Reflections on the Instructional Design

Over the past five weeks this course has helped shape my understanding of the instructional design process as well as what it will mean to become an instructional technologist. As I decided to enter this program, I was lead by my desire to work with education as well as with technology. I want to assist other teachers in the process of designing instruction that will incorporate various instructional methods. This course has given me insight on the process of designing adequate instruction through the text readings, the various Internet readings, and the instructional design project. The instructional design project was the most influential assignment because of the required application of knowledge. For me reading is one learning method but not always the most successful since I tend to be a hands-on learner. The project allowed me to transfer my reading knowledge to a hands-on experience that furthered my understanding. Part of my growing not only came from the project itself but the useful feedback that was provided by Ross. When I was unsure of areas of my project, I knew I could count on the constructive feedback, which would lead me to developing a successful instructional design project. I never knew the instructional design process incorporated so many steps including: a proposal, needs analysis, task analysis, learner analysis, goals and objectives, instructional methods, media, and assessment and formative evaluation. As I completed each step, I believe I grew most during the development of my goals and objectives. I learned the importance of breaking each objective down to ensure students will meet the needed skills for the instruction given. Overall, this course has aided my foundational understanding with the essentials of instructional design. As for instructional design and my future, I believe the instructional design process will be valuable to my future career. As my dreams expand beyond the classroom, my mission will always guide my desire to impact students. While in the future I may not teach students, I want to assist teachers in developing instruction for their classrooms. The instructional design process will help me follow a process that will scrutinize each task, goal, and objective in order to develop instruction that will be successful in reaching the desired outcome. I look forward to continue my journey in the instructional technology program as I know each course will guide me towards my dreams of working as an instructional technologist.

Save the EARTH...RECYCLE

After reading the article on constructing teacher-made tests, I am feeling every math teacher at my school (including myself) who uses the pre-made tests constructed by the textbook company needs to dump them off in the trash. No wait, save the Earth…RECYCLE them in the recycle bin. The pre-made name starts out with “test form A or B” then the instructions say, “solve the problems” then the problems are listed. This does not in many ways reflect a well-developed criterion-referenced test. Although the pre-made test do not follow many of the steps in the article, the test bank provided by the book can allow for flexibility in constructing a test for evaluating students. While pre-made include few of the guidelines for constructing a math test, I have never thought for them to include step three: statement or purpose of the test. At the beginning of every lesson, my class and I discuss the NCSCOS objectives as well as I restate the objective for students to understand what knowledge should be obtained during the lesson. Even though I know how important it is for students to be able to translate an objective, I just have never thought to include it on a math test. While reflecting on the steps of constructing teacher-made tests, I can understand the importance of including the purpose of the test. This statement may help students reflect back to the lesson taught, which could aid them in working through solving the problems. As I grade math test, I sometimes wonder what happened to a student’s transfer of knowledge. I now understand that it maybe due to a poor constructed assessment. I definitely need to visit my recycle bin and implement the eight steps while I develop new math test!

On being evaluated

Evaluation can be a nail biting experience for me as I have always exuded pressure on myself to be successful. When I decided to go forward in obtaining a master’s degree, I had to decide which nail biting evaluation I wanted to undergo. Well, I chose to only bite my nails for one hour with the MAT as opposed to the two and a half hours with the GRE. While preparing for the MAT evaluation, I tried to keep in mind that studying should mainly focus on analogy relationships with little emphasis on content. When the evaluator said, “you may begin the test,” I began to read each analogy with trying to uncover the relationship of each analogy. One of my strengths during this test was to not over analyze what I was reading but to go with my first instinct. This also assisted me in completing the test in a timely manner. My weakness came with some of the vocabulary; however, using prefixes and suffixes helped me get through knowing the meanings. Now after taking the test, the hindsight of taking humanities and fine arts courses in college certainly assisted me in taking the MAT. Each individual has his or her own forte, which is apart of their skills; however, knowledge is a broad range of understanding on many different topics. I think the MAT does a good and fair job on touching each discipline of education. Prior to taking a graduate level test, I thought it was ridiculous to test on so many areas that do not pertain to the degree being sought after but what I understand now is that being educated means being well rounded in many areas of education. A wide range of knowledge can assist in learning as well as making teaching lessons relevant for each child. Overall, I am pleased with my experience in taking the MAT; however, I would change the fact that I applied pressure on myself to the point of biting my nails. Thankfully nail biting only comes with evaluations like the MAT.

One Sticky Situation

As told in one of the blog responses, my first year began with being escorted to a classroom of students that did not get along with the first teacher. I knew I was either going to sink or swim. After introducing myself and breaking the ice, I really began to focus on mathematical content in the classroom. As soon as I began teaching, I observed their attention would go out the window. Trying to determine what to do, I first realized motivation was key. The majority of the students were already failing the school year and it was only October. Their attitudes were set in stone. Students believed why try in a failing situation. This is when I felt I was in a sticky situation. As I was grading a couple of assignments at my now wife’s duplex, she decided to put some stickers on their papers for doing well. The next day, I passed them out and by surprise the students with stickers were smiling and excited about starting the new lesson. What I learned was the negatives had been the focus rather than the positives and for some students it was their first recognition of being successful that year. In the ARCS model it looks at confidence and that is one of the aspects I focused on with motivating students. I designed what I call “stickers for success.” In a six-week period of time, I give out stickers for grades that range from 85-100. Each sticker is placed on the sheet and students fill out the assignment name, grade, and date received. Then they take them home and have them signed for extra credit. I wanted to devise a plan that encouraged the positive learning experiences and would be recognized by the parent. For some students this was the only recognition for positive learning experiences because they might would accomplish a good grade in math but not be as successful in another class, which would hinder them in making honor roll. After the first trial of “stickers for success,” I continued this method for motivation. While this plan encouraged my students during my first year, I realized that each class would be different for motivational methods. In my fourth year of teaching, it still amazes me how many students get excited over stickers. If you are in a sticky situation try it out you may reach more students than imagined. One thing to keep in mind, not every student will respond to “stickers for success,” so it may take incorporating other motivational methods.

Designing instruction is like fishing ... GO FISH!

In thinking of an analogy, I started reflected on the process of instructional design. The process of identifying building blocks that will provide a foundation for accomplishing the expected outcome for the intended audience. This bring me too, designing instruction is like fishing. Growing up, I never went fishing much, so I use to watch Fishing with Bill Dance. To compare designing instruction to fishing, I will start with the preparation for fishing. You certainly cannot hop in a boat, put it in the middle of some water and expect a fish to jump in. The preparation for fishing like designing instruction takes careful planning. Some aspects of planning for fishing include: knowing what you need, where are you going to fish at, and what kind of fish do you want to catch. In designing instructions these aspects can be applied to planning such as what to do you need for instruction, where are you going to facilitate instruction, and who is your target audience. Once a plan of action has been devised for fishing or designing instruction the only way to know if the plan will accomplish the expected outcome is to simulate the plan of action. When Bill Dance would go out on his fishing trips, he would take his supplies and begin to set up the rod, reel, tackle, and bait. Depending on the target fish, Bill would determine the bait accordingly. For example, if he wanted to catch a large or small mouth bass, he would not use shrimp. If in freshwater, shrimp would certainly be bad bait for catching a large or small mouth bass, which would lead to not reaching your expected outcome - catching a small or large mouth bass. This is similar to designing instruction, if the instruction is designed for elementary students, then integrating strategies for college students would lead to not reaching the expected outcome. It is vital to know the target audience in either fishing or designing instruction. With any plan of action whether fishing or designing instruction it is important to evaluate to determine the level of success. After catching numerous fish, Bill would evaluate his success by measuring the size of the fish. As with designing instruction, the process requires evaluation of success according to the measures given from a formative, summative, or learner evaluation. The next time you think of designing instruction think about going fishing or should I say, “GO FISH!”

Barking Up the Wrong Tree

As a teacher, do you ever wonder who designed the objectives for the textbook? More often than not, I feel as though the text objectives are barking up the wrong tree. In preparing my students for the math end of grade test, I align my lessons according to the standard course of study. To bad the textbook given does not offer appropriate objectives. The objectives supplied take students down a path of vague learning. At the beginning of every school year, I begin my first math lesson with the textbook objectives. I ask my students to read them and explain what the objective means to them. In many cases, students will say they are going to learn something. When you ask them what “something” is, they usually respond with something in the book. This activity on objectives allows me to evaluate what I need to do in order to provide a strong understandable objective for the students in the class. For me objectives are not only for the teacher, but also for the student. I believe when you teach and expose a child to goals and objectives, they will begin simulating their own goals and objectives. At this point in my teaching career, I have ignored the barking our textbook permeates and I have developed my on path of learning through constructing goals and objectives that are teacher and student friendly.

Visiting Wikihow

On wikihow, I immediately gravitated towards the instruction on how to make a grill cheese sandwich with an iron. My wife loves grilled cheese sandwiches, so I could use instructions on how to make it with an iron. Well, I don’t think she would like the idea of using the iron we use on our clothes for grilled cheese, even if you cover the sandwich to press it. Either way, I have read the step-by-step instructions on how to make a grilled cheese with an iron. The instruction provided does not offer any objectives. Although there are not any objectives, I believe the instruction is well developed. The instructional layout offers a step-by-step guide as well as it provides tips and warnings to be aware of when constructing and grilling the sandwich. After considering the instructional information, I have developed three objectives that would correlate with the instruction. The constructed objectives are:
1. Given step-by-step instructions and appropriate materials, the student will create a grill cheese sandwich without burning either sides of the bread.
2. Given the tips and appropriate materials, the student will create a grill cheese sandwich without cheese melting over the sides.
3. Given warnings and appropriate materials, the student will create a grill cheese sandwich without burning down the building or living space.

The website for How to Make a Grill Cheese Sandwich with an Iron:
http://www.wikihow.com/