Wengeran Group'S Mini Instructional Online Project

WENGERAN GROUPS
MINI INSTRUCTIONAL ONLINE 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 3

Executive Summary 4
Needs Assessment 5
Selected Audience 6
Topic of Instruction 6
Formats 6
Information Needed: Optimals, Actuals, Feelings, Causes, Solutions 8
Learner and Contextual Analysis 10
Performance Objectives and Task Analysis 11
Prerequisite Analysis 12
Assessment 13
Instructional Strategies and Lesson 14
Data and Feedback from Using Materials with Pilot Users 16
Design Process 17
Instructional Strategies Table 18
Research and Information Sources 25
Reflections 26
References 27
Appendices Appendix A - Method and Grading of Evaluation 33
Appendix B - Objectives for Unit 2 33
Appendix C - Prerequisite Analysis for Unit 2 34
Appendix D - Objectives for Unit 3 35
Appendix E - Prerequisite Analysis for Unit 3 36
Appendix F - Learner and Contextual Analysis 37
Task selection worksheet for Unit 1 37

Task selection worksheet for Unit 2 38
Appendix G - Course schedule: 40
Appendix H - Snapshots of Moodle Website 42
Appendix I - Procedural Analysis 45
Appendix J - Contextual Analysis Worksheet 46
Appendix K - Performance Objective 48
Appendix L - Task Analysis 50
Appendix M - Procedural Analysis 53
Appendix N - Assessment Rubric for Programme 55
Appendix O - Assessment Rubric for Unit 2 58
Appendix P - Assessment Rubric for Unit 3 60
Appendix Q - Summary of Pilot Findings 63
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 educational 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 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,
smartphone 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
Classroom Management for the Instructional Leader
Performance Objective and Task Analysis
For the Classroom Management for the Instructional Leader course, we have
decided to expand Unit 1 for this mini project. Objectives for Units 2 be 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.
.Unit 1: Classroom management techniques and learning theories
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
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 P for the rubrics for Units 2 and Units 3.
The units course objectives, assessments and activities have to be in
alignment.
Objective Assessment
Students will Define a classroom At the end of the unit - Learning forums
management applicable to the reflection discussions
learning environment and create a Peer feedback activities
classroom management plan Parallel problem solving
Students will Identify and discuss At the end of the unit group work to
at least three key classroom create a document on 3 classroom
management strategies and skills management strategies. Students are
appropriate for the learning 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
classroom management strategies work in groups to create mock
and techniques in the learning classroom management scenarios
environment to affect positive and list 3 strategies. Forum discussions
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:
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)
Instructional Strategies Table
Online instructional strategies
Strategy Location in Citation in Rationale for Use

Lesson Readings
1. Learning 1st class Knowles (1991) helps the educator

contracts Moodlecloud p.46 supports and learner share the
the use of responsibility for
contract learning
learning as 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 1st class Broadwell readily available for

format Moodlecloud (1980, p. 3) "an students to reread or
APA efficient way of listen to again and
Practical imparting again as needed
classroom information in a
management scheduled way
without
interruption,
and with less
planning than in
most other
teaching
methods"
(1980, p. 3)
3. Self- End of defined by format encourages

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

group work moodlecloud to "think about learners to "think
a subject under logically,
discussion and communicate ideas,
present their and apply steps in a
views decision-making
Kemp et al., process"Kemp et al.
1994, p. 150 (1994) p. 150
5. Project Knowles (1950), enables the students

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

moodlecloud learning allows learners by tapping
adult learners 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 to improve student

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

the duration an important opportunity for
Questioning of the course part of learners to express
communication. themselves
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 To improve students

Presentation moodlecloud Parvis (2001), oral communication
s to speak 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 To encourage

Organizer moodlecloud the learner how reception and
(KWL chart) to relate the meaningful learning.
new material to
what he or she
already knows
rather than
having to
discover that
context
(Ausubel, 1968)
11. Reflection last class in Reflection To encourage

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

Assessment moodle cloud Falchikov
(2006), active
participation by
students in
assessment
design, choices,
criteria and
making
judgments is a
more
sustainable
preparation for
subsequent
working life
13. Drill and throughout Drill and To help the student

Practice (In Moodlecloud practice uses master basic skills
online repeated
Classroom) exercises and
individual
feedback to
master a
specified
learning
objective.
Tomei, L.
(1998).
14. Analogies first page of Heick (2014, To put the lesson into
moodlecloud para. 6), context for the
Academic student to
analogies are understand.
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 Holland giving opportunities

the moodle (1965).argues to the trainees to
classroom that overt practice what they
practice have learned in their
responses may online classrooms.
be expected to
facilitate
learning only
when certain
specified
conditions are
satisfied.
16. Online All sessions highly students apply their

Discussion in collaborative, knowledge from the
moodlecloud integrative course content to
(synthesizing answer and discuss
ideas and questions
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 Students Cooperative teaming:

learning of learn best when Learners work
moodlecloud they are together in a team to
engaged in the solve a problem.
learning
process and
discover for
themselves the
meaning of
knowledge
(Gentry, 2000,
pg. 3).
18. Discussion All sessions Brookfield Assists learners in

format of (1990p. 192) exploring their own
moodlecloud The discussion experiences so that
format they can become
encourages better critical thinkers
learners to
analyze
"alternative
ways of thinking
and acting"
19. Chunking Throughout Chunking assists learners as the

the sessions information information is broken
of involved up into smaller
moodlecloud organizing chunks
lessons learning tasks
in a way that
they can be
easily
"chunked" by
the learner
(Driscoll, 2000).
20. Discovery Throughout Borthick & learners use their

learning the sessions Jones prior knowledge
of (2000:181): In creates active
moodlecloud discovery engagement from
lessons learning, student
participants
learn to
recognize a
problem,
characterize
what a 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- Week 1 of Self-questioning assist learners with

questioning moodlecloud provides incorporating new
learners with a information
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:
This assignment was quite challenging as it involved choosing one of our
group members projects and improving and enhancing it. Each group
member was responsible for certain sections of the project and it was a
painstaking process at times. Natasha and Yolande developed the moodle
page while Marlon provided objectives and Kion and Tamika did the
powerpoint and others did the voicethread. The project at times seemed
endless but we were able to pull through as a group eventually. This project
gave me a lot of practice in working in a group, having to depend on the
expertise and expertise of my team members and to work collaboratively.
The time allotted perhaps could have been longer as this project was
extremely cumbersome even with 5 members to share the workload with.
This EDID 6505 group project was definitely a learning experience for me.
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Educational Psychology, a course taught by Dr. Lawrence Tomei, Duquesne
University and Applying educational psychology in the classroom, a text by
Myron H. Dembo, University of Southern California. Retrieved August 18,
2002, from http://www.duq.edu/~tomei/ed711psy/b_cai.htm
Top ways to improve your leadership skills. Retrieved from
http://careerrocketeer.com/2012/12/top-ways-to-improve-your-leadership-
skills.html
Using Media to enhance Teaching and Learning. Retrieved from
http://serc.carleton.edu/sp/library/media/index.html
Writing instructional objectives. Retrieved from
https://meded.ucsd.edu/index.cfm/ugme/oede/educational_development/curr
iculum_development/how_to_write_goals_and_objectives/
Wiggins, G. and J. McTighe. (2005). Understanding by Design (2nd ed.).
Alexandria, VA: Association for Supervision & Curriculum Development

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

Learner Objectives Percenta
ge
Classroom management techniques 35%
Managing student behaviour 35%
Methods to improve student 30%

performance
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
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 Criti Univers Frequen Standardi Difficul Tot Not Priorit
Instructor calit ality cy zation ty al es y
y
Competenc
y in
10 pts 10 pts 10 pts 30 pts
Classroom
40
Manageme
pts
nt skills
Tasks #1 #2 #3 #4 #5 #6 #7 #8
Apply 40 10 10 10 30 100 1
classroom
manageme
nt skills
Select 40 10 8 30 98 2
appropriat
10
e
classroom
manageme
nt
techniques
Resolve 40 10 3 5 30 88 5
conflict in
the
learning
environme
nt
Recognise 40 10 3 3 30 86 6
and
intervene
before a
conflict
arises
Use 40 10 8 8 30 96 4
manageme
nt
techniques
to improve
student
performanc
e
Motivate 40 10 10 7 30 97 3
students
through
classroom
manageme
nt
practices
Task selection worksheet for Unit 2
Criteria Critical Univers Freque Standardi Difficu Tot Not Prior

for ity ality ncy zation lty al es ity
Instructor
Competen
40 pts 10 pts 10 pts 10 pts 30 pts
cy in
Classroo
m
Managem
ent skills
Tasks #1 #2 #3 #4 #5 #6 #7 #8
Manage 40 10 10 10 30 10 1
student 0
behaviour
Select 40 10 8 30 98 2
appropria
10
te
strategies
to
manage
student
behaviour
Describe 40 10 3 5 30 88 5
teaching
strategies
to engage
the
learner
Recall 40 10 3 3 30 86 6
goals of
classroom
managem
ent
Identify 40 10 8 8 30 96 4
instructor
responsibi
lities
Apply 40 10 10 7 30 97 3
appropria
te
technique
s 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 behaviour
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 Learning and teaching

Management for the logging into approaches
Instructional Leader the classroom
Learners contract
Practical classroom
management
Classroom management 25 April 5 Traditional learning theories

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

May Ineffective classroom
management
Managing student Motivating students

behaviour 13 May 27
Intrinsic and Extrinsic
May
Methods to improve motivation
student performance Case study scenarios

Select the correct answer
Assessment 28 May 9 Discussion

June
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
-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 Cri Univers Freque Standardiz Difficul Tot Notes Prior
Instructor tic ality ncy ation ty al ity
Competency ali
in Classroom ty 10 pts 10 pts 10 pts 30 pts
Management
skills 40
pt
s
Tasks # #2 #3 #4 #5 # #7 #8
1 6
Apply 40 10 10 10 30 10 1
classroom 0
management
skills
Select 40 10 8 30 98 2
appropriate 10
classroom
management
techniques
Resolve 40 10 3 5 30 88 5
conflict in the
learning
environment
Recognise 40 10 3 3 30 86 6
and
intervene
before a
conflict
arises
Use 40 10 8 8 30 96 4
management
techniques to
improve
student
performance
Motivate 40 10 10 7 30 97 3
students
through
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
1. 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 Does not

environmen maintains a creates and creates and create the
t learning maintains a maintains environmen
environment learning the t to foster
that environment environment improved
improves for improved for improved performanc
trainee trainee trainee e and
performance performance performance behaviour
and and and
behaviour. behaviour behaviour.
Resources Manages the Manages the Moderate to Does not

resources to resources high level of manage the
maximise but has a bit wastage resources.
trainee of wastage affects
performance availability
and of resources
minimise for trainees
losses. use.
Self- Uses Sometimes Hardly uses Does not

analysis reflection as uses reflection to use
a means of reflection as self-assess reflection as
analysing a means of which affects a self-
performance self- performance assessment
and making assessment. . tool.
adjustments
if necessary.
Strategies Uses a Uses some Hardly uses Hardly uses

variety of of the the any variety
leadership strategies leadership in the

strategies and strategies classroom.
and managemen and
managemen t techniques. managemen
t techniques t techniques.
to elicit
improved
trainee
performance
.
Impact Demonstrate Does not Has difficulty Has no idea

s a clear always in how to
understandi demonstrate demonstrati function as
ng of a clear ng and an
leadership understandin understandin instructional
and how it g of the g of leader.
impacts impact of leadership
personal and leadership and its
trainee on personal impact on
performance and trainee performance
and performance .
behaviour.
Appendix O - Assessment Rubric for Unit 2
Rubric for Classroom Management Plan Assignment
Excellent = 5 pts. Pass = 3 pts. each Fail = 1 pt. Score

each each
Personal This section is Personal theory of Is clear that

theory stated with clear, Classroom the teacher
concise personal Management is does not have
beliefs and theories somewhat evident a Personal
about classroom by brief Theory of
management descriptions Classroom
included in this Management
assignment
Classroom This section Teacher includes It is evident

Environm includes two to one example of that the
ent three examples of evidence that teacher does
evidence that the there is not appreciate
teacher understanding of the
understands the importance of importance of
importance of providing a safe a safe
providing a safe learning environment
environment for environment for learning.
learning
Discipline This section Teacher has There is no

includes ample provided limited evidence of
evidence of samples of behavior/
incentives, evidence that discipline
consequences, and she/he management
documentation for understands styles/strategi
both students and behavior es.
parents. Response management
to student behavior styles/disciplines.
is thoughtful to
individual students'
needs.
Rules, Teacher provides Managing time Planning or

Routines, effective evidence during the consistent
Procedure that is well planned instructional duty rules and
s and consistent with day is somewhat routines as
the instructional well-planned and well as time
day. consistent. management
is not evident
Instructio There is indication Understanding of Understandin

nal of clear instructional g of
Strategies understanding of strategies is instructional
instructional somewhat strategies
strategies that detached and that
contribute to unclear. contribute to
classroom classroom
management. management
are unclear
and non-
existent.
Evaluatio It is clear that the Teacher reflection Reflective

n and teacher is capable is not complete thinking is not
Reflection of reflective enough to effective for
thinking to evaluate evaluate classroom evaluation of
classroom management. classroom
management. management.
Appendix P - Assessment Rubric for Unit 3
Rubric for Managing Students Behavior
Excellent = 5 pts. Pass = 3 pts. Fail = 1 pt. Score

each each each
Goals of Ability to correctly Ability to list at Ability to list

classroo list five goals of least 3 goals of at least 1 goal
m classroom classroom of classroom
manage management. management. management
ment
Define Sophisticated A brief definition of Definition

classroo definition of classroom lacks clarity
m classroom management was and hardly
manage management is provided. mentions
ment given. Definition classroom
goes beyond the management
basic meaning.
Instructo Three or more States two States one

r instructor instructor instructor
responsi responsibility responsibilities responsibility
bilities. clearly stated. clearly.
Classroo Provides evidence Provides evidence Evidence of

m of the application of of only two only one
control. three or more techniques being technique
techniques to used to ensure being used to
ensure classroom classroom control ensure
control is is maintained. classroom
maintained. control is
maintained.
Engage Clear description of Clear description Described

the three or more of two teaching one teaching
learner. teaching strategies strategies used to strategy that
used to engage engage learners was able to
learners. engage
learners
Manage Selected three or Selected two or Selected one

student more strategies more strategies or more
behavio appropriate for appropriate for strategies
ur managing students managing appropriate
behaviour students for managing
behaviour students
behaviour
Excellent = 5 Pass = 3 pts. each Fail = 1 pt. Scor

pts. each each e
Identif Clearly list Clearly list two Clearly list

y at three or more methods that can be one
least methods that used to improve method
three can be used to students that can be
method improve performance. used to
s to students improve
improv performance students
e along with performan
studen supporting ce.
t evidence.
perfor
mance.
Assess Provide and Pre Provide and Pre and Provide

studen and Posttest Posttest for and Pre
ts for students. students. Use a and
perfor Use a graph to graph to summarize Posttest
mance summarize collected data. for
before collected data students.
and along with a
after brief summary
teachin of conclusions.
g.
Improv Provides at Provides two One

e least three appropriate appropriat
studen appropriate intervention e
t intervention strategies needed to interventio
perfor strategies improve student n strategy
mance. needed to performance. Gives a needed to
improve brief explanation improve
student about one. student
performance. performan
Explains how ce.
strategies will Explains
be used. how
strategies
will be
used.
Create Creates Creates evaluation Creates

evaluat appropriate material to assess material
ion evaluation students but it is
criteria materials with performance. unable to
to corresponding provide
determ rubric to assess any
ine students level informatio
level of of performance. n on
improv student
ement. performan
ce.
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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WENGERAN GROUPS

MINI INSTRUCTIONAL ONLINE 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

Moodle password information -

Overview and Context of Instructional System 3

Task selection worksheet for Unit 1 37

Overview and Context of Instructional System

decline. Initial investigation has identified a decrease in student enrolment

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

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

classroom and to provide extra convenience and ease of use.

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.

humanistic psychology. There is no single most effective approach; however

new knowledge about classroom management.

Classroom management is the key component of the teaching and learning

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

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

conducted within an online training environment to maintain context.

The three main units of instruction under Classroom Management for

the Instructional Leader

The purpose of this needs assessment is to determine what instructional

strategies are needed to improve the classroom management practices of

The work environment is that of a manufacturing and educational institution.

The education department provides skills training for persons desirous of

persons and the Journeyman programme which is accredited by the German

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.

and considered at risk youth.

instructors hired by the institution are skilled in respective technical fields

with years of experience either in the construction or the industrial sectors.

population consists of 75 males and 25 females. The targeted persons will

One hundred (100) instructors.

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.