Assignment 3 - Instructional Model by Group Synapses

8/17/2019 Assignment 3 - Instructional Model by Group Synapses

1/19

ADHERE MODEl 1

EDID 6503

Assignment 3- Creating an Instructional Model

Baadur! Ma"eisa

Bercasio! #a$el

Ma%&ell! 'amar

(estor! )ro*

)om+son ! Mar,in

.I O/E( CAM/


2/19

ADHERE MODEl

EDID 6503

Assignment 3- Creating an Instructional Model

❏ Summaries of Workplace Environments Workplace Environment - Kamar Maxwell

Cedar$ridge Academ* isone o2 onl* t&o +u$licsenior scools on te islando2 Bermuda )e scool isa co-educational institutiontat as a +o+ulation o2a++ro%imatel* 600 students

o2 ,arious races andnationalities $ut +redominantl* $lac" $ermudian students )estudents are mainl* 2rommiddle income ouseolds&it most +arents onl* +ossessing a ig scool

education)e students are a22orded te o++ortunit* to ta"e courses in arts! sciences! modern

languages and ,ocational studies due to te &ide educational o22erings tere are multi+le

s+ecialised classroom- science la$s! dance room! $lac" $o% teatre! auto mecanic centre! musicroom! indoor and outdoor courts)ere are 45 mem$ers o2 sta22 including teacers +ara+ro2essionals and learning su++ort

team All teacers in te scool s*stem must +ossess at least a Bacelors degree o&e,er mosto2 te +ara+ro2essionals are olders o2 ig scool di+lomas &it 2e& a,ing an associate or $acelors degree

I teac cemistr* and $iolog* to a++ro%imatel* 45 students distri$uted across 2i,esessions tat are eac minutes7tere are also sessions 2or ad,isor*! common +lanning &itde+artment mem$ers and a non -contact +eriod I teac all te grade le,els 2rom 2resman tosenior &it te students ranging in ages 2rom 1 -14 *ears old

Instructional Model most suited for Cedarbridge Academy

!agne "ine Events of Instruction

According to a re+ort $* common sense media teens s+end at least 8 ours a da* online.it tis mind $lo&ing num$er te onus is educators to ensure tat learning re2lects teen9o*ment and engagement tat media +ro,ides


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ADHERE MODEl 3

:agne nine e,ents igligts te im+ortance o2 ca+turing te learner troug ,isual andcun"ing o2 in2ormation &ic is essential &en course content is ,oluminous :agne alsoem+asi;es te im+ortance o2 2eed$ac" in learning and designing o$9ecti,es

A##$%E model)is model +ro,ides an eas* 2rame&or" 2or teacers to 2ollo& as te* +lan teir lessonsARE entails a com+reensi,e understanding o2 te learners $ac"ground and demandslearner +artici+ation and +ro,ides 2eed$ac" & )is model 9ust li"e :agnes nine e,ents ensurestat te o$9ecti,es &ritten are measurea$le

Workplace Environment' ()e %oyal #t& C)ristop)er * "evis +olice (raining

#c)ool -Marvin ()ompson

)e Ro*al t Cristo+er and (e,is /olice


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ADHERE MODEl

dut* Ma9or assessment are conducted a$out e,er* 1 &ee"s /rograms is t&ee"s $ased onassessments result

Workplace Environment' Convent +reparatory - ,abel Erica ercasio

I am a second grade teacer)ere are t&ent* 2our cildren in m*class )is is a ,ast im+ro,ement tolast scool *ears cro&ded classes o2a$out 2ort* students eac During te $eginning o2 scool *ear 015-016!Con,ent /re+! a semi-+ri,ate Catoliccool in Dominica! as managed tou+grade itsel2 to t&o classes +er gradele,el and is no& oused in t&o scool $uildings )is is +artl* to address te

gro&ing enrollment num$ersCon,ent /re+ does not +ro,ide teacingassistants )ere2ore! eac +rimar* scool

teacer ser,es as te cildrens instructor! nann*! nurse! and a &ole lot o2 oter roles )ere aret&o sections +er grade le,el )ere are eigt grade le,els in all /re-'! '! and ten :rades 1 to 6)e t&o teacers +er grade le,el a,e to ma"e sure te* are teacing te same ting e,er* da*)is sounds eas* enoug! $ut &it te a2ternoon tutorials! clu$s! and oter meetings! it isactuall* toug )is is te 2irst scool *ear tat t&o teacers are teacing one grade le,el o! &eare still tr*ing to +ace oursel,es

Most o2 te teacers are graduates o2 te Cli2ton Du+ign* Communit* College! &itsome trained in te )eacers College a2ter&ards A 2e& a,e uni,ersit* Bacelors degrees! and

t&o or tree including me are +ursuing +ostgraduate degrees A 2e& *ears ago! +eo+le starteddemanding tat teir +rimar* scool teacers $e trained or educated! altoug some i%t


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ADHERE MODEl 5

Cognitive Strategies: It is good to a,e cildren start coosing strategies 2rom a ,er**oung age uali2iedtecnological man+o&er $ase As tecnolog*canged o,er te *ears to suit te e,ol,ing glo$alen,ironment! so too as te uman resourceneeds o2 te countr* In re,ie&ing tese needs!se,eral distinct engineering 2unctions areidenti2ied &it eac 2unction re>uiring its o&n

set o2 s+ecialised com+etencies and $* e%tension!education! training and >uali2ication

M. $"I( - '(O.=ED:E )) - (ational 'no&ledge :ate&a* o2 )rinidad and )o$ago-


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ADHERE MODEl 6

su++ort in te 2orm o2 I)! Mar"eting! Business de,elo+ment! Cor+orate /ro9ects andInternational relations

I"#(%$C(I/"A0 M/1E0 $#E1 A( $((')e ADDIE instructional design +rocess ie! Anal*sis! Design! De,elo+ment!Im+lementation! and E,aluation is te most common a++roac &idel* used in te

ni,ersit*s de,elo+ment o2 instructional courses and training +rograms 2or sta22 )is a++roac +ro,ides te )raining and de,elo+ment de+artment &it use2ul! clearl* de2ined stages 2or tee22ecti,e im+lementation o2 instruction ta22 training is determined $* an em+lo*ee/er2ormance Management and A++raisal *stem tat is done 2or e,er* em+lo*ee uires constant +lanning! design! de,elo+mentand assessment to insure e22ecti,e instruction )e model is s*stemic and nonlinear and seems toencourage designers to &or" in all areas as a++ro+riate and tis is one o2 te reasons &* I $elie,e tat it is most a++ro+riate 2or m* &or" en,ironment

)e model is +articularl* use2ul 2or de,elo+ing instructional +rograms tat $lendtecnolog*! +edagog* and content to deli,er e22ecti,e! inclusi,e relia$le and e22icient learning

'em+ identi2ies nine "e* elements1 Identi2* instructional +ro$lems! and s+eci2* goals 2or designing an instructional +rogram

E%amine learner caracteristics tat sould recei,e attention during +lanning3 Identi2* su$9ect content! and anal*;e tas" com+onents related to stated goals and +ur+oses tate instructional o$9ecti,es 2or te learner5 e>uence content &itin eac instructional unit 2or logical learning6 Design instructional strategies so tat eac learner can master te o$9ecti,esF /lan te instructional message and deli,er*4 De,elo+ e,aluation instruments to assess o$9ecti,es8 elect resources to su++ort instruction and learning acti,ities


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ADHERE MODEl F

Retrie,ed 2rom

tt+??&&&instructionaldesigncentralcom?tm?IDCGinstructionaldesignmodelstm

Workplace Environment ' Monc)y+rimary #c)ool- (roy "estor

Im a >uali2ied t =ucian +rimar*scool teacer educator &o as 2or a$out t&odecades $een a teacer o2 Mat and cience to:rade


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ADHERE MODEl 4

en,irons )e ARE si% ste+ model +rimaril* is $ased on te $asic res+onsi$ilities o2 ateacer &ic starts &it +ro+er +lanning

1st Anal*se =earners! nd tate tandards O$9ecti,es! 3rd elect trategies!)ecnolog*! Media Materials! t tili;e )ecnolog*! Media! and Materials! 5t Re>uire=earner /artici+ation! 6t E,aluate and Re,ise

)roug tis model te teacer gets to carr* out a diagnosis! design o$9ecti,es $ased on2indings! select materials necessar* 2or e22ecti,e ac>uisition o2 "no&ledge! tr* out acti,itiestroug student engagement and access te learning

Examples of )ow eac) strategy is used in t)e various workplaces' 3 see table at end of

section4

● Primary Scool

Direct instruction is used to introduce conce+ts to +rimar* scool students! $ut must notlast more tan ten minutes due to te cildrens sorter attention s+an

● !niversity of "rinidad # "obago $!""%

Direct Instruction is used 2or ne& em+lo*ees to get te oriented to te +olicies and ruleso2 te organi;ation and is also used 2or man* t*+es o2 core s"ills training at ,arious cam+uses

● &ig Scool

)e teacer gi,es a lecture or +ro,ides an e%+lanation o2 a conce+t )e students aregi,en guided +ractice $ased on tose conce+ts ten inde+endent e%ercises

● Police academy

/olice training scool aims to +re+are recruits +olice o22icers 2or te &orld o2 &or" as +olice o22icers /olice is a +aramilitar* organi;ation and conse>uentl* te militar* migt $e teonl* organi;ation as more regulation tan te +olice Orientation or some migt sa*disorientation is a more a++ro+riate &ord o2 ne& recruits $egin 2rom da* one Recruits aremade a&are o2 +olice regulations! standing orders! and te +olice Act &ic go,ern +olice $ea,ior Additionall*! tere is te +olice academ* regulation direct instruction is igl* utili;edto $ring a&areness to te recruits


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ADHERE MODEl 8

'rill # Practice $ (ote )earning%

K /rimary Scool In Matematics! :rammar! /onics! and Reading! drill and +ractice is im+ortant to ensure

tat te s"ills are a$sor$ed! im+ro,ed! and retained It &ould es+eciall* $e $ene2icial 2or studentsto +ractice Mat conce+ts to ammer do&n rules tat &ill oter&ise $e di22icult to memorise

● Police "raining AcademyDrill ri2le and unarmed are a sta+le o2 te training intended to $ill team&or" amongrecruits )is is 2i,e da*s a &ee" /*sical training is also done 2i,e da*s a &ee" el2 De2ense isless 2re>uent In class tere are &ee"l* de2initions most o2 &ic a,e to $e learned ,er$atim

● &ig Scool

tudents are re>uired to learn 2ormulae! de2initions and recite la$orator* +rocedure

'iscovery*based learning

● Primary Scool


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ADHERE MODEl 10

&ands*on learning

● Primary Scool

Acti,el* using teir ands &ould el+ +rimar* scool students $etter uc a strateg* &ill"ee+ tem +artici+ating o! te* are not 9ust in one corner tr*ing to a,oid te ga;e o2 teirteacer )e* are learning and a++l*ing teir lessons at te same time

● Police Academy

Hands on learning ta"es di22erent 2orms recruits at ,ar*ing time must +er2orm actual +olice duties outside o2 +olice academ* uire learner +artici+ationE- E,aluation +ro,ide 2eed$ac"! re-assess! re,isiting o2 antici+ation guide! reteac


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ADHERE MODEl 11

❏ How the ADHERE model fits into work environments


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ADHERE MODEl 1

N Entry competencies 2or e%am+le! +rior "no&ledge /art o2 tis anal*sis in to trigger

"no&ledge7 +re! current and 2uture One can use a ,ariet* o2 strategies to acie,e tis

acti,ation ie te Antici+ation :uide! '.=! Conce+t Ma+s! etc

N Learning styles 2or e%am+le! auditor*! ,isual! tactile?"inestetic Auditory =earners

learn $* tal"ing or listening! 6isual =earners learn $* seeing ,ideo or images!

Kinest)etic?(actile =earners learn $* doing in +ractical I2 it is di22icult to ascertain

students learning st*les! ma"e sure to include acti,ities tat incor+orate eac as+ect

1E(E%MI"E learning ob7ectives

)e teacer &ill use in2ormation gatered a2ter te anal*sis o2 te learners to &rite

o$9ecti,es $ased on Blooms )a%onom* tat increases in di22icult* 2rom recall to e,aluationCou+led &it Blooms )a%onom*! te ABCD metod o2 &riting o$9ecti,es &ill $e used uired to "no& te latest de,elo+ments in teir 2ield )e* a,e to constantl*u+date teir "no&ledge o2 so2t&are! eac o2 &ic continues to s+a&n ne& ,ersions Baran!

010 .ile it is no& acce+ted tat all teacers &o use tecnolog* in teacing sould +roceed&it caution! tere are some studies tat su++ort te use o2 tecnolog* According to said studies!tecnolog* re+resents ,arious e%+eriences tat te students &ill oter&ise not a,e! limited te*ma* $e $* s+ace and time as umans iemens! 016 =earning troug media and tecnolog*also su++orts te e,olution o2 man and education It +ro,ides interacti,it*! &ic engages teattention o2 students 2rom all sorts o2 age grou+s It el+s te student ac>uire Lne& mentalscemata! "no&ledge! a$ilities! s"ills iemens! 016 and ma"es learning a Ldoing +rocess

E"!A!E - learners in learning process tili;ing +resentational! tools! ad,anceorgani;ers igligt im+ortant in2ormation! allo&ing learners to acti,ate te rele,ant scemataMa"e e22ecti,e use o2 media and tecnolog*

%E:$I%E 0EA%"E% +A%(ICI+A(I/" - “The connections between priorknowledge and new ideas slowly form concepts.” According to JohannHerbart in the early 20th century the best pedagogy allows students todisco!er relationships among their e"periences and the teacher pro!idesopportunities for the student to demonstrate their understanding.#any instructional models e!en today support the !iew that for learning tobe e$ecti!e students must acti!ely participate in their own learning in order


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ADHERE MODEl 13

to connect their current knowledge with new information which then formsnew concepts and establish that learning has taken place.

Retrieved fromhttp://www.bscs.org/sites/default/les/legac!/"#$#%&InstructionalModel&(ecutive#ummar!).pdf

%or &agn' in his ( e!ents of instruction it is essential to )rst identifythe goal *a learning outcome+ and then construct the learning hierarchy or inother words perform a task analysis of skills needed to perform ameasurable activity that demonstrates a learning goal. ,etrie!edfrom http://www.my-ecoach.com/idtimeline/theory/gagne.html

According to #errill-s %irst rinciples of /nstruction many currentinstructional design models suggest that the most e$ecti!e learningen!ironments are those that are problembased and involve the student infour distinct phases of learning1 *+, activation of prior e(perience- *,demonstration of sills- *0, application of sills- and *1, integration

or these sills into real world activities. Retreived fromhttp://mdavidmerrill.com/2apers/rstprinciplesb!merrill.pdf

Figure 1 First Principles of Instruction Diagram

3he Dic and $are! #!stems 4pproach Model originally publishedin (34 by 5alter 6ick and 7ou 8arey in their book entitled The SystematicDesign of Instruction has made a signi)cant contribution to the instructionaldesign )eld by championing a systems !iew of instruction instead of !iewinginstruction as a sum of isolated parts. This approach highlights are ten stepswhich also focus on learner participation as being essential. 9ther signi)cantmodels that also emphasi:e the importance of learner participation are;loom


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ADHERE MODEl 1


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ADHERE MODEl 15

❏ Instructional Strateies supported !" ADHERE

1 Coo+erati,e :rou+ing Discussion

3 imulation /ro$lem Based =earning5 Direct Instruction6 Hands on =earningF :uided Inde+endent /ractice4 /ro$lem Based =earning

ee ta$le in ta$le section to illustrate similarities and di22erences

❏ Reflections

,abel Erica ercasio .or"ing &it te *na+ses team as $een a 9o* and a greatlearning e%+erience! as usual Eac mem$er o2 te grou+ is &illing to contri$ute &ate,erlearning e or se as o$tained in te course cedules do not 9i,e! $ut tat &as e%+ected )euse o2 :oogle Docs ma"es tings easier 2or te grou+ mem$ers to add! delete! and re,ise duringteir o&n time .ats A++ ma"es it +ossi$le 2or e,er*one to $e u+dated as to &at as $eendone and &o is &or"ing at an* gi,en moment

)o come u+ &it te ne& instructional model! eac mem$er t*+ed in in2ormation a$outis o&n &or" en,ironment )e rest read and com+ared to teir o&n )e most im+ortant as+ectso2 learning tat &e ,alue &ere +ut togeter in an acron*m .e started o22 &it ADEMER! $utdecided on ADHERE! &ic as a real meaning and *et &ill retain most o2 te +oints in te

original acron*m Eac mem$er adds and re,ises to &at te* can read on :oogle Docs so 2ar It&as good colla$orati,e &or"

Makeis)a a)adur .or"ing on tis assignment as +ro,en to $e most callenging andmost 2ul2illing tus 2ar )is grou+ is learning to o,ercome callenges o2 communicationdi22erent inter+retations o2 te%t communication! time di22erences! e%tremel* ea,* &or"loads!2amil* li2e and +ersonal callenges /ersonall*! I &as not &ell 2or t&o &ee"s and te* ralliedaround me and su++orted me troug it $* +ro,iding sim+le guidelines and assigning roles tat&ere clear

Our team leader 'amar Ma%&ell! cose te metod o2 using :oogle Docs to colla$orate

so tat &e can all +ost our tougts under eadings at our o&n con,enience and oters can readand also $e guided )is grou+ literall* &or"s around te cloc"! some slee+ at &or" and oters $arel* slee+ at all! so meeting at a s+eci2ic time &it all +arties +resent is almost im+ossi$le )iscolla$orati,e tool &it &atsa++ messenger as assisted us all to get te &or" done

I must commend all mem$ers &o a,e contri$uted teir researc! ideas! e%+erience totis entire +rocess o2 in,enting a ne& instructional model and &or"ing togeter to get te &or"com+leted


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ADHERE MODEl 16

Marvin ()ompson )ere is a +ro,er$ tat &e use man* ands ma"e ligt &or"! tisis true also 2or te model te mem$ers o2 te grou+ sare te "no&ledge and res+onsi$ilit* 2orcom+leting te +ro9ects7 tis as $een in,alua$le I a,e a grou+ o2 su+er stars &o a,e +ro,entat tere &isdom in an a$undance o2 council )is e%ercise as con2irmed tat +ro9ects li"etese ma* $e $etter andled in a grou+ setting

ltimatel* I a,e learned tese tings 1 /ro9ect ma* go smooter and $e less di22icult&en *ou a,e a com+etent &illing grou+s to &or" &it and :rou+s &or" does not a,e to $ea orror so& .e &or" &ell togeter as a team *na+ses team! s*na+ses is a s*no+sis o2 o&a grou+ can 2unction armoniousl* and e22icientl* .e a,e a leader e%traordinaire )e =ad*'amar Ma%&ell- &it leadersi+ li"e ers and a grou+ li"e ours it is a &inning com$ination

(roy "estor' )is as $een an e%traordinar* and 2ul2illing 9ourne* tus 2ar )isassignment called 2or so man* s"ills 2rom a grou+ o2 indi,iduals &o li,e di22erent li,es and2inding te $alance &as te most callenging7 2amil* li2e! +ro2essional &or"load! sceduling terigt time to meet and &or" on tas"s )e ease and com2ort o2 communication &as great des+ite

li,ing on di22erent islands! tis &as aided $* te P.atsa++ +lat2orm and te use o2 :oogleDocs to sare! edit! re,ise! delete and comment o2 te actual &or" tas"

)is &as a learning e%+erience 2or me as &ell in $eing a$le to use a P,oice note 2eatureon P.atsa++ 2or te 2irst time altoug it too" me a 2e& minutes to 2igure out &at to do! $utdid get it done at te end )is colla$orati,e structure assisted me in learning e,en more! tougte di,ersit* o2 eac mem$er and teir sared e%+eriences and contri$utions .e,e ad a greatteam7 Erica &it er creati,it*! Ma"eisa &it er time on tas" ! Mar,in &it is 2le%i$ilit*! me&it m* e%+erience and te leadersi+ $* 'amar &as im+ecca$le

Kamar Maxwell' )is assignment &as a tree &ee" long 9ourne* tat &as daunting inte initial stages $ut $ecame e>ual re&arding As I read te ,arious models o2 instruction it

allo&ed me to ta"e an intros+ecti,e loo" into m* o&n +ractice ;eroing in on o& I +lan ande%ecute m* lessons M* grou+ *na+ses as $een a +leasure to &or" &it! all mem$ers &erededicated to te assignment as &e all tr* to $alance &or"! scool 2amil* es+eciall* during teEaster olida* It &as also interesting to read teir &or"+lace summaries and ,ie& +ictures as itga,e an insigt into teir li,es as &e 2orge a dee+er &or"ing relationsi+ and e,entuall*2riendsi+s I am e%tremel* grate2ul 2or multi+le +erson real time editing 2eatures on :oogledocs $ecause as online learners in ,arious +arts o2 te &orld and uns*nced scedules 7 tismedium is e%traordinar*


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ADHERE MODEl 1F

Re2erences

Baran! B 010 E%+eriences 2rom te /rocess o2 Designing =essons &itContemporary Educational Technology! 36F-340

Cogniti,e /s*colog*?#erome BrunerRetrei,ed 2romtt+??&&&sim+l*+s*colog*org?$runertml

De,elo+mental /s*colog*?Eri" Eri"sonRetrei,ed 2rom tt+??&&&sim+l*+s*colog*org?Eri"-Eri"sontml

Maslo&s Hierarc* o2 (eeds Retrei,ed 2rom tt+??&&&sim+l*+s*colog*org?maslo&tml

iemens! : 016! Marc 31 Connectivism. Retrie,ed 2rom Distance =earning

tt+??erdutac;a?$itstream?andle?1356F48?68?iemensG005GConnecti,ismGAGlearningGteor*G2orGteGdigitalGage+d2Qse>uence1isAllo&ed*

)eoretical and /ractical Com+uter A++lications in Entertainment 00 Computers in Entertainment (CIE) ! 10

.ile* Online =i$rar* 005 An Instructional Model 2or .e$-$ased E-=earningEducation &it a Blended =earning /rocess A++roac British Journal of EducationalTechnology! 1F-35

ni,ersit* o2 Reading Retrie,ed 2romtt+s??&&&readingacu"?internal?engagein2eed$ac"?.*is2eed$ac"im+ortant?e2$-

.*Is


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ADHERE MODEl 14

)a$les

Tale !

Instructional Strateies used in the various workplaces

Con,ent/re+#a$el

))

Ma"eisa

/oliceAcadem*Mar,in

Monc*/rimar*)ro*

Cedar$ridgeAcadem*'amar

)RA)E:IE

DirectInstruction

:uidedDisco,er*


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ADHERE MODEl 18

Coo+erati,e:rou+ing

Discussion

imulation $ased elearning

)a$le

Similarities and Differences of ADHERE to #revious

Instructional Models

#IMI0A%I(IE# 1I22E%E"CE#

=earning troug e%+erience (e& model as strong em+asis ontecnolog*! e,en 2or +rimar* or ig scool

Em+asis on multi+le intelligences (e& model su++orts e,ol,ing!u+dated education

Results-oriented! ,alues 2eed$ac" ADHERE model em+asi;es

engagement and learner +artici+ation

Bot ADDIE and ADHERE $egin&it anal*sis o2 learners

ADHERE is more 2le%i$le tanADDIE and ta"es into consideration di22erentlearning +ace

Bot ADDIE and ADHERE 2ocus ondesign &it learning o$9ecti,es as a +riorit*

ADHERE em+asi;es acti,ating +rior"no&ledge $e2ore instruction! $uildcuriosit* and allo&s 2or student sel2-assessment a2ter instruction

Assignment 3 - Instructional Model by Group Synapses

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