Jesvin

Hi Everyone,

I am adding the design phase to show the step by step measure taken to strengthen their memory.

Design Phase
The course will look into the 9 Instructional Events listed above to ensure proper and effecting learning takes place. Furthermore, according to **Bloom’s Taxonomy** of affective learning outcomes there are five levels in the affective domain moving through the lowest order processes to the highest:

//Supporting information // Url: [] **Receiving - **The lowest level; the student passively pays attention. Without this level no learning can occur. **Responding - **The student actively participates in the learning process, not only attends to a stimulus, the student also reacts in some way. **Valuing - **The student attaches a value to an object, phenomenon, or piece of information. **Organizing - **The student can put together different values, information, and ideas and accommodate them within his/her own schema; comparing, relating, and elaborating on what has been learned. **Characterizing - **The student has held a particular value or belief that now exerts influence on his/her behavior so that it becomes a characteristic.

The course will focus on **valuing** to ensure commitment level from teachers. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">The course will look into **Smith and Ragan’s Expanded Events** of Instruction as shown below: //<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Supporting information // <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">URL: []

<span style="font-family: 'Times New Roman',serif;"> <span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Introduction ** <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">The course will begin by showing slide show presentation on class management where various information on classroom management is shared with the teachers. Basic information on how to have a well-managed classroom with information on: <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">The slide show presentation will give teachers a clear knowledge of classroom management. Next, a video is shown of a teacher teaching her lesson with the use of technology media. In result, students are focused, paying attention, interactive and classroom is well managed. Teachers look happy and classroom environment is calm. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">On the other hand, a video of a teacher teaching her lesson in a traditional manner, just using a book. In result, students look bored and do not pay attention to her. The classroom environment looks boring and not productive. **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Learning Outcome ** <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Teachers are then asked to give their opinion on the two video. Teachers will interact with each other to share their experience and comment on the video shown. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">The video gives a real life example to teachers to think about. In result, this will gain their focus and interest. The main focus that is shown through the videos is how interesting and productive a classroom can be with use of technology in their lesson than just a common traditional method used. In addition, the students are well-managed. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Teachers are questioned: <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Teachers are presented with the learning outcome: The introduction gives a clear knowledge of classroom management and instructional events that are gain at this part by **Gagne and Briggs.** At this point, teacher’s attention is gained and objective is explained. Furthermore, teachers will discuss on the video seen to recall back before proceeding. Refer to **Smith and Ragan’s Expanded Events:**
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Course Layout 2.2 – Importance of technology usage in lesson. **
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">What is classroom management?
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">The characteristics of a well-managed classroom.
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">What do think about changing method of teaching?
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">How do you think using technology can help your lesson?
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Does a good and productive lesson help in classroom management?
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">What is the importance of technology usage in lesson?
 * Ø Given in a classroom environment, **teachers will choose appropriate technology tools for lesson.**
 * **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Instructional Event ** ||  **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Definition **  ||
 * **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">1. Gaining attention ** || <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">An initial task in any instruction is to gain the learner's attention so that other instructional events can occur properly. ||
 * **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">2. Informing the learner of the objective ** || <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">The purpose of communicating the objective to the learner is to enable the person to answer the question “How well I know when I have learned?". ||
 * **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">3. Stimulating the recall of prerequisite learning ** || <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">As a condition of learning, Essential capabilities must be available for recall before new learning can occur. Sometimes, the instructor's reminder might be enough - otherwise, formal review might be required. ||
 * Attention is gained through slide shows and videos.
 * Teachers understand the purpose of this course.
 * The videos and discussion arouse interest and their motivation.
 * Overview of the course is gained at this part before proceeding to the next task.

At this part the focus is on learning strategies. Teachers are given different scenario of classroom and they role-play their lessons. After that, a group discussion is carried out for each role-play. Teachers are allowed to prepare any topic of their lesson with the use of technology media (e.g. use laptop to present slide show presentation with pictures, video shared from YouTube or cd). Teachers decide on what will be the best way to present their lesson for the topic. In result, teachers are given opportunity to practice the use of technology in their classroom and how it affects their lesson. After the role-play, teachers get into group discussion to evaluate the advantage and disadvantage of the method used. Suggestions are shared together to improve the outcome of the lesson. Explanation is given to why a specific method is not appropriate for the students. E.g. a teacher walks into the classroom everyday with only a book and the method of lesson is conducted everyday. E.g. feedback given by teacher ‘students will lack interest in the lesson and became bored with the same routine everyday and teacher will not be able to manage classroom control’.
 * Body**


 * **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Instructional Event ** ||  **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Definition **  ||
 * **<span style="font-family: 'Times New Roman',serif; font-size: 12pt;">8. Assessing the performance ** || <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">This event is to determine if the learner obtained the objective and can consistently perform what was intended. ||

By referring to the instructional event by **Gagne and Briggs** shown above and to **Smith and Ragan’s Expanded Events** of practice, the head of departments and academic heads will observe real-life classroom teaching for two weeks. In result, teachers will be given feedback on their lessons and observe students reaction towards the lesson and directly classroom management is evaluated. **Conclusion** Once all the role-play is completed and group discussion is conducted, a summary is presented on what they have learned. A picture of a productive classroom environment is shown where the teacher is using technology media then just a book and the students are showing interest in her lessons. Based on **Smith and Ragan’s Expanded Events**, this will provide a review and summary for the course and enhance transfer. In addition, teachers are provided with remotivation and closure to conduct their lessons. **Assessment** The assessment will be based on real life teaching carried out in classroom. The department teacher with head of department will observe and provide feedback on the lesson. The feedback is evaluated and suggestion on how to improve the teaching to enhance the lesson is shared.

Hi Everyone,

I would like to share the development and implementation stage that I used for my Project on the training material during my first course of MIDT, Principles and Practice of Instructional Design.

**Development** ** Phase ** The development phase draws upon the information collected in the analysis phase and the decisions made in the design phase. If all work is done properly at the two phases mentioned of the ADDIE methodology, the development phase will proceed well and rapidly. At this point the focus is on writing the materials. Firstly a prototype is created to provide a preview and show how the final course will look like when it is completed. The specialist builds a tangible sample that can be discussed on. The course format of the type of prototype the specialist will create. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Specialist and the principal will meet to discuss the prototype. Hence, a group of 5 teachers from different department will review and approve the template. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Once template is approved, specialists will create storyboards for the whole course. The storyboards will show slide-by-slide of the course. Specialists and the client meet to discuss the storyboards. In addition, at the development stage the specialists will refer to the learning objectives, instructional design document and prototype of the course. Once the materials have been written, the specialist will conduct a tabletop review with the principal. Once the course is developed, the specialist provides the first draft of the course materials to the principal. Face-to-face meeting of tabletop review on the course materials will take place here. At this time, the specialist and principal will check the content accurateness and extensiveness. They will check all details of course materials. In result, the tabletop review will assure quality assurance. The next step is to put the course in front of the teachers and assess how they relate with the materials. Pilot testing is conducted for teachers to first time experience the course. Before implementation, pilot testing is conducted to provide final review of course. The specialist and teachers will look into the course in a different manner thus pilot testing will help to understanding the teachers’ feedback on the course. Both tabletop review and pilot testing will assure quality check on the course materials. Five teachers from different department will sit individually at a computer in the lab and observe the course materials presented. After that, they will be interviewed and data will be reviewed by specialists. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Objective of the course is reviewed as listed below: <span style="color: #0000ff; font-family: 'Times New Roman',serif; font-size: 12pt;">Teachers will know (declarative knowledge) <span style="color: #0000ff; font-family: 'Times New Roman',serif; font-size: 12pt;">Teachers will be able to: (procedural knowledge) <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">At this stage, ADDIE model provide a methodical to plan, and test the course before it is launched. At this point, materials are tested if it is feasible. Pilot testing is used to conduct feasibility analysis. In result, materials are assured if it is ready to be used for the course.
 * **Course Format** ||  **Prototype**  ||
 * E-learning (CBT and WBT) || Storyboards that show text, animations, voice, music and layout ||
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">The terminology related to teaching with various media.
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">How to use media to enhance motivation.
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Where to find great web sites for the classroom.
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Build into their classroom and lessons media sources.
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Create a classroom that uses media to enhance motivation.
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Create a list of great web sites for their classrooms.
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Use the Internet for teaching.
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Use music in the classroom for various purposes.
 * <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Understand how interesting lessons can improve classroom management.
 * Implementation Phase **

Five teachers from different department will sit individually in the computer lab and observe the course materials presented. Course will be conducted in SDS school. After that, they will be interviewed and data will be reviewed by specialists. Learning will take place in-site and course will be conducted every year to ensure new teacher also are trained and understand the course contents. It will be a two day training session and the following day teachers will apply what they have learned. Teachers will enroll the course with the school management. Two facilitators will be needed for the course. Facilitator will come from in-house team. They will travel to SDS school for the two day by themselves. Facilitators will need to understand the course contents and method of delivery and at the end evaluate the course to ensure learning has been successful. Training will be given to facilitator before conducting the course. In addition, ensure infrastructure of learning environment is well prepared. Laptops and computer are working well with all software that is needed. Internet access is working well. Facilitator will ensure course venue is ready a day before the course starts. Teaching Plan is given to facilitators to help them execute the course. Teachers will be equipped with troubleshooting guide to help teachers solve any challenges faced during the course.

On the other hand, teachers must be prepared for the usage of new technology media and how to design their lesson using technology media.Using pilot testing, the course is presented to teachers and their interaction is observed. <span style="font-family: 'Times New Roman',serif; line-height: 24px;">(Jesvin)

Jesvin, this page is for you to study the mind map and add your reactions below.

SDS school has been facing a challenge where the statistics showed a low passing rate among students. The principal was concern about this challenge as it will affect the school’s name and status. Thus, the principal hired a HPT to analysis the problem and why did it occur. As a HPT, I started by analysis the root of the problem to identify the reasons that contribute to low passing rates among the students. Firstly, I analysed the background of the students as background plays a big role to identify their ability and challenges. Analyse what there are weak in, language skills, study skills or are not an exam performer. Next, what they are lacking in, motivation or discipline. In addition, identify students who are faced with family background problems and are low performance dropouts. The aim is to analyse the group of students who are failing are among which background, in this way the problem can be overcome more easily. On the other hand, I analysed the inadequate support given by the school. Analyse the marks criteria given to students to check if it is well defined to students in area of outline, task, and exams. Are students aware about the rubrics and criteria to achieve good results and also identify in which areas students lack task or exam? Furthermore, analyse if the study materials are effective and suitable with the course. Identify if materials are clear, relevant, link to what is taught, provided with reference, aligned properly and teachers are guiding student in using the materials or not. Teachers are also analysed to look into their skills. Identify if teachers are student centred or teacher centred. Teachers are not skilled in lesson plans that lead to resources are not planned well and learning environment is boring. Analysed if teachers are interested in student development or not.

From the analysis, it is identified that students who are failing come from broken homes and family challenges. These students do not study and revise at home and can’t pay attention in school. They are demotivated as they are lack of love and values. Thus, they are involved in discipline problems. On the other hand, most teachers are not interested in student development and no counselling and tutorial support is given to these students. Their task and assignment are given without any feedback and this is a reason the students don’t know where they are wrong and in which area they need to improve.

Jesvin, good. What are the data collection or research steps you would physically take to identify which are the major problems? I would sit in different classes randomly to observe the teaching methods used and at the same time observe how the students feedback towards the lessons. I will also go through students records, to understand their background and especially look into students who are failing continuously. In addition, go through lesson plans created by teachers. Look into to HOD report to identify what methods are used to help students who are failing. Interview students who are failing continuously to understand their feeling towards exams and lessons taught. At the same, understand challenges faced in school and home emotionally and physically. I will examine the test papers and materials that are prepared to check if it tally with the lesson taught. (Jesvin)