critique of prototype

So today was the first test.  Some advising (I think grad students) helpers came to class and gave us help with our prototypes.  Of course, I probably gave him a too quick overview of the project, but he offered some helpful ideas, like slightly changing the PowerPoint for more than one viewing to maintain interest.  As well, my adviser liked the learner checklist and suggested that I strongly push this checklist to my client as a necessary tool for helping with organization.  I agree, but I do not know if the teachers will follow through.  Anyhow, I had a good day and it was a plus to have others critique our work.

I can see the end!

Finally, I think my prototype is almost ready.  I am anxious to meet with the advising group on Thursday and get some feedback. 

ID Plan Submitted, But No Time To Rest!

After lots of hard work, and many hours the design plan has been submitted.  It was a long process; however I understand the "how" and "why" much better.  Today, we began actual development of the prototype.  This is the fun part where the creative juices can flow.  I know I want to use a PowerPoint with a simulation game.  I am working on the physical game and should have it finished this weekend.  The PowerPoint will incorporate three major divisions:  The actual instructions for assembling the notebook, as well as an inserted checklist for learner analysis, the instructions for the simulation game, and evaluation, both formative and summative.  The instructions for assembling the notebook will be a PowerPoint within the PowerPoint.  The other two are basic resources for the teacher.  I have not decided if the PowerPoint should be left in a slide show or incorporated as a video.  I also have to work out the formatting so it can be used on a Mac computer since that is what all of the Rockingham County Schools use.

Working on formative evaluation

I have been working on my Likert-Type scale for my formative evaluation.  I hope I have developed sound statements.  They include: 

The ID instructions used words that the SPED students could read

The ID plan was attention-getting

The ID plan covered all required materials for notebook organization

The simulation game instructions were easy to follow

The simulation game materials were organized

After following the instructions, the notebooks contained three units

After following the instructions, the notebook was divided into 2 sections:  1 for “notes” and 1 for “other.”

Design Plan Coming Together

My design plan is beginning to take shape.  Thanks to our lab class, I have worked out some necessary details and Sue answered all of my questions (although I am sure more will follow).  Once the process is on paper, the steps make better sense.  Of course, I am still processing everything. 

Goals and Objectives

Goal:
Students will apply a simpler system for world history notebooks.

Objectives:
o   Students will organize notebooks into 3 units per nine week grading period.
o   Students will divide notebooks into 2 sections including notes and handouts.
o   Students will reduce the number of pages per unit through technology including Senteo and mobile phone  texting.
o   Students will repeat notebook training periodically as needed until notebook organization is sufficient.
Assessing and Evaluating:
Since the initial process is a skill that requires students to create a notebook with dividers, the initial procedure could be evaluated through direct testing with observation.
Additionally since this is an ongoing skill that happens over a period of time, performance rating through checklists will also be effective.  Since it is not the quality of actions (score on worksheet, test, etc.) that matters, but the ability to keep up with the papers and organized them into their proper places (sequencing), a checklist will work better than a Likert-type scale.

Google survey, Since my ID is a change in skill, I have created a survey that resembles a checklist.
https://spreadsheets.google.com/viewform?formkey=dFBhdDQtM1RNV1N2V2RzbjVDX2QyX0E6MQ

Subject matter expert

I made contact with my subject matter expert, Mrs. Maura Smith.  I have also been working on my draft.  Once I completed the task analysis, I reported some of the findings to Mrs. Whistleman.  She was amazed at the number of papers students collectively have to keep up with by the end of the semester.  Both teachers feel the need for paper reduction to solve the problem.  Mrs. Smith stated that she is not sure if better organization will cause a rise in overall grades on tests, but that organization is especially important for SPED students.  It increases their confidence in their own abilities and it is necessary for life skills.