Several things come back to my mind when I think about last week's classes, but I will only reflect on a few. The Developing stage in the ADDIE modal is pretty self explanatory, and our team is well on our way in creating our digital story thanks to the class we had on Thursday. I think that digital stories will be an important delivery method throughout our group project. Science and weather, a lot of times, need pictorial representations because you can't always have examples of the weather you want when you're giving instruction. Something that wasn't gone over in class, but it was in the readings, is the section on cognitive load. Cognitive load refers to how much the mind can handle in the working memory.
Keeping in mind that the brain can only handle 5 to 9 bits of information at a time, our team needs to minimize the extraneous cognitive load in our digital stories and on our class web site. I think that I would like to work on this throughout our weather unit. I really like the subtopic in the readings about avoiding the split-attention effect. Our current digital story, I believe, is a good representations of an acceptable cognitive load and that focuses the viewer on the information that needs to be discriminated.
Going back to the class discussion on Wednesday about reviewing Modifications of materials/curriculum, I would like to go through the different Power Points that I have and key note presentations and modify them. I need to make them more visually friendly, keeping away from redundancies in information, but giving enough repetition for students to remember. With the digital story we have created, I have already thought of several digital stories that I can make, that will not only liven up my instruction, but help those musical learners retain information. Examples of digital stories that I can use in my classroom are the one our group is currently working on for severe weather, the effects of substance abuse, ways to conserve water, etc.
Sunday, June 28, 2009
Sunday, June 21, 2009
Design Phase/ Class on Blogger
Once again a lot of information, but I think that I'm getting a handle on things. I am gaining a deeper understanding of things I'm familiar with, like Bloom's Taxonomy, and scope and sequence. More importantly, I'm seeing how I can use the deeper knowledge and new concepts in my own classroom.
Too often in my classroom I only use one aspect in the Bloom's Taxonomy model (The Cognitive Domain.) Our group is only on the analysis stage, but I would like to keep the affective domain in mind when analyzing the learners. We have all had students that struggle in science because their low level of interest in the subject. When our group gets to the designing stage in our project I would like to try and incorporate the other domains. I'm also going to propose using Blogger as one of the instructional tools and or homework.
I really liked the idea of using Blogger as an extra item in homework. I understand that not every student will have a computer or the internet, but I feel that it will help the student that needs a fresh look on things. I've always enjoyed helping my students develop a love for learning, but I have had a few students that I was unable to reach. This past year I had a girl that didn't like reading, but now that I have a better understanding of instructional design and how to use the elaboration modal, I think that I will be able to work with kids that have negative views on the given subjects. If I take those students that don't care about certain subjects and use complex thinking in its simplest form, I think that I will be able to help the non-believers to see the light. I will do this by identifying those students that struggle in a subject because of an affective deficiency. Then I will identify fun experiences in that subject that the students can receive and respond to. I would then design ways to connect these experiences to things that the students already value (i.e. Science connected to Art).
Too often in my classroom I only use one aspect in the Bloom's Taxonomy model (The Cognitive Domain.) Our group is only on the analysis stage, but I would like to keep the affective domain in mind when analyzing the learners. We have all had students that struggle in science because their low level of interest in the subject. When our group gets to the designing stage in our project I would like to try and incorporate the other domains. I'm also going to propose using Blogger as one of the instructional tools and or homework.
I really liked the idea of using Blogger as an extra item in homework. I understand that not every student will have a computer or the internet, but I feel that it will help the student that needs a fresh look on things. I've always enjoyed helping my students develop a love for learning, but I have had a few students that I was unable to reach. This past year I had a girl that didn't like reading, but now that I have a better understanding of instructional design and how to use the elaboration modal, I think that I will be able to work with kids that have negative views on the given subjects. If I take those students that don't care about certain subjects and use complex thinking in its simplest form, I think that I will be able to help the non-believers to see the light. I will do this by identifying those students that struggle in a subject because of an affective deficiency. Then I will identify fun experiences in that subject that the students can receive and respond to. I would then design ways to connect these experiences to things that the students already value (i.e. Science connected to Art).
Wednesday, June 17, 2009
Sunday, June 14, 2009
Analysis Stage
During the first week of class I must admit I felt a little overwhelmed. Now that I have had a chance to look at the readings and view the power points from the class, I am able to see what was learned, or should I say what I remembered, how this will be used in our group project, and how am I going to use this in my own classroom.
Even though Monday's class was intense and filled with a lot of information, I was able to come home with a better understanding of the Analysis stage as well as its importance. In our project we are creating a curriculum for a group of kids that we don't have, so when working on the project I will be thinking of the students I had this last year in school. With last year's students in mind I will identify some of the academic, specific, and learning styles.
Our group has decided to use the Weather standard in the Science curriculum for the fourth grade. I have already decided to work on a simple weather objective to do a task analysis diagram on (it's still a work in progress). These are a few things that I have tried to work with from Monday's classes.
I think that now that our team has a clearer idea of where to start, in terms of the analysis stage of ADDIE, we can begin with confidence. We plan on discussing and working through the objectives that we have chosen in the science curriculum, and I will enjoy the task analysis portion of the procedure.
I can already see how I could apply these techniques in future lessons plans in my classroom. I've never had the ability to analyze the learning characteristics of my students in a way that is effective in the classroom. What little chance I did have to do this did not yield lasting results in my instruction because of my lack of organization. Looking at these ways to organize the different characteristics of my students, i.e. specific characteristics and learning styles, will help in directing my instruction. I also see the benefit of using task analysis, especially with the students that are not performing at a 4th grade level. It gives me a visual of where the disconnect is in their understanding and prior knowledge.
Even though Monday's class was intense and filled with a lot of information, I was able to come home with a better understanding of the Analysis stage as well as its importance. In our project we are creating a curriculum for a group of kids that we don't have, so when working on the project I will be thinking of the students I had this last year in school. With last year's students in mind I will identify some of the academic, specific, and learning styles.
Our group has decided to use the Weather standard in the Science curriculum for the fourth grade. I have already decided to work on a simple weather objective to do a task analysis diagram on (it's still a work in progress). These are a few things that I have tried to work with from Monday's classes.
I think that now that our team has a clearer idea of where to start, in terms of the analysis stage of ADDIE, we can begin with confidence. We plan on discussing and working through the objectives that we have chosen in the science curriculum, and I will enjoy the task analysis portion of the procedure.
I can already see how I could apply these techniques in future lessons plans in my classroom. I've never had the ability to analyze the learning characteristics of my students in a way that is effective in the classroom. What little chance I did have to do this did not yield lasting results in my instruction because of my lack of organization. Looking at these ways to organize the different characteristics of my students, i.e. specific characteristics and learning styles, will help in directing my instruction. I also see the benefit of using task analysis, especially with the students that are not performing at a 4th grade level. It gives me a visual of where the disconnect is in their understanding and prior knowledge.
Subscribe to:
Comments (Atom)
