EDLD+5368+Instructional+Design


 * __Week 5 Final Reflection__**

Teachers that can design and implement online learning will be ready when it is not an option. Eventually all teachers will have to provide some kind of online access from home to school and vice versa. The way education is delivered is changing. If you don't know how to design and implement online learning then you better start because you are already behind. The //Schoology// representative said that their program is being used all across the states even if you are at a Title I school, majority of the students at my Title I school have cell phones that have texting capabilities. Learning to implement online learning will benefit my students just like it benefits me. Districts don't need bad weather days with online learning because learning is continuous. I can make changes daily from home or school. After taking this course survey I created and embedded a link I made in Survey Monkey into my web page and had students complete it. I had not done this before. My style is already changing. The //Schoology// course I designed needs more work, but I like it very much. It allows me the flexibility to work with a program that I can take with me no matter what school I teach at. I plan on adding my students for next year and continually adding and updating content to my course. I recently had students create a formula chart in PowerPoint that I could have them upload to their //Schoology// account. Students have their own student identification number that they can use to save files to the school server, but I would have to ask each student log into the computer to see their work. The //Schoology// account will give me one centralized location to view student work. I would also love to teach teachers the benefits of learning how to use and navigate an online course because I think it is vital for our continued knowledge as educators. We have a lot of in-service days where there seems to be a need for interesting professional development. We also have a lot of young teachers at my school who are pretty computer savvy. I was in a pilot course and the instructor introduced the site [|www.polleverywhere.com] which allows teachers to incorporate text messaging into the classroom. Just when you think incorporating technology into the classroom is exhausted there is something new. These ideas bring me to the conclusion that as a teacher leading into an instructional position it is important to keep up with the trends beings used in technology and online learning is the direction we are headed in. I would like to use online learning as a team tool for planning and an avenue for sharing information. I would also encourage online learning as a tool for individual growth. I would also like to see technology trainings being done online from anywhere instead of in a computer lab. I still wonder the level of integration of online learning in the middle grades. How will online learning impact the middle grades? How much should parent involvement be considered when dealing with online learning? Should online learning be the alternative for suspended students? I know that online learning is necessary. It gives us the opportunity to learn and spend time with our families. There has to be more professional development to support this transition because of internet safety issues such as identity theft, cyber bullying, and social networking that goes along with spending more time on the computer . This project has been enlightening. I have learned that I still have so much to learn about technology and online instruction. It is not as easy as it looks. The subject matter has to flow and your voice/style needs to be heard within the course. I plan to continue to improve my //Schoology// course and accept criticism from my students and colleges to make an effective online course. I will also sign up for additional training through Region IV Texas Virtual School Program and see where the possibilities lead me. I want to stay innovative. With this new knowledge I will attend all district technology trainings to improve my skills in microsoft applications so that I can create more effective assignments to upload to my courses.

What did you learn about your learning theory beliefs from this activity? I learned that the learning theories categorize my teaching style even though the way I teach is somewhat out of my control. My teaching may actually be different from what the teaching inventory shows because the way I currently teach is based on the standards that I must have students meet. According to the Teaching Style Inventory, the Teaching Goals Matrix places me in quadrant D which states that I focus on familiar applications. I teach middle school math and it is important that students are able to understand what is being asked and answer that question. This is also the objectivism principle of "emphasis on observable and measurable behaviors" placed by having to meet a uniform set of standards for all students. (Dabbagh, 2006) The Teaching Methods Matrix placed me in quadrant A which says that I like students to work individually. This is true. I have purposely aligned my classroom activities in this manner based on experience. I have found that I get better results when I have all students doing an activity rather than grouping them and one student does all the work. I can still do hands-on activities I just have to make more of them so everyone has their own. What did you learn about yourself and your students based on the learning inventories? The learning style inventories gave me the opportunity to find out what my students think about the way they learn. The students enjoyed answering the questions and I enjoyed them all being able to participate individually. " A key strategy is to prompt children to explain and develop their knowledge structures by asking them to make predictions about various situations and explain the reasons for their predictions." (Bransford, 2002) From this activity we were able to further discuss the activities that we have done in class and the ones they have enjoyed the most. My students averaged close in all three categories, but auditory and visual were the highest. They like when we learn together. Dabbagh. N. (2006). The instructional design knowledge base. Retrieved on March 18, 2010, from http://classweb.gmu.edu/ndabbagh/Resources/IDKB/models_theories.htm Bransford, J., Brown, A., & Cocking, R. (Ed.). (2002). How people learn. pp. 129-154 (Chapter 6). Washington DC: National Academy Press. Retrieved on March 18, 2010, at http://www.nap.edu/openbook.php?record_id=9853&page=131#p2000495f9970131001
 * __Week 1__**


 * __Week 2__**

Do these mean the same thing? When a student really understands, what will he do that he will not do when he does not understand?These three phrases are so similar in meaning that I can not distinguish one meaning any different from the other without referring to the other phrase as the same meaning. When a student really understands he doesn't any assistance. He is able to work independently and use what he understands to build on another concept. When a student does not understand he is stuck and unable to move forward, after 15 minutes the paper is blank for a reason. "The error of activity-oriented design might be called "hands-on without being minds-on"- engaging experiences that lead anywhere intellectually. (Wiggins and McTighe, 2000) I have found through experience that students tend to copy during group activities when they do not understand a concept therefore losing valuable learning time, while gaining knowledge for those that do understand.What is your definition of understanding and how do you access understanding?"What is difficult for many teachers to see (but easier for students to feel!) is that, without such explicit and transparent priorities, many students find day-to-day work confusing and frustrating." (Wiggins and McTighe, 2000) If a student understands then they will pass their weekly tests. If they do not understand they will fail. If this is the case it is transparent who is having difficulty and who is not. It is a consistent measure if correctly aligned with class work define student understanding. I use this method in math and I find it quite effective. Wiggins, G. & McTighe, J. (2000). Understanding by Design. Upper Saddle River, NJ: Prentice Hall.

Designing instruction backwards is a better way of helping improve student performance because as the instructor the questions are not just put together at the end, but before you start the lesson. This design forces you "to think about assessment" all the time especially if you want better test scores. (Wiggins, 2000) Wiggins, G. & McTighe, J (2000). //Understanding by Design//. Upper Saddle River, NJ: Prentice Hall.In designing instruction I first refer to the district's Scope and Sequence then the TEKS to guide what needs to be taught and in what order. I use the textbook as a reference and the textbook software supplemental material. According to Wiggins, "In contrast, we propose that results-oriented teaching employ the textbook as a resources but not the syllabus." (2002) I try to spiral in new information with the old. I test students every week at the end of the week. This test is cumulative based with a mix of what was learned during the week and what they should know up to that point. My overall impression of backward design is that it is just what it says instruction designed first with the end in mind. "A major change from common practice occurs as designers must begin to think about assessment //before// deciding what and how they will teach." (Wiggins, 2000) Designing lessons backwards makes the instructor more aware of what is expected at the end. As a math teacher I don't see any cons to backward design. Wiggins, G. & McTighe, J. (2000). Understanding by Design. Upper Saddle River, NJ: Prentice Hall.
 * __Week 3__**

__**Week 4**__ I am at a middle school and I have already started to implement online learning in my class by assigning homework through an online program that students can access from anywhere. I don't see this method being used throughout the campus or the district because some teachers feel like it is to much work to try to enforce. The district pays for students to have their own log-ins and passwords for these different programs but does not require teachers to use them. However, "The data collected in this current study supports that prediction an it is conceivable that by 2016 online enrollments could reach between 5 and 6 million K-12 (mostly high school) students. (Piccano and Seaman, 2008) Online education will have a major impact in education but not in the middle grades. Staff development needs to show teachers per subject area exactly how to implement a technology program or online course program like //Schoology// into their class or require it. My principal requires all teachers to create at least a one page introduction of ourselves through our email system. Online education is the best way to stay current with technology applications and use of accessing information. The impact of this type of learning is already carrying over to high-performance manufacturing specializations that require extra training and more skill knowledge. Piccano, A. G. & Seaman, J. (2008). K-12 Online Learning: A Follow-up of the Survey of U.S. School Administrators. Needham, MA: The Sloan Consortium. Retrieved from http://www.sloanconsortium.org/sites/default/files/k-12_online_learning_2008.pdf A lot of times these programs are not a requirement for teachers to use. I think they do provide that differentiation of instruction that is beneficial for all students.Some people say that online courses require more work. Sometimes you hear the comparison of gifted and talented classes to regular classes where the workload is increased but not the content. However, "If K-12 follows the pattern of enrollment growth in higher education, it is quite possible that online learning will emerge as a substantial component of all learning at the secondary level." (Piccano and Seaman, 2008) Which leaves us with the conclusion that people choose convenience over rigor. Piccano, A.G. & Seaman, J. (2008). K-12 Online Learning: A Follow-up of the Survey of U.S. School Administrators. Needham, MA: The Sloan Consortium Retrieved from []

The way education is delivered is changing. If you don't know how to design and implement online learning then you better start because you are already behind. The //Schoology// representative said that their program is being used all across the states even if you are at a Title school, majority of the students at my Title I school have cell phones that have texting capabilities. Learning to implement online learning will benefit my students just like it benefits me. District don't need bad weather days with online learning because learning is continuous. The //Schoology// course I designed needs more work, but I like it very much. I allows me the flexibility to work with a program that I can take with me no matter what school I teach at. I plan on adding my students for next year and continually adding and updating content to my course. I have a good understanding of online learning, but keeping with backward design in the implementation of lesson design will be an ongoing transition that I am aware of. I will use what I have learned to make my math classroom a more virtual class. I want my students to always have access to learning and communication with me in or out of the school building.
 * __Week 5__**

Works Cited

 Dabbagh. N. (2006). The instructional design knowledge base. Retrieved on March 18, 2010, from [] Bransford, J., Brown, A., & Cocking, R. (Ed.). (2002). How people learn. pp. 129-154 (Chapter 6). Washington DC: National Academy Press. Retrieved on March 18, 2010, at [] Piccano, A. G. & Seaman, J. (2008). K-12 Online Learning: A Follow-up of the Survey of U.S. School Administrators. Needham, MA: The Sloan Consortium. Retrieved from [] Wiggins, G. & McTighe, J. (2000). Understanding by Design. Upper Saddle River, NJ: Prentice Hall.