e-portfolio R Campa 

rcampa@donnaisd.net 

 

Photo Story Makeup

 

 

 

Design Challenge 2

 

The Efficiency Model

A Learning Design

 

Top 10 Principles of the Efficiency Model

10. All students have different types of minds.

9. Learning in schools and learning outside of schools.

8. Programmed Instruction – Present information is a sequential series of small steps until mastery

7. Specifying Behavioral Objectives – specific objectives that need to be performed by the learner,

students should know what they are learning and the teacher what is teaching

6. Mastery Learning – Learn to master with the right amount of time, such as test, teach and retest.

5. The condition of Learning Model – the human learning and the relationship to instruction.

4. ADDIE - data, data, and data, need to know who you are teaching

3. Integrated learning systems – Programs designed around a series of identified skills

2. Learners can learn through language, logical-mathematical analysis, spatial representation,

musical thinking, use of the body.

1. Constructivist Learning – Students find their own answers while teachers act as facilitators

 

Top 10 Challenges to the Efficiency Model

10. Things to be learned need to be presented in different ways to different students

9. As we move further into the 21st century, schools must be prepared for a world

based on information and technology.

8. Led to the Drill and Kill – worksheets, worksheets, worksheets can’t get away

7. The system ensures that the instruction correctly solves instructional problems

6. Time to be able to do all strategies

5. Students not motivated or are not ready to learn; won’t learn

4. Work place training, not all students in Co-op classes

3. Simple program can be as effective and efficient as complex programs

2. Assuming that everyone will learn the same material in the same way, Students learn

from their peers, television and from computers

1. Technological advances, teachers afraid of change

 

Step One: Define a Learn Goal

With the use of digital cameras students will learn the mathematical vocabulary terms by

photographing different shapes and objects.

 

Step Two: State Objectives

Students are sent on a scavenger hunt in search of geometrical shapes to help them

understand course vocabulary.

 

Step Three: Sequence Instruction

First the students must learn to use digital cameras.

Second the student must learn to upload pictures to a computer.

Third the students must learn the importance of group work.

Fourth the student must have a basic knowledge of the vocabulary terms used in the course.

Fifth the student must learn that there are many overlooked forms of geometry around them.

Sixth the student must have a basic knowledge of multimedia presentation software;

power point or photo story 3.

 

Step Four: Determine Learning Success

Have them create a multimedia presentation as a geometry tour of the campus

and present as a group and must follow the rubric. Power Point or Photo story 3

 

A Reflection and Critique of the Design

1. Group work, hands on training, and students learn on their own.

2. Determining the learning success is limited to 2 forms of multimedia presentation.

3. Today's user is learning to use different forms of electronic devices, such as digital cameras

with still photography and video. Students have learned to communicate with digital pictures

through digital phones and computers.

4. My design is like learning outside the classroom because they will use pre-learned

skills to complete the project. No drill and kill worksheets to memorize vocabulary terms.

5. Constructivist - students learning is done by the student not the teacher. Teacher is only a facilitator.

 

Design Challenge 3

 

The FACTS Model of Design

 

Teachers as Designers: A Cinquain Poem

 

Constructivist

Social Interaction

Transform, organize, and interpret

Builds Confidence and excitement

Facilitator

 

 

Teachers as Designers: A Diamente Poem

 

Constructivist

Differential learning styles

Accomplishing, evaluating, and analyzing

Designer, facilitator, dictator, tyrant

Controlling unyielding

Shun, intimidating

Destructivist

 

 

 

The FACTS Model: A Summary

 

The FACTS of design model is an acronym that stands for foundations, activities, content, tools and the systems of assessments that facilitates the learning environment.

 

The F is for Foundations

The Foundation section deals with assessing the student’s prior knowledge and skills to help them to become lifetime learners in an overt and covert environment. 

 

The A is for Activity

Students that engage in the ABCS of Activities are influenced by culture, traditions and beliefs to real world enrichments by designing and synthesizing a product.

 

The C is for Content

The something of learning becomes the Content of learning in what is apparent and what is real; remember that all designs must have a something.

 

The T is for Tools

The bridge between potential and ability to use the techniques as Tools, different types of technology from written to electronic formats enlighten student’s life learning.

 

The S is for Systems of Assessment

The Systems of assessments is used to measure student learning with rubrics, portfolios, peer critiques, exhibitions and performance evaluations by applying educational techniques and goals.