Wengerangroupassignment

WENGERAN GROUPS
MINI INSTRUCTIONAL PROJECT

MSc Instructional Design & Technology
University of the West Indies -Open Campus
A Paper Presented in Partial Fulfilment of the Requirements for
EDID 6505 Systems Approach to Designing Instructional Materials
Group Members - Student Numbers -
Marlon Jaimungal - Student Number - 310102448
Renaldo Grayson - Student Number - 01703779
Tamika Wright-Howell - 316101902
Yolande Samuels - Student Number -004022944
Kion Orr - Student Number - 308003563
Natasha Alexander - Student Number 316103983
Training programme to improve the classroom management skills of instructors
Moodle password information -

Link - https://instructionaldesign.moodlecloud.com/
User name - admin
Password - WENGERAN GROUP
Wengeran Group - Group Assignment - Instructional Project 1
Table of Contents
Overview and Context of Instructional System............................................................................................ 0
Introduction.............................................................................................................................................. 0
Executive Summary................................................................................................................................. 1
Needs Assessment.................................................................................................................................. 2
Selected Audience................................................................................................................................... 2
Topic of Instruction................................................................................................................................... 3
Formats................................................................................................................................................... 3
Information Needed: Optimals, Actuals, Feelings, Causes, Solutions.........................................................4
The Optimals........................................................................................................................................... 4
The Actuals.............................................................................................................................................. 5
The Feelings............................................................................................................................................ 5
The Causes............................................................................................................................................. 6
The Solutions........................................................................................................................................... 6
Learner and Contextual Analysis................................................................................................................. 7
Performance Objectives and Task Analysis................................................................................................. 7
Unit 1 - Classroom management techniques and learning theories.........................................................8
Terminal objective................................................................................................................................. 8
Enabling Objectives.............................................................................................................................. 8
Prerequisite Analysis................................................................................................................................... 9
Assessment............................................................................................................................................... 10
Instructional Strategies and Lesson........................................................................................................... 11
Data and Feedback from Using Materials with Pilot Users........................................................................12
Design Process.......................................................................................................................................... 13
Instructional Strategies Table..................................................................................................................... 14
Research and Information Sources........................................................................................................... 20
Reflections: Yolande.................................................................................................................................. 21
Reflections: Natasha.................................................................................................................................. 22
Reflections: Kion Orr.................................................................................................................................. 23
References................................................................................................................................................ 24
Appendix A - Method and Grading of Evaluation.......................................................................................29
Appendix B - Objectives for Unit 2............................................................................................................. 30
Appendix C - Prerequisite Analysis for Unit 2............................................................................................ 31
Appendix D - Objectives for Unit 3............................................................................................................. 32
Appendix E - Prerequisite Analysis for Unit 3............................................................................................33
Appendix F - Learner and Contextual Analysis..........................................................................................34
Task selection worksheet for Unit 1....................................................................................................... 34
Task selection worksheet for Unit 2....................................................................................................... 36
Appendix G - Course schedule.................................................................................................................. 38
Appendix H - Snapshots of Moodle Website..............................................................................................40

Appendix I - Procedural Analysis............................................................................................................... 43
Appendix J - Contextual Analysis Worksheet.............................................................................................44
Appendix K - Performance Objective......................................................................................................... 47
Appendix L - Task Analysis........................................................................................................................ 49
Appendix M - Procedural Analysis............................................................................................................. 52
Appendix N - Assessment Rubric for Programme......................................................................................55
Appendix P - Assessment Rubric for Unit 3...............................................................................................61
Appendix Q - Summary of Pilot Findings................................................................................................... 65
Overview and Context of Instructional System
Introduction
Over the last year, trainees performance and behaviour has been on the decline. Initial
investigation has identified a decrease in student enrolment which led to the institution lowering
the entry requirements for new students of the programme. The veteran and new instructors dont
have the theoretical knowledge to handle the new classroom dynamics. In an effort to decrease
incidences of unacceptable behaviour and improve trainees performance, an Instructional
Designer has been contracted to design a training programme to improve the classroom
management skills of the instructors. The training will target new and recent teacher trainees
between the ages of 25 to 50 and will be delivered in a fully online setting. Media such as video
presentations, powerpoint and other instructional media will be employed. Merrills first
principles, as well as the Constructivist method of teaching will be heavily employed to engage
in deep and meaningful learning with the learners. Opportunities to demonstrate, integrate, and
assimilate their new knowledge will be provided to the learners as practical exercises that will
require them to engage their students in a classroom setting will be provided. Assessments will
be done online to allow the students, time to engage in practical exercises with their tutors in the
online classroom and to provide extra convenience and ease of use.

Executive Summary
No other dimensions of teaching causes more concerns for teachers than managing the
classroom and class discipline. As with most complex teaching skills, classroom management
requires a thorough understanding of theoretical knowledge and research findings, as well as,
practical experience.
This knowledge of theory can only be derived from educational, social and humanistic
psychology. There is no single most effective approach; however there are different
philosophies, theories and findings that provide significant new knowledge about classroom
management.
Classroom management is the key component of the teaching and learning environment.
It can greatly impact the way students behave and their level of performance in the classroom.
The training programme was designed to ensure that instructors become proficient in Classroom
Management techniques and strategies. The audience consists of instructors who are subject
matter experts, and possess skills applicable to the construction and industrial sectors, but do not
have any formal training in classroom management. This theoretical knowledge about learning
and human behavior will equip the instructor to draw on concepts from psychology,
anthropology, sociology and other disciplines to interpret the complex reality of the classroom.
The programme will be spread over 8 weeks and will be conducted within an online training
environment to maintain context.
The three main units of instruction under Classroom Management for the Instructional
Leader are:
Unit 1: Classroom Management Techniques and Learning Theories
Unit 2: Managing Student Behaviour

Unit 3: Methods to Improve Student Performance
Needs Assessment
The purpose of this needs assessment is to determine what instructional strategies are needed to
improve the classroom management practices of the instructors.
The work environment is that of a manufacturing and educati onal institution. The education
department provides skills training for persons desirous of entering the industrial and or construction
fields. There are four (4) training programs, two social programs which provide construction skills
training for persons and the Journeyman programme which is accredited by the German Chamber of
Crafts and finally the NEC craftsman programmes. The social programs are 80% practical and 20%
theory. The other two programs are more theoretical in nature and there are examinations to complete
for certification. Recently, student performance and classroom behaviour has deteriorated
significantly due to the change in student admission policies. The students of this programme are
aged 16 25 years old, low literacy level and considered at risk youth.
Selected Audience
The selected audience will be the instructors of the training institution. The instructors
hired by the institution are skilled in respective technical fields with years of experience either in
the construction or the industrial sectors. The total population of the instructional staff is 100
persons. The teacher population consists of 75 males and 25 females. The targeted persons will
be:
One hundred (100) instructors.
The age group of the instructors are between the ages of 25 to 50.
Educational level of the instructors undergraduate or postgraduate degree
Experience level all the instructors are subject matter experts
The focus will be on empowering the instructors with the necessary knowledge and skills
to successfully implement classroom management techniques to improve their class
performance.
Topic of Instruction
The topic being proposed for the training programme is entitled Classroom Management
for the Instructional Leader. The units of instruction will focus on classroom management
techniques, behaviour management of trainees and methods to improve trainees performance.
The three main units of instruction under Classroom Management for the Instructional
Leader are:
Unit 1: Classroom management techniques and learning theories
Unit 2: Managing student behaviour
Unit 3: Methods to improve student performance
Formats
Mode web-based -Online courses (e-learning) using Moodlecloud. (see Appendix H -
snapshots of Moodle Website). Participants will require computers/tablets, Internet and
Web 2.0 tools.
Media - Multimedia - Online videos, text, Online media. The combination of text, audio,
video, color, animation, and various other ways of learning afforded by multimedia may
effectively address teachers individual learning styles and their "frames of knowing"
(Gardner, 1983)
Format - Asynchronous. No set time for students going on-line, at students convenience.
Assignments to be submitted by the due date given.
Students will be required to complete three online modules as outlined on the Moodle
homepage and learning modules links. Each module requires the completion of specific readings
assignments, application projects, viewing of videos and student discussion forums. Additionally,
the student discussion forums will all be related to readings, which are provided for more in
depth understanding and practice by the student. Moodlecloud provides a map of the content and
assignments for each module. Each unit of instruction will be a 2 hour lesson twice weekly, and
will be delivered completely online. The training session can be completed any time during the
week to facilitate the learners; however the assignments and assessments will be closed off after
a specific allotted time. The training can be accessed via any computer/laptop, smart phone or
tablet with internet access. Methods of student evaluation can be seen in Appendix
Information Needed: Optimals, Actuals, Feelings, Causes, Solutions
The Optimals
Instructor's knowledge of classroom management techniques
Instructor's ability to use different classroom management techniques

Adaptation and or modification of the curriculum to meet the needs of the trainees in an
online environment.
Opportunities for further instructor development
Instructor's knowledge of learning theories
The Actuals
Some instructors do not have any training in classroom management skills and techniques
Instructor centred training limit trainee participation
Trainee performances have declined over a 1year period
Minor behavioural issues more often than not escalate into major disciplinary issues as a
result of inadequate classroom management knowledge and expertise
Minimal use of differentiated teaching strategies
The Feelings
Instructors are challenged to motivate students to perform and the general feeling is the
intake of trainees is not up to the standard as in previous years.
Therefore the behavioural challenges and sub-par performances are issues which must be
dealt with urgently.
The instructors are not properly equipped to meet the needs of the trainees because of
their lack of formal teacher training and specifically classroom management knowledge
and skills.
There is a feeling of resistance among the older instructors as this would be their first
foray into the online learning realm. They are accustomed to a classroom setting for both
learning and teaching and the online setting may be intimidating for them.
On the other hand, the younger instructors welcome this mode of learning as it affords
them more time and convenience as they can engage in their learning in the comfort of
their own homes or offices or wherever may be convenient for them.
The Causes
Lack of proper training in the skills necessary to effectively function in a
teaching/learning environment
Instructors hesitant or reluctant to participate in professional development programmes
Laisser-faire attitude towards the job as a result of the previous point
The Solutions
Instructor development programmes which will allow instructors to function effectively
in the classroom/workshop.
Provision of convenient and accessible online instruction
Greater involvement of the stakeholders (parents and guardians, industry partners)
Review and modification of curriculum to address the needs of the trainees
Greater trainee involvement in the teaching/learning process
Incentives for both instructors and trainees for minimising behavioural issues and
maximising performance
Learner and Contextual Analysis
As teachers/instructors we are aware that all learners do not learn in the same
way. Therefore instructional design must take into consideration the different learning styles and
characteristics of the learner, especially if that Instruction is going to be delivered online. Before
instructional design can take place, information about the learner must be gathered so that the
appropriate strategies to facilitate learning can be implemented and the appropriate online
approaches can be employed. The Learner analysis worksheet (Appendix F) and Contextual
analysis worksheet (Appendix J) identified the level to which relevant factors affected the
learner. The results showed that teaching experience and educational qualifications presented the
greatest challenge to instruction and as a result online instruction will be designed that can
address these areas so as to improve and strengthen the instruction.
Performance Objectives and Task Analysis
Course: Classroom Management for the Instructional Leader
For the Classroom Management for the Instructional Leader course, we have decided to
expand Unit 1 for this mini project. Objectives for Units 2 are found in Appendix B. Objectives
for Unit 3 can be found in Appendix D.

Unit 1 - Classroom management techniques and learning theories
Terminal objective
By the end of this online training course instructors will have the requisite knowledge and
skills of classroom management, which when applied in the learning environment will encourage
improved trainee performance and behaviour. Please see Appendix K for the performance
objective.
Enabling Objectives
After completing the training programme, instructors will be able to:
Define 1 specific classroom management technique applicable to the learning
environment and create a classroom management plan using various learning theories.
Identify at least three key classroom management strategies and list 3 ways to implement
them in the classroom
Apply at least three classroom management strategies and techniques in the learning
environment and identify 3 methods to build effective relationships with students.

Prerequisite Analysis
Figure 1 - Chart showing Prerequisite Analysis of Unit 1 topic
The Task Analysis Worksheet for Unit 1 can be viewed in Appendix L
A general procedural task analysis was created for the course (see Appendix I)
The prerequisite analysis for unit 2 can be viewed in Appendix C
The prerequisite analysis for unit 3 can be viewed in Appendix E

The contextual analysis worksheet for Unit 1 can be found in Appendix J
Assessment
Formative assessments will be used to guide the instructor on the students progress, their
change in understanding, and progress with completing the learning objectives for the class.
How the lecturer approaches assessment impacts on how students identify the class, the
content to study, and their own work (Brookhart 1997). The assessment rubric for the programme
can be viewed in Appendix N. Please see Appendix O and Appendix P for the rubrics for Units
2 and Units 3.
The units course objectives, assessments and activities have to be in alignment.
Table 1 - Table showing the link between Objectives and Assessment
Objective Assessment
Students will Define a classroom At the end of the unit - Learning forums reflection
management applicable to the learning discussions
environment and create a classroom Peer feedback activities
management plan Parallel problem solving
Students will Identify and discuss at least At the end of the unit group work to create a
three key classroom management strategies document on 3 classroom management strategies.
and skills appropriate for the learning Students are asked to analyze a case study and
environment. prepare a report generating solutions

Students will Apply at least three At the end of the unit - Students will work in
classroom management strategies and groups to create mock classroom management
techniques in the learning environment to scenarios and list 3 strategies. Forum discussions
affect positive change. on classroom techniques to affect positive change
in students
Students will conduct online discussions whereby the students are given time to conduct
research and craft their responses. The instructor will assess the quality of the students original
postings and responses to fellow students. Please see Appendix A - Method of Grading and
Evaluation
Instructional Strategies and Lesson
The learning strategies and lessons were created using Blooms taxonomy and
Constructivist learning theory. Bloom arranged five levels of cognition in a hierarchical order,
beginning with the simplest: knowledge, comprehension, application, analysis, synthesis, and
evaluation (Goel, 2011). The online course mirrors Blooms five levels of cognition.
The learning goals and content would drive how information is organized, presented, and
assessed by the students.
Some learning strategies used:
Table 2 - Table comparing the different strategies used in instruction
Learner centred approach Instructional strategy

Collaborative learning Group work, case studies, group oral presentations, self
and peer assessments

Inquiry-based learning Discussion format, Problem based learning, effective
questioning
Please refer to the course schedule located at Appendix G.
Data and Feedback from Using Materials with Pilot Users
Six pilot users were identified ages 25 to 50 years. These subjects were selected to mirror
the demographics of the students for this class. A formative evaluation was conducted where we
focused on the process and the learning material being produced.
The pilot users were given access to review Moodle cloud and provided with a
questionnaire of closed and open ended question to get their feedback on the programme.
The participants were given 4 days to navigate and interact with the Moodlecloud site.
Questions for this evaluation were based on the programmes objectives for example:
Questions based on 1st objective - Define 1 specific classroom management technique applicable
to the learning environment and create a classroom management plan using various learning
theories
Students rate this instructional unit as valuable in terms of:
Quality of Instruction?
Relevance of the online Content?
Amount of Instruction and explanations?
Organization of online lectures into a coherent sequence
A summary of feedback from the pilot study can be found in Appendix Q.

Design Process
A backward design approach was used to create the instructional units, whereby we
started with the end in mind.
Backward design has three stages:
1. Identify the desired results or goals. What should the learners know or be able to
do as a result of this learning experience?
2. Determine acceptable evidence. How will instructors know that learners have
achieved desired results? What kind of formative and summative assessment
should be built into the activity?
3. Plan learning experiences and instruction. What exactly will teachers need to
teach? How should students be grouped? How much time should activities take?
What activities will best help students meet learning goals? What materials and
resources will students need? How much should be lecture? How much should be
self-discovery on the parts of students? (Forest, 2017)

Figure 2 - Chart demonstrating the Backward Design Process
Instructional Strategies Table
Online instructional strategies were employed and they can seen in Table 3 below.
Table 3 - Table showing the Online Instructional Strategies
Strategy Location in Citation in Readings Rationale for Use

Lesson
1. Learning 1st class Knowles (1991) p.46 helps the educator and learner
contracts supports the use of share the responsibility for
contract learning as learning
Moodlecloud an instructional
strategy to bring
about many practical
benefits, including
deeper involvement
of the learner in the
learning activities
which they
themselves have been
involved in planning.
2. Lecture format 1st class Broadwell (1980, p. readily available for students
3) "an efficient way to reread or listen to again and
of imparting again as needed
Moodlecloud information in a
APA Practical scheduled way
classroom without interruption,
management and with less planning
than in most other
teaching methods"
(1980, p. 3)
3. Self-directed End of lesson, defined by Conner, format encourages student to

learning Moodlecloud Wright, DeVries, take the initiative in their
students asked to Curry, Zeider and learning experience and
submit links of Wilmsmeyer as prompts intrinsic motivation
their discussions "Learning initiated
and directed by the
learner" (1995, p. 62).
4. Small group 1st week in Allows learners to format encourages learners to

work moodlecloud "think about a subject "think logically, communicate
under discussion and ideas, and apply steps in a
present their views decision-making
process"Kemp et al. (1994) p.
Kemp et al., 1994, p. 150

150
5. Project based Knowles (1950), enables the students to obtain

learning method projects are tasks that practical experience and to
"grow out of the gain a sense of
1st week of
training being carried accomplishment" (p. 45)
moodlecloud
on in a course" (p. 45)
6. Case study 3rd week in Experiential learning To engage adult learners by

moodlecloud allows adult learners tapping into their experiences
to make practical use
of their knowledge
and apply it
in a context similar to
the way that
knowledge would be
used in real life
(Goddu, 2012).
7. Graphic 3rd week in The instructor who to improve student

organizers - moodlecloud uses organizers is comprehension of lessons
stating explicitly
where new
Concept map information fits in
relation to the
material the learner
already knows
(Ausubel, 1978)
8. Effective Throughout the Questions are an provides an opportunity for

duration of the important part of learners to express themselves
Questioning course communication. It is

probably safe to say
that questioning is at
the heart of classroom
practice. Research in
classroom behavior
indicates that cueing
and questioning might
account for as much
as eighty percent of
what occurs in a
given classroom on a
given day (Marzano,
2001)
9 . Oral 1st week in As noted by Parvis To improve students oral

Presentations moodlecloud (2001), to speak communication skills
effectively in front of
a group is a skill
that has to be taught
to students and needs
to be
honed throughout
college life and into
the job market (p.
44).
10. Advance 1st week in Organizers tell the To encourage reception and
moodlecloud learner how to relate meaningful learning.
the new material to
Organizer what he or she
already knows rather
(KWL chart) than having to
discover that context
(Ausubel, 1968)
11. Reflection last class in Reflection involves To encourage students after

moodlecloud students reviewing completing a task to reflect on
what they have done, what they learnt and what
analyzing their methods they used to learn
performance, and
comparing it to that of
experts and peers
(Collins, 1991 .121-
138)
12. Self and Peer 3rd week Boud and Falchikov

(2006), active
participation by
Assessment moodle cloud students in
assessment design,
choices, criteria and
making judgments is
a more sustainable
preparation for
subsequent working
life
13. Drill and Practice throughout Drill and practice To help the student master
(In online Classroom) uses repeated basic skills
exercises and
Moodlecloud individual feedback to
master a specified
learning objective.
Tomei, L. (1998).
14. Analogies first page of Heick (2014, para. 6), To put the lesson into context
moodlecloud Academic analogies for the student to understand.
are useful for teaching
and learning because
they require students
to analyze a thing (or
things), and then
transfer that analysis
that analysis to
another thing.
15. Overt Practice Throughout the Holland giving opportunities to the

moodle classroom (1965).argues that trainees to practice what
overt practice they have learned in their
responses may be online classrooms.
expected to
facilitate learning
only when certain
specified conditions
are satisfied.
16. Online Discussion All sessions in highly collaborative, students apply their
moodlecloud integrative knowledge from the course
content to answer and discuss
questions
(synthesizing ideas
and facts), self-
reflective, and
application-centered,
discussion tasks
should
be structured around
questions that
encourage students to
develop different
perspectives on and
explanations of a
topic or scenario (Ke
& Xie, 2009)
17. Problem based All sessions of Students Cooperative teaming:

learning moodlecloud Learners work together in a
team to solve a problem.
learn best when they
are engaged in the
learning process and
discover for
themselves the
meaning of
knowledge (Gentry,
2000, pg. 3).
18. Discussion format All sessions of Brookfield (1990p. Assists learners in exploring
moodlecloud 192) The discussion their own experiences so that
format encourages they can become better critical
learners to analyze thinkers
"alternative ways of
thinking and acting"
19. Chunking Throughout the Chunking information assists learners as the

sessions of involved organizing information is broken up into
moodlecloud learning tasks in a smaller chunks
lessons way that they can be
easily "chunked" by
the learner (Driscoll,
2000).
20. Discovery learning Throughout the Borthick & Jones learners use their prior
sessions of (2000:181): In knowledge
moodlecloud discovery learning,
lessons participants learn to
recognize a problem, creates active engagement
characterize what a from student
solution would look
like, search for
relevant information,
develop a solution
strategy, and execute
the chosen strategy. In
collaborative
discovery learning,
participants,
immersed in a
community of
practice, solve
problems together.
21.Self-questioning Week 1 of Self-questioning assist learners with

moodlecloud provides learners with incorporating new information
a way to "encode
information they hear
in lectures or read in
printed instructional
materials" (Driscoll,
2000, p. 92).
Research and Information Sources
In researching this topic we looked at the following:
Characteristics of the Best Learning Designs
Conducted research on delivery of online classes
Developing content for online classes
Developing content for adult learners
Read blogs and looked at YouTube videos
Formative assessments
Developing Communities of Practice
We also looked online to compare this programme with any existing online programmes
of this nature; there were none. We also used peer reviewed journals and books which can be
found in our references section. Using moodle online also allowed us to search their database for
online courses of this nature; there were also no courses of this nature.
Reflections: Yolande
Our final project was derived from the work Marlon submitted as his individual
assignment. We broke it apart and then we proceeded to figure out who would accomplish what
goals. This was no easy task but we were able to accomplish it by relying on each other and
doing lots of research. This course was an eye opener for me as I would take into account what
needed to be learnt but not how it really affected my students and as young as they may be their
needs have to be considered.
The designing of rubrics gave me some much needed practice as I have tried to move
away from just giving students the traditional paper and pencil assignments and creating rubrics
to help with assessment will definitely be useful.
I am now intrigued with the use of Moodle or another site similar to this to help with the
dissemination of course materials to my students instead of just using a website. That will take
some work so that is definitely on my to do list.
Organizing a group is never easy but this group made the work that we had to do manageable as
we were constantly in contact with each other which helped to build a sense of community as it
is very easy to feel alone while going through these UWI courses. There was always someone
would be willing to clarify or even post a question to get clarity on behalf of the group.
Reflections: Natasha
This assignment involved the selection of another peers assignment to build into the
group assignment. I was able to review assignment and adopt a neutral stance on the selection of
what I believed was a strong assignment. This exercise allowed me to conduct a SWOT analysis,
which in the end indicated Marlons assignment as a strong one.
The method which was used for this assignment involved, pulling it apart and rebuilding
it, with additional sections. Once again the strong parts of the assignment were selected. In
conducting research on the units, selection of the working unit was based on the quantity of
research/information collected. Moodle was selected based on its ease to use and the fact that it
was free. One major challenge encountered was time between the individual assignment and the
group assignment. This made conducting a pilot study on the moodlepage rushed. Two strengths
of this assignment are the detailed research for the instructional strategies and the moodlepage
created, this contains all units of instruction. I also learnt to publish a moodle page means putting
it up for review by a subject matter expert, therefore, the page is unpublished. Everything learnt
in class laid the foundation for this assignment.

Reflections: Kion Orr
In the creation of the final group project, one can reflect on the varied stages in the design
process of instructional media. Some of these stages include:
i. The needs assessment
ii. The prerequisite, contextual and task analysis
iii. The listing of optimals, actuals, causes and solutions to name a few.
This project is originally the work of Marlon, and we have a connection since we are both
teachers. This resulted in deep thoughts about my own teaching practice since traditional
teaching gives a more relaxed method of creating resources while not considering the needs of
the target population. The ultimate consideration of most teachers is the curriculum that is to be
covered and a gap in their eyes is always based on knowledge and or skills.
This course taught me that one size definitely doesnt fit all. And there is always a need to
assess the gaps, determine your target population, recognise the requirements or needs, create the
content to bridge the gap and finally, assessing you solution.
This final project developed my thinking beyond the four walls of the classroom, with
PowerPoint and black and white boards, to a more online, new-age platform that can definite
grab the attention of the millennial students.

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Appendix A - Method and Grading of Evaluation
Evaluation Method of Student Learner Grade

Objectives Percentag
e
Classroom management techniques 35%
Managing student behaviour 35%
Methods to improve student performance 30%

Appendix B - Objectives for Unit 2
Unit 2: Managing Student behaviour
Terminal Objective
On completion of the training programme participants will demonstrate the effective use
of strategies to manage student behaviour and be able to utilize this knowledge in the classroom
Enabling Objectives
1. Recall five goals of classroom management and practice these goals in the classroom
2. Define classroom management and create an adult classroom learning environment
3. Identify at least three instructor responsibilities.
4. Apply at least three appropriate techniques to ensure classroom control.
5. Describe at least three teaching strategies to engage the learner.
6. Select at least three appropriate strategies to manage student behaviour.

Appendix C - Prerequisite Analysis for Unit 2

Appendix D - Objectives for Unit 3
Terminal Objective
On completion of the training programme, the participants will use appropriate methods to
improve student performance.
Enabling Objectives
1. Identify at least three methods to improve student performance.
2. Assess students performance before and after teaching.
3. Select the appropriate strategies needed to improve student performance.
4. Create evaluation criteria to determine level of improvement.

Appendix E - Prerequisite Analysis for Unit 3

Appendix F - Learner and Contextual Analysis
Task selection worksheet for Unit 1
Criteria for Criticality Universality Frequency Standardization Difficulty Total Notes Priority
Instructor
Competency in
Classroom 40 pts 10 pts 10 pts 10 pts 30 pts
Management
skills
Tasks #1 #2 #3 #4 #5 #6 #7 #8
Apply classroom 40 10 10 10 30 100 1
management
skills
Select appropriate 40 10 8 30 98 2
classroom
management 10
techniques
Resolve conflict 40 10 3 5 30 88 5
in the learning
environment
Recognise and 40 10 3 3 30 86 6
intervene before a
conflict arises
Use management 40 10 8 8 30 96 4
techniques to
improve student
performance
Motivate students 40 10 10 7 30 97 3
through
classroom
management
practices
Task selection worksheet for Unit 2
Criteria for Criticality Universality Frequency Standardization Difficulty Total Notes Priority
Instructor
Competency in
40 pts 10 pts 10 pts 10 pts 30 pts
Classroom
Management skills
Tasks #1 #2 #3 #4 #5 #6 #7 #8
Manage student 40 10 10 10 30 100 1

behaviour
Select appropriate 40 10 10 8 30 98 2
strategies to
manage student
behaviour
Describe teaching 40 10 3 5 30 88 5
strategies to
engage the learner
Recall goals of 40 10 3 3 30 86 6
classroom
management
Identify instructor 40 10 8 8 30 96 4
responsibilities
Apply appropriate 40 10 10 7 30 97 3
techniques to
ensure classroom
control
Appendix G - Course schedule
Classroom Management for the Instructional Leader
Unit 1: Classroom management techniques and learning theories
Unit 2: Managing student behavior
Curriculum Design & Time Requirements
Classroom Management for the Instructional Leader is a professional development
course taught online over an 8 week period. The following methodologies will be used during the
course: watching videos, lectures, readings, group and individual discussions/assignments,
applied practice assignments.
Unit Date Lesson
Overview - Classroom 1st day of logging Learning and teaching approaches

Management for the Instructional into the
Leader classroom Learners contract
Practical classroom management

Classroom management 25 April 5 May Traditional learning theories

techniques and learning theories
Classroom Management Webinar
series Structure and Predictability
WENGERAN Powerpoint presentation
Classroom Management
Review assignment
6 May 12 May What is a learning environment

Ineffective classroom management
Managing student behaviour Motivating students

13 May 27
Intrinsic and Extrinsic motivation
Methods to improve student May
performance Case study scenarios
Select the correct answer
Assessment 28 May 9 June Discussion
Final assignment
Appendix H - Snapshots of Moodle Website
First log in of Moodle page

Instructional Units
Appendix I - Procedural Analysis
Task: Employ classroom management techniques
1. Discuss with students and then agree on classroom rules and procedures.
1.1. Identify rules and procedures
1.2. List the rules and procedures
1.3. Discuss pros and cons of rules and procedures
1.4. Agree on classroom rules and procedures
2. Intervene as soon as possible to prevent a minor incident from escalating into a larger
issue.
2.1. Review classroom rules and procedures
2.2. Outline consequences of unwanted behaviours
2.3. Observe student behaviour during class time
2.4. Intervene at first sign of behaviour
3.Praise students for acceptable performance.
3.1. Record student performance, good or bad
3.2. Discuss with student his or her performance
3.3. Reward student for acceptable performance

Appendix J - 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
-2 Greatly impedes
-1 Slightly impedes
+1 Slightly facilitates
+2 Greatly facilitates
Orienting Context
Learner Factors
Previous experience -2 -1 +1 +2
Attitude -2 -1 +1 +2
Age -2 -1 +1 +2
Educational qualifications -2 -1 +1 +2
Immediate Environment Factors
Classroom/workshop -2 -1 +1 +2
Organizational Factors
Resources -2 -1 +1 +2
Time allocated for staff to attend training -2 -1 +1 +2

Instructional Context
Learner Factors
Motivation -2 -1 +1 +2
Physical comfort -2 -1 +1 +2
Relevance of training programme -2 -1 +1 +2
Classroom /workshop dynamics -2 -1 +1 +2
Workplace culture -2 -1 +1 +2
Organizational support for training -2 -1 +1 +2
Transfer Context
Learner Factors
Ability to use new knowledge -2 -1 +1 +2
Availability of tools and equipment -2 -1 +1 +2
Experience in specific skill area -2 -1 +1 +2
Application of new knowledge -2 -1 +1 +2
Use of various teaching/learning strategies -2 -1 +1 +2
Culture of the organization -2 -1 +1 +2

Appendix K - Performance Objective
Goal
To provide teachers with the knowledge and skills of classroom management, which,
when applied in the learning environment will encourage higher student performance and
improved behaviour.
Performance Objectives
After completing the training programme, teachers will:
1. Define a working definition for classroom management applicable to the learning
environment. (knowledge)
2. Identify and discuss at least three key classroom management strategies and skills
appropriate for the learning environment. (comprehension)
3. Apply at least three classroom management strategies and techniques in the learning
environment to affect positive change. (application)
4. Differentiate between types of classroom management strategies and use effectively
in the learning environment. (analysis)
5. Create and maintain a learning environment which promotes and supports higher
trainee performance. (synthesis)
6. Demonstrate the use of different classroom management strategies in the classroom.
(psychomotor)
7. Manage the use of resources to effectively and efficiently meet the training needs of
the students. (synthesis)

8. Reflect on personal leadership and recognise how it affects effective classroom
management. (evaluation)
Appendix L - Task Analysis
The tasks associated with the programme have been identified and rated in accordance with priority, as seen on the task
selection worksheet. These tasks are components critical towards the achievement of the objectives. To complete the task analysis, a
prerequisite analysis has been prepared to illustrate the knowledge and skills required to implement classroom management strategies
and a procedural analyses done for the top three tasks from the task selection worksheet. Apply classroom management skills, select
appropriate classroom management techniques and motivate students through classroom management practices are these three tasks.
Task selection worksheet
Criteria for Instructor Criticality Universality Frequency Standardization Difficulty Total Notes Priority
Competency in Classroom
Management skills 40 pts 10 pts 10 pts 10 pts 30 pts
Tasks #1 #2 #3 #4 #5 #6 #7 #8
Apply classroom 40 10 10 10 30 100 1
management skills
Select appropriate 40 10 10 8 30 98 2
classroom management
techniques
Resolve conflict in the 40 10 3 5 30 88 5
learning environment
Recognise and intervene 40 10 3 3 30 86 6
before a conflict arises
Use management 40 10 8 8 30 96 4
techniques to improve
student performance
Motivate students through 40 10 10 7 30 97 3
classroom management
practices
1. Apply classroom management skills the instructor will use classroom management skills to create and maintain an environment
conducive to learning.
2. Select appropriate classroom management techniques - the instructor will select the appropriate strategies to manage the daily
functioning of the classroom.

3. Motivate trainees through classroom management practices - by providing guidance, support, and behaviours essential to change
overall performance.
4. Use management techniques to improve trainee performance allow trainees to have a greater input in their learning; use group work;
use positive feedback to facilitate improved performance

5. Resolve conflict in the learning environment By establishing a specific process to deal with conflicts in the classroom and applying
organization disciplinary policy.

6. Recognise and intervene before a conflict arises- By applying strategies such as compromising and withdrawing the instructor can
effectively deflate any volatile situation in the classroom.

Appendix M - Procedural Analysis
Task: Apply Classroom Management Skills
1. Discuss with students and then agree on classroom rules and procedures.
1.1. Identify rules and procedures
1.2. List the rules and procedures
1.3. Discuss pros and cons of rules and procedures
1.4. Agree on classroom rules and procedures
2. Intervene as soon as possible to prevent a minor incident from escalating into a larger
issue.
2.1. Review classroom rules and procedures
2.2. Outline consequences of unwanted behaviours
2.3. Observe student behaviour during class time
2.4. Intervene at first sign of behaviour
3. Praise students for acceptable performance.
3.1. Record student performance, good or bad
3.2. Discuss with student his or her performance

3.3. Reward student for acceptable performance

Task: Select Appropriate Classroom Management Techniques
1. Setting expectations for behaviour
1.1. Identify expectations for student behaviour
1.2. Communicate expectations for student behaviour to students
1.3. Outline consequences for inappropriate behaviour
2. Managing student academic work
2.1. Hold students accountable for their work
2.2. Give clear and understandable instructions
2.3. Create a learner centred environment rather than teacher centred
3. Managing inappropriate behaviour
3.1. Monitor students to detect inappropriate behaviour before it becomes a serious disruption
3.2. Redirect the student to appropriate behaviour by stating what the student should be doing
3.3. Stop inappropriate behaviour in such a manner as to not disrupt the instructional activity
taking place
Task: Motivate Students Through Classroom Management Practices
1. Classroom environment
1.1. Create a democratic classroom
1.2. Create a positive working atmosphere
1.3. Create a classroom code of conduct
2. Teach positive actions
2.1 Encourage students to participate actively
2.2. Emphasize the importance of group collaboration

2.3. Promote actions for improving such as setting and achieving goals
3. Teacher classroom practices
3.1. Establish a rapport with students
3.2. Always be prepared for class
3.3. Give constructive criticism

Appendix N - Assessment Rubric for Programme
Terminal Objective
On completion of the 8 weeks training programme in Classroom Management for the
Instructional Leader participants will demonstrate the effective use of classroom management
techniques to elicit improved trainee performance and behaviour.
Excellent Good Fair Inadequate
4 3 2 1
Learning Creates and Sometimes Hardly creates Does not create
environment maintains a creates and and maintains the
learning maintains a the environment environment to
environment learning for improved foster improved
that improves environment for trainee performance
trainee improved performance and behaviour
performance trainee and behaviour.
and behaviour. performance
and behaviour
Resources Manages the Manages the Moderate to Does not
resources to resources but high level of manage the
maximise has a bit of wastage affects resources.
trainee wastage availability of
performance resources for
and minimise trainees use.

losses.
Self-analysis Uses reflection Sometimes uses Hardly uses Does not use
as a means of reflection as a reflection to reflection as a
analysing means of self- self-assess self-
performance assessment. which affects assessment
and making performance. tool.
adjustments if
necessary.
Strategies Uses a variety Uses some of Hardly uses the Hardly uses
of leadership the strategies leadership any variety in
strategies and and strategies and the classroom.
management management management
techniques to techniques. techniques.
elicit improved
trainee
performance.
Impact Demonstrates a Does not always Has difficulty in Has no idea
clear demonstrate a demonstrating how to function
understanding clear and as an
of leadership understanding understanding instructional
and how it of the impact of of leadership leader.
impacts leadership on and its impact
personal and personal and on performance.

trainee trainee
performance performance
and behaviour.
Appendix O - Assessment Rubric for Unit 2
Rubric for Classroom Management Plan Assignment
Excellent = 5 pts. each Pass = 3 pts. each Fail = 1 pt. each
Score
Personal This section is stated Personal theory of Is clear that the
theory with clear, concise Classroom Management teacher does not
personal beliefs and is somewhat evident by have a Personal
theories about classroom brief descriptions Theory of
management included in this Classroom
assignment Management
Classroom This section includes two Teacher includes one It is evident that
Environmen to three examples of example of evidence the teacher does
t evidence that the teacher that there is not appreciate the
understands importance understanding of the importance of a
of providing a safe importance of providing safe environment
environment for learning a safe learning for learning.
environment
Discipline This section includes Teacher has provided There is no
ample evidence of limited samples of evidence of
incentives, evidence that she/he behavior/
consequences, and understands behavior discipline
documentation for both management management

students and parents. styles/disciplines. styles/strategies.
Response to student
behavior is thoughtful to
individual students'
needs.
Rules, Teacher provides Managing time during Planning or
Routines, effective evidence that is the instructional duty consistent rules
Procedures well planned and day is somewhat well- and routines as
consistent with the planned and consistent. well as time
instructional day. management is
not evident
Instructional There is indication of Understanding of Understandings
Strategies clear understanding of instructional strategies of instructional
instructional strategies is somewhat detached strategies that
that contribute to and unclear. contribute to
classroom management. classroom
management are
unclear and non-
existent.
Evaluation It is clear that the teacher Teacher reflection is not Reflective
and is capable of reflective complete enough to thinking is not
Reflection thinking to evaluate evaluate classroom effective for

classroom management. management. evaluation of
classroom
management.
Appendix P - Assessment Rubric for Unit 3
Rubric for Managing Students Behaviour
Excellent = 5 pts. each Pass = 3 pts. each Fail = 1 pt. each Score
Goals of Ability to correctly list Ability to list at least 3 Ability to list at
classroom five goals of classroom goals of classroom least 1 goal of
management management. management. classroom
management
Define Sophisticated definition A brief definition of Definition lacks
classroom of classroom classroom management clarity and hardly
management management is given. was provided. mentions
Definition goes beyond classroom
the basic meaning. management
Instructor Three or more instructor States two instructor States one
responsibilities. responsibility clearly responsibilities clearly. instructor
stated. responsibility
Classroom Provides evidence of the Provides evidence of Evidence of only
control. application of three or only two techniques one technique
more techniques to being used to ensure being used to
ensure classroom control classroom control is ensure classroom
is maintained. maintained. control is
maintained.
Engage the Clear description of three Clear description of two Described one
learner. or more teaching teaching strategies used teaching strategy
strategies used to engage to engage learners that was able to
learners. engage learners
Manage student Selected three or more Selected two or more Selected one or
behaviour strategies appropriate for strategies appropriate more strategies
managing students for managing students appropriate for
behaviour behaviour managing
students
behaviour
Excellent = 5 pts. each Pass = 3 pts. each Fail = 1 pt. Score
each
Identify at Clearly list of three or Clearly list of two methods Clearly list of
least three more methods that can that can be used to improve one method that
methods be used to improve students performance. can be used to
to students performance improve
improve along with supporting students
student evidence. performance.
performan
ce.
Assess Provide and Pre and Provide and Pre and Post test Provide and Pre
students Post test for students. for students. Use a graph to and Post test
performan Use a graph to summarize collected data. for students.
ce before summarize collected
and after data along with a brief
teaching. summary of
conclusions.
Improve Provides at least three Provides two appropriate One
student appropriate intervention strategies needed appropriate
performan intervention strategies to improve student intervention
ce. needed to improve performance. Gives a brief strategy needed
student performance. explanation about one. to improve

Explains how student
strategies will be performance.
used. Explains how
strategies will
be used.
Create Creates appropriate Creates evaluation material Creates
evaluation evaluation materials to assess students material but it
criteria to with corresponding performance. is unable to
determine rubric to assess provide any
level of students level of information on
improvem performance. student
ent. performance.
Appendix Q - Summary of Pilot Findings
Data and Feedback from Using Materials with Pilot Users
Key findings
1. The majority of pilot subjects responded favourably to the online classroom layout.
50% of pilot subjects said they liked the layout.

33% of pilot subjects said the layout worked very well.
17% of pilot subjects said courses easy to find
Difficulties raised by respondents included:
Challenges for some pilot subjects in trying to complete the readings and assignments in 4 days.
1. The majority of pilot subjects indicated that the instructions for students were clear.
83% of pilot subjects said the instructions were clear

Difficulties raised by respondents included:
Some pilot subjects said they were not guided on using moodlecloud

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MINI INSTRUCTIONAL PROJECT

A Paper Presented in Partial Fulfilment of the Requirements for

EDID 6505 Systems Approach to Designing Instructional Materials

Group Members - Student Numbers -

Marlon Jaimungal - Student Number - 310102448

Renaldo Grayson - Student Number - 01703779

Tamika Wright-Howell - 316101902

Yolande Samuels - Student Number -004022944

Kion Orr - Student Number - 308003563

Natasha Alexander - Student Number 316103983

Training programme to improve the classroom management skills of instructors

Moodle password information -

Appendix H - Snapshots of Moodle Website..............................................................................................40

Overview and Context of Instructional System

incidences of unacceptable behaviour and improve trainees performance, an Instructional

online classroom and to provide extra convenience and ease of use.

environment to maintain context.

Unit 1: Classroom Management Techniques and Learning Theories

Unit 2: Managing Student Behaviour

Unit 3: Methods to Improve Student Performance

improve the classroom management practices of the instructors.

One hundred (100) instructors.

Educational level of the instructors undergraduate or postgraduate degree

Experience level all the instructors are subject matter experts

to successfully implement classroom management techniques to improve their class

techniques, behaviour management of trainees and methods to improve trainees performance.

Unit 1: Classroom management techniques and learning theories

Unit 2: Managing student behaviour

Unit 3: Methods to improve student performance

Mode web-based -Online courses (e-learning) using Moodlecloud. (see Appendix H -

snapshots of Moodle Website). Participants will require computers/tablets, Internet and

Web 2.0 tools.

Assignments to be submitted by the due date given.

Information Needed: Optimals, Actuals, Feelings, Causes, Solutions

Instructor's knowledge of classroom management techniques

Instructor's ability to use different classroom management techniques

Opportunities for further instructor development

Instructor's knowledge of learning theories

Instructor centred training limit trainee participation

Trainee performances have declined over a 1year period

result of inadequate classroom management knowledge and expertise

Minimal use of differentiated teaching strategies

intake of trainees is not up to the standard as in previous years.

dealt with urgently.

their own homes or offices or wherever may be convenient for them.

Lack of proper training in the skills necessary to effectively function in a

Instructors hesitant or reluctant to participate in professional development programmes

Laisser-faire attitude towards the job as a result of the previous point

Instructor development programmes which will allow instructors to function effectively

Provision of convenient and accessible online instruction

Greater involvement of the stakeholders (parents and guardians, industry partners)

Review and modification of curriculum to address the needs of the trainees

Greater trainee involvement in the teaching/learning process

Learner and Contextual Analysis

address these areas so as to improve and strengthen the instruction.

Performance Objectives and Task Analysis

Course: Classroom Management for the Instructional Leader

for Unit 3 can be found in Appendix D.

Unit 1 - Classroom management techniques and learning theories

After completing the training programme, instructors will be able to:

Define 1 specific classroom management technique applicable to the learning

them in the classroom