WeeK 2 PLO 3

PLO 3 Design learning opportunities that apply technology-enhanced instructional strategies to support the needs of all learners.

 EDU 697 Capstone A Project Approach

Week 2 Written Assignment

Supporting the Needs of All Learners PLO 3

            Vera Tabb

Dr. Dennis Lawrence

March 31, 2014

                                             Supporting the Needs of All Learners

Reflecting on your personal experience, learning in prior courses, and our Week Two Discussion, briefly discuss and support your understanding of the importance of designing to support the needs of all learners.

Reflecting on my personal experiences and learning in prior courses, and our Week Two Discussion, my understanding of the importance of designing to support the needs of all learners. Instructional Designing can be constructed based on each learner’s needs and situation; different learning theories may apply to each individual student. Instructional Designers will have to understand the strengths and weaknesses of each learning theory to optimize and apply it to their class designing processes and strategy for all students.  Designing for all learners is a must when planning your pedagogy.  Each student has to have a need assessment administered, and then the planning process for their individual educational needs and/or the use of assistive devices can be determined and then put into place. 

It is imperative that each student including special education, gifted, and ELL’s be given a footprint that they can follow and identify with to ensure personal educational success. One personal experience that comes to mind for me is one that I experienced while in high school.  The school that I attended gave juniors and seniors the opportunity to be teachers assistants for extra grade credit.  I was assigned to the special education teacher’s.  So I had the opportunity first hand to learn and participate in the education of each individual student.  Each student had different needs thus the teacher had an educational plan for each student according to their needs assessment, learning styles and individual learning ability. 

Some of the students required assistive devices to assist them in learning while others required individual instruction one-on-one with the teachers.  This was one of the most rewarding experiences of my life.  The students that I helped and taught in class all grew up and told me how much they appreciated the kindness, and assistance I provided in their learning process.  Some told me how instrumental I had been in helping them learn the basics of math, spelling and even their home addresses. 

This experience taught me early on in life the importance of making sure that each student receives an education that will cater to the way they think and learn as individuals.  I saw these students grow, work, and learn in the real world; many have established their own families and have their own children.  It’s a great feeling to realize that you helped someone else learn and prosper from your efforts.

Additionally, select then redesign a prior MATLT activity to demonstrate your attainment of Program Learning Outcome 3 to “design learning opportunities that apply technology-enhanced instructional strategies to support the needs of all learners”.

The prior assignment that I have selected to redesign is one from my EDU 649 class entitled Technologies for Teaching & Learning.  This assignment required the student to Plan, Implement, and Evaluate (PIE) for each student.  This plan required the following from teachers:

Plan

1.  What task must the students be able to do, and how can I determine when it has been accomplished?

·                   The students must be able to operate a computer and use the internet to do research pertaining to the assigned task.  The students should also be able to make use of history books, encyclopedias and other historical reference books if a computer is available or in addition to using the internet for search options.  I can determine when this has been accomplished by the students work results and by any questions that may arise during their research.

2. What do the students already know that will assist in learning this task?

·                   The students already know how to make use of the computer software and hardware.  The students also know how to use the major search engines such as Google, and Bing to create search queries pertaining to the subject matter they are looking for.

3. What resources, facilities, and equipment are available and accessible?

·                   The resources that are available and accessible to all students are assistive devices for gifted and special needs students, computers with word processing programs, internet access, printers, scanners, and plenty of copy paper.

·                   The school computer Lab will be open for 3 hours after the close of the school day for students to use.  Students must sign in before using the lab and sign out when they are finished making sure to put the number of the computer they used.

·                   The will be a teacher in the lab to assist disabled, special needs, English language learners and gifted students if they require assistance.  All students will be assisted upon their request.

4. What information should be included in the instructional materials or activities?

·                   Information that should be included in the instructional materials or activities should be names of the major search engines, names of websites that offer historical information about the impact of commercial fishing on the seal population in Alaska’s Maritime National Wildlife Refuge during the last thirty years.

·        APA Style formatting should be used to write the paper, and the number of pages and how many references should be used to complete the paper.

·        The deadline for turning the paper in should also be a part of the instructions.

·        Instructions, video presentations, and lectures can be utilized to aid the students in their research tasks (Timothy, Newby, Stepich, et als, 2011).

5. What is the most effective, efficient, and appealing manner in which the to-be-

learned task can be acquired by the students?

The most effective, efficient and most appealing manner in which the-to-be learned tasks can be acquired by the students is by the student conducting research about the proposed subject matter.  In addition, the student would do well to take notes on the information that they learn during their research, and it just might be a good idea for the students to discuss their research in class.  Verbiage, historical pictures, governmental facts, and even fishermen in the area could be interviewed to find out if any of them knew about the dilemma or if they themselves had concerns.  Teachers can also give lectures or form discussion groups to help students with the task (Timothy, Newby, Stepich, et als, 2011).

6. In what order should the learning activities be sequenced?

Learning sequence should be read assigned materials, conduct research, use a word processor to pull together facts and information on researched matter, and finally a formal report should be finalized and turn into the teacher for grading.

7. What are the best methods and media to assist students in learning the new information?

The best methods and media to assist students in learning the new information would be to conduct classes on the proper use of software and hardware.  How to use the computer, how to use search engines, and web browsers to obtain information on the assignment. 

Overhead projectors could be used to make class presentation, as well as audiovisual equipment could also be utilized (Timothy, Newby, Stepich, et als, 2011).

8. What can be done to help this learning be transferred to similar situations?

Teachers can compile a small manual for students with instructions on how best to do research, what the best search engines are, instructions on the computer and the difference between Internet browsers and search engines, and how to best make use of the two.  Any other information deemed necessary to assisting the students with learning that they can take with them and use in similar situations could also be compiled.  Each student could be given a handout for future reference.

9. Are there relevant instructional materials (or parts thereof) that already exist?  Which materials will need some adaptation?  Which materials will need to be created?

There are some relevant instructional materials that already exist including instructions of the use of computers, the difference between software and hardware.  The computer itself has instructional software loaded on the computer that will help an individual understand how the computer works.  Some of the software programs will have to be upgraded to adapt to the newest file formats and for some software or hardware products (Timothy, Newby, Stepich, et als, 2011).

New instructional materials will have to be created and updated to aid all of the students in mastering any changes in the structure of the programs that have been updated.

Implement

1. How will the instructional experience and activities be managed?

Each student will be accountable for making sure that they are comfortable using the computers, software and hardware programs.  Each student will have to complete an informal assessment relating to their experiences with the assigned materials, and any problems or questions they have that they need help with (Timothy, Newby, Stepich, et als, 2011).

2. How will I manage groups of learners as well as individuals with special needs during their learning experience?

I will manage groups of learners and individuals with special needs during the learning experience having studied and assessed each student at the beginning of the school year to learn what each ones individual learning styles are.  Then I will combine that know with my learning and teaching style to make sure that each individual learner will have what they need to learn in my classroom environment (Timothy, Newby, Stepich, et als, 2011).  No student will be left out of be left behind.  Class accommodations for every kind of learner including special needs, English language learners and gifted students, all will be addressed and accommodated (Timothy, Newby, Stepich, et als, 2011).

3. During the learning process, how will I maintain the students’ attention and motivation?

During the learning process, I will maintain the student's attention and motivation by making each student a part of the class.  I will make lessons exciting and interesting by asking each student to participate in class activities.  Each student will have to provide assigned information on a subject they have been assigned weekly and present it to the class using a technological method.  (i.e. computer, smart phone, white board, or any other medium that will require participation).  I will update and maintain a refreshing lesson plan for each new incoming class (Timothy, Newby, Stepich, et als, 2011).

Evaluate        

1. How can I determine to what degree the students have learned the material?

I can use class discussions, quizzes, and informal assessments to make sure that all of the students have learned the materials.

 2. What types of remediation or enrichment activities may be necessary for my students?

The types of remediation or enrichment activities that may be necessary for my students would be to find out what strong and weak areas each student had and to go over the materials again, allowing each student to ask questions and receive help in the areas they are weak in.  The students could be shown presentations, or listen to podcasts of the class lectures that pertained to the subject matter.  Group discussions would also provide some reiteration of the class materials (Timothy, Newby, Stepich, et als, 2011).

3. In what ways can these instructional materials and activities be improved for repeated or adapted use?

         These instructional materials and activities can be continuously updated with new information and useful methods.  New kinds of technologies and software programs could be introduced into the pedagogy.  Instruction manuals, media, or handouts could be reassessed and improved to provide new updated information to students (Timothy, Newby, Stepich, et als, 2011).  Audio and video tapes will be available for student’s use that can be repeated over and over until the student feels comfortable that they have learned the information.

4. How will needed changes throughout the learning experience be monitored?

Needed changes will be monitored by using assessments, spot quizzes, discussions that include groups and one-on-one discussions.  Students will be aware that they can request assistance from the teacher at all times.  Parents will be communicated with to help maintain an even flow of information between home and school (Timothy, Newby, Stepich, et als, 2011). 

5. How will student self-evaluation and regulation be learned and encouraged?

Student's self-evaluation and regulation will be learned and encouraged on an individual basis.  Each student will be assessed to learn what kind of assistance that they will need and one-on-one discussions will be used to learn and encourage each student how they can help themselves in the learning process.  Suggestions will be made to the students on things that could do to retain more materials and how to take breaks and keep a good frame of mind on never giving up on anything.  Students will get daily encouragement on their work and any assistance they will need to be successful in completing their educational goals (Timothy, Newby, Stepich, et als, 2011).

ASSIGNMENT REDESIGN

The redesign should demonstrate use of instructional design principles and theory and explain your choice of principles and theories.

My redesign of this prior MATLT activity demonstrates my attainment of Program Learning Outcome 3 to “design learning opportunities that apply technology-enhanced instructional strategies to support the needs of all learners”.  My redesign entails present examples of how I could take each individual student and meet their educational needs through need assessment and lesson planning that would take into consideration the learning styles, backgrounds, what they already know up to this point, and what they need to know to learn and grow. 

I would create “cheat sheets” for each student that would aid them in learning and remembering the content of their class assignments and lessons. I would ensure that we had assistive devices for those that needed them.  I would encourage parents to work with their children at home to ensure they understood their classwork.  Communication would be common ground in cultivating the teacher/parent/student relationship. 

The instructional design principles that I would incorporate into my teaching would include, but not limited to the following: Behaviorism based on observable changes in behavior. Behaviorism focuses on a new behavioral pattern being repeated until it becomes automatic.  Learner acquires skills of discrimination (recalling facts), generalization (defining and illustrating concepts), association (applying explanations), and chaining or automatically performing a specified procedure (Instructional Design Knowledge Base, 2014).

Cognitivism Based on the thought process behind the behavior. Changes in behavior are observed, and used as indicators as to what is happening inside the learner's mind. Teachers/designers are responsible for assisting learners in organizing information in an optimal way so that it can be readily assimilated and finally Constructivism based on the premise that we all construct our own perspective of the world, through individual experiences and schema. Constructivism focuses on preparing the learner to problem solve in ambiguous situations.  Build personal interpretations of the world based on individual experiences and interactions (constantly open to change, cannot achieve a predetermined, "correct" meaning, knowledge emerges in relevant contexts) Learning is an active process of constructing rather than acquiring knowledge (Instructional Design Knowledge Base, 2014). 

I would also like to touch on Robert Gagne’s conditions of Learning.  This theory stipulates that there are several different types or levels of learning. The significance of these classifications is that each different type requires different types of instruction. Gagne identifies five major categories of learning: verbal information, intellectual skills, cognitive strategies, motor skills and attitudes. Different internal and external conditions are necessary for each type of learning (Gagne, n.d.).

Robert Gagne’s theory outlines nine instructional events and corresponding cognitive processes: Gain attention - show variety of computer generated triangles, Identify objective - pose question: "What is an equilateral triangle?"  Recall prior learning - review definitions of triangles 
Present stimulus - give definition of equilateral triangle, Guide learning- show example of how to create equilateral, Elicit performance - ask students to create 5 different examples, Provide feedback - check all examples as correct/incorrect ,  Assess performance- provide scores and remediation and Enhance retention/transfer - show pictures of objects and ask students to identify equilaterals These events should satisfy or provide the necessary conditions for learning and serve as the basis for designing instruction and selecting appropriate media (Gagne, n.d.).

Finally, include a discussion of the design and implementation challenges experienced during the redesign and how they were overcome

The design and implementation and challenges for me were trying to improve upon ways to make sure that each individual student has a fair chance at education.  After going back over my first design assignment, I realized that I could develop examples for each question featured in the original document.  After thinking of examples that would prove beneficial to the teaching process I was able to redesign and think of an offer examples that would assist all students.  In conclusion, Instructional Design offers, new insights to the learning process, instructional design continues to replace, change and alter this process.

Advancements in technology make the constructivist approaches to learning possible. Whether as an educator you are designing for training or education, the instructional designer's tools and technology contains an ever changing and increasing number of theoretical applications and physical possibilities.  Instituting intelligent application of learning theory strategies and technology, Instructional designers can develop solutions to the learning requirements of the 21st century.

References

Gagne, R. (n.d.). Conditions of Learning.  Retrieved from http://www.instructionaldesign.org/theories/conditions-learning.html

Instructional Design Knowledge Base, (2014).  Retrieved from http://cehdclass.gmu.edu/ndabbagh/Resources/IDKB/models_theories.htm

Timothy J., Newby, J., Stepich, D.A., Lehman, J.D., Russell, J. D., & Ottenbreit-Leftwich, A. (2011).  Educational Technology for Teaching and Learning.  (4th ed).  Publishing as Allyn & Bacon, Boston, MA: Pearson Education, Inc.