Testing Wiki
Design Challenge 2
The Efficiency Model
A Learning Design
Top 10 Principles of the Efficiency Model
10. Discipline.
9. A strong central control figure.
8. Intense practice and repetition of tasks.
7. Implementation of new technologies and techniques.
6. Subject matter is carefully refined & sequenced.
5. Students are appropriately reinforced.
4. Creating a proper supporting organization.
3. Creating a proper environment for learning.
2. Application of the “scientific method” to learning.
1. Empirical investigation
Top 10 Challenges to the Efficiency Model
10. Experiential learning vs. rigid pre-packaged learning modules.
9. Focus on small isolated skills & facts vs. broad concepts and meta-cognition.
8. Social learning models vs. teachers as the “sole” source of learning.
7. Construction of social narratives to enhance global comprehension.
6. “Have it your way” customized learning vs. one size fits all.
5. Teacher as the facilitator of learning, mentor
4. Hyper-learning vs. linear learning.
3. Learner centered vs. teacher-centered learning.
2. Meta-cognition, learning how to learn vs. rote learning.
1. Lifelong learning vs. school then out.
Step One: Define a Learn Goal
A Spanish 3 student will be able to make a direct object pronoun from a direct object noun and place it in the proper location for a Spanish sentence.
Step Two: State Objectives
Given a pencil and paper with ten sets of a subject, infinitive, and direct object noun, a Spanish 3 student will be able to write a complete sentence in Spanish with a direct object then re-write that sentence with a direct object pronoun and place the words in the correct order nine times out of ten.
Step Three: Sequence Instruction
1. Review direct objects & direct object pronouns in English.
2. Present the steps for forming and placing direct object pronouns in Spanish.
3. Provide guided practice for the learners.
4. Correct and re-teach steps as necessary.
5. Assess the learners’ mastery
Step Four: Determine Learning Success
Students will be given a test form with ten sets of a subject, infinitive, and direct object noun in Spanish. They will be instructed to use these words to write a complete sentence in Spanish with a direct object then re-write that sentence with a direct object pronoun and place the words in the correct order. A key will be available to assess their results. Students who score less than 90% will receive additional instruction and re-assessed until they achieve 90% accuracy.
A Reflection and Critique of the Design
• The design is very linear and teacher oriented.
• It does not allow students to explore and discover how direct object pronouns are formed or placed in Spanish.
• It does not take advantage of social learning.
• It is expedient and disciplined, which is good if the goal is to maintain classroom management and control, but not for maximizing learning and mastery.
• It does not teach using a constructivist strategy.
• It is how I taught this lesson every year until last week.
Design Challenge 3
The FACTS Model of Design
Teachers as Designers: A Cinquain Poem
Guide
Opens vistas
Explore, Discover, Challenge
Excited Encouraged
Master
Teachers as Designers: A Diamente Poem
Designer
Thoughtful, Global, Innovative, Methodical
Reaching, Stretching, Advancing
Foundation, Guide
Boundary, Paradigm Equilibrium,
Surprising, Shifting, Uncertain
Chaos
The FACTS Model: A Summary
FACTS is learning design cut to the basics. It’s flexible, easily learned and quick. There’s a template on the web to help. It saves time!
The F is for Foundations
Foundations- What to teach and why. What is the ultimate goal of school? What is our mandate?
The A is for Activity
How does instruction best create a framework for learning? What are the activities that build on that framework?
The C is for Content
Where the foundations are broken into discrete usable parts and re-interpreted for learners.
The T is for Tools
What mediums are available and best suited to present the content and activities? Not necessarily high technology, but the best suited.
The S is for Systems of Assessment
How do you know the learner has mastered the content? What do you need to do to improve the instruction for next time?
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FACTS Ch 4 & 5 Project
Foundations
| Literacy: |
1. Technological. Use of images from web or personal collection. Application using MS Word and Power Point. |
| Problem-Solving: |
1. How to express emotions and thoughts in a poem using minimum words and the future tense. applying knowledge from English class to their Spanish structures and vocabulary. |
| Knowledge: |
In writing the poem, students will learn more about the structure of Spanish sentences especially those used in poetry. Poetic Spanish structure is more fluid than structure in English. Present Spanish poetry to students in both the written form and spoken. |
| Using Information: |
Students will use ask.com search engine to find appropriate images to represent the thoughts and feelings behind their poems. They will compare and contrast how this search engine retrieves information or makes it easier or harder for them to find what they are looking for. |
| Community: |
Students will work in collaboration with a group of two or three other students to critique their presentations based on the fundamentals of presentations. The group will share editing responsibilities with each other for correct spelling and use of the future tense. |
Activities
| Authentic Activities: |
1. Use deductive learning to present the structure of the future tense. "The ending of the verb tells you who & when." "Verbs are irregular to improve the sound of the verb." 2. Technology. Use deductive learning to apply good design concepts to presentations. a. 6X6 rule b. Proper font size & choices. c. choosing backgrounds for readability. d. reduce clutter and "bells and whistles" for greater comprehension. e. KISS |
| Background Building Activities: |
Students have brief discussions about their own plans for future activities, Spring Break, next weekend, summer, after school, etc. Using marker boards and previous vocabulary set from the current chapter, a student draws a picture representing something from the vocabulary and other students in the groups use the future tense to describe what it is. Like pictionary with a future flavor. |
| Constructing Activities: |
1.Write a poem using the future tense in Spanish. 2.Use MS Word to write the poem in order to develop skills in using Spanish spell check and thesaurus, special foreign language characters. |
| Sharing Activities: |
1.Find images on the web or personal photos to support the poem. Develop a power point presentation to show the class using the poem and images. 2. Post the power point presentations to a class wiki for viewing by students parents and other teachers. |
Contents
| Contents: |
(c) Knowledge and skills. (1) Communication. The student communicates in a language other than English using the skills of listening, speaking, reading, and writing. The student is expected to: (A) engage in oral and written exchanges to socialize, to provide and obtain information, to express preferences and feelings, and to satisfy basic needs; (C) present information and convey short messages on everyday topics to listeners and readers. (3) Connections. The student uses the language to make connections with other subject areas and to acquire information. The student is expected to: (A) use resources (that may include technology) in the language and cultures being studied at the intermediate proficiency level to gain access to information; and (B) use the language at the intermediate proficiency level to obtain, reinforce, or expand knowledge of other subject areas. (4) Comparisons. The student develops insight into the nature of language and culture by comparing the student's own language and culture to another. The student is expected to: (A) use the language at the intermediate proficiency level to demonstrate an understanding of the nature of language through comparisons of the student's own language and the language studied; (5) Communities. The student participates in communities at home and around the world by using languages other than English. The student is expected to: (A) use the language at the intermediate proficiency level both within and beyond the school setting through activities such as participating in cultural events and using technology to communicate; and |
To Do
Comments (1)
Anonymous said
at 7:53 pm on Feb 23, 2008
Bill, I really liked you photo story. In fact, this is one of my favorite hobbies. I love looking at old photos of people I have never met, but are related to me. I am hoping to acquire all my family's photos. When my parents separated, she kept most of my father's photo albums. In fact, I might just do a photo story of my family. The music was so perfect for you presentation. Thanks Bill.
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