Beruflich Dokumente
Kultur Dokumente
Factor
Lighting
Consideration
The teachers classroom is well lit and the lights can turn on and off by
the teacher if presentations have to be done for an activity. However,
even if the lights are off there is a fair amount of natural light that
comes into the classroom and there are no shades or blinds on the
Noise
windows
The school is situated on a main road where vehicles are driving up and
Consideration
down the road every day regularly. There are also residences around
the school. However, all of this is manageable as the school has a large
surrounding compound and the noise rarely disturbs the students in
their classes. The staff room is situated at the entrance of the school,
close to the principal office and a few feet away from classrooms.
Overall, there is no main obstacle of disturbance that impedes the
Temperature
Seating
Accommodations
and usually it is filled with workbooks used for drill and practice.
The classroom is spacious and the desks are evenly spaced. The
teacher can easily walk between each desk and has ample space at the
front of the class for writing on the white board and for demonstrations
with the television or radio. There is also a computer situated at the
back of the classroom along with a bookshelf of library books.
The teacher also has access to the school computer lab with has 30
Equipment
Consideration
Cd/radio player
Desktop computer : windows 7, Ms Office Suite 2010, internet
ready
Coloured inkjet printer
Computer lab with 30 desktop computers
Electronic projector
Television set
Wireless internet
30 Android tablets (donated)
Transfer Context
The teacher will use the new instructional model to design constructivist learning
experiences that are ICT integrated, targeted at all types of learners and linked to the local
curriculum. The teacher will be given the opportunity to use this model as she plan her daily
lessons and assessments with her department colleagues.
Differences between each Instructional/Work Environment
Based on what each team members work environment description entailed, the following
differences were found.
In all four work environments:
School sizes differed: that is the school sizes varied as well as the age of the schools.
School population was different: For instance Ria-Marias school consisted of four
hundred students while Rachelles school had only two hundred students.
Grade levels: Generally there was a difference in the starting ages of each class,
where for instance Ria-Maria work environment focused on students aged ten to
twelve while, Yolande classes started at eight to nine years.
Work environments were different: each school dealt with their administrative and
maintenance of the school and staff sizes differently.
The schools were located in different Caribbean islands (i.e. Trinidad, Jamaica and
Bahamas.
There was also the issue of different cultural settings because of the different islands.
With different islands came different cultural settings, nonetheless all four
environments were primary school based with students ranging from grades 1 to
6.
All schools shared similar operational hours with no school having a shift system.
The academic and Administrative staff for all location had both males and
females.
Three out of the four schools were coeducational except for Rias that had an all-
boys population.
Classroom spacing was sufficient in all models with students having individual
Ria
Yolande
Rachelle
Leesha
Instructional/Small
Group
Discussion/Question
s
Guided Practice
Demonstration
Independent Practice
Feedback
Formative
Assessment
Summative
Assessment
Drill and Practice
Structured overview
Simulation
Organization of
Classroom
Creating the right
classroom
environment
Independent student
projects
All instructional environments use face to face instruction and provide feedback to
learners. Yolande used the lecture, discussion and recitation methods, while Leesha used
directed instruction that focused on presenting factual, conceptual or procedural knowledge with
clear goals, review and presentation of examples. Rachelle, strategies focused on feedback,
questioning, structured overview, demonstration, drill and practice and simulation. Ria used
textbooks and readings for information, and a lot of homework assignments along with class
discussions and direct instructions.
ADDIE
Integrative Model
Description of Model Components
The chosen name for the groups Instructional Design Model is: Xtreme Education
Cyclical Model of Instructional Design: Evaluate, Critically Think, Integrate, Develop, Reflect &
Revise. The team decided that any instructional design model should always contain an analysis
of the learner and the context to which the learner will be using the instruction. In fact
McLoughlin (1999) suggests that learning styles and strategies can provide instructional
designers with insights into individual differences in learning and performance that can be
factored into the design process. Therefore the Evaluate component focuses on the leaner, the
content and the instructional problem. Critically Think allows the designer to focus on ways to
design instruction in a student centered manner that promotes the influence of problem based
learning, integrative learning and other constructivist type learning. This component also
requires the designer to develop overall goals for the instruction as well specific objectives.
Generally the literature on instructional objectives indicate that it is necessary to create
instructional goals because it provides a set of shared expectations among all those involved in
the learning experience and objectives allow the learner to pin point what they specifically
learned within the instruction (Morrison et al, 2010; Marzano, 2009; Marzano & Kendall, 2006).
The integrate component allows for the designer to think about and identify the various ICT
tools that can be used within the instruction. Beetham & Sharpe (2013) indicate that learners
within any learning situation are now requiring the use of ICT throughout their content.
Furthermore Prensky (2001) predicted that learners within classrooms will require their teachers
to create learning experiences that are immersed with ICT because it is what they were born into
and are accustomed using inside and outside of the school environment. Therefore the group felt
Definition
The designer is first exposed to an innovation, but lacks information about
the innovation. During this stage the individual has not yet been inspired to
Persuasion
Decision
information/details.
The designer takes the concept of the change and weighs the
advantages/disadvantages of using the innovation and decides whether to
situation. During this stage the designer also determines the usefulness of
Confirmation
the innovation and may search for further information about it.
The designer finalizes his/her decision to continue using the innovation. This
stage is both intrapersonal (may cause cognitive dissonance) and
interpersonal, confirmation the group has made the right decision.
Evaluate the
learner based on
Critically Think
Develop
instruction
Integrate ICT
Figure 1: Xtreme Education Cyclical Model of Instructional Design: Evaluate, Critically Think, Integrate, Develop, Reflect &
Revise
Key features from each of the following models (Retrieve, Revise, Implement and
Review (RRIR) ICT Integration Model, Critical Thinking Model, Strikers Community Social
Integrative Instructional Model (SCSI) and EDFER Model of Instructional Design) have been
used to create a new model: Xtreme Education Cyclical Model of Instructional Design is as
follows:
Integrate: list and identify the various types of ICTs that can be used to achieve the general
Rationale:
The Xtreme Education Cyclical Model of Instructional Design
Key Features:
REVISE:
RACHELES MODEL:
Key features:
YOLANDES MODEL:
Key features:
RIA-MARIAS MODEL:
Key features:
Based on the focus on student-centeredness and the ICT component of the model it
accommodates the twenty-first century and the attainment-based paradigm (Reigeluth &
Carr-Chellman, 2009) perfectly.
Instructional Strategies
According to Kilbane & Milman (2013) defines Directed Instruction as a teachercentered approach for addressing factual, procedural and conceptual knowledge in all content
areas and grade levels (p.87). That is it is considered a straightforward, explicit teaching
techniques usually to teach a specific skill by a teacher. The teacher stands in front of a
classroom and presents the information. For instance, it might be a lesson in which the teacher
very clearly outlines the order of all the planets in the solar system, or it might be a simple
explanation and some examples of the double-ff-ll-ss-zz spelling rule.
However, this strategy has been shown to not benefit all learners (Kilbane & Milman,
2013; Beard & Harper, 2002). As a result over the years educators have changed the approach to
learners in the classroom so that all types of learners can be effectively targeted (Kameenui et al,
1995). In essence, teachers now match the type of instruction to the task, teaching directly when
it suits the skill being taught. For example, the order of the planets is something best learned
directly, while teaching what materials are magnetic is better learned, and much more engaging,
through experimentation.
Kilbane & Milman (2013) defines Problem Based Learning as an active learning model
that allows students to learn and hone problem-solving skills, develop competence with
academic content standards and realize the relevance of applying content area learning for
practical purposes (p.281). Some educators indicate that this model has a tendency to lend itself
to differentiated instruction (Dochy, 2003; Kauchak & Eggen, 1993). This strategy is specifically
Spatial-gives one the ability to manipulate and create mental images in order to
solve problems.
Bodily-kinesthetic- entails the potential of using ones whole body or parts of the
body to solve problems. It is the ability to use mental abilities to coordinate bodily
movements.
The model will allow instructors to recognize and teach to wider variety of skills and
talents while thinking about the inclusion of ICT. As a result materials will be structured in a
manner which engages most or all the intelligences. This can be implemented through integrate
and develop stages of the model. Lazear (1992) concluded that teachers can assist students in
using their dormant intelligences to gain understanding with a difficult subject area.
The rapid technological changes in our world demand that students are flexible,
knowledgeable about new technologies, communicate with any form of media and collaborate
with others. Thus the usage of ICTs will enable learners to apply the new knowledge gained to
new situations, analyze information, collaborate, solve problems, and make decisions
The AASLs Standards for the 21st-Century Learner (2007), with their emphasis on
multiple literacies and the social context in which information skills develop, embrace
American Association of School Librarians. 2007. AASL Standards for the 21st-Century
Learner. <http://ala.org/ala/mgrps/divs/ aasl/guidelinesandstandards/
learningstandards/AASL_
Beard, L. A., & Harper, C. (2002). Student perceptions of online versus on campus instruction.
Education, 122(4), 658.
Beetham, H., & Sharpe, R. (2013). Rethinking pedagogy for a digital age: Designing for 21st
century learning: Routledge.
Belenky, M. F., Clinchy, B. M., Goldbrger, N. R., & Tarule, J.M. (1986). Womens ways of
knowing: The development of self, voice and mind. New York: Basic Books
Coll, C. G., Crnic, K., Lamberty, G., Wasik, B. H., Jenkins, R., Garcia, H. V., & McAdoo, H. P.
(1996). An integrative model for the study of developmental competencies in minority
children. Child development, 67(5), 1891-1914.
Diffusion of innovations. (2015, November 21). In Wikipedia, The Free Encyclopedia. Retrieved
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title=Diffusion_of_innovations&oldid=691738178
Dochy, F., Segers, M., Van den Bossche, P., & Gijbels, D. (2003). Effects of problem-based
learning: A meta-analysis. Learning and instruction, 13(5), 533-568.
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http://teach.com/what/teachers-teach/learning-styles