evaluation instruments to assess if learning was successful
9. select resources to support instruction and learning activities
Even though I could begin at any stage of the process, and proceed in any order, in my classroom, I could begin by identifying areas of need, or what the instructional problem is, either by looking at past performance records or some type of preassessment. From here, I could next evaluate what learner characteristics or environmental factors might come into play. (For example, am I working with a group of children that need to get up and move often? Do I have any ESL students? Do I have enough computers or supplies for all students? ) Next, I would pinpoint the content I needed to cover, aligned with the TEKS. Stating my instructional objectives could come next. (Even though I have experience now, I still find it helpful to formally write out my objectives in my lesson plans, especially if I'm covering something new, or trying a new lesson.) At this point, I usually try to select and locate any resources and learning activities that I feel will support my instruction. I also insert the step about developing evaluation instruments at this point, because the objectives and exactly what I want to accomplish are still fresh in my mind. Deciding how to sequence the content and instructional steps comes next. Planning the instructional strategies and how to deliver the new knowledge might come next.
1. identify instructional problems-->specify goals
2. examine learner characteristics that will need attention
3. identify subject content, and analyze task components related to goals
4. state instructional objectives
5. sequence content for logical learning
6.design instructional strategies for the learner
7. plan the instructional message and delivery
8. develop evaluation instruments to assess if learning was successful
9. select resources to support instruction and learning activities
Even though I could begin at any stage of the process, and proceed in any order, in my classroom, I could begin by identifying areas of need, or what the instructional problem is, either by looking at past performance records or some type of preassessment. From here, I could next evaluate what learner characteristics or environmental factors might come into play. (For example, am I working with a group of children that need to get up and move often? Do I have any ESL students? Do I have enough computers or supplies for all students? ) Next, I would pinpoint the content I needed to cover, aligned with the TEKS. Stating my instructional objectives could come next. (Even though I have experience now, I still find it helpful to formally write out my objectives in my lesson plans, especially if I'm covering something new, or trying a new lesson.) At this point, I usually try to select and locate any resources and learning activities that I feel will support my instruction. I also insert the step about developing evaluation instruments at this point, because the objectives and exactly what I want to accomplish are still fresh in my mind. Deciding how to sequence the content and instructional steps comes next. Planning the instructional strategies and how to deliver the new knowledge might come next.
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| http://edutechwiki.unige.ch/en/kemp/design_model%20 |
http://michaelhanley.ie/elearningcurve/discovering-instructional-design-11-the-kemp-model/2009/06/10/
Think about a technological innovation within your social system that was recently introduced (social system = place of work, home, etc.). Any innovation has what is known as perceived attributes - relative advantage, compatibility, complexity, trialability, and observability. Describe these attributes of the innovation and which of the attributes assisted and/or hindered adoption of the innovation. For example, was it not compatible with the existing beliefs of the system or was it overly complex to use or understand?
A technological innovation that we introduced in my school was using an Excel spreadsheet (stored in a faculty-shared drive) to track students' behavior infractions and detentions. The staff pretty much instantly agreed that the relative advantage was huge; prior to keeping these records online, it was difficult to track infractions and detentions, especially among multiple teachers. Now, all teachers have access to the spreadsheet, and we all record infractions and detentions in one location. Our new practice is compatible among our staff because we all follow the same discipline rules and policies, and we are all able to access the spreadsheet. At first, some of our non-techie teachers feared the new way would be too complex, but I went over it one time in a staff meeting in my lab and had everybody get in and try it out, and all of our teachers have managed it well. From the time we began brainstorming ideas to fix our paper trail nightmare problem, we all agreed that we would try out new ways, and if an idea didn't work, we'd change it or find something better. The benefits have been observable. Instead of trying to keep track of slips of paper, and tally them in one notebook that never got put back in the office, we are able to log infractions as they happen, and we are able to have kids serve detentions in a more timely manner. It has taken us a few months to fine tine the spreadsheet, but it has definitely been a beneficial change for us.
Chapter's 12 & 13 focus on project management and how to manage projects when resources are scarce. You have been assigned to develop a series of professional development sessions focusing on technology use in the classroom for teachers. How will you use Situational Leadership to facilitate this project?
The focus of my attention would be on introducing iPads to the teachers in my district. All of the teachers in my district have access to them, but for the sake of this example, I'll focus on the group that came to the sessions that had little to no prior experience using a smart phone or mobile device. The training were held the mornings of 3 consecutive days during inservice week.
Phase 1: Directive/Telling
I would explain what we are going to do with the iPads and what our goals for the kids are with the iPads. As a group, we would go through the basic skills needed to operate the iPad, and explore a few apps.
Phase 2: Selling/Coaching
We separated into groups based on grade/subject taught. Then, I gave them a few apps that were aimed at their specialization. (Letter forming app for Pre-K, Kindergarten; multiplication app for 3rd, mind maps for jr. high, etc.) I did this to dispell the notion that I had caught wind of, that the iPads might be fun, but were a waste of money and just good for the kids to play on.
Phase 3: Participating/Supporting
After instructing the teachers on how to search for, locate and download new apps, they set out to find apps that could be incorporated into the lessons they already used. I added these apps to our district's iTunes library so the teachers would have access to the apps when the time came they needed them
Phase 4: Delegating/Observing
The first few times the novice teachers rolled the iPad cart into their classrooms, I was on hand just in case any problems or questions came up. Now, I check in regularly and make sure everyone has what they need to keep using the iPads.
Think about a technological innovation within your social system that was recently introduced (social system = place of work, home, etc.). Any innovation has what is known as perceived attributes - relative advantage, compatibility, complexity, trialability, and observability. Describe these attributes of the innovation and which of the attributes assisted and/or hindered adoption of the innovation. For example, was it not compatible with the existing beliefs of the system or was it overly complex to use or understand?
A technological innovation that we introduced in my school was using an Excel spreadsheet (stored in a faculty-shared drive) to track students' behavior infractions and detentions. The staff pretty much instantly agreed that the relative advantage was huge; prior to keeping these records online, it was difficult to track infractions and detentions, especially among multiple teachers. Now, all teachers have access to the spreadsheet, and we all record infractions and detentions in one location. Our new practice is compatible among our staff because we all follow the same discipline rules and policies, and we are all able to access the spreadsheet. At first, some of our non-techie teachers feared the new way would be too complex, but I went over it one time in a staff meeting in my lab and had everybody get in and try it out, and all of our teachers have managed it well. From the time we began brainstorming ideas to fix our paper trail nightmare problem, we all agreed that we would try out new ways, and if an idea didn't work, we'd change it or find something better. The benefits have been observable. Instead of trying to keep track of slips of paper, and tally them in one notebook that never got put back in the office, we are able to log infractions as they happen, and we are able to have kids serve detentions in a more timely manner. It has taken us a few months to fine tine the spreadsheet, but it has definitely been a beneficial change for us.
Chapter's 12 & 13 focus on project management and how to manage projects when resources are scarce. You have been assigned to develop a series of professional development sessions focusing on technology use in the classroom for teachers. How will you use Situational Leadership to facilitate this project?
The focus of my attention would be on introducing iPads to the teachers in my district. All of the teachers in my district have access to them, but for the sake of this example, I'll focus on the group that came to the sessions that had little to no prior experience using a smart phone or mobile device. The training were held the mornings of 3 consecutive days during inservice week.
Phase 1: Directive/Telling
I would explain what we are going to do with the iPads and what our goals for the kids are with the iPads. As a group, we would go through the basic skills needed to operate the iPad, and explore a few apps.
Phase 2: Selling/Coaching
We separated into groups based on grade/subject taught. Then, I gave them a few apps that were aimed at their specialization. (Letter forming app for Pre-K, Kindergarten; multiplication app for 3rd, mind maps for jr. high, etc.) I did this to dispell the notion that I had caught wind of, that the iPads might be fun, but were a waste of money and just good for the kids to play on.
Phase 3: Participating/Supporting
After instructing the teachers on how to search for, locate and download new apps, they set out to find apps that could be incorporated into the lessons they already used. I added these apps to our district's iTunes library so the teachers would have access to the apps when the time came they needed them
Phase 4: Delegating/Observing
The first few times the novice teachers rolled the iPad cart into their classrooms, I was on hand just in case any problems or questions came up. Now, I check in regularly and make sure everyone has what they need to keep using the iPads.
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