Design Challenge 2

 

The Efficiency Model-Michael Brown EDTC6341

 

A Learning Design

 

Top 10 Principles of the Efficiency Model

 

Top 10 reasons you know you are involved with efficiency learning:

 

1. If the "all knowing one" is the teacher.

 

2. All learning must take place at "the School".

 

3. If you have back trouble from carrying all your books around.

 

4. To pass the test you must regurgitate memorized facts.

 

5. If math is math and history is history and never the two shall meet.

 

6. If you "share information" you are sent to the office for cheating.

 

7. If your ears hear only one voice - the teacher.

 

8. If your teacher's name is Joe Friday - Just the FACTS please.

 

9. If all you do is drill and practice and you are not involved in athletics.

 

10. If what you experience is under the teacher's "control".

 

 

Top 10 Challenges to the Efficiency Model

 

You can present challenges to the Efficiency Model of learning if:

 

1. You believe the teacher is the "coach" – facilitating while the student does, presents, thinks, and constructs.

 

2. You believe technology and instruction can be integrated into one experience.

 

3. You believe that learning is problem-centered.

 

4. You see learning as an “exploration” into new worlds.

 

5. Subjects are integrated and you are able to learn mathematics while studying history.

 

6. Working together and “sharing” are keys to learning and problem solving.

 

7. Learning takes place anywhere and is not restricted to the classroom.

 

8. Technology connects the classroom to the world and the world to the classroom.

 

9. Successful learning is gauged by developing problem-solving skills, communicating ideas, presenting information, and learning “how” to learn.

 

10. If “reflection” is not your image in a mirror but an opportunity to consider and learn.

 

 

Step One: Define a Learning Goal

 

Students will learn how to identify the 10 major rivers in Texas.

 

Step Two: State Objectives

 

Given a slide presentation about Texas’ 10 major rivers, a detailed map of 10 major Texas rivers, a list of major rivers and the regions where they are located, and a fill in the blank exercise, the students will be able to identify at least 8 of the 10 major rivers in Texas.

 

Step Three: Sequence Instruction

 

Step 1: The teacher will present a lecture supported by a slide show that highlights the 10 major Texas rivers.

 

Step 2: Students will receive and study a detailed map that identifies the 10 major rivers in Texas and where they flow.

 

Step 3: The teacher will drill the class in an exercise designed to help students identify these rivers.

 

Step 4: The students will receive a study guide listing the rivers according to the region of Texas where they are located.

 

Step 5: The teacher will review the river information using drill exercise designed to help students identify these rivers.

 

Step 6: Students will receive a blank map with the river flow charts only. Students will fill in the blanks as a "practice test" to identify what information needs review.

 

Step 7: The teacher will review the river information using drill exercise designed to help students identify these rivers.

 

Step 8: The students will be given an assessment requiring them to fill in the blanks.

 

Step Four: Determine Learning Success

 

Students will be given an assessment using a blank map that requires them to label the 10 major rivers in Texas. The students will be required to recall 8 of the 10 rivers to pass the assessment. Those not passing will receive further review using the drill exercise focusing on the problem areas revealed by the test.

 

A Reflection and Critique of the Design

 

The design of my instruction is what I would consider classic Efficiency Model instruction. The only strength of the design is that it is very focused. The students are required to learn very limited amounts of information. This instruction is very limited in its ability to allow students any freedom to branch out and think on their own. The instruction process is very scripted and doesn't leave any room for new thoughts, exploration of other information lying on the fringe (such as how does the flow of these rivers effect economy in a region, etc.) There is so much more that could be accomplished using the subject matter as a "jumping off point" and allowing them to use and sharpen math skills, learn economic principles, study the art and literature that these rivers have influenced, etc. Instruction could be designed using group projects that allow them to build dioramas that challenge their motor skills as well as their intelligence. The instruction design is not likely to produce any degree of excitement or motivation to learn. The review and drill aspect of the lesson is boring and causes students to try to retain only the information needed to pass the assessment. This design does not embrace the concepts advanced by constructivist learning or theories of multiple intelligences. The design should be enhanced to include group projects, web based exploration, video presentations, and other "outside the box" thinking exercises.

 

 

 

 

 

 

 

-----------------------------------------------------------------------------------------------------

 

The FACTS Model of Design

 

Teachers as Designers: A Cinquain Poem

 

Teacher-Designer

 

Building an Experience

 

Not choosing for you

 

Standing at the crossroads

 

You choose!

 

Teachers as Designers: A Diamente Poem

 

Strategist

 

Pointing the way

 

Shaping the opportunity

 

Helping you to hit the target

 

To achieve your goal

 

Shaping your world

 

One choice at a time

 

 

 

The FACTS Model: A Summary

 

FACTS  builds a foundation for learning, using various activities to teach important concepts. It utilizes powerful tools and assessment systems to verify learning has happened.

 

FACTS RAP

 

The F is for Foundations

 

 

 

Problem-solving and literacy

 

Using information and community.

 

Throw in knowledge with an exclamation!

 

And got yo'self a great foundation J

 

ust the FACTS...Just the FACTS!

 

 

 

The A is for Activity

 

Authentic activity puts it into action,

 

Building knowledge - making real connection.

 

Constructing stuff shows you can "DO"

 

Sharing knowledge - test so true.

 

Just the FACTS!

 

 

 

The C is for Content

 

 

 

Content really gets me going

 

Practical application gets juices flowing

 

I'm just looking for a problem to solve

 

So my ab-i-li-ties evolve.

 

Just the FACTS!

 

 

 

The T is for Tools

 

Use a hammer if you're driving a nail

 

Proper tools help your lesson prevail.

 

Many resources - pick the right tool

 

And a student's mind you may fuel.

 

Just the FACTS!

 

 

 

The S is for Systems of Assessment

 

 

 

Multiple ways to assess.

 

Well rounded tests tells it best

 

Remember your goals and each objective

 

Then your design will be effective.

 

Just the FACTS!

 

 ------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------

 

 

Michael Brown

FACTS Design Lesson

 

Foundations

 

 

 

Literacy:

Symbols- This lesson will expose the students to Native American symbols that are related to nature and wildlife. They will learn how these symbols impacted the Native Americans in the Central West Texas Area. Students will also learn to write a "message" using Native American symbols and will read/interpret a simple message using iconic symbols. The students will read and interpret maps of the Central West Texas Area. The students will use maps and graphs and use symbols located on these maps. Discourse- Students will create a short essay, PowerPoint presentation, and other exercises that cause the student to express what they have read and observed. Cognitive- By using the Native American symbols in this lesson, students will have to use higher cognitive strategies to decode and express their interpretation of the symbols.

 

Problem-Solving:

Strategies - Students will utilize several strategies as they work through this unit of study. The will be required to analyze data, read maps, draw conclusions, and create a final presentation of their findings. Authentic problem – The authentic problem for the students in this unit of study, centers around the question “What is the historically accurate account of the White Buffalo incident that occurred in Scurry County, Texas?” In the process of answering this question the students will work with maps, do Internet research, library research, and conduct interviews with direct descendants of those involved in this historic event. The students will work through a series of activities that will help them answer the question that anchors this authentic problem.

 

Knowledge:

This instruction will focus on the culture of Western Texas settlers and the Comanche Native American Tribe. Disciplinary Structures – While studying this event in its historical context, students will study geography, history, economics, language, technology, and mathematics. Disciplinary Processes – Social Studies: reading maps, analyzing data. Math: researching and calculating economic impact. Language: Reading articles, writing reports, preparing report, and presenting report. Technology: use of Microsoft PowerPoint presentation and Internet research. Disciplinary Discourse Forms - Maps of the Scurry County region in the late 1800’s. Narrative: Stories told to direct descendants of J. Wright Mooar and Pete Snyder. Expository: Books by Charles G. Anderson and Internet articles covering the Native American tribes of the region and other related subjects.

 

Using Information:

During this unit of instruction, students will search, sort, create, and report. Students will use information to create storyboards, interpret written information and marking maps, make mathematical calculations, write essays, and create a PowerPoint presentation.

 

Community:

Students will work with partners to read written descriptions that provide key locations dealing with this story. In every step of this unit of instruction, students will collaborate with other groups to form a community of learning solving several real or authentic problems.

Activities

 

Authentic Activities:

Authentic Activity 1: Students will attend the White Buffalo Days Celebration held locally in Scurry County, Texas.   Authentic Activity 2: Students will take a field trip to the Hayes Ranch where a real white buffalo calf is kept.   Authentic Activity 3: Students will travel by school bus to the areas they located during map activities.

 

Background Building Activities:

Background Activity 1: The students will read historical documents describing the area, its economy, and population during the late 1800's. Background Activity 2: The students will read portions of Charles Anderson's Book describing the West Central Texas area and provide context for the historical event.   Background Activity 3: Students will conduct interviews with the owners of Hayes Ranch (direct descendants of J. Wright Mooar, the man who shot the white buffalo)   Background Activity 4: Students will research religious beliefs of Native Americans residing in this area during the late 1800's.

 

Constructing Activities:

Constructing Activity 1: Students will create an authentic replica of a map using a leather skin and dyes.   Constructing Activity 2: Students will write an essay based on interviews with direct descendants of J. Wright Mooar.   Constructing Activity 3: Students will create a ledger to show the economic impact of the buffalo hunting trade on the local economy in the 1800's. Constructing Activity 4: Students will create a list of activities associated with "White Buffalo Days" celebration that they can personally get involved with.

 

Sharing Activities:

Sharing Activity 1: Students will collaborate with each other in all phases of activities to create a PowerPoint presentation to be presented in school open house days.   Sharing Activity 2: Students will work together to create a play that will be presented at the annual celebration.

Contents

Contents:                §110.6. English Language Arts and Reading, Grade 4.

 

(b) Knowledge and skills.

 

(7) Reading/fluency. The student reads with fluency and understanding in texts at appropriate difficulty levels.

 

(C) demonstrate characteristics of fluent and effective reading (4-6);

 

(8) Reading/variety of texts. The student reads widely for different purposes in varied sources. The student is expected to:

 

(B) select varied sources such as nonfiction, novels, textbooks, newspapers, and magazines when reading for information or pleasure (4-5)

 

(C) read for varied purposes such as to be informed, to be entertained, to appreciate the writer's craft, and to discover models for his/her own writing (4-8).

 

(10) Reading/comprehension. The student comprehends selections using a variety of strategies. The student is expected to:

 

(A) use his/her own knowledge and experience to comprehend (4-8);

 

(B) establish and adjust purposes for reading such as reading to find out, to understand, to interpret, to enjoy, and to solve problems (4-8)

 

(E) use the text's structure or progression of ideas such as cause and effect or chronology to locate and recall information (4-8);

 

(F) determine a text's main (or major) ideas and how those ideas are supported with details (4-8);

 

(G) paraphrase and summarize text to recall, inform, and organize ideas (4-8);

 

(15) Writing/purposes. The student writes for a variety of audiences and purposes, and in a variety of forms. The student is expected to:

 

(A) write to express, discover, record, develop, reflect on ideas, and to problem solve (4-8);

 

7) Writing/spelling. The student spells proficiently. The student is expected to:

 

(A) write with accurate spelling of syllable constructions, including closed, open, consonant before -le, and syllable boundary patterns (3-6);

 

(B) write with accurate spelling of roots such as drink, speak, read, or happy, inflections such as those that change tense or number, suffixes such as -able or -less, and prefixes such as re- or un- (4-6);

 

(C) use resources to find correct spellings (4-8); and

 

(D) spell accurately in final drafts (4-8).

 

§111.16. Mathematics, Grade 4.

 

(b) Knowledge and skills

 

(14) Underlying processes and mathematical tools. The student applies Grade 4 mathematics to solve problems connected to everyday experiences and activities in and outside of school. The student is expected to:

 

(A) identify the mathematics in everyday situations;

 

(B) use a problem-solving model that incorporates understanding the problem, making a plan, carrying out the plan, and evaluating the solution for reasonableness;

 

§113.6. Social Studies, Grade 4.

 

(b) Knowledge and skills.

 

(1) History. The student understands the similarities and differences of Native-American groups in Texas and the Western Hemisphere before European exploration. The student is expected to:

 

(A) identify Native-American groups in Texas and the Western Hemisphere before European exploration and describe the regions in which they lived; and

 

(B) compare the ways of life of Native-American groups in Texas and the Western Hemisphere before European exploration.

 

(4) History. The student understands the political, economic, and social changes in Texas during the last half of the 19th century.

 

(D) describe the effects of political, economic, and social changes on Native Americans in Texas.

 

(6) Geography. The student uses geographic tools to collect, analyze, and interpret data. The student is expected to:

 

(A) apply geographic tools, including grid systems, legends, symbols, scales, and compass roses, to construct and interpret maps; and

 

(B) translate geographic data into a variety of formats such as raw data to graphs and maps.

 

(8) Geography. The student understands the location and patterns of settlement and the geographic factors that influence where people live. The student is expected to:

 

(A) identify clusters of settlement in Texas and explain their distribution;

 

(10) Economics. The student understands the basic economic patterns of early societies in Texas and the Western Hemisphere. The student is expected to:

 

(A) explain the economic patterns of various early Native-American groups in Texas and the Western Hemisphere;

 

(13) Economics. The student understands patterns of work and economic activities in Texas. The student is expected to:

 

(A) explain how people in different regions of Texas earn their living, past and present;

 

(23) Social studies skills. The student communicates in written, oral, and visual forms. The student is expected to:

 

(A) use social studies terminology correctly;

 

(B) incorporate main and supporting ideas in verbal and written communication;

 

(C) express ideas orally based on research and experiences;

 

(D) create written and visual material such as journal entries, reports, graphic organizers, outlines, and bibliographies; and

 

(E) use standard grammar, spelling, sentence structure, and punctuation.

 

§117.14. Art, Grade 4.

 

(b) Knowledge and skills.

 

(2) Creative expression/performance. The student expresses ideas through original artworks, using a variety of media with appropriate skill. The student is expected to:

 

(B) design original artworks;

 

Tools

 

Tools:

Students will use the following tools in this unit of instruction: Book by Charles G. Anderson - The History of Scurry County Internet based historical information Microsoft PowerPoint software Maps Calculators Microsoft Excel software Personal interviews

Systems of Assessment

 

Assessments:

Students will create a story board correctly organizing the events leading up to the shooting of the white buffalo. Students will complete a map of important historical sites dealing with this historical event. Students will read information, calculate answers, and answer economic questions. Students read and article will study links about an assigned historical figure and write a 150 word essay about them. Students will use a rubric that outlines successful completion of this unit of instruction.

Learning Environment

 

Environment:

The classroom environment - The desks in the classroom will be arranged in a semicircle and paired with one desk facing outward from the inside of the semicircle and those on the outside facing in. There are two laptop computers available on opposite ends of the classroom. Both laptops are wireless and are connected to the schools wireless ISP. One laptop is connected to a multimedia projector for presentations.   Home - Homework assignments involving research and reading of Internet materials will be made.   Computer lab- The computer lab will be reserved for enough days to ensure the completion of all Internet research and the use of required software.   Field trips - The two field trips planned will be structured in an informal manner but will challenge the students to ask pertinent questions and create a report based on the responses of those being interviewed.   Values - The environment will be structured to encourage students to work with their partners and also collaborate with other groups. High value will be placed on creativity and innovative thinking.

 

 --------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------------