Design Challenge #2

 

A Learning Design

 

 

Top 10 Principles of the Efficiency Model

 

10.Subjects are taught in isolation

9. Specific behavioral objective

8. Programmed instruction (sequential)

7. Individualized

6. Fact Finding

5. Memorization (Drill & Practice)

4. Print Based

3. Students rarely interact with peers.

2. Students sit and soak up information.

1. The teacher knows all!

 

 

Top 10 Challenges to the Efficiency Model

 

10. Outdated model

9. Little or no interaction between students. No group work!

8. Ignores different learning styles.

7. Focuses on memorization.

6. No integration between subject areas.

5. Does not promote life long learning.

4. No hands-on learning

3. It is teacher centered, not learner centered.

2. No critical thinking required!

1. BORING!! Can't you just see students with their eyes glazed over?

 

 

Step One: Define a Learn Goal

 

The learning goal is for students to be able to use a recording device (IPod, digital recorder, or computer) to monitor reading fluency.

 

Step Two: State Objectives

 

Given a level K book and a recording device, the learner should be able to read at the rate of 60 words correct per minute.

 

Step Three: Sequence Instruction

 

1. The teacher will model how to record a person reading, using an IPod.

2. Then the teacher will show students how to play the recording.

3. The students will practice recording themselves using a familiar poem.

4. Then the students will begin recording themselves using a level K benchmark book.

5. After the recording the student will conference with the teacher to determine fluency rate.

6. The students will set goals if they have not met the expected 60 words correct per minute.

7. The students will record themselves at least once per week until they have reached the expected goal.

 

Step Four: Determine Learning Success

 

Students will meet with the teacher to determine their fluency rate. If the student did not meet the objective, then goals will be set and students will continue to record themselves.

 

A Reflection and Critique of the Design

 

The best part about the design is that it is individual. Students are able to work at their own pace and set individual goals. The students also have the opportunity to get one on one instruction with the teacher. The lesson is also appealing to younger students because they love to hear themselves! It also incorporates a few of the multiple intelligences to address the needs of all learners. Today's students love to use new technology such as an IPod and are familiar with its functions. Using familiar technology with students can increase engagement and willingness to work.

 

 

 

 

Design Challenge #3

 

 

 

The FACTS Model of Design

 

Teachers as Designers: A Cinquain Poem

 

Teacher

Creative Thoughtful

Engaging Supporting Constructing

A designer for learning

Educator

 

 

Teachers as Designers: A Diamente Poem

 

Teacher

Intellectual, clever

Inspiring, coaching, approving

Heart, soul, mind, body

Learning, trying, reaching

Open, engaged

Student

 

 

 

The FACTS Model: A Summary

 

The FACTS model of design is used to create meaningful learning experiences. It has five major components: foundations, activities, content, tools, and systems of assessment.

 

 

**Before reading the information below, please start beat-boxing!  (It is a rap afterall.) Ignore the titles that are in blue, this is not part of my rap.**

 

The F is for Foundations

 

F is for Foundations, what we want our students to learn in their mind. Teachers must think about the lesson they will design.

 

The A is for Activity

 

A is for Activities; the students must “do” rather than “sit.” There are four different types of activities and that is it.

 

The C is for Content

 

C is for Contents; the “something” of learning. Each state has its own standards in which teachers must be exerting.

 

The T is for Tools

 

T is for Tools, the things that we use. If you don’t make full use of them, it’s the students who lose.

 

The S is for Systems of Assessment

 

S is for Systems, of Assessment that is. Teachers need to do provide a variety of ways to determine if the student is a wiz.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 Create your own educational wiki!HelpPublic, not yet premium Privacy Policy RSS