Sarah Bailie
ADDIE Model
2.1.1. The Analysis Phase
2.1.1.1. Phase #1A-Problem Analysis
Gap Analysis
The goal is to have 100% of
students at
Problem Statement
Because of this gap, students spend
more time trying to grasp the knowledge-based standards than using the allotted
time to meet instructional goals. The more time that is used on these tasks,
the less time is left for meeting district standards set forth in the curriculum.
The district standards must be met to accommodate the national standards of
education in
Root Cause Analysis
Hempfield High School (HHS) provides several computer labs for student use throughout the building. The computers that are provided are Macintosh computers using Microsoft Word:Mac. Most students do not use this program at home, and are therefore accustomed to a PC version of the Word program. Even though students have opportunities to use Macs at HHS or even take computer courses here, they often forget or easily confuse the differences between a Mac and a PC. Finally some students are not even familiar with the terms associated with these tasks. In all cases, students need instruction to meet the goal set forth.
Needs Analysis
The gap will be closed with an instructional class and tutorial on Microsoft Word:Mac where students actually get to watch and imitate process using a Mac computer. Also a web-based tutorial will become available to reference these instructions quickly as to eliminate wasted instructional time.
Phase #1B- Task Analysis
2.1.1.2
Word:Mac skills to be acquired
1. Header/footer:
a. Click “view” in menu
i. Choose header/footer from menu.
ii. A header/footer box will appear at the top and bottom of the page.
iii. Type in desired information.
iv. Click “Close” in header/footer menu.
2. Double spacing:
a. If you do not have a formatting tool bar, click “view” from menu, choose “toolbars” and go to “formatting” and click. It will appear above your document.
b. Click the formatting palette in formatting tool bar (looks like a document with an A on it).
i. Click drop-down menu titled “alignment/spacing”
ii. Palette will disappear when finished.
iii. Beside “line spacing” click the double spaced line, furthest to the right.
c. If you have already typed, highlight typing and repeat steps a-biii.
3. Font:
a. If you do not have a formatting tool bar, click “view” from menu, choose “toolbars” and go to “formatting” and click. It will appear above your document.
b. Click the formatting palette in formatting tool bar (looks like a document with an A on it).
i. Choose the “font” drop-down menu.
ii. Beside “name” click the drop down menu and choose from all listed fonts. Click when desired font is reached.
iii. Below “name” is “size”. Click on the drop-down menu beside size and choose desired font size.
c. Palette will disappear when finished.
4. Page numbers:
a. Click “view” in menu Choose header/footer from menu.
b. A header/footer box will appear at the top and bottom of the page.
c. Scroll down towards the footer box.
d. Choose “Auto Text” drop down box on the left of the header/footer menu.
i. Drop down and choose-PAGE-.
ii. Click “Close”
e. The numbers should appear at the bottom of each page.
2.1.2. The Design Phase
2.1.1.3 Skills Hierarchy
2.1.2.1 Course and enabling objectives
Affective Objective:
Given a Macintosh Computer to use along with the Word:Mac program in a laboratory classroom setting, students will demonstrate that they recognize the material is important to cut down on timely nominal tasks by asking probing questions that are at a higher level of thinking than the tasks themselves.
Terminal Objective:
Given a Macintosh Computer to use along with the Word:Mac
program in a laboratory classroom setting, students will correctly follow the
steps to set up a Word processing document in the areas of header/footer,
double spacing, font, and page numbers that are identical examples shown by the
instructor.
|
Performance |
Condition |
Standard |
|
Create an header or footer on a Word Document |
Given a Macintosh computer and the Word:Mac program, in a laboratory classroom setting |
Correctly and efficiently compared to instructor’s rubric |
|
Locate and open the Word Formatting Palette |
Given a Macintosh computer and the Word:Mac program, in a laboratory classroom setting |
Completely and matching instructor’s example |
|
Set up double spacing |
Given a Macintosh computer and the Word:Mac program, in a laboratory classroom setting |
In two clicks of a mouse and accurate compared to instructor’s rubric and example. |
|
Apply fonts and resize |
Given a Macintosh computer and the Word:Mac program, in a laboratory classroom setting |
According to rubric provided by instructor |
|
Add page numbers to document |
Given a Macintosh computer and the Word:Mac program, in a laboratory classroom setting |
Choosing the correct style of page numbers according to instructor’s rubric and example |
2.1.2.2. Assessment
of Student Mastery of Objectives
Terminal Objective:
Given a Macintosh Computer to use along with the Word:Mac
program in a laboratory classroom setting, students will correctly follow the
steps to set up a Word Document in the areas of header/footer, double spacing,
font, and page numbers that are identical examples shown by the instructor.
Due to the nature of the task at hand, I plan on using a Mastery Performance-Based Assessment. Because students are asked to complete a list of task that need to match the instructor’s example, I feel that all students would need to complete each task accurately and correctly before moving on to the next assignment. The way I plan on executing this would be through a checklist rubric instead of a numerical based rubric. Here students would need to complete each step of the checklist to receive credit and move on to their actual computer assignment.
One unique aspect of my assessment is that once you have mastered the desired skills and received credit, you can move on to the assignment while students who have not mastered the skills can receive feedback and practice it again until the goal is met. This way students who are advancing beyond the means of the lesson are set free once the standard is met yet no one is left behind. Also, as I am grading students one-on-one, other students, when they have mastered the skill, can work on the next assignment.
This is an authentic assessment due to its hands-on nature. I deem it as an important assessment because once it is mastered, student will be able to take part in higher level thinking activities and skills. It is certainly authentic due to students physically taking part in the task in practice and in observation/grading of mastery skills. I am assessing students in a one-on-one, teacher-student basis while other students are either practicing or completing the following assignment. Since it is observable in nature and kinesthetic in process, students should see the apparent reasons as to why it is an essential part of the learning environment and conditions.
2.1.2.3. Learner Characteristics
In
determining the learning characteristics of my students, several methods of
obtaining information come to mind. The first of these methods would be using
The environment being the easiest information to find, leaves more specific characteristics about individual students. The characteristics that are most applicable in this case are reading abilities, learning styles, prior knowledge, general abilities, motivation, language barriers, and physical challenges. Reading abilities can most commonly be found in such documents as PSSA reading test results or previous instructional scores; both can be accessed by the Hempfield School Server. Also, if the reading ability is low, it is usually identified in an IEP or Individualized Education Plan. Learning styles is not as easy a find, however, mostly uncovered by close teacher-student interactions, or though a survey. Prior knowledge can be investigated through a pre-test or records of previous classes passed, which should also cover general abilities.
Motivation can best be described in two ways; students choose the class level they are enrolled in and thus are motivated to meet the requirements. Or, students are motivated by the deep desire to learn the information to become better at their job (as a student) or to pass on to the next task. Language barriers can easily be identified and accessed through the ELL (English Language Learners) list provided at HHS. The ELL teachers at the high school also provide additional help and tips. Finally, physical disabilities can be recognized quickly in 504 documents, which describe the student’s disability along with accommodations to meet the student’s needs. With all of the vast amounts of information available to me as an instructor, I should have no problem identifying learner characteristics.
As one can see, in my situation finding out the learner characteristics is easy, but using them can be a little more difficult. For a lot of the I.E.P characteristics, accommodations are already made due to the fact that we are in a laboratory setting actually manipulating the computer. This one on one interaction will aid in meeting certain disabilities. As for reading levels, I am able to actually keep the text on a fairly low reading level, but also include computer jargon so they can make some progress. For ELL learners, I will be able to accommodate their own level of English through demonstration. Physical disabilities will be considered according to the severity and needed attention.
2.1.2.4. Adequate Practice
After
specific goals are in place for students to follow and learner characteristics are
in place, the next phase of the ADDIE model is practice. While practicing the
skills that are to be mastered, students need to be told what performance they
are to be doing, under what condition and to what degree. This is similar to
the terminal objectives differing only in feedback. The relevant practice for
my model will look like the following:
Given a Macintosh Computer to use along with the Word:Mac
program in a laboratory classroom setting, students will correctly follow the
steps to set up a Word Document in the areas of header/footer, double spacing,
font, and page numbers that are identical examples shown by the instructor.
Students will complete the task once while being show each step and compare
their product with the example provided by the instructor. Once through with
the “walk-through” demonstration, students should practice the steps at least
three times at the computer, on the Word:Mac program
in a completely authentic situation. As students practice, instructor should
walk around and observe steps complimenting students who are completing them
accurately. Students who are struggling should be given feedback on the spot as
to the steps they are skipping or doing incorrectly and telling them how to
complete them in the right manner. Also, an online tutorial is available if
students need some more self-monitoring. In addition to the online tutorial,
students should be given a detailed rubric specifying the specific behavior
desired. If students feel comfortable
with the amount of practice they have completed, they may ask to complete the
mastery test; if the student passes, they may move on to their writing
assignment. If they not pass, specific feedback should be given and more
practice time should be allotted.
In this objective, the mastery test and practice are authentic and completely the same. Since there is no difference between the practice and the mastery test, students should be able to practice as much as they need to before moving on to the next assignment. To aid in giving accurate and timely feedback, instructor could do a few things. He/she could instruct surrounding students to offer feedback or help, add additional help to aid in giving feedback or refer student back to rubric to give more feedback.
2.1.3. The Development Phase
2.1.3.1. Delivery System
The intended goal of instruction for this lesson is a presentation of the intended outcomes on a projector attached to a computer presenting the exact steps I expect students to take. In this particular case, I am the SME, so by following the instructional steps, I know that I am showing students the proper way to conduct the tasks at hand. The resources needed to complete the delivery are already available to me in my situation. HHS is equipped with all of the computers and software programs needed to complete the objective. One limitation to the delivery, however, is time. I have unlimited preparation time since this lesson is not restrained by the point in time which it needs to be delivered. Yet, the actual presentation, practice and mastery time is limited to 45-minute intervals. I will deliver the lesson 6 times during its course.
To accompany the delivery of the lesson through presentation will be an assignment worksheet explaining the expectations along with a corresponding rubric. There is no difference between the expectations on the worksheet and the tasks on the rubric. To aid in student practice, there will be an online multimedia tutorial that show the steps of the task one click at a time. Even though this is an optional feature for student to share in, it is still an aspect of multimedia delivery that I feel can aid in specific feedback while cutting down on the short time available for student to practice and master their skills.
2.1.3.3. Revision of Course Materials
As my materials continue to be developed, I will need constant feedback and information. Because of the nature of my project, the most appropriate place to seek such feedback would be from the school setting. Although I consider myself a SME on the topic, I would greatly benefit from other SME perspectives. Many other teachers in my building are definitely considered SMEs for this particular project. I would most likely ask Technology Ed teachers first, followed by any Tech advisors or IT people in my building to review and offer any feedback available. I would like it best if I can receive a variety of feedback and may find it necessary to ask a variety of coworkers so the lesson/project can be applicable to their own course.
2.2
Student Workbook
2.2.1.
2.2.2.
2.2.3. On
Student Handout (see below)
2.2.4.
2.2.5
2.2.6. Learning Environment Description
Students will be learning in a
controlled school environment. This will take place in computer lab (room 210)
at
2.1.4. The Implementation Phase
2.1.4.1 Instructor
Qualifications
To be a qualified instructor for this course, one must possess several different characteristics and responsibilities. First of all, the instructor should be using the course in unison with his or her own course; this indirectly implies that the instructor is already a teacher of some kind. The course is most appropriately suited for Instructional Designers or an instructor that is technologically driven/ class that is technology based.
The instructor should inherit some of the following characteristics to be successful in teaching the course. They should be organized, yet flexible. They should also possess good oral speaking skills since they will be teaching students. Finally, a light-hearted disposition is desirable to build rapport with the students. A few responsibilities the trainer may have are as follows: The trainer may need to revise materials and should be able to do so. The instructor needs to give feedback to students and also be prepared at all times. This means they need to be comfortable enough with the material to give accurate feedback.
2.1.4.2. Pilot Course
I do plan to pilot the course over the remainder of the year (2006-2007). After I have finished the multimedia section of the course, I plan on holding a voluntary course after school for struggling students. This should provide me with a small sample group of students who fall into the gap. We will meet in the computer lab to run the pilot. Here, I will present the course materials, give students practice time and also have them pass/fail the mastery test. This gives me a chance to provide feedback for an authentic test/practice. I would most likely offer extra credit for participants. I could also use them as SMEs for the real delivery of the course; they might be able to aid in giving feedback to other students.
2.2.7. Course Objectives
2.2.7.1. Given a Macintosh Computer to use along with the Word:Mac program in a laboratory classroom setting, students will correctly follow the steps to set up a Word Document in the areas of header/footer, double spacing, font, and page numbers that are identical examples shown by the instructor.
2.2.7.2.
Given a Macintosh computer and the Word:Mac program, in a laboratory classroom setting students will create an header or footer on a Word Document, locate and open the Word Formatting Palette, set up double spacing, apply fonts and resize and add page numbers to document
2.2.9 Student Handouts
Name______________________________________ Period___________