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.

Project Brainstorming

Who is the Subject Matter Expert, or SME, on my project?

My SME is Maura Smith, collaborative and resource teacher for the world history class at BHS who recognizes the abilities and limits of the SPED students.  She will advise me on how to structure the best design for a notebook that will enable the SPED students to best remain organized, have less of a paper trail, and enhance their learning. 

My second SME is S. Chenault, the department head at BHS, that supervises the social studies department.  She will advise me on policy guidelines - what is and is not permissible, funding, etc.

Who is the Target Audience?

The target audience is both  Emily Whistleman, the current teacher of the World History Class at BHS, since she will be implementing the new notebook organization, as well as the students who will actually use the new system.

What model of instructional design seems most appropriate for my project and why?

I think  the Kemp, Morrison, and Ross's Instructional Design Plan (9-10) will work best in my case.  First, the 9 steps focus on content, learner characteristics, and problems.  It also allows for revision. Since SPED students vary so widely in their learning capabilities (there are both ED and LD students in the class), the process may need adjustment to fit needs. Additionally it addresses strategies, resources, and delivery - all key components for the teaching environment.

What perspectives on learning will likely be addressed - cognitive, behavioral, constructivist - and why?  Give specific examples (22-37)

This is a little hard to determine since different students, especially with special needs, learn differently.
 
However, they all will need to use cognition to categorize notebooks by unit/topic. They need to recognize the particular unit that a worksheet, test, etc. belongs to so when the teacher checks their units, all work is together and completed.  In addition, the behavioral perspective is used for the act of organizing papers in the notebook.

Right now, it seems as though a somewhat constructivist approach is also being used.  Students organize their notebooks by topic (bellwork, maps, notes, etc.), yet they can choose to place newer units on top of each section or place them behind previous sections creating a more chronological notebook.  Certainly, this works well for 3/4 of the class.  However for the remainder (which includes many of the SPED students), they seem to struggle without specific guidelines.  The idea of the collaborative class is inclusion of everyone.  In fact, the SPED students remain somewhat anonymous to the other students.  Still, the higher achieving students should not be withheld from determining their own organizational system.  In struggling to create a better plan, I will need to allow for all areas.  Hopefully, my SME will give me some good direction.


What strategy will I use to conduct a needs analysis?  What products will be created to show I have conducted a full needs analysis? (40-55)

The need seems to be a performance problem/ skill deficiency with notebook organization, especially in regards to SPED students.  It is important for these students to learn organizational skills, necessary for life. However, the current notebook organization system consumes excessive time for both students and teachers. Robert Mager's performance analysis would work well for providing a needs analysis, because its detailed questioning can be used to measure the limits/abilities of the students and determine and effectively determine the performance gap.

I will have a sit down interview with Emily Whistleman, as well as issue questions by email to Maura Smith and S. Chenault seeking advice.  Also, I will go to the Rockingham County School website for a list of any other necessary policies. I can also seek advice from other sources, especially websites, forums, etc. as needed. I can create a flow chart for the model, as well as other charts and graphs which reflect current performance.  Also,

What approach will I use to conduct a task analysis?  What products will be created to show that I have conducted a full task analysis? (57-69)
I will make a video of the current notebook organization system.  Also, I will take notes on the process.  Then I will develop my plan and ask my SME to examine/critique it.  At this point, I am still developing a plan, but I think the Morrison, Ross, and Kemp model (58) will work well since it requires the review of the SME. I will certainly need her advice on abilities/limitations of SPED students.

Gathering Data

I have gathered some statistical data from the world history teacher, as well as the supervisor of the social studies department.  In the collaborative classes, approximately 43% of the students have grades lower than a C.  Additionally, 24% of the class had below a C on notebook organization grades, and the teacher commented these were graded leniently by a student teacher.  83% of the SPED students had grades lower than a C, and 33% scored lower than a C on notebook grades.  Again, the teacher commented that often, resource teachers organize the notebooks with the students so they can achieve a passing grade.  At this point there are only 4 computer labs for the entire school (est. 800 - 1000 students).  However, the SPED department just received 10 iPads for student use.  Additionally, the teacher estimated that 50 -75 % of students probably have cell phones with free texting.  These give me some possibilities for reducing the paper trail in the notebooks - thus making it easier for students to study.  While the supervisor reported that students were not supposed to use cell phones, exceptions could be made for class purposes.  This also sounds promising.

Met with prospective client

I met with my prospective client, Emily Whistleman, at Broadway High School.  I began my needs analysis.  She teaches World History in a collaborative setting (exceptional education students integrated).  While her Exe.Ed. students all have trouble keeping organized notebooks, so do some of her other students.  Not only does organization count as a test grade, but it is imperative for good study habits.  I looked at a few of the notebooks and was astonished at the number of pages of notes, maps, worksheets, etc. that filled the books.  The paper trail is excessive and I think I can incorporate technology to help reduce this matter.  I certainly think this warrants the use of an ID plan.  However, there will be too much red tape to interview students in the time frame I have.  Therefore, I will seek the input of their resource teacher to gain the closest possible student perspective. I think I am going to enjoy this challenge.

Adjustment to project

I will focus on ninth graders organization only for my project.  Another group will address the needs of the sixth grade class.

I found a client

At Broadway High School, in Broadway, VA there are two teachers, one a social sciences teacher and the other an exceptional education teacher, who teach together collaboratively.  They have a recurring problem of notebook organization.  Some students seem to have trouble with organization, and they have yet to develop an effective means/program that may help them achieve this goal.  An exceptional education teacher from Augusta County has also expressed this same concern with her students.  I hope to develop an instructional program, targeting 6th to 9th grades, that teaches notebook organization to be implemented in the classroom.

Introduction

Hey all, I am a junior currently working on a history major with a public concentration and a minor in educational media.