Week 2

• Identify a specific learning goal and how you would incorporate two learning theories highlighted in Chapter 4 to achieve this goal. 

“Tell me and I’ll forget
Show me and I may remember
Involve me and I’ll understand”

                    Chinese Proverb 

Two theories that I have found particularly helpful in the Special Ed classroom are the Constructivist and the Behavioral theories of learning.  I use many of the aspects of both theories regularly with my students. If I have to choose one particular learning goal in which I incorporated these theories it would be when I recently taught measurement to my 4^th graders.  One aspect of the constructivist theory that I begin most of my lessons with is relating the lesson to real life situations. With students that have academic deficits, this method especially helps with memory retention.  I began with a short history of measuring and told them the story about how people used to measure with their feet.  I asked the question, “Is your foot a foot?”  They worked together to measure them, and actively discussed their results. I facilitated continued discussion about measurement by asking my students specific questions about things they already knew on the subject.  I guided and modeled for them how to measure various body parts… arm, leg, waist, nose, etc.  This provided an interactive activity in which all could participate.  This is a very effective way to teach them about the two measurement systems as well as how to use various measuring devices.  The aspects of the Behavioral Theory that I applied to this lesson would be how I break the study of measurement down in small segments, each day building upon what we learned previously.  I teach each part separately…customary, metric, length/height, mass/weight, volume, and conversion.  I closely monitor, provide feedback, and access learning throughout each lesson, providing as much practice and review as needed before I move on the the next part. 

Constructivist Teaching:

Things to Do With Kids

Engage

Explore

Explain

Elaborate

Evaluate

Extend

• Find a reference (other than the book) that describes Gagne’s Nine Events of Instruction. Then create a table or chart that compares and contrasts those events with the first principles described in chapter 7 and describe how you would apply each of the first principles to the goal you've developed from the first activity in this reflection.

First Principles and how I would apply them to my Measurement Unit.

1.     Principle 1 is the same concept that I already use from the constructivist theory.

2.      We always discuss previous knowledge.  All of my students have different knowledge levels even             though they are on the same grade-level.

3.      I demonstrated the knowledge when I guided and modeled the measurement of body parts.

4.     I apply principle 4 when I give each student a recording sheet with a list of items to measure. I include various measuring devices. (tape measure, yard stick, meter stick, etc.)

5.     I would apply principle 5 by demonstrating label reading and verifying measurements on various labels of everyday products. 

• Develop a new goal or using the one you've already developed, briefly describe how you might use the whole-task approach, scaffolding, and mathemagenic methods to help students learn to perform a task.

Whole Task Approach- Whole task approach is difficult for me to use in my classroom setting.  Breaking a large task into smaller pieces is an integral part of teaching students with learning deficits.  It is much like when you fill a child’s dinner plate with more food than they can possibly eat, they can feel completely overwhelmed and will not eat anything. My students are much the same. They can get the concept, I just make their portions a little smaller.

Scaffolding Approach- I use my basic measurement lesson as a basis for moving on to measuring area and perimeter.  One activity the students like is to design their own floor plan for their dream home on grid paper. Then they have to calculate the area and perimeter of each room.

Mathemagenic Approach- One activity I have done after teaching my measurement unit is to have my students apply what they have learned. I take my kids around the school (I have small groups in SPED) and present to them with a measurement task.  I would take them up to a particular room or area and give them a tape measure. Just giving the boys a tape measure “gave birth to learning.” They acted as if I had empowered them! I explained that they are remodeling their house and replacing the floor and they need to measure the room in order to find out how much flooring they will need to buy.  They could be a designer that needs to have curtains made. They would measure the windows to determine how much fabric to buy. I provide various real-world scenarios in which they can apply what they have learned.

• You have been hired to design a course for a topic in your area of specialization. Using Table 9.2 as a template, what would you incorporate into each subcategory to motivate learners?

• Finally, after completing these activities, discuss the benefits of engaging in design research.

It is imperative that all teachers keep up in the trends of instructional design research.  Everything changes over time and in order to make sure your students are having the best possible learning outcome, curriculum has to be continually reviewed and revised. 

Week 1

1. It is only right that the definition of the field of Instructional Design and Technology modified over time, as the technology itself changes. We must be open-minded to change due to the ever-changing nature of the field. I feel that the only boundaries to the field are the boundaries of a closed mind. The various modifications to the definition, over the years, were very interesting, and I agreed with each one successively until finally reaching the current definition. As my mind opened to changes, so did the definition. While the one used by the authors of the text is very thorough, the 2006 AECT definition is complete yet simplified.

Educational technology is the study and ethical practice of facilitating learning and improving performance by creating, using, and managing appropriate technological processes and resources.  

My definition would not vary much from this. I was very pleased to see the addition “ethical practice” to the 2006 definition.  With all things educational, especially technology, ethical practice is a crucial component.  In addition, “ facilitate learning” is an important key. In my Special Education classroom I have to continually assess whether how or what I am teaching is facilitating my students learning.  My students have a myriad of issues and are quite literally on many different levels even though they are in the same grade.  I regularly teach one concept numerous ways to cater to their various levels and learning styles.  It would seem that everything we do, we do to “improve performance,” but I like the way the authors’ intent was that our goal should not be just teaching knowledge, but to teach our students how to “apply” what they have learned. The three terms “creating, using, and managing” are broad enough terms to encompass the processes we use to teach.  I thought it was interesting that the authors did not emphasize the word “appropriate” in the definition.  Above all we must teach what is appropriate for the level of development of our students.  Finally, “technological resources” refers to all of the various hardware and software that are tied to the field.  If I have to put it in my own words I would have to say that my definition of Instructional Design and Technology is the use of all relevant technologies added to already accepted teaching processes that will assist my students in applying knowledge learned to real-life situations. 

    2.  

Stage 1: Identify Instructional Goals

Stage 2: Conduct Instructional Analysis

Stage 3: Identify Entry Behaviors and Learner Characteristics

I added the next step because in Special Ed all lessons are based on IEP goals.

Stage 4: Write Performance Objectives (TEKS) from Students’ IEP Goals

Stage 5: Develop Criterion-Referenced Test Items

I added this stage because I try to use various technologies as often as possible. I have to make sure that I have everything I need to use a technology before I develop a lesson.

Stage 6: Identify Available Resources

Stage 7: Develop Instructional Strategy and Select Materials

Stage 8: Develop and Conduct Formative Evaluation

I added this stage because in Special Ed I find it necessary to back up and reteach sometimes. My kids have various memory issues. We have to assume basic knowledge mastered in previous IEP’s when analyzing in Stage 3.  Many times I can just go back and add a mini-lesson to re-introduce the basis for a concept, but sometimes after formative evaluation I have to completely alter the lesson to go back to teach the entire concept from the beginning.

 Stage 9: Develop New or Revise Instructional Strategy and Reteach

Stage 10: Develop and Conduct Summative Evaluation 

3.   I believe that teaching with the use of technology is extremely important at the earliest grade-levels in order for our students to keep up with advancements and leave school prepared to compete in this high-tech world.  I fear, however, that because resources are scarce, our schools cannot keep up with the advancement of technology.  In many school districts, technology budgets have been reduced as the economy has more difficult.  One teacher I know has asked parents for their old cell phones, with full keyboards, and chargers.  Her students can practice spelling words by typing them onto the phone and they check each others’ phones when done. The kids absolutely love it!  I fear that throughout all stages of education, PreK through Continuing Adult Education, resources will determine the amount of technology used in the classroom. Creativity, like my friend used, will definitely help.