Ideas for Instructional Materials Based on Given Objectives

Instructional Objectives
Topic 1: Classroom Management	Topic 2: Teaching Classroom Procedures
1a: Teachers will describe the relationship between procedures and a well-managed classroom	2a: Teachers will identify classroom situations with procedures are required.
1b. Teachers will contrast discipline with procedures.	2b: Teachers will recall the three steps in teaching a classroom procedure.
1c. Teachers will explain why procedures are important.	2c: Teachers will demonstrate using the three steps for teaching the procedure on how students should start class. 2d: Teachers will demonstrate using the three steps for teaching the procedure on how students should act and behave during a lesson. 2e: Teachers will demonstrate using the three steps for teaching the procedure on how students should act and behave during a class dismissal.

Ideas for Topic 1: Classroom Management

#1: DRAW A CONCEPT MAP USING WEBSPIRATION + POWERPOINT

Objective that is met: 1a

Instructional Material: Using EGRUL (which means having the learner ‘discover’ a principle or rule) we will have the learner draw a concept map using Webspiration.  After  each learner has created a concept map of all the features that can positively effect a well-managed classroom, they will answer a series of questions that will lead them to the rule that there is a relationship between procedures and a well-managed classroom.  A powerpoint presentation will give a brief summary to reinforce the connection between procedures and a well-managed classroom. 

#2: VIDEO + ONLINE QUIZ

Objective that is met: 1b

Instructional Material: A video will explain the difference between discipline and procedures.  Then, the learner will take an online quiz.  Each question will present a scenario in the classroom.  The learner is to decide whether the teacher is using discipline or a procedure.  Some questions will ask which, discipline or a procedure, would be most appropriate in given situation.  The learner will receive instant feedback as to how many questions they answered correctly but not which questions they answered correctly.  They may go back as many times as they would like and change their answers until they get all of the questions correct.  

#3: POWERPOINT + DISCUSSION POST

Objective that is met: 1c

Instructional Material: Learners will watch a powerpoint that explains why procedures are important.  After watching the video they will summarize and elaborate why procedures are important on a classroom discussion post.  

Ideas for Topic 2: Teaching Classroom Procedures

#4: VIDEO + WIKI

Objective that is met: 2a

Instructional Material: Learners will watch a video of a teacher using 2 different procedures in the classroom.  The learner will then complete a list indicating several examples where procedures are important.  We will assume that all of the learners are a  part of a classroom wiki and they can upload the procedures that they come up with onto the wiki.

#5: POWERPOINT PRESENTATION

Objective that is met: 2b

Instructional Material: A powerpoint presentation will be created that will use the a mnemonic to help the learners remember the 3 steps to teaching a procedure.  The mnemonic is PERR: Procedures = Explain, Rehearse, Reinforce.  If you all like the idea of a mnemonic but don’t like PERR, we can change it to something else. 

#6: VIDEO OF AN EFFECTIVE TEACHER, ROLE-PLAY

Objective that is met: 2c, 2d, 2e

Instructional Material: While watching a video of a veteran teacher, learners will note phrases the teacher uses for each of the following steps: explain, rehearse, reinforce.  Using the same video, the learners will reword each phrase into a statement they would feel comfortable using in their own classrooms.  Lastly, learners would role-play with a partner and practice teaching a classroom procedure. 

D2: Naomi Ducharme

Team Member D2: Naomi Ducharme

The table below organizes our six objectives which are taken from two topics that will be covered in our instruction: classroom management and teaching classroom procedures. 

Instructional Objectives
Topic 1: Classroom Management	Topic 2: Teaching Classroom Procedures
1a: Teachers will describe the relationship between procedures and a well-managed classroom	2a: Teachers will identify classroom situations with procedures are required.
1b. Teachers will contrast discipline with procedures.	2b: Teachers will recall the three steps in teaching a classroom procedure.
1c. Teachers will explain why procedures are important.	2c: Teachers will demonstrate using the three steps for teaching a classroom procedure.

The table below organizes each objective into either a principle or rule, a procedure, or an attitude.  Facts, concepts, and interpersonal content have been left out because none of our objectives fit into these particular categories.  In addition, each objective can also be met through recall or application (Morrison, Ross, Kalman, & Kemp, 2011). 

Expanded Performance-Content Matrix: Table 7-2	Performance
Content	Recall	Application
Facts	1c: Teachers will explain why procedures are important
Concepts
Principles and Rules	1b: Teachers will contrast discipline with procedures	1a: Teachers will describe the relationship between procedures and a well-managed classroom 2a: Teachers will identify classroom situations where procedures are important
Procedures	2b: Teachers will recall the 3 steps in teaching a classroom procedure	2c: Teachers will demonstrate using the 3 steps for teaching a classroom procedure
Interpersonal
Attitude

The following three tables show strategies to present the material to our learners.  All strategies were taken from the textbook, “Designing Effective Instruction” (Morrison et al., 2011). 

Fact Strategy
Abstract Fact	Strategy	Initial Presentation and Generative Strategy
1c: Teachers will explain why procedures are important	Elaboration	Show learners a list of reasons why procedures are important. Have learners reiterate why procedures are important.

Principle and Rule Strategies
Principle/Rule	Strategy	Initial Presentation and Generative Strategy
1b: Teachers will contrast discipline with procedures	RULEG and integration	Explain the difference between discipline and procedures. Given several visual examples, the learner must decide which are examples of discipline and which are procedures
1a: Teachers will describe the relationship between procedures and a well-managed classroom	EGRUL and elaboration	Have learner draw a concept map of all features that can positively effect a well-managed classroom.  Have the learner explain why procedures are an important aspect of a well-managed classroom.
2a: Teachers will identify classroom situations where procedures are important	RULEG and integration	Give 2 examples of classroom situations where procedures are important. Have the learner complete a list indicating several examples where procedures are important.

Procedure Strategies
Procedure	Strategy	Initial Presentation and Generative Strategy
2b: Teachers will recall the 3 steps in teaching a classroom procedure	Mnemonics	PERR: Procedures: Explain, Rehearse, Reinforce
2c: Teachers will demonstrate using the 3 steps for teaching a classroom procedure	Demonstration, Organization, Elaboration, Practice	While watching a video of a veteran teacher, learners will note phrases the teacher uses for each of the following steps: explain, rehearse, reinforce. Learners will then use the same example, but reword each phrase into a statement they would feel comfortable using. Learners will role-play with a partner and practice teaching a classroom procedure.

Reference

Morrison, G.R., Ross, S.M., Kalman, H.K., & Kemp, J.E. (2001) Designing Effective Instruction.  Hoboken, NJ: John Wiley & Sons, Inc.

Contextual Analysis of Teaching Classroom Procedures

Team Member D2:

Contextual analysis:

Our target audience consists of adult learners who are teachers with varying levels of experience, but all of whom are struggling with classroom management due to a lack of procedures in the classroom.  Our secondary audience are eighth and ninth grade students who will be affected by the implementation of procedures in their classrooms.  

ORIENTING CONTEXT:

Focusing on our primary audience of teachers, there are three questions that we need to answer.  The following three questions were taken from the textbook, “Designing Effective Instruction”: 

1. What are the goals of the teachers undergoing this instruction?

We are assuming that all teachers who are taking part of the instruction have experienced some level of failure in terms of creating a positive environment for learning.  With that assumption established, the goal of the teachers would be to decrease the distractions in the classroom and increase the amount of time allotted to learning. 

2. Do the teachers view this instruction as useful? 

Morrison et al., states that most adult learners will have respect for an instructor who has experience and knowledge of the subject matter (2011).  We believe that teachers can be convinced that this instruction will be useful in their classrooms through instructors (our team members) who have many successful years of implementing procedures into our classrooms and businesses.  However, some teachers may be hesitant if they believe their students will be resistant to learning procedures. 

3. Will the teachers be held accountable for mastering the concept of teaching procedures (Morrison et    al., 2011)?

Teachers are held accountable for the success of their classrooms on an individual basis at the administrative level.  Teachers are often observed and are, more frequently, being rated according to the success of their students.  Having classroom procedures can benefit both teachers and students alike.  

INSTRUCTIONAL CONTEXT:

The scheduling of the course will be very critical.  Teachers will need to feel like they can immediately implement the material learned into their classrooms.  Because of this, the course should be offered sometime over the summer.  There must be ample time after the completion of the course for teachers to prepare for the upcoming school year with their procedures in place.  

Another factor to consider is the physical location where instruction will take place.  Option one is to create an on-line course.  With this option, the main considerations will be that each teacher is properly equipped with the necessary software to read on-line articles, watch video-clips, and upload work.  Option two is that the course is attended at a school, hotel, etc.  It would be important for each teacher to have somewhere to sit, take notes, and have access to a computer.  

TRANSFER CONTEXT:

Transfer of procedures can’t really take place until the teacher implements them on the first day of class.  However, it would be helpful for teachers to have an environment where they can practice teaching, modeling, and practicing procedures with students.  If the course in an on-line course, it would be helpful for teachers to record themselves and receive feedback from fellow teachers.  In this case, teachers would need to be provided with the appropriate tools to record themselves and upload the video.  If the course, however, is at a physical location, a ‘mock classroom’ can be created to help teachers practice the transfer of their knowledge.  In this case, materials such as chairs and/or desks, pencil sharpeners, a chalkboard/whiteboard/projection screen, and teachers posing as students would be helpful in making the classroom feel authentic. 

UNIT GOALS:

1. Teachers will be able to reiterate the 3 step approach for teaching procedures.
2. Teachers will write a list of procedures that will be implemented into their classrooms. 
3. Teachers will quickly correct behavior when it is not according to procedures.  
4. Teachers will clearly state expected student behavior. 
5. Teachers will master the 3 step approach for teaching procedures.

Unit goals 1, 2, and 4 can be tested for success through basic assessment methods such as: verbal questioning, partner work, etc.  Unit goals 3 and 5 can only be assessed in a classroom setting.  This setting can be a ‘mock classroom’ setting or it can be an actual eighth or ninth grade classroom.  The true test of mastery is to evaluate the teachers classroom one, two, three months into the school year.  Is the classroom well-managed?  If the answer is yes, then the procedures have been properly put into practice.  If the answer is no, then either the explanation, rehearsal, or reinforcement was not properly executed. 

References

Morrison, G., Ross, S., Kalman, H., & Kemp, J. (2011).  Designing Effective Instruction.  Hoboken, NJ: John Wiley & Sons, Inc. 

Wong, H., & Wong, R. (2001). The First Days of School.  Mountain View, CA: Harry K. Wong Publications, Inc. 

6 structures that help classify information

The following 6 categories break down content into distinct groups.  These groups of information will be helpful in deciding which instructional strategy will be most appropriate.

Facts: Names, symbols, labels, places, dates, definitions, etc.  Facts are often easily memorized and are necessary for more complex information. 

Concepts: Grouping similar ideas.  Fruit is a concept and includes apples, bananas, etc. 

Principles and Rules: Describes a relationship between two concepts.  For example, supply and demand.  The law of supply is a concept and the law of demand is also a concept. 

Procedures: Ordered steps that show a learner how to complete a task.  A recipe is a procedure.

Interpersonal Skills: Verbal and non-verbal skills for interacting with people.  Learning how to use appropriate body language on an interview would be an example. 

Attitudes:  A predisposition to behavior.  Teaching appropriate responsibility and proper behavior falls into this category. 

Resources

Morrison, G., Ross, S., Kalman, H., & Kemp, J. (2011). Designing Effective Instruction.  Hoboken, NJ: John Wiley & Sons, Inc. 

3 Techniques of Task Analysis

The term task analysis basically means analyzing content, or in other words, figuring out what material to cover.  In the textbook, "Designing Effective Instruction," there are three main techniques that are discussed which can aid an Instructional Designer in deciding what material to include in the instruction.  The map below gives a brief explanation of each of the 3 techniques.

Resources:

Morrison, G., Ross, S., Kalman, H., & Kemp, J. (2011).  Designing Effective Instruction.  Hoboken, NJ: John Wiley & Sons. 

The map was created using Webspiration

Using ARCS to address motivational levels in an online classroom

The information from the “Current Scenario” column was taken from an example used in Keller’s article, “Using ARCS motivational process in computer-based instruction and distance education” (Keller, 1999).  The second column gives several ways to increase the motivational level of the students in each of the following areas: attention, relevance, confidence, and satisfaction. 

	Current Scenario	Plan to change motivation level
Attention	This novelty of the online class has worn out because of lack of variety in material and learning strategies (Keller, 1999).	Use personal information and student’s name to communicate with individual students (Keller, 1999).  Make effort to communicate with student on a consistent yet unexpected basis.   “When information is emotional charged, we are more likely to pay attention to it” (Ormrod, Schunk, & Gredler, 2008).  Use case-studies that catch the attention of the learners through their emotions.
Relevance	Students are taking the course voluntarily.  Low motivation may be due to inability to see how course material can be applied to current job (Keller, 1999).	Provide extra material that students can browse through that will help them see how the class material can be applied (Keller, 1999).   Allow students to have a feeling of self-determination by having them choose topics of projects and assignments (Ormrod, Schunk, & Gredler, 2008).
Confidence	Students new to the online classroom who did not score well on the first few assignments have low confidence.  Feedback is not helpful because is it too vague (Keller, 1999).	Provide personal encouragement and show empathy for amount to time and effort being put forth (Keller, 1999).   Occasionally provide credit/non-credit assignments to boost the confidence of struggling students.  Remind and provide contact information for course tutors.   Respond to discussion posts by giving individual and constructive feedback, including positive comments as well.
Satisfaction	Completion of course is satisfactory to students.  However, most students are discouraged by the lack of communication amongst peers (Keller, 1999.	Shorten turn-around time for assignments (Keller, 1999).  Focus on intrinsic motivation by modeling personal satisfaction in the absence of external motivators, talking about being motivated intrinsically, and relating projects to student’s jobs, experiences, and interests (Ormrod, Schunk, & Gredler, 2008).   Encourage peer interaction by creating smaller discussion groups and having students grouped together based on jobs and/or interests.

Resources

Keller, J. M. (June 1, 1999).  Using ARCS motivational process in computer-based instruction and distance education.  New Directions for Teaching & Learning.  Retrieved from: http://library.waldenu.edu

Ormrod, J., Schunk, D., & Gredler, M. (2008).  Learning Theories and Instruction.  

(Laureate Custom Edition). New York, NY: Pearson. 

Revisiting My Learning Style

Six weeks ago I described my personal learning style as consisting of two main factors: a quiet, calm learning environment and the relevance of the material.  If both of these components were present, I believed my ability to learn was maximized.  This conclusion, however, was made without much knowledge of the current learning theories that impact today’s education: behaviorism, cognitive, constructivism, social learning, connectivism, and adult learning.  Looking back I also realize that I made my learning style assessment based on what worked for me as an adolescent learner throughout high school and college and not what currently works as an adult learner.  

Although the learning environment and relevance of material do improve my learning, they cannot explain what triggers my long-term memory or retrieval.  After comparing and contrasting the different learning theories I have come to the same conclusion that Bill Kerr came to in his blog post when he stated that, “each _ism is offering something useful without any of them being complete or stand alone in their own right” (Kerr, 2007).  Even though each theory has produced several learning strategies that have been helpful for me, combining the cognitivism and connectivism learning theories best explain my personal learning preferences.   

A few weeks ago I created a Mind Map of Connections.  The diagram depicts where I turn to when I need help learning new material.  Connectivism is an ever-evolving theory because my network of connections is also always changing.  My network consists of two main branches: technology and people.  Technology plays a large role in my network.  Social networking, blogs, search engines, online encyclopedias and databases, and the walden library are just a few of my connections that help me gather information.  Once I have gathered information, I often rely on people in my network of connections to help me sort through relevant versus extraneous information.  

Cognitivism maintains that memory only retrains information that has been stored in an organized manner and holds some personal significance to the learner (Ertmer & Newby, 1993).  Technology has helped me become an efficient and organized learner with the use spreadsheets, tables, or word documents.  Looking back, I had trouble differentiation between the six learning theories.  It wasn’t until I struggled through filling in the learning theory matrix that I was able to grasp the similarities and differences between each theory.  The matrix forced me to take large amounts of information and summarize it in a few short sentences.  

Connectivism explains how I collect and sort through information while cognitivism explains how I organize and store that information.  With the help of technology, forgetfulness is taken out of the equation once the information is organized and stored.  Of course, I still have to remember where I decided to save the file!

Resources

Ertmer, P. A., & Newby, T. J. (1993). Behaviorism, cognitivism, constructivism: Comparing critical features from an instructional design perspective. Performance Improvement Quarterly, 6(4), 50–71.

Kerr, B. (2007).  [Blog]. Retrieved from: http:billkerr2.blogspot.com/2007/01/isms-as-filter-not-blinker.html