The reading on the evaluation reminded me quite a bit of metacognition. Instead of thinking about your thinking, you are evaluating your evaluations. Overall, the evaluation information was a review, but the rubric information was very helpful. I enjoyed learning about the purpose of the rubrics and the qualifications of an effective rubric. The UEN website, in partiular, was highlighted as great rubric creation tool. The site has many premade rubrics that were still customizable, or you could create rubrics from scratch.
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Notes from reading: Chapter 8 Evaluation
Evaluation occurs during every phase of the ADDIE model.
Class Discussion: Evaluation Process The benefits of a rubric:
Criteria for a good rubric rubrics:
Steps to create a rubric: We learned about different techniques from the book “Teach Like a Champion”.
Chapter 1: Setting high expectations.
I particularly liked the questioning techniques, setting high expectations, and setting/maintaining high behavior. Notes from reading: Chapter 7 Implementation
Implementation includes the first two of Kirkpatrick's levels of evaluation:
Class discussion: Best practices for implementation phase:
We also discussed many techniques for use during implementation from the book, "Teach Like a Champion". See the Reflection on 2/21/13 for a list of the techniques we discussed. The development document is really the lesson plans. It should include:
Notes from reading: Chapter 6 Development
The development phase of ISD connects design to implementation. Design engineers need to consider the following:
Notes from reading: Chapter 11 Lesson Plans The nine events of instruction are divided into these three key areas: Learning preparation 1. Gaining attention 2. Direction (stating objectives) 3. Recall (recall of prerequisite information) Delivery and practice of new material 4. Content (presentation of new material) 5. Application feedback – level 1 (guided learning) 6. Application feedback – level 2 (eliciting performance) 7. Application feedback – level 3 (feedback) Wrap-Up 8. Evaluation 9. Closure (retention and transfer) Class Discussion: Development Process
If the analysis document is the foundation of the instructional design, then the design document becomes the blueprint for the instructional product. The design element seems to be another layer of the task analysis portion of the analysis document. The objectives are broken down into formal and informal objectives. Formal objectives add additional information about our audience (prerequisites), the behavioral goals (i.e. swbat), the conditions required to meet the goal, and what complaince degree is required to achieve mastery. Formal objectives should encompass 90% of our objective writing time and cover the ABCD format. Informal objectives are process-oriented objectives. The Wordle below demonstrates verbs to use for observable and measurable objectives.
Notes from the reading: Chapter 5 Design. The design element and designer hold the central coordinating role of the ISD process. General functions within the design element are:
Notes from the reading: Chapter 10 Design Plans. A design plan includes:
Class Discussion: The analysis document is the foundation of the instructional design. The design document then becomes the blueprint for the instructional product. It should include:
Class consisted of an in-depth look at the analysis process. There are several steps to the analysis process that include: learning goals, analysis of needs, learners, and tasks, as well as instruction context. The analysis document will help us determine how to structure our unit and the goals we will include. The unit is to include 5-6 lesson plans and we will be required to teach part of it later on in the course.
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Notes & ReflectionAuthorErika Bradshaw is an educator with Canyons School District Archives
November 2013
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