Blog Reflection 4

1. Chapter 14 discusses the concept of the evolution of human performance improvement. Several sections of chapter 14 present a variety of non instructional solutions to performance problems. Identify a performance problem in your area of work and provide a non instructional solution to solve the problem.

Our district is focusing more and more on making sure that teachers truly are teaching the curriculum.  A problem in the past had been teachers wanting to go off path and teach their own thing or spend way too much time on one unit and not getting to parts of the curriculum that the students needed. In order to make sure teachers are performing their job of teaching the curriculum correctly we have been asked to break down student objectives for each unit of study and post the objectives in our classroom for student, teacher and administrator to see. This non-instructional solution seems to assist teachers in staying focused and helps students to be aware of what we want them to learn.  Administrators can quickly observe and determine how instruction matches the posted objectives. I believe this simple act is helping both teacher and student to perform their job of teaching and learning in a more focused way.

2. Chapter 15 presents several definitions of electronic performance support systems. In addition to these definitions, locate a few more and indicate your preference explaining why you prefer it. Additionally, describe why you believe EPSS have not been widely used and if they are more likely be become more prevalent in the future.

Other definitions for EPSS

v  An Electronic Performance Support System is, "a computer-based system that improves worker productivity by providing on-the-job access to integrated information, advice, and learning experiences. (Raybould, 1991)

v  An Electronic Performance Support System is "an integrated electronic environment that is available to and easily accessible by each employee and is structured to provide immediate, individualized on-line access to the full range of information, software, guidance, advice and assistance, data, images, tools, and assessment and monitoring systems to permit job performance with minimal support and intervention by others." (Gery, 1989).

v  A performance support system provides just-in-time, just enough training, information, tools, and help for users of a product or work environment, to enable optimum performance by those users when and where needed, thereby also enhancing the performance of the overall business.(William Bezanson, 2002)

I believe the reason EPSS have not been widely used or created could be the sheer amount work that would need to take place to create the EPSS. Time is money and the cost to create an EPSS specific to an area such as education would be huge.  An educational EPSS would not be a one size fits all districts, therefore each district would want one that is tailored to their needs. Reading about the components of an EPSS and thinking about it from the view of a classroom teacher it sounds like it would be an amazing tool; however our profession is so dynamic that an EPSS would constantly require revision.  Time, money and a constantly changing profession are reasons that and EPSS may not be widely used at this time.  I am not sure EPSS will be more likely used in the future, but I do see the beginnings of the concept of a “place” where employees can access needed information. Our district has developed a portal where many things are available in one place. It’s an information base, a place for sharing learning experiences, and helpful tools are available to all individual staff members. Now if it could just have an “expert advisor” where I could plug in a problem and receive a solution that would be wonderful.

3. Knowledge management is the way we manage information, share that information, and use it. Organizations, such as schools, are full of information/data and we must organize that data in a way that we can make sense of it. We use data to make decisions and good data=good decision making. Identify a real or hypothetical problem in your line of work. How might a blended learning approach, including the use of a knowledge management system, be use to solve the problem?

Our school recently purchased a new curriculum to support writing in our school. We are hoping for a K-4^th grade unified approach to writing. As I read through the chapter on Knowledge Management System I thought about this initiative. At the moment it feels disjointed. Some teachers have been to training some have not, some of us have the curriculum, so of us don’t. We have had one afternoon of training with the expert, but very little real experience.  There is a website set up by the experts, but very few of us have learned to navigate it properly. As I read about the 3 parts of a Knowledge Management System I felt that something like this would help us to put all these small bits of information together to complete the overall puzzle. I think schools are notorious for having lots of information or data, but not putting it to work to make our instruction better. The book defines Knowledge Management as “the creation, archiving, and sharing of valued information, expertise, and insight within and across organizations with similar interests and needs, with the goal of competitive advantage” (p. 157-158).

4. Describe the types of informal learning you have been exposed to in your adult life. What was the purpose? What was the experience like? Was it engaging? Social? What role did you play? What role did the instructor play?

Can I begin by saying this has been my favorite chapter of the book so far. Informal learning, what incredible power it can have in the life of the learner.

As I read this chapter a few experiences came to mind quickly, one having to do with my profession, the others more personal.

            To begin with the first experience came from relationships I have developed professionally through my teaching experience. Mr. Magier at the first school I worked in after I graduated from high school was instrumental in helping me with classroom strategies. It was not sit down training; it was talking over lunch or right after school. He was someone that I could bounce ideas off of and receive feedback from regarding school issues. The purpose (to me) was to help me become a better teacher. The experience was very positive because it was relevant and immediate to my needs, which made it very engaging. I respected him as a teacher and knew his dedication to education, which in turn made me value his thoughts and opinions greatly. Many schools offer a mentor teacher to their new teachers and this is great, however what I liked the most about this informal learning experience was that it was not forced, it just happened naturally.

            Another informal learning experience that came to mind while I was reading chapter 17 was the time after I had my first child, Joshua.  Talk about someone who needed to learn a lot! Thankfully I had a friend that was older and had 4 boys of her own. She had so much wisdom to share. We spent many evenings chatting over coffee. She helped me understand so much about taking care of a newborn and even saw me through much of his toddler years. I learned more from her sharing her experiences and educating me about being a mother, than I could have from any book or seminar. As the chapter noted, this was natural, not forced and very relevant.

            I also considered the experiences I had last year attending many of the museums at the Smithsonian. It was a wonderful and dynamic informal learning experience for me and my family.  Being able to see so many authentic objects was “more gripping than mere media representations” as our textbook states (p. 169).  The museums let you gravitate toward many things that you have an interest in and therefore you are intrinsically motivated to learn.

Blog Reflection 3

Chapter 10 discusses evaluation in instructional design and provides you with two evaluation models, the CIPP and Kirkpatrick models for evaluation. Search for at least two other models used for evaluation and summarize these models. Describe how you would use them to evaluate your instruction.

I located information about two models of evaluation that can be used independently, however when used simultaneously can yield deeper evaluation.

Goal Based Evaluation-In simple terms is an evaluation that is based on specific goals and objectives. These goals and objectives are clearly stated and known by the evaluator.

v  A state clear goal for your project and your evaluator is aware of these goals.

v  Link to program goals any overall or higher goals that have been determined.

v  Determine how you want to achieve your goal?

v  Determine how you will determine if you met your goal. What specifically will you observe that will show you met your goal? Results are looked at from the idea of did they meet the intended goal.

http://www.evalguide.ethz.ch/project_evaluation/introduction/goalbased_evaluation_EN

Goal Free Evaluation-As the name illustrates this model of evaluation does NOT set clear goals from the beginning. The evaluator is looking more at the overall outcomes in general rather than comparing it to specific goals set out from the beginning. It is looking at all the results.

v  The evaluator is not aware of any intended goals prior to the project

v  The evaluator studies observes all processes and outcomes

v  The evaluator asks what does the program do instead of what was it meant to do.

v  The evaluator looks at the relevance of the outcomes to the learner.

http://www.wmich.edu/evalctr/eval_cafe_archive/goal-free.pdf

The research I read indicated that when these two methods are employed a deeper, more informative evaluation can occur. The goal free learning model can bring to light information, both positive and negative, that may have never been consider with the rigidity of the goal based learning. However, if only goal free evaluation is used it may be more difficult to pinpoint what is considered a success.

I could use both of these to evaluate my instruction in the classroom. I would want 2 independent people to observe a particular lesson. One person would be aware of the stated goal and purpose for the lesson, perhaps be given a specific TEK that I am covering. The other person would be asked to analyze the learning taking place, but not be aware of the specific TEK being taught.  An evaluation piece would be administered to the students for more data.  The data and the insight of both evaluators would help provide insight into my instruction. This evaluation would help me to determine processes that are working and maybe even become of aware of things that I had not even determined as a goal prior to instruction.  

Think about a technological innovation within your social system that was recently introduced (social system = place of work, home, etc.). Any innovation has what is known as perceived attributes - relative advantage, compatibility, complexity, trialability, and observability. Describe these attributes of the innovation and which of the attributes assisted and/or hindered adoption of the innovation. For example, was it not compatible with the existing beliefs of the system or was it overly complex to use or understand?

A most recent technological innovation within my social system (elementary school) has been the addition of a smart board in many classrooms, including mine.

PERCIEVED ATTRIBUTES OF SMARTBOARD INNOVATION

Relative Advantage The Smart board is meant to replace a traditional whiteboard, while offering interactive tools as well. This innovation is better than the traditional use of white boards and projectors to engage students in learning experiences.	Assist or Hinder I believe this attribute has assisted with the adoption of this innovation.  All the tools and other capabilities are very intriguing to most classroom teachers that desire to increase engagement.
Compatibility The smart board has a lower level of compatibility when you define compatibility as consistency to past experiences and habits.	Assist or Hinder I believe that some of the major technological leaps from using traditional white board/ projector to all the amazing things a smart board can do has led to a small hindrance from potential users.
Complexity Parts of the smart board are very simple, however there are so many different ways to use the smart board I feel that it has a high level of complexity	Assist or Hinder At first I thought the smart board would be extremely simple to use and implement in my classroom. However, once it was installed I felt a bit overwhelmed by it and avoided using it for a while.  Based on this experience I would say that the complexity of this innovation led to a hindrance.
Trialability There was no trialability available with this innovation. Once it was installed it was there to stay.	Assist or Hinder This feeling of permanency was a hindrance to acceptance of this innovation in the classroom.  I often felt regret that I had it installed.
Observability The observability of the benefits of the smart board is probably its best attribute. When watching students working on the smart board you can sense the engagement level of the students increase.	Assist or Hinder This attribute definitely assists in the overall process of acceptance of the innovation. It was this observability that increased my desire for training and gaining knowledge about the innovation.

Chapter's 12 & 13 focus on project management and how to manage projects when resources are scarce. You have been assigned to develop a series of professional development sessions focusing on technology use in the classroom for teachers. How will you use Situational Leadership to facilitate this project?

A recent change in our school district has been the beginning of the MyWyFi program.  All schools have wireless internet access, much like a Starbucks and students are encouraged to bring their own internet connected device to school. With this being the first year for the program there are some teachers that are resisting this advancement and others that are jumping in with both feet. Regardless of how each teacher “feels” towards the program training is needed for it to be successful. I believe a series of professional development sessions focusing on technology using the Situational Leadership Model would prove to be extremely helpful.

Phase 1: I believe that teachers have for a long time, observed and picked up tips informally from each other and that is one main way we become better teachers. If a teacher is resistant to technology from the start an involuntary professional development is NOT going to change the attitude. Because of this I believe that in phase 1 I would begin by offering the professional development to teachers that want to be there. I would attempt to motivate by offering reasons why teachers should use technology.

http://www.youtube.com/watch?v=rvyP-cwpHN8&feature=related

Once I have my group together I would begin by being very detailed about what we would be learning and what the expectations for them would be throughout the sessions.

Phase 2:  Hopefully, after meeting, motivating and setting expectations those teachers would have an even stronger buy-in to using technology in their classroom. I would assist each person with using a wikispace for collaboration. If we are going teach using technology for our students we should use it for ourselves as well. I would clarify concerns and answer questions about our specific tasks (for example using Jing for our first project) In this phase I believe it would be important to model, model and model some more. This would help teachers see what the technology can do in their classroom

Phase 3: At this point teachers would be receiving instruction on how to use specific technologies within their classroom and sharing their work on our Wiki.  I would be able to see the results and offer feedback, collaboration and encouragement.

Phase 4: Once teachers began to feel more confident in the use of technology, it would less about me being in charge and giving specific technology tasks to try in the classroom. It would become more about offering ideas and letting them try it more and more independently. The goal is that the ideas and use of technology would continue through the Wiki without my prompting and rewarding. The other reward is that the teachers that are reluctant to even attend a technology training would begin to observe the wonderful ideas being used by the other teachers that even they decide it might be worth a try.

Blog Reflection 2

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

A specific learning goal that I would like to consider in this blog reflection is: The student will be able to multiply 2 digit by 2 digit numbers. I chose this because it is a learning goal that is part of my 4^th grade classroom and often a difficult new task for students to master. Due to this consistent difficulty, the topic is worthy of a deeper look at the process used for teaching the task to students.

I believe that two learning theories that could be incorporated into achieving this this learning goal would be Cognitive Information Processing Theory and Schema Theory/Cognitive Load Theory. 

Cognitive Information Processing Theory discusses three memory systems in the learner as sensory, short term and long term memory. Using this theory, 2 digit multiplication would begin in the sensory memory by looking at the patterns of the multiplication problem. This would allow the student to begin to perceive and organize the patterns in order to make sense of it and connect it to other information stored in their memory such as multiplication facts and multiplication using 2 digit by 1 digit. Through additional practice and immediate feedback students could perfect the multiplication process and transfer it to long term memory. This theory also discusses important strategies such as graphical diagrams to connect learning. I often begin two digit multiplication instruction by illustrating it visually before moving to the abstract methods. This seems to help students learn and retain the process.

Schema Theory/Cognitive Load Theory could also be incorporated into the design of teaching this learning goal because 2 digit multiplication relies heavily on previous learning of multiplication facts and 2 digit by 1 digit multiplication problems. The Schema theory would say that students already have a “multiplication file” created in their brains that they could access and build upon to acquire the new learning. The previous learning of multiplication facts would allow for the necessary automation in order to free processing capacity which would  make learning something more complex possible. Using this theory it would be critical for a teacher to ensure that students had the prior knowledge and experience with simpler multiplication before attempting to instruct students in the more complicated task of 2 digit by 2 digit multiplication.

·        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.

This YouTube video takes Gagne’s Nine Events and breaks them down into easy to understand concepts using a mnemonic device.

http://www.youtube.com/watch?v=i_8MB9F2cts

        Gagne’s Nine Events                                                      First Principles                           

Gain Attention	State the Problem
Inform learner of objective	Activation
Stimulate recall of prior learning
Present information or activity	Demonstration
Give guidance
Performance	Application
Feedback
Assess
Transfer and go beyond	Integration

Continuing on with my lesson on 2 digit by 2 digit multiplication I would begin by applying the ideas outlined in our text from chapter 7. I would start by stating the problem that our instruction will focus on for that lesson. By stating the problem I would attempt to make the objective relevant to the students. I would use items that they are familiar worth to give them a 2 digit word problem that we will be able to solve by the end of the lesson.

State the Problem:

Tomorrow because you are all wonderful students, you will each (23students)  receive 32 reward tokens. (That will catch their attention.) How many tokens will I need to have by tomorrow to hand out?

Activation:

We would draw pictures to help up figure out that this is a multiplication problem. We will recall our prior learning experiences of repeated addition patterns and the method of 2 digit by 1 digit multiplication.

Demonstration:

During the demonstration phase I will model several examples of the process for 2 digit by 2 digit multiplication. We will then create a group poster outlining the procedures. I will have models already worked out for them to see and take note of in their math journal.(I have included a poster from my classroom that we created.) At this point all I want them to do is watch what I am doing to solve the math problem.

Application:

After much modeling, I would ask student to begin attempting practice problems. The students usually practice on white boards. This allows me to quickly assess where a breakdown in the process occurs and students can easily erase and correct. I allow them to work a problem and I simultaneously work the same problem on the board so they can glance up when they feel stuck in the process.

Integration:

Students then move to working problems on their own with less guidance. Assessment and feedback is given. Students are asked to solve the original problem from the beginning of the lesson and turn in for teacher to formally evaluate.

·         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.

Continuing on with my 2 digit by 2 digit lesson I use the whole task approach by asking students to think about the word problem they are trying to solve and break it down into picture form first. I want them to have an overall conceptual understanding of when and why we multiply. I believe this is using their analytical abilities. I don’t want them to two see 2 numbers and just start multiplying.  Once they determine a problem is multiplication we rely on their procedural abilities to follow the steps of the 2 digit by digit problem. I often use hand motions or signals in my teaching to help students recall information. This allows them to use their motor skills along with their analytical skills.

In considering the scaffolding approach for 2 digit by 2 digit multiplication it would be important to show the students the process of multiplying in a part task model, but keeping the overall idea in mind. I do break down the idea of multiplying 2 digit multiplication by looking at how we multiply the ones place and then how we multiply the tens place. This scaffolding allows the students to see the parts of the process (partial products) in relation to finding the final product.

The mathmagenic approach would require the teacher to consider questioning that move students past the procedural understanding of 2 digit by 2 digit multiplication to gain a more abstract understanding. I attempt to show students both multiplication and division word problems to help them solidify their thinking about why a word problem is either multiplication or division.  My ultimate goal with the objective is for students to be able to solve word problems, I must teach them the procedure and the abstract reasoning skills. By giving both types of word problems I am hoping that students will develop a general abstract knowledge that will allow them to solve new word problems in the future.

·         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?

For this question I will approach it from the idea of introducing a group of students to the different genres available in the library.

ATTENTION:
Perceptual Arousal Inquiry Arousal Variability	I would have a variety of books laid out on each table for groups to explore. I would ask students to try to group their books using any method they agree upon. I would allow students to move to other tables to discuss ways they grouped their books with other students. I would then allow students to move about the library and find other books that would fit into the groups they have created at their tables.
RELEVANCE:
Goal Orientation Motive Matching Familiarity	I would attempt to meet the students’ needs of understanding the different types of genres. Students would have choices at the beginning about how they group their books, they would also have the responsibility to participate and locate other books. I would discuss with the class the types of books they enjoy reading or checking out when they come to the library. We would begin to create categories together.
CONFIDENCE:
Learning Requirements Success Opportunities Personal Control	Allow students to participate, have some choices and validating their ideas will lead to positive expectations. Once students feel that they can recognize different types of books they will have the confidence that they can understand the different types of genres, that genre’s are much like the categories they created earlier. Students will be given direct instruction and examples for different genres. They will then be asked to identify the genres for the same set of books they started with.
SATISFACTION:
Intrinsic Reinforcement Extrinsic Rewards Equity	Students should feel rewarded and a intrinsic sense of accomplishment as they are able to identify the types of genres that they check out from the library. Extrinsically the librarian can offer a small reward, token or even a verbal praise when students identify genres. Students will continue to visit the library and be asked to identify genres of books they check out. The positive feedback from the librarian will allow students to continue to work to understand genres.

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

One of the benefits of design research is that it causes the designer to think more deeply about what they are asking the learner to do. It brings into focus the why behind our instruction as well as the how. Understanding many of the underlying theories, processes and practices of design help us to achieve the goal of learning for our students, that is hopefully more engaging, more relevant and with a higher ability of transfer to future concepts and skills.