EDID 6505: Systems Approach to Designing Instructional Materials 1
The University of the West Indies Open Campus
A Paper Presented in Partial Fulfillment Of the Requirements of EDID6505 - Systems Approach to Designing Instructional Materials Trimester 2 2013-2014
Group Assignment: Final Project Professional Development Workshop for Teachers Composition Writing
Course Coordinator/Facilitator: Dr. Camille Dickson-Deane Course Facilitator: Dr. Leroy Hill
Submitted by: Colette Browne-Weekes ID# 96723595 Laura Taylor ID# 406002917 Meganne McNeil-Harry ID# 00732113 Florette Williams ID# 313500138 Terry Hall ID# 94033128
Date Submitted: August 22, 2014 EDID 6505: Systems Approach to Designing Instructional Materials 2
EDID 6505: Systems Approach to Designing Instructional Materials 3
Executive Summary Composition Writing enhances language and expression skills when children are taught the basics in the art of writing well-structured and expressive compositions. This workshop was developed as a refresher course for teachers who are tasked with preparing children to write secondary school entrance examinations. Several parents were also included in the workshop as they have indicated an interest in assisting their children and providing at-home support for the formal in-class instruction. To this end, a workshop was designed that enhances the skills of teachers and parents in composition writing to facilitate instruction for children ages 9 to 12 years old. The key desired results include utilizing pre-writing strategies to plan and brainstorm composition content, creating well-structured paragraphs and designing an editing checklist to outline and/or evaluate compositions.
Introduction The Wengerans (Terry, Colette, Florette, Meganne and Laura) have noted that skills in grammar, syntax and other writing skills are necessary for good composition writing. This is an area of constant focus throughout the Caribbean primary education system whereas the focus on developing skills in creative writing is still lacking. Creative writing enhances the skill in language and expression in young students and facilitates the developing of good use of English and essay writing as children progress through the academic system progress as the child develops.
A selection of teachers and parents who have demonstrated an interest in enhancing their knowledge and skills in the writing process will participate in the workshop. On completion of EDID 6505: Systems Approach to Designing Instructional Materials 4
the workshop, the participants will assist their children and/or students at the targeted ages of 9 to 12 years, in the construction of expressive, well-structured compositions.
At this age, students will have gained skills in grammar, spelling and sentence formations, as a basis for this topic. Learning theories to be incorporated include those taken from behaviourist foundations Positive Reinforcement, chaining and shaping and guided learning as well as constructivist theories that look at situated learning. Schema Theory will also be utilized participants will be required to draw on the mental constructs of students to draw out and develop concepts and ideas.
Assessments will take the form of practice lessons during and after each lesson. A mini project will also be undertaken which allows workshop participants to demonstrate and present the new knowledge and skills before their peers. Both peers and the instructor will provide constructive feedback throughout the workshop to assist with learning and provide instructor-student and student-to-student support, guidance and interactive learning sessions.
Participants will be required to use advance organisers (e.g. bubble diagrams) and analogies to break down strategies and concepts into visually appealing and manageable components. In order to encourage creative thinking, participants will be required to engage in brainstorming, free-writing strategies and in-class presentations to assist with drawing upon their prior experiences, knowledge and abilities and in developing their abilities to instruct, guide and develop the skills of their future students. EDID 6505: Systems Approach to Designing Instructional Materials 5
Needs Assessment Problem Statement It has been noticed that composition writing proves to be very challenging in the build up to the examination and even on the day of the final examination. Declining results reflect students inability to effectively construct creative, expressive and well-structured compositions. To this end, a professional development workshop is designed for teachers who aim to sharpen their skills in this area and for parents who hope to assist them in this venture. This workshop addresses the teaching of essay writing skills by training teachers and parents who will then tutor their students. Specifically, teachers and parents will plan and deliver lessons to children ages 9 to 11 years who already have a good understanding of grammar, syntax and the mechanics of writing and are preparing to write the Common Entrance Examination/Grade Six Achievement Test.
Audience This workshop is designed for teachers and parents / guardians of students in the final year of elementary school who are preparing to enter secondary school. The targeted teachers are from the elementary/primary school level and have taught students at this level for more than five years. The parents involved are representatives of parents from the Home-school or Parent Teachers Association who work with their charges to follow up on what was done at school. The parents all have achieved secondary level education and are seeking the skills necessary to assist their children and support the formal in-class instruction done by the teachers. The participants for this workshop include twenty teachers and ten parents from the school district who are directly connected to students ages 9 -12 years who are entering their final year EDID 6505: Systems Approach to Designing Instructional Materials 6
of elementary or primary school and are preparing to write the Common Entrance Examination or Grade Six Achievement Test for entry to high school.
Topic of Instruction The topic for this workshop is Composition Writing. The focus is to provide teachers and parents with the knowledge and skills necessary to motivate and engage pupils in essay writing at the level required for mastery in the Common Entrance Examination (CEE) or the Grade Six Achievement Test (GSAT).
Format This workshop will take place over the course of five days in the schools audiovisual room (A.V.). Desktop computers, projectors and internet access are provided since the programme entails utilizing ICT tools such as Storybird and PowerPoint presentations for the construction of a new approach to the composition writing process.
Optimals Teachers will master the creative writing skills in composition writing in preparation of students for CEE and GSAT examinations. An observed improvement in the performance of students ages 9 to 12 years in composition writing in the CEE and GSAT examination.
Actuals Teachers find it a challenge to engage students in essay/composition writing. Teachers are in search of interesting ways to motivate students in composition writing. EDID 6505: Systems Approach to Designing Instructional Materials 7
Feelings Teachers experience difficulty in the face of their inability to help students overcome or negotiate writers block. Negative associations are made by teachers about students with bad grammar and sentence construction issues and their inability to execute well. A degree of frustration exists when teachers are unable to reach challenged students.
Causes English mechanics are frequently taught in isolation as teachers do not extend the use of grammar and mechanics to paragraph construction which leads to good composition writing. Students may be misunderstanding what is required in the question. The use of outlines / plans before the writing of a composition is not emphasized as a form of brainstorming, planning and structuring the essay. The lack of plans can create chaos for some learners (visual) and also lead them to struggle with abstract concepts. Teachers do not stress the importance of writing as a process.
Solutions Present creative and practical methods that teachers can use to engage and motivate students to improve their writing skills. Design instructional units to incorporate these strategies in line with each step of the writing process. EDID 6505: Systems Approach to Designing Instructional Materials 8
Task Analysis
All tasks identified and ranked in order of priority in the task selection criteria worksheet are to be covered in the five-day workshop. The ranking was based on the criteria of criticality, frequency, feasibility, standardization and difficulty. The tasks identified as being integral to the achievement of the workshop objectives are associated with prewriting strategies, composition structure and characteristics, composition writing, revision and editing. (See Appendix A) To complete the task analysis, a prerequisite analysis has been prepared to illustrate the knowledge and skills required to write a composition story and procedural analyses done for two selected tasks.
Procedural Analysis
Task: Analyse and discuss the characteristics of a composition Level 1 1. Comment on the structure of the composition 2. Analyse the storyline of the composition 3. Discuss the use of language in the composition
EDID 6505: Systems Approach to Designing Instructional Materials 9
Level II 1. Comment on the structure of the composition 1.1 Identify the beginning of the composition 1.1.1 Highlight language that captivates the reader 1.1.2 Locate the sentence(s) that clearly indicates the purpose / intent of the composition 1.2 Identify the middle of the composition 1.2.1 Extract details of people, place and or events 1.2.2 Outline the plot of the composition 1.3 Identify the end of the composition 1.3.1 List details on lessons learned 1.3.2 List details on the importance of the events 1.3.3 Establish the link between the end and the beginning
2. Analyse the storyline of the composition 2.1 Extract the ideas and actions of the composition 2.2 Place ideas and actions in chronological order 2.3 Identify the resolution of the story
3. Discuss the use of language in the composition 3.1 Locate the images used in the composition 3.2 Identify the use of descriptive and sensory language EDID 6505: Systems Approach to Designing Instructional Materials 10
3.3 Comment on the use of syntax in the composition 3.4 Discuss the use of mechanics in the composition
Task: Revise and edit a composition. Level 1 1. Review composition. 2. Edit composition. Level II 1. Review composition. 1.1 Reread the composition. 1.2 Assess whether the composition addresses the given topic. 1.3 Determine whether the composition is easy to understand. 1.4 Examine the details of the composition. 1.5 Determine the need for more or less detail. 1.6 Rearrange details as necessary. 1.7 Assess appropriateness of word choice (descriptive and action words).
2. Edit composition. 2.1 Check composition for spelling errors and correct. 2.2 Check composition for grammatical errors and correct. 2.3 Check composition for correct use of mechanics and correct where necessary. 2.4 Check composition for run-on sentences and correct. EDID 6505: Systems Approach to Designing Instructional Materials 11
Prerequisite Analysis
Write a composition Apply knowledge of basic structure Arrange sentences into a paragraph Compose a sentence Demonstrate knowledge of syntax List the various elements of grammar Demonstrate knowledge of mechanics State the features of mechanics Develop storyline Sequence ideas Cluster ideas Brainstorm ideas for topic Express understanding of the topic Choose descriptive details EDID 6505: Systems Approach to Designing Instructional Materials 12
Performance Objectives
The design process continued with the establishment of the workshops performance objectives classified as terminal and enabling objectives.
Terminal Objective On completion of the five-day Composition Writing workshop, participants will demonstrate composition writing skills that adhere to the given rules of the 5-step writing process.
Enabling Objectives
1. After a session on pre-writing strategies, apply the techniques to a sample composition topic with 90% accuracy. (Synthesis) 2. Given five composition samples, analyse and discuss the characteristics of a composition, with a minimum of 90% accuracy. (Comprehension and Analysis) 3. From a given list of topics, prepare at least three types of compositions to reflect the accurate usage of composition writing strategies. (Synthesis) 4. Rate provided sample compositions, using an agreed upon editing checklist created in small groups with at least 90 % accuracy. (Evaluation)
EDID 6505: Systems Approach to Designing Instructional Materials 13
Assessment Application Assessment Assessment, according to Mikre (2010) is a process of obtaining information in order to make decisions. Given its importance it was decided that assessment will be done at the end of every lesson. This approach was adopted not only because there is an undeniable link between instruction and assessment but also because it helps to confirm whether or not the goals set in the objectives were met and if participants achieved the baseline set in those instructional objectives. The application assessment items for each lesson took the form of scenario-based and multiple choice questions. Performance rubrics have been designed detailing the criteria for further assessment of the application assessment items.
Assessment Items Lesson 1 Question: Select one (1) pre-writing strategy of your choice and show how you would use your selection to develop five ideas to make a composition. Lesson 2 Question: You have been presented with three (3) pictures that tell a story of children in the playground. Place the pictures in the order that represents the beginning, middle and end of the story and give the reasons for your choice. Lesson 3 Question: Use the story given in the demonstration section of the lesson Little Red Riding Hood as a guide and create your own story. Label the written document to highlight the structure of the story and the composition writing strategies applied. EDID 6505: Systems Approach to Designing Instructional Materials 14
Lesson 4 Question: In groups of three (3), collectively design an editing checklist with at least ten (items) to guide the review and edit of a composition story. Use the editing checklist to review and edit the sample story provided.
Lesson 5 Question: On day five (5) of the composition writing workshop, participants (in groups of four) will be required to act as instructors and demonstrate their understanding and application of teaching composition writing strategies learned using the topic At the Zoo at Night. The Composition Writing Performance Rubric will list the assessment criteria for this assignment.
Scenario-Based Multiple Choice Questions Read the following passage and answer the questions below:
1 The day dawned sunny and cool as we arrived at Riding Adventures. 2 I was finally getting my wish going horseback riding with my friends.
3 The first thing we did is picking out our own horses for the day. 4 My horse was a young, gentle mare named Sugar, and after just a few simple turns in the corral, I was feeling confident riding her. 5 We trotted steadily down the trails, heading for the picnic grounds to eat lunch.
6 The trails wound through a thick forest we had to go slowly. 7 Eventually, they led to a wide, open field where I could let Sugar run fast. 8 I nudged her with my feet, and she took off like a rocket. 9 I held on to the saddle horn with both hands. 10 Though I was afraid of falling off, it was exciting.
11 Then I heard the hoof beats of my friends horses. 12 Caught up as Sugar and I raced across the field. 13 The day was turning out to be just as I had expected wonderful and exciting.
Question: Choose the best first sentence to add to this story. A. Have you been on a runaway horse like I have? EDID 6505: Systems Approach to Designing Instructional Materials 15
B. Horses have been helping humans for centuries. C. My brothers and I were getting ready to go have some fun. D. I woke up excited because the day was going to be special.
Question: Read the sentence. By the time we reached the trails, I knew Sugar was going to be a fun horse to ride. Choose the best place to add the sentence to the story. A. After sentence 2 B. After sentence 4 C. After sentence 7 D. After sentence 10
Question: What is the best way to express the idea in sentence 6? A. We were going slowly, the trails wound through a thick forest. B. We were going slowly and the trails wound through a thick forest. C. The trails wound through a thick forest, so we had to go slowly. D. The trails wound through a thick forest because we had to go slowly.
Question: Which change corrects the mistake in sentence 3? A. Change picking to pick B. Change is picking to was to pick C. Change is picking to was picked D. Change picking to could have picked
EDID 6505: Systems Approach to Designing Instructional Materials 16
Performance Rubric Rubric - Lesson 1 Outstanding 4 Strong 3 Adequate 2 Minimal 1 Selection and use of pre- writing strategy Use of selected pre-writing strategy is appropriate all of the time Use of selected pre-writing strategy is appropriate most of the time Use of selected pre-writing strategy is appropriate in a few cases Incorrect use of pre-writing strategy selected Development of Ideas Clear and distinct development of five ideas Clear and distinct development of four ideas Clear and distinct development of three ideas Clear and distinct development of one or two ideas
Rubric - Lesson 2 Exceed expectation 4 Meets expectation 3 Partially meets expectation 2 Does not meet expectation 1 Features of the parts of a composition story (beginning, middle, and end) The reasons for the storyline are fully explained with important features highlighted Most of the reasons for the storyline are fully explained with important features highlighted Some of the reasons for the storyline are fully explained with important features highlighted The reasons for the storyline are not fully explained and lack detail
EDID 6505: Systems Approach to Designing Instructional Materials 17
Composition Story Performance Rubric - Lesson 3 and Lesson 5 Exemplary 4 Mature 3 Developing 2 Formative 1 Word Choice Perfectly suitable and creative words selected Appropriate words selected with some level of creativity Appropriate words selected with little creativity Irrelevant words selected Structure Ability to formulate all the sentences to indicate the beginning, middle and end of the composition Ability to formulate some of the sentences to indicate the beginning, middle and end of the composition Ability to formulate a few sentences to indicate the beginning, middle and end of the composition Little attempt to formulate sentences to indicate the beginning, middle and end of the composition Sentence and Paragraph Construction Well-structured sentences and paragraphs which show coherency and creativity. Structured sentences and paragraphs which show some level of coherency and creativity. Not enough connection between sentences to form a coherent paragraph, little creativity Paragraph is confused and fragmented Plot Work reflects the effective use of plot development strategies Work reflects the effective use of some plot development strategies Work reflects the effective use of few plot development strategies There is sparse evidence of use of plot development strategies Prewriting Strategies Excellent connection of ideas that reflect a clear understanding of prewriting strategies Good connection of ideas that reflect a clear understanding of prewriting strategies Sufficient connection of ideas that reflect an understanding of prewriting strategies Ideas remain fragmented with limited understanding of prewriting strategies
EDID 6505: Systems Approach to Designing Instructional Materials 18
Rubric - Lesson 4 Excellent 4 Good 3 Fair 2 Needs work 1 Review and Edit At least nine (9) of the items on the editing checklist are applied and supported by clear and concise comments. At least seven (7) of the items on the editing checklist are applied and supported by clear and concise comments At least seven (5) of the items on the editing checklist are applied and supported by clear and concise comments Less than half of the items on the editing checklist are applied and supported by clear and concise comments
Instructional Strategies and Lessons
Five short lessons have been designed for the workshop. The lessons are illustrated using the power point tool and are accompanied by a table summarising the instructional strategies incorporated in the design of the lessons. These strategies include the use of analogies and advanced organisers to strengthen and focus the learning process of the participants.
Learner/Contextual Analysis
The learner/contextual analysis provided key elements to guide the development of this five-day workshop. It highlighted the fact that participants are motivated to learn and armed with the prior teaching skills where applicable, are sure to apply newly acquired skills to lesson planning and implementation. Participants have demonstrated a willingness to transfer their knowledge to the actual classroom and home environment as they seek to develop the writing skills of their students/children. Additionally they have the support of the Parent Teachers Association and the EDID 6505: Systems Approach to Designing Instructional Materials 19
education ministries, which see the workshop as being beneficial to the education system, the teaching environment and ultimately the students.
EDID 6505: Systems Approach to Designing Instructional Materials 20
From a given list of topics, prepare at least three types of compositions to reflect the accurate usage of composition writing strategies. (Synthesis)
Lesson 4
Lesson 4 Editing and Evaluation
Lesson 5
ROL E REVERS AL LESSON 5
EDID 6505: Systems Approach to Designing Instructional Materials 21
Workshop Schedule
Day Schedule Day 1 Introduction to Topic Meet and greet of participants and facilitator Lesson 1 -Prewriting Strategies Day 2 Lesson 2- Composition Characteristics Day 3 Lesson 3- Sample Compositions Day 4 Lesson 4- Edit, Review, Rewrite Day 5 Lesson 5- Assessment and Feedback Overview of workshop Feedback Session
EDID 6505: Systems Approach to Designing Instructional Materials 22
Instructional Strategies Table
Several instructional strategies were incorporated into the workshop lesson plans to facilitate the performance objectives of this instruction. Instructional Strategy Location in Lesson Citations in Readings Rationale for Use 1. Brainstorming Lesson 4 - Demonstration (slide 3) Brainstorming is a large or small group activity which encourages children to focus on a topic and contribute to the free flow of ideas (Saskatoon Public Schools, 2009). Helps to postpone evaluation, discussion and criticism until all ideas have been made; and facilitates creativity, once the brainstorming process is complete (Woolfolk, 2001, p. 121). Maintains a focus and attention on the selected topic.
Helps to generate a quantity of ideas.
Encourages the writers to take risks in sharing their ideas and opinions.
Introduces the practice of idea collection prior to beginning writing tasks.
Facilitates the expansion of students ideas as they construct their essays.
Promotes creative writing. 2. Advanced organisers Lesson 1 - Activate (slide 4) Lesson 2 (slide 4) They serve to bridge the gap between what the learner already knows and what he needs to know (Driscoll, p.138) Focuses participants attention on what is to come in the lesson. Provide visual elements for those who EDID 6505: Systems Approach to Designing Instructional Materials 23
Instructional Strategy Location in Lesson Citations in Readings Rationale for Use are visual learners. 3. Drill and practice Lesson 3- Integration (slide 5) students practice the newly learned knowledge or skills under the teachers direct supervision (Huitt, Monetti, and Hummel p. 85) To ensure that the strategies were well understood and used, the drill and practice was considered integral throughout the workshop. 4. Independent work Lesson 2 - Application (slide 7) Independent practice allows students more time to engage with newly acquired information and skills (Huitt, Monetti and Hummel, p.85) To foster self-actualisation and motivates the participant throughout the workshop. 5. Writing Lesson 2 - Assessment (slide 10) Lesson 3 - Integration (slide 5) Learning from integration is enhanced when learners create, invent, or explore personal ways to use their new knowledge or skill (Merrill, p.53) To meet with the terminal objective of Composition Writing, this strategy was important. 6. Group work Lesson 1 - Integration (slide 7) Lesson 4 - Activation (slide 2) Lesson 5 - Integration (slide 5) Although many students feel as though they can accomplish assignments better by themselves rather than in a group, instructors find that group work helps the students apply knowledge (Burke, 2011)
To encourage collaborative contributions among the participants. 7. Modelling activities by teacher (demonstrations) thinking aloud Lesson 1 - Demonstrate (slide 4 - 5) Demonstrations are valuable tools for teaching both concrete techniques or skills and abstract concepts or principles (University of Delaware, 2014). To encourage oral discussion and develop familiarity of participants to share ideas. 8. Direct Lesson 1 - Direct instruction lessons are appropriate for To transfer the required skills for the EDID 6505: Systems Approach to Designing Instructional Materials 24
Instructional Strategy Location in Lesson Citations in Readings Rationale for Use instruction Demonstration (slide 5) teaching basic skills, facts, concepts, strategies, procedures, and knowledge which lends itself to being presented in small sequential steps Northern Arizona University (2000). progress within the workshop. 9. Peer review (peer editing) Lesson 5 - Application Lesson 4 - Application (slide 4) Peer review develops ...writing skills and the ability to look at ones work objectively (Wilson, 2012). To learn how to improve writing skills through the use of constructive feedback from peers. 10. Scaffolding Lesson 3 Lesson 5 - Application (slide 5) Supports learning and problem solving (Woolfolk, 2001, p. 49) To aid in a systematic approach to meeting the terminal objective. 11. Think, Pair and Share Lesson 2 - Integration (slide 9) The Think-Pair-Share strategy is designed to differentiate instruction by providing students time and structure for thinking on a given topic, enabling them to formulate individual ideas and share these ideas with a peer. This learning strategy promotes classroom participation by encouraging a high degree of pupil response. (ReadWriteThink, 2014). To encourage collaboration, review and sharing among the participants 12. Self-Review Lesson 2 - (Reigeluth & Carr-Chellman, 2009, p.38) To encourage reflection of individual contributions
EDID 6505: Systems Approach to Designing Instructional Materials 25
References
Burke, A. (2011). Group Work: How to Use Groups Effectively in The Journal of Effective Teaching, Vol. 11, No. 2, 2011, 87-95 Christmas, B. (n.d.). The Role of Brainstorming in Improving Student Writing Performance in the EFL Classroom. Retrieved 06 August, 2014 from: http://sydney.edu.au/cet/docs/research/The%20Role%20of%20Brainstorming%20in%20I mproving%20Students%20Writing.pdf Driscoll,M. (2005). Psychology of Learning for Instruction. Essex: Pearson. Evans, N (2013). Engage Your Audience Through a Quest Narrative. Retrieved August 15, 2014 from https://blog.gathercontent.com/engage-your-audience-through-a-quest-narrative Graphics Factory, (2014). Horse Clip Art, Pictures, Vector Clipart, Royalty-Free Images # 1.
Retrieved 22 August 2014, from http://www.graphicsfactory.com/search/horse-p1.html
Huitt, W., Monetti, D., Hummel, J. (2009). Direct Approach to Instruction in C. Reigeluth and Carr-Chellman (eds). Instructional-Design Theories and Models: Building a Common Knowledge Base Volume III. New York: Routledge pp.75 - 97 Louisianabelieves.com, (2014). Grade 6 English Language Arts Practice Test 2013-2014.
Retrieved 21 August 2014, from http://www.louisianabelieves.com/docs/assessment/practice-test-ela-grade- 6.pdf?sfvrsn=7 Merrill, D. (2009). First Principles of Instruction in in C. Reigeluth and A. Carr-Chellman (eds). Instructional-Design Theories and Models: Building a Common Knowledge Base Volume EDID 6505: Systems Approach to Designing Instructional Materials 26
III. New York: Routledge pp. 41 - 56http://sydney.edu.au/cet/docs/research/The Role of Brainstorming in Improving Students Writing.pdf Mikre, F. (2010). The Roles Of Assessment in Curriculum Practice and Enhancement of Learning in Ethiop. J. Educ. & Sc Vol. 5 No 2 March 2010 pp.101 -113 Northern Arizona University (2000). Direct Instruction. Retrieved from http://jan.ucc.nau.edu/~slm/AdjCI/Teaching/Direct.html
Ontario Association of Deans of Education (2009) Storytelling and Story Writing - Using a Different Kind of Pencil. Retrieved from http://www.edu.gov.on.ca/eng/literacynumeracy/inspire/research/ww_storytelling.pdf ReadWriteThink, (2014). Using the Think-Pair-Share Technique. http://www.readwritethink.org/professional-development/strategy-guides/using-think- pair-share-30626.html Reigeluth, C.M. and Carr-Chellman, A.A. (2009), (eds). Instructional-Design Theories and Models: Building a Common Knowledge Base Volume III. New York: Routledge pp.36 - 39 Rhalmi, M. (2012, October 16). Scaffolding and the construction of learning. Retrieved August 18, 2014, from My English Pages: Learn English Grammar Online: http://www.myenglishpages.com/blog/scaffolding-and-the-construction-of-learning/ Saskatoon Public Schools. (2009). What is Brainstorming? Retrieved August 15, 2014, from Instructional Strategies Online: http://olc.spsd.sk.ca/De/PD/instr/strats/brainstorming/index.html EDID 6505: Systems Approach to Designing Instructional Materials 27
Spectrum Psychological Counselling and Neurofeedback in Virginia Beach (2012). 154 Metaphors, Idioms, and Sayings. Retrieved from http://www.spectrumpsychological.net/1/post/2012/05/154-similes-metaphors- to-explore-with-aspergers.html#sthash.KoiqeFxw.dpuf University of Delaware (2014). Demonstrations. Retrieved from http://cte.udel.edu/publications/handbook-graduate-assistants/demonstrations.html University of Kansas (2011). Prewriting Strategies. Retrieved August 14, 2014. from http://www.writing.ku.edu/prewriting-strategies Wilson,J (2012). Standing Up for Science 3 - Peer Review : The Nuts and Bolts. London: Sense About Science Woolfolk, A. (2001). Educational Psychology. Boston, USA: Allyn & Bacon.
EDID 6505: Systems Approach to Designing Instructional Materials 28
Appendix A: Task Selection Criteria Worksheet
Criteria for Composition Writing Task Selection Worksheet Criticality 40 pts Frequency 10 pts Feasibility 10 pts Standardization 10 pts Difficulty 30 pts Total 100 pts Notes Priority TASKS #1 #2 #3 #4 #5 #6 #7 #8 Employ prewriting strategies 40 10 10 7 25 92 4 Describe the basic structure of a composition 40 10 10 10 20 90 5 Analyse and discuss the characteristics of a composition 40 10 10 10 30 100 1 Illustrate knowledge and use of composition writing strategies 40 10 10 8 30 98 2 Revise and edit a composition 40 10 10 7 28 95 3
EDID 6505: Systems Approach to Designing Instructional Materials 29
Appendix B: Learner/Contextual Analysis Worksheet
Directions: Identify relevant factors in categories (only where and when appropriate) and indicate the effect they will have by circling appropriate number.
Orienting Context Learner Factors Participants have the experience of interacting with their children/students to understand how they think and how they learn -2 -1 +1 +2 All participants are willing to participate in the workshop -2 -1 +1 +2 All participants are motivated to apply the teachings to their lessons after the training workshop -2 -1 +1 +2 The performance of students in the Essay section of the Secondary Entrance Exams will be linked directly to the abilities of the participants of this workshop. -2 -1 +1 +2
Immediate Environment Factors Participants have peer support as encouragement to succeed -2 -1 +1 +2 Participants have the support of the Parent Teacher Associations -2 -1 +1 +2
Organizational Factors Participants have the support of the Schools and the Ministries for engaging in this training which aims to enhance the writing skills of young students -2 -1 +1 +2 Training is seen as continuous learning and development for teachers -2 -1 +1 +2
EDID 6505: Systems Approach to Designing Instructional Materials 30
Instructional Context Learner Factors Participants have all achieved secondary education and thus bring certain skills and prerequisites required to perform effectively in the workshop -2 -1 +1 +2 Most of the participants are teachers and thus understand the basic terms and techniques that will be utilized in the workshop -2 -1 +1 +2 Since most of the participants are teachers and have the professional educational background, then they can provide support and guidance to all peers to support instruction -2 -1 +1 +2
Immediate Environment Factors The training room will be spacious -2 -1 +1 +2 Room setup will be done to encourage interactive discussions between instructor and participants -2 -1 +1 +2 Instructors are experienced the equipment that they will be utilising -2 -1 +1 +2 Instructors are also well-trained and experienced to successfully deliver the training -2 -1 +1 +2 Learning schedules have been designed to ensure that participants have adequate practice time after each lesson -2 -1 +1 +2 Most participants are all familiar with the subject matter of the workshop and should be comfortable and familiar with the content that will be covered during instruction -2 -1 +1 +2
Organizational Factors Instructors will engage in positive reinforcement to encourage learning from mistakes, and discussing and correcting misconceptions -2 -1 +1 +2 Instructors are expected to engage in guided practice, interactive discussion and modeling and, utilise creative strategies and ICT to facilitate learning -2 -1 +1 +2 The learning environment will be designed to encourage collaboration, peer critiques and peer support to facilitate positive interactions and motivation -2 -1 +1 +2 Instructor will allow students to explore and utilize their prior knowledge and experiences as scaffold for learning and integrating new material -2 -1 +1 +2
EDID 6505: Systems Approach to Designing Instructional Materials 31
Transfer Context Learner Factors The learners should be able to apply the teachings to their lessons as most of them have the necessary backgrounds and motivation to do so -2 -1 +1 +2 Learners will have an enhanced knowledge and skills set to guide students with their lessons -2 -1 +1 +2 Learners will be taught to apply the training effectively to ensure that learning is transferred -2 -1 +1 +2
Immediate Environment Factors All material delivered during the training is directly related to the subject matter and comes in a format that can be easily applied to lessons -2 -1 +1 +2 Parents can offer knowledgeable and skilled homework assistance to support the teachings gained at school -2 -1 +1 +2
Organizational Factors The schools and Education Ministries will support the teachers and parents in their efforts to enhance student development -2 -1 +1 +2 It is hoped that teachers and students will relay their teachings to other interested persons to sustain the development of young students in their respective schools and communities -2 -1 +1 +2