Reflection 3

Chapter 10 discusses evaluation in instructional design and provides you with two evaluation models, the CIPP and Kirkpatrickmodels for evaluation.  Search for at least two other models used for evaluation and summarize these models.  Describe how you would use them to evaluate your instruction.
The ADDIE model is one of the most common design model but it has numerous areas that needed improvement which has led to y many variations of this model.   An improvement that is widely used with this model is the use of rapid prototyping. This allows for continual or formative feedback throughout the process.  The ADDIE consist of five phases:  Analysis, Design, Development, Implementation, and Evaluation.  These phases offer the designer a dynamic, flexible guideline for implementing effective training and offering performance support tools. 

Implementation in Classroom:
During the Analysis Phase the instructional goals and objectives are established and the learning environment and the learner's existing knowledge and skills are identified.  During this phrase the teacher should keep in mind not only the learning outcome she/he wants to achieve but what type of learners she/he has in the classroom.  What type of learning environment would lead to success?  How long does she have to spend of this objective?  Also the teacher must gauge student's prior knowledge of concept to aid in designing lessons.
The Design Phase involves the learning objectives, assessment instruments, exercise, content, subject matter, analysis lesson planning and media selection.  This phase of evaluation is systematic and specific.  The teacher should plan the instructional, visual and technical design strategy.
In the Development Phase the teacher creates and gathers needed materials to implement the plan that was created in the design phase.
During the Implementation Phase the lesson that was designed is actually presented to the students.
The final stage is evaluation.  This phase consist of two parts: formative and summative.  The formative evaluation takes place during each stage of the designing process.  The summative evaluation is a criterion-related assessment that provides feedback to the teacher and the students.

This is how I would utilize this model.  First I would clarify the learning objective that I want my students to learn.  How will I know that they have learned this concept?  Then I would look at my "who" and how they learn best and what engages them in the learning process.  I would also check to see if they have the prior knowledge to learn the skills that they are learning or do they already know this skills.   Based upon what I gather, I would plan and design my lesson for the learning goal.  Each step of the process I would evaluation to see if what I am designing is effective.  I would then deliver my lesson to the students.  I would evaluation to see if they understood the learning objective by given a criterion-related assessment.


The second instruction evaluation model that I will discuss is Kemp Instructional Design Model.  The figure below summarizes this model.

This models consist of nine parts.  It adopts a continuous implementation/evaluation model.   The oval shape of this model conveys that the design and development process is a continuous cycle that requires constant planning, design, development and assessment in order for the instruction to be effective. The steps to implementing this model are as follows:

1. Identify instructional problems, and specify goals for designing an instructional program.
2. Examine learner characteristics that should receive attention during planning.
3. Identify subject content, and analyze task components related to stated goals and purposes.
4. State instructional objectives for the learner.
5. Sequence content within each instructional unit for logical learning.
6. Design instructional strategies so that each learner can master the objectives.
7. Plan the instructional message and delivery.
8. Develop evaluation instruments to assess objectives.
9. Select resources to support instruction and learning activities.

If I was to utilize this model I would once again begin with the learning concept outcome.  I would then look at my "who".  I would look at what they know and plan my lesson design so that it is differentiate to each student.  I would present the lesson to my students and evaluate.  Throughout each step I would plan and evaluate.

Think about a technological innovation within your social system that was recently introduced (social system=place of work, home, ect.).  Any innovation has what is known as perceived attributes-relative advantage, compatibility, complexity, trialabiltiy, and observability.  Describe these attributes of the innovation and which of the attributes assisted and/or hindered adoption of the innovation.  For example, was it not compatible with the existing beliefs of the system or was it overly complex to use or understand?

The innovation that I will discuss is the COW (Computers on Wheels).  Our school district's focus is on getting students ready for the 21st century.  The district's belief is that all children should have computers at their disposal while at school.  To assist in achieving this goal at our school each cluster (team of four classrooms) where given a COW to share.  The cart consisted of about 25 computers and the average class size is about 27. 

Relative Advantage:  At first all the teachers were excited as we saw the advantage of such technology.  With computers students were able to create and do more innovative things.  Teachers were able to create lessons that will prepare them for the 21st century. 
Compatibility:  The COW is very compatibility with the goals of our district.  However technical issues have been a problem and made the use of them an issue at times.  At the same time our students have create many projects through this use of technology and it has enhance their learning.
Complexity:  The COW are not hard to utilize many students come to school knowing how to use a computer.  The only complex part would be connecting the COW to the Internet or students not being able to log on.  The hardware system on our campus needed improvement and a wireless system would make this technology even more success.  This issue at time was a hinder to teacher wanting to use the COW because they did not know if they would work in the classroom but with new hardware this has improve.
Trialability:  Our campus did have a trail period.  We started out with a couple of them.  Teacher enjoyed having them in the classroom so more of them were implemented throughout the school.  During this period administration wanted to see if the technology would be use before they invested the money into getting more COW.  They wanted to see if  teachers would incorporate the use of technology into their lesson plans.
Observability: As a teacher you can see the engagement of students as they do research and create projects on the computer.  Teachers are creating more lessons that incorporate technology.  It is easy to observe the benefits of this new technology and the need for more.



Chapter's 12 & 13 focus on project management and how to manage projects when resources are scare.  You have been assigned to develop a series of professional development sessions focusing on technology use in the classroom for teachers.  How will you use Situational Leadership to facilitate this project?

Many schools today are cutting their operation budgets, but yet the standards continue to raise for what teachers are to implement in classrooms.  How can teachers today implement technology when budget constraints does not allow districts to purchase material? This is how I would set up a series of staff development focusing on technology use in the classroom with budget issues.

The first stage would be to develop a team to work with who understands that we do not have enough technology nor money to purchase additional things at this time.  I will define what each of our roles are during this process.  One person would look at the technology that we currently have at our campus and how we are utilizing it.  One person would look at what teachers are needing as for as training to aid in engaging students through the use of technology.  Is it ideas on how to use the technology they have or is it idea on how to implement the technology in their lesson design? One person could see when we could meet and where to accommodate the needs of most educators.
Once will have a plan in place, then I would begin to promote the training to teaching by showing them how it would engage  their students and make them more successful.  I would get them to buy in to the training session because we would have their input and suggestions in the beginning stage. I would support my group by offering assistance and guidance.
Once the group had designed the staff development we would evaluation them as a group and discuss ways to improve before they presented them to the teachers. I would coach them them in their presentation.  Finally my group would present the staff development to the teachers.  We will have the teacher rate their engagement each session so that we would know what areas to improve.