Design Challenge 2
The Efficiency Model
A Learning Design
Top 10 Principles of the Efficiency Model
10.competent advisors 9.efficiency reward 8.high ideals 7.fair dealing 6. standard schedules 5.standardized operations 4.standard conditions 3.planning 2.Discipline 1.Common Sense
Top 10 Challenges to the Efficiency Model
10. Programmed instruction 9.teacher present, students listen 8. Learning is fact-centered 7.print is the primary source of all knowledge 6. Schools are isolated and separate from the rest of the community 5.stimulus-response learning 4. View knowledge as independent of learning 3. Focuses on what should be learned and not on learning goals 2. Learning is an individual process 1.Uses books as the primary source of information
Step One: Define a Learn Goal
The students will be able to find the slope of two points.
Step Two: State Objectives
When given two points and the slope formula, the student will be able to correctly calculate the slope of the two points.
Step Three: Sequence Instruction
1. Learn how to identify the coordinates of the two points. 2. Learn how to label the coordinates of the two points. 3. Learn how to substitute the labels into the slope formula. 4. Learn how to calculate the slope.
Step Four: Determine Learning Success
I will have the students to calculate the slope of several points. If they answer 80% correctly, they have met the goal. If not, then I will reteach the concepts and then have the students to find the slope of different points.
A Reflection and Critique of the Design
I find my self using the efficiency learning model to present instruction in my classroom. I believe this is because of habit and how I was taught.
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Design Challenge 3
The FACTS Model of Design
Teachers as Designers: A Cinquain Poem
Lover Loves Giving Keeps trying, satisfies all, self pleasing Happy and Moody Friend
Teachers as Designers: A Diamente Poem
Car Small, Big Riding, Shopping, Driving Ford, Saturn, Lexus, Kia Laughing, Playing, Singing Lazy, Moody People
The FACTS Model: A Summary
Easy to follow, concise, efficient, reusable, student centered, can be used in every subject and level, can be individualized, easy to create, can be used in any setting.
The F is for Foundations
Foundation: What will the learn
The A is for Activity
Activity: What activities will they do?
The C is for Content
Contents: What will they learn?
The T is for Tools
Tools: What will they use?
The S is for Systems of Assessment
System of Assessment: How do you know they have mastered the material?
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Design Challenge 4
Designs for Knowledge
Knowledge Captured as Burma-Shave-Like Jingles
Content and the Disciplines - The Concept
What you know is how you know Content and the disciplines
Content and the Disciplines - Importance
The deeper the knowledge the greater the concept Content and the Disciplines
Disciplinary Structures - The Concept
Theories or operations that explain content disciplinary structures
Disciplinary Structures - Importance
Understanding the structure of a subject helps to link knowledge disciplinary structures
Disciplinary Processes - The Concept
Do the do disciplinary processes
Disciplinary Processes - Importance
Doing is understanding disciplinary process
Discourse and the Disciplines - The Concept
One concept two ways of thinking discourse and the disciplines
Designs for Knowledge
Case Study One
Weather - Disciplinary Structures
The student must know the different types of clouds.
Weather - Disciplinary Processes
The student must know how to identify the different types of clouds.
Case Study Two
Economics - Disciplinary Structures
The student will need to know the concepts of supply and demand.
Economics - Disciplinary Processes
The student will need to know how to calculate supply and demand.
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Design Challenge 5
Everything I Ever Needed to Know About Designs for Problem-Solving
1. Memory can be developed and strengthened through regular exercise. 2. Short term memory is limited to seven elements. 3. By analyzing the similarities and differences between experiences, we extract the general characteristics of objects, events, and situations. 4. Anchored instruction allows the student to use their learned knowledge in the real world. 5. A problem centered curriculum is one that is built around the solution to a real world problem of interest. 6. Problem based learning gives students control over the process of learning new material and representing what they know. 7. Inert knowledge is knowledge that can usually be recalled when people are explicitly asked to do so but is not used spontaneously in problem solving even thought it is relevant. 8. Authentic activities provide the bridge from inert knowledge to entrance into the culture of practice.
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Design Challenge 6
Designs for Literacy
Poor Richard's Thoughts on Literacy
1. The understanding of literacy is the understanding of meaning. 2. A literate individual can read and write his dreams. 3. Being literate is being understood by all. 4. Being literate is knowing the unknown. 5. Literacy instruction comprehends the problem. 6. Comprehending is a process whereas comprehension is a product. 7. Communicating effectively is communicating with symbols. 8. More technology less literacy.
Description of Literacy Concepts
The student will learn the concept of the b in the slope intercept form of the linear equation.
Content Standards Included/Addressed
Algebra 1 A.6.(C) investigate, describe, and predict the effects of changes in m and b on the graph of y = mx + b.
The ABCS of Activity
Authentic Activity: The students will solve the problem of selecting the most affordable cell phone plan. The students will obtain data from three cell phone companies of their choice and create a graphing on how much it will cost to have 500 anytime minutes verses 700 when their talk time is 1400 minutes. Building Knowledge Activity: The student will complete a practice worksheet on the y- intercept (b). Sharing Activity: The students will present to the class their findings in a PowerPoint presentation.
Tools
The student will use as tools the internet, a spreadsheet, a calculator and PowerPoint.
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Design Challenge 7
An Information Acrostic
Informative
News
Future
Overload
Reputation
Massive amounts
Always available
Timeless
Interactive
Overwhelming
Novice
A SSCC Acrostic
Succeed
Success
Comprehend
Complete
A DEAPR Acrostic
Do
Every time
Attitude
Present
Remember
Reflections on Ethical Issues
First Topic
Type using a keyboard
Description of the Issue
The students will be expected to know how to type in order to communicate. They will use these typing skills in the classroom, at home and on the job.
Five to Ten Central Ideas
1. The student may not have the resources to learn how to type. 2. The student may have a physical disability that may hinder them from learning how to type. 3. The student may have a mental disability that may hinder them from learning how to type. 4. It may be against the student’s religion to learn how to type. 5. At what grade level will the students learn how to type?
What Students Can/Should Learn
The students should learn good typing skills.
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Second Topic
Navigating internet website
Description of the Issue
The students must learn how to navigate a website in order to obtain information.
Five to Ten Central Ideas
1. The student may not have the resources to learn how to navigate a website. 2. The student may have a physical disability that may hinder them from learning how to navigate a website. 3. The student may have a mental disability that may hinder them from learning how to navigate a website. 4. It may be against the student’s religion to learn how to navigate a website. 5. At what grade level will the students learn how to navigate a website?
What Students Can/Should Learn
The student should learn the basic of how to navigate an internet website.
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Third Topic
Description of the Issue
It is very important a student know how to email. This is a popular means of communication used in the school, home and at the work place.
Five to Ten Central Ideas
1. The student may not have access to a computer at home. 2. The student may not have access to a computer at school. 3. The student may have a physical or mental disability that will hinder them from learning how to email. 4. It may be against the student’s religion to learn how to communicate through email. 5. At what grade level will the student learn how to email?
What Students Can/Should Learn
The student will learn how to email. The student will also learn proper email etiquette.
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Fourth Topic
Search Engines
Description of the Issue
The student must be able to use search engines in order to search the internet.
Five to Ten Central Ideas
1. The student may not have access to a computer at home. 2. The student may not have access to a computer at school. 3. The student may have a physical or mental disability that will hinder them from learning how to use search engines. 4. It may be against the student’s religion to learn how to use a search engine. 5. At what grade level will the student learn how to use a search engine?
What Students Can/Should Learn
The student will learn how to search particular topics using an internet search engine.
Final Project
Foundations
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Literacy: |
Symbolic Competence- The learner will learn how to read and write the symbols used to represent parallel and perpendicular. Cognitive process- The learner will complete questions comparing parallel and perpendicular lines. |
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Problem-Solving: |
Strategies- Memory would be as a strategy for this instruction. The student will use their memory on how to find slope when given two points in order to find the slope of parallel and perpendicular lines. Authentic Anchored Problem - You are in an unfamiliar city with a dated map guiding you to your destination. The map directs you to start on |
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Knowledge: |
Disciplinary Structures- Finding the slope of a line is a major concept in Geometry. The slope of a line determines if two lines are parallel, perpendicular or neither. Disciplinary Processes- In order to find the slope of a line use the slope formula and two points on that line. Disciplinary Discourse- Narratives- Plot the two point and determine what the slope would be without using the formula. Expository- Once you find the slope of the line, check your answer for accuracy. |
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Using Information: |
The information presented in this lesson uses the integrated approach. The students will use this information in the real world to determine if lines are parallel, perpendicular or neither in professions such as engineering, medicine and sports. |
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Community: |
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Activities
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Authentic Activities: |
To solve the problem the learner would do the thing map makers would do: find the coordinates of the two streets using a coordinate grid, find the slope of the two streets. To help students identify with and understand the central problem, they will: 1.Obtain a map that contains the two streets. 2.Create coordinates for the two streets using a coordinate grid. 3.Find two points on each street (line). 4.Find the slope of each street (line). |
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As background building activities the students will have to list two parallel streets and two perpendicular streets in their city. The students will then use MapQuest to determine if their streets could be rearranged and still obtain the same directions. |
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Constructing Activities: |
The student would apply their knowledge of parallel and perpendicular lines to identify shapes in geometry. They will determine if a shape is a parallelogram by using the slope of the lines. |
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Sharing Activities: |
The learner will complete a project displaying parallel or perpendicular lines in the real world. They will demonstrate the lines are actually parallel or perpendicular by performing calculations. The learner will then logically justify why the lines are either parallel or perpendicular. The learner will present their project to the class. |
Contents
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Contents: |
State TEK: G.7.C. The student is expected to use formulas involving length, slope and midpoint. G.7.B. The student use slopes and equations of lines to investigate geometric relationships, including parallel lines, perpendicular lines, and special segments of triangles and other polygons. Learning Objective: The learner will correctly calculate slope in order to determine if two lines are parallel, perpendicular or neither. |
What you know is how you know Content and the disciplines
Content and the Disciplines - Importance
The deeper the knowlege the greater the concept Content and the Disciplines
Disciplinary Structures - The Concept
Theories or operations that explain content disciplinary structures
Disciplinary Structures - Importance
Understanding the structure of a subject helps to link knowledge disciplinary structures
Disciplinary Processes - The Concept
Do the do disciplinary processes
Disciplinary Processes - Importance
Doing is understanding disciplinary process
Discourse and the Disciplines - The Concept
One concept two ways of thinkg discourse and the disciplines
Weather - Disciplinary Structures
The student must know the different types of clouds.
Weather - Disciplinary Processes
The student must know how to identify the differnt types of clouds.
Case Study Two
Economics - Disciplinary Structures
The student will need to know the concepts of supply and demand.
Economics - Disciplinary Processes
The student will need to know how to calculate supply and demand.
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