edci 572 design documents

EDCI 572 DESIGN

DOCUMENTS Simple, Progressive, and Modal Verb Conjugations

Constance Burns December 2, 2018

Abstract Present tense verb lesson for English foreign language students.

Table of Contents Simple, Progressive, and Modal Verb Conjugation ....................................................................................... 2

Project Overview ....................................................................................................................................... 2

Instructional Goal ...................................................................................................................................... 2

Goal Analysis Diagram .............................................................................................................................. 2

Learner Analysis ........................................................................................................................................ 3

Learning Context ....................................................................................................................................... 4

Performance Context ................................................................................................................................ 5

Performance Objectives ............................................................................................................................ 6

Assessment Plan ....................................................................................................................................... 8

Design Evaluation Chart ............................................................................................................................ 9

Instructional Strategy Alignment ............................................................................................................ 13

Implementation Plan .............................................................................................................................. 17

Evaluation Plan........................................................................................................................................ 18

Learning Module: Workshop Agenda ..................................................................................................... 18

Learning Module: Facilitator’s Guide ...................................................................................................... 19

Implementation & Formative Evaluation Report ................................................................................... 24

Reflection ................................................................................................................................................ 27

Simple, Progressive, and Modal Verb Conjugation

Project Overview Chinese students attempting to learn English as a foreign language have a difficult time with

English verb conjugations. The Chinese language does not conjugate verbs. Chinese verbs maintain a

single form, and tense is indicated by time adverbs in the same sentence (Written Chinese, 2016). So,

the concept of verb conjugation is new for many Chinese students. Errors in verb conjugation, both

written and verbal, are quite common. The most common errors I have encountered in teaching English

to young Chinese students are in understanding when to use simple, progressive and modal verbs. For

example, a student might say, “I reading” instead of “I am reading”. This is an error of omitting the “to

be” verb in the progressive tense. A student may also misuse progressive tenses when attempting to use

a modal verb. I commonly hear statements like, “I can singing” instead of “I can sing”, which should use

the root of “to sing” with the modal verb “can”. My students need a tutorial to help them adapt to using

verb conjugations and to aid them in choosing the correct verb tenses. I am limiting this initial project to

teaching my 8-9-year-old Chinese students how to conjugate the verbs they most commonly misuse,

which again are simple, progressive and modal verbs in the present tense. I plan to expand this tutorial

to additional verb tenses and age groups sometime in the future

As the English courses I teach are not part of a formal Chinese school, I am not governed by any

administrative mandates nor any predefined curriculum standards and frameworks. I am simply a

credentialed subject matter expert (SME) offering supplemental and optional English training online.

Thus, I have used the SME approach to identify the learning goal.

My needs assessment analysis is as follows:

Desired status - Actual status = Need

Students correctly conjugating present simple, progressive, and modal verbs, both verbally and in writing.

Students frequently make errors in conjugating verbs, especially with simple, progressive and modal verbs. Students seem to have a loose and unorganized understanding of verb conjugation.

Students need a well-organized and easy to understand tutorial to help them select the correct verbs. They also need an extensive amount of practice exercises to help reinforce the concept of verb conjugation.

Instructional Goal Young Chinese students (8-9 years old) who are learning English will conjugate simple,

progressive, and basic modal verbs correctly when speaking in class and when completing homework,

without relying on conjugation charts.

Goal Analysis Diagram The following diagram depicts the goal analysis for this project. The overall goal is stated first,

then is broken down into 4 main objectives from left to right. The subordinate objectives are listed from

top to bottom beneath each main objective. Entry/prerequisite skills required before this goal can be

accomplished are listed below the dotted line.

Learner Analysis The target population for this learning goal/objective are Chinese students, aged 8-9 years old,

who are intermediate English language students. Below is a table with further details on this student

body.

Description of Learner Characteristics for Chinese Students Learning English as a Foreign Language:

Information Category Data Sources Learner Characteristics

1. Entry skills Interviews and Observations: Eight Chinese students, aged 8-9, from an online course I teach on English as a foreign language Test Data: Informal verbal exam

Students have the following prerequisite skills:

• Some academic exposure to verb conjugation

• Capable of forming complete sentences

• Have a level B-1 or above vocabulary

2. Prior knowledge of topic area

Interviews and Observations: Same as previous

Students have loosely structured knowledge of verb conjugations.

3. Attitudes toward content


Students are not entirely thrilled with taking yet another course, after a long day

at school. However, students enjoy class when it is filled with fun activities.

4. Attitudes toward potential delivery system


Students’ attitude is neutral; however, they have months to years of experience in using the school’s online classroom software with video conferencing.

5. Motivation for instruction (ARCS)


Students are motivated by pleasing their parents (or avoiding punishment, in some cases). Their parents want them to learn English in order to expand their future opportunities in their educations and careers. Students are also rewarded with stars in class for doing well. They can exchange the star points for toys and games from the school.

6. Educational and ability levels

Interviews and Observations: Same as previous Test Data: Online CEFR assessment test performed by school

Students are in the 3rd and 4th grades. They score in the CEFR B1 (Intermediate) range on English assessment levels

7. General learning preferences


Students want to have fun and draw, sing, play games, and watch animated videos in class. This group has a preference for animated instructional videos, with an associated song.

8. Attitudes toward training organization


Students generally like the school. They would prefer more games and animated videos.

9. General group characteristics


Eight students aged 8-9 in the 3rd-4th grade. All native Chinese speakers. All intermediate level English language learners.

Learning Context The following learning context analysis describes the learning environment. For elementary

school students, this online learning environment can simulate future learning environments, like an

online high school or university based in an English-speaking country. The digital environment can

support a variety of learning materials that are appropriate for this age level like, animations, music,

video, tools for writing and drawing, etc.

Analysis of Learning Context:

Information Category Data Sources Learning Site Characteristics

1. Number/nature of sites

Experience and Observations: As a contractor for the school, I have first-hand knowledge of the online classroom site

The virtual classroom can be accessed through proprietary PC software and a high-speed internet connection. The software automatically creates a new virtual classroom for each scheduled learning session. Links to the virtual classrooms are automatically provided in the password-protected software portal. The links are activated up to 5 mins before the class is scheduled to begin.

2. Site compatibility with instructional needs

Experience and Observations: Same as previous

Online virtual classroom automatically loads the courseware chosen by the parents of the students. Teacher and students can draw and type on the courseware during class. A chat box is also available with translation capabilities. Both the student and the teacher have video feeds in the classroom. The teacher can display photos, videos, websites, desktop, filters, overlays, and text fields in their video feed window.

3. Site compatibility with learner needs


The online virtual classroom provides the opportunity to offer a variety of auditory and visual learning materials. Students can practice speaking, listening, reading, writing, drawing, and physical activities within this virtual format. Physical activities often include miming of vocabulary, show-and-tell, art projects, etc.

4. Feasibility for simulating workplace (or a real environment)


The online virtual classroom could be considered an age-appropriate simulation of a future online university experience, where the students may also need to utilize their English language skills.

Performance Context The needs assessment is based off my observations of common errors my students make in class

and on homework. I have a need to correct these mistakes in verb conjugation through instruction. This

skill will be used in future academic and/or work-related environments when these students are older.

More details about the performance context for this instructional goal are listed in the table below.

Performance Context for English as a Foreign Language Instruction:

Information Category Data Sources Learning Site Characteristics

1. School administration

Training Videos, Video Conferencing, E-mail

The school administration mostly provides technical, logistical, customer service, and

support / parental support

Correspondence, Chat, Mentors via Social Media: As a contractor for the school, I have first-hand experience working with the school administration and the teacher mentoring teams.

administrative support to the students, their parents, and the teachers. The school is very open to teachers using their own strategies to teach the students, as long as the students’ parents are happy, and they keep paying for classes. Parents are motivated to support their children in these English classes because they are invested in giving their children the best opportunities in life. One such opportunity is the ability to obtain an education and/or a career in an English-speaking country.

2. Physical aspects of the site


The online virtual classroom connects my home office to the student’s home or school via video conferencing and classroom portal software. The classroom portal includes digital courseware, on-screen drawing & typing tools, chat box with translation capabilities, video feeds for both teacher & student, ability to display photos, videos, websites, desktop, filters, overlays, and text fields.

3. Social aspects of the site


Online virtual classrooms provide video conferencing for socializing with the teacher. Normally there is one student video feed to one teacher’s video feed. There can be multiple children physically in the same room with one another on the student-side of the video feed. Classrooms for groups of students have only the video feed of the teacher, and the students use a group text chat feature to socialize and share information.

4. Relevance of skills to workplace (or education, or real life)


English is the lingua franca of the world for business, tourism, technology, and the sciences. Knowing English will help the students if they chose a career path in these areas. English skills will also help students hoping to apply to universities in the future, in English speaking countries.

Performance Objectives The following outline is based on Mager’s (1962) book on objectives (as cited in Dick, Carey &

Carey, 2015). The outline includes “clear and precise statements of what students should be able to do

when they complete their instruction” (Dick et al., 2015, p 117).

Terminal Objective: In the classroom and in homework, Chinese students, aged 8-9, who are learning

English through an online tutoring school (CN), will conjugate present simple, progressive, and modal

verbs (B) with 100% accuracy (CR).

• 1.0 Performance Objective: In class (CN), students conjugate present simple verbs and with the modal verb "can" (B), with 100% accuracy (CR).

o 1.1 Subordinate Objective: When given materials in class from past conjugation lessons about present simple verb conjugation and the modal verb "can" (CN), students read information and examples (B). Students should verbally indicate when they are sufficiently refreshed on these entry skills (CR).

o 1.2 Subordinate Objective: When given exercises (i.e., fill-in-the-blank sentences, correct conjugation errors) in class and in homework (CN), students complete exercises by conjugating present simple verbs and with the modal verb "can", and by correcting errors in conjugation (B). Students should complete 10 consecutive exercises with 100% accuracy (CR).

o 1.3 Subordinate Objective: When assigned in class and in homework (CN), students create original sentences with present simple verbs and with the modal verb "can" (B). Students should complete 5 sentences orally and 5 written sentences consecutively with 100% accuracy in verb conjugation (CR).

• 2.0 Performance Objective: When prompted and guided in class (CN), students compare present

simple and progressive verb conjugations (B), and accurately write a description of the similarities

and differences between the two (CR). o 2.1 Subordinate Objective: When given materials in class from past conjugation lessons in

class (CN), students read information and examples about present progressive verb conjugation (B). Students should verbally indicate when they are sufficiently refreshed on this topic (CR).

o 2.2 Subordinate Objective: When provided timelines of both present simple and present progressive verbs in class (CN), students discuss the differences between the two and when to use each type (B). Students should accurately articulate the differences between the timelines of simple and progressive verbs in the present tense, as well as when each should be used (CR).

o 2.3 Subordinate Objective: When provided with instructional materials about present progressive verbs (i.e., conjugation charts, using "to be" and the -ing suffix) in class (CN), students discuss how this tense differs from present simple verb forms (B). Students should verbally and accurately describe the unique characteristics of present progressive verbs and how they differ from present simple tense. (CR).

o 2.4 Subordinate Objective: When prompted in class (CN), students create a written list of similarities and differences between simple and progressive verbs in class (B), with 100% accuracy (based on course material) (CR).

• 3.0 Performance Objective: When prompted in class and in homework (CN), students conjugate present progressive verbs verbally and in writing (B), with 100% accuracy (CR).

o 3.1 Subordinate Objective: When given exercises (i.e., fill-in-the-blank sentences, correct conjugation errors) in class and in homework (CN), students complete exercises by conjugating present progressive verbs, and by correcting errors in conjugation (B). Students should complete 10 consecutive exercises with 100% accuracy (CR).

o 3.2 Subordinate Objective: When assigned in class and in homework (CN), students create original sentences with present progressive verbs (B). Students should complete 5 sentences orally and 5 written sentences consecutively with 100% accuracy in verb conjugation (CR).

• 4.0 Performance Objective: When prompted in class (CN), students conjugate present simple, modal, and progressive verbs, as well as describe when to use each type (B), with 100% accuracy (CR).

o Subordinate Objective: When requested in class (CN), students verbally identify situations where present simple, modal, and progressive verbs are used (B). Student should accurately describe an instance where each type of verb can be used (CR).

o Subordinate Objective: When given exercises and test(s) on present simple, modal, and progressive verbs in class and in homework (CN), students conjugate each verb type (B). Students should complete 10 exercises and 1 test with 100% accuracy (CR).

o Subordinate Objective: When prompted in class and in homework (CN), students conjugate present simple, modal, and progressive verbs orally and in writing (B). Students should complete 2 classes and 2 homework assignments with 100% accuracy (CR).

Assessment Plan The following assessment plan outline includes learner-centered assessments based on the concept

of criterion-referenced testing. The practice and post-tests are “linked to instructional goals and an

explicit set of performance objectives derived from the goals” (Dick et al., 2015, p 137). The design of

the tests aids in assessing the students’ progress in achieving the objectives. If the students fail the

testing, this may indicate a problem with instructional quality. In which case, I will need to revisit the

instructional materials and teaching methods within the suspect learning objective.

1) Entry Skills Tests – Evaluate that the students meet the following prerequisite criteria:

a) Some academic exposure to verb conjugation – The students in this target intermediate English

group should have had some conjugation lessons. However, it should be established what they

actually recall, and how organized or disorganized the conjugation structures are in their minds.

This will help to determine where the instructional starting point should be. It should also aid in

determining how detailed the lessons need to be to adequately establish the language structure

of conjugation. An informal verbal evaluation conducted during class should suffice. Have the

student describe how they decide when to use various verb conjugations, to ensure they have a

grasp of past, present, and future events.

b) Capable of forming complete sentences – Intermediate students should be able to do this.

Although, it would be helpful to confirm that they can accomplish this without asking for any

help at all. This can be assessed through 2 informal tests in class. First, ask them to talk about

their day at school. Then, ask them to write about something that interests them. If they reveal

that they are not yet capable of forming complete sentences without asking for assistance, the

conjugation lesson should be postponed. Instead, work with them on forming sentences until

they have mastered this prerequisite.

c) Have a CEFR level B-1 or above vocabulary – This can be evaluated through a formal vocabulary

quiz in class, with verbal and written components. The vocabulary list should be derived from

the intermediate level courseware. Students should have an accuracy score of 80% or higher to

have a sufficient vocabulary to perform the exercises in the conjugation lessons.

2) Practice Tests – Practice tests should be used at the end of each Performance Objective to ensure

the students have understood the lessons well enough to apply the new skills without assistance. It

is necessary for the students to master these skills so that they do not feel overwhelmed when

applying them to subsequent Objectives. The tests for each final Subordinate Objective are as

follows:

a) Objective 1.x: When assigned in class and in homework, students create original sentences with

present simple verbs and with the modal verb "can". Students should complete 5 sentences

orally and 5 written sentences consecutively with 100% accuracy in verb conjugation.

b) Objective 2.x: When prompted in class, students create a written list of similarities and

differences between simple and progressive verbs in class, with 100% accuracy (based on course

material).

c) Objective 3.x: When assigned in class and in homework, students create original sentences with

present progressive verbs. Students should complete 5 sentences orally and 5 written sentences

consecutively with 100% accuracy in verb conjugation.

3) Posttest – At the end of Objective 4.x, an evaluation should be made to determine if the students

have achieved the Terminal Objective. This should be accomplished by prompting students to

conjugate present simple, modal, and progressive verbs orally and in writing. Students should be

error-free in these verb conjugations for 2 consecutive classes and 2 homework assignments to

successfully fulfill the final Performance Objective and thus meeting the Terminal Objective.

Design Evaluation Chart The following chart lists items to be used for evaluation for each Performance Objective. The

main goals are: Young Chinese students (8-9 years old) who are learning English will conjugate simple,

progressive, and basic modal verbs correctly when speaking in class and when completing homework,

without relying on conjugation charts.

Goals / Steps / Subordinate Skills

Performance & Subordinate Objectives

Parallel Test Items / Activities

Goal / Step Performance Objective

1.0 Review previous lessons on present simple and modal conjugation

1.0 In class, students conjugate present simple verbs and with the modal verb "can", with 100% accuracy.

See below.

Subordinate Goal Subordinate Objective Parallel Test Items / Activities

1.1 Review of conjugation models in class - Students read a variety of examples

1.1 When given materials in class from past conjugation lessons about present simple verb conjugation and the modal verb "can", students read information and examples. Students should verbally indicate when they are sufficiently refreshed on these entry skills.

Display existing curriculum materials, provided by the school, for the present simple verb conjugation and modal “can” lessons in the online classroom screen. Have students read the courseware slides aloud during class to refresh their memories.

1.2 Students complete several fill-in-the-blank sentences with correct conjugation + correct conjugation errors in class & in homework

1.2 When given exercises (i.e., fill-in-the-blank sentences, correct conjugation errors) in class and in homework, students complete exercises by conjugating present simple verbs and with the modal verb "can", and by correcting errors in conjugation. Students should complete 10 consecutive exercises with 100% accuracy.

Complete each sentence with the correctly conjugated verb (given in infinitive form): 1. I ____ books at night. (to read) 2. I usually ____ with my brother. (to play) 3. I ____ movies on Saturdays. (to watch) 4. I can ____ to the music. (to dance) 5. I can ____ fast. (to run) 6. I can ____ like a rabbit. (to jump) Correct the verb conjugation errors in the following sentences: 7. I can running. 8. I sleeping at night. 9. I can singing my favorite songs. 10. Sometimes, I building with Legos. Repeat step 1.1 and add more similar exercises in step 1.2 until the student can answer 10 consecutive exercises correctly.

1.3 Students create original sentences, with assigned verb tense, on their own in class and for homework until 100% accuracy is achieved

1.3 When assigned in class and in homework, students create original sentences with present simple verbs and with the modal verb "can". Students should complete 6 sentences orally and 6 written sentences consecutively with 100% accuracy in verb conjugation.

Oral Test: 1. Present Simple Verbs: Talk about 3 activities you do on the weekend. 2. Present Modal “Can”: Talk about 3 things you can do. Written Test: 1. Present Simple Verbs: Write about 3 activities you do at school. 2. Present Modal “Can”: Write about 3 activities you can do at a playground. Repeat steps 1.1 and 1.2 until the student is able to perform step 1.3 with 100% accuracy.

Main Goal Performance Objective

2.0 Compare / contrast present simple & progressive tenses

2.0 Performance Objective: When prompted and guided in class, students compare present simple and progressive verb conjugations, and accurately write a description of the similarities and differences between the two.

See below.


2.1 Review progressive verb conjugation model

2.1 When given materials in class from past conjugation lessons in class, students read information and examples about present progressive verb conjugation. Students should verbally indicate when they are sufficiently refreshed on this topic.

Display existing curriculum materials, provided by the school, for the present progressive verb conjugation lessons in the online classroom screen. Have students read the courseware slides aloud during class to refresh their memories.

2.2 Discuss tense timelines and when to use each type of verb

2.2 When provided timelines of both present simple and present progressive verbs in class, students discuss the differences between the two and when to use each type. Students should accurately articulate the differences between the timelines of simple and progressive verbs in the present tense, as well as when each should be used.

Present the following slide deck in class: Compare & Contrast: Present Simple & Progressive Verb Tenses Focus on the timelines of Present Simple and Present Progressive. Guide the students in discussing: 1. What they see in the timelines. 2. The differences between the two timelines. 3. When present simple verbs should be used. 4. When present progressive verbs should be used.

2.3 Discuss use of "to be" with progressive verbs & -ing endings

2.3 When provided with instructional materials about present progressive verbs (i.e., conjugation charts, using "to be" and the -ing suffix) in class, students discuss how this tense differs from present simple verb forms. Students should verbally and accurately describe the unique characteristics of present progressive verbs and how they differ from present simple tense.

Using the slide deck from the previous step and the school’s provided conjugation charts, continue to discuss the differences between present simple and progressive verb conjugations. Focus on the use of the “to be” verb plus the -ing ending with progressive verbs – and how this is different from simple verbs.

2.4 Students create list of similarities and differences between simple and progressive verbs in class

2.4 When prompted in class, students create a written list of similarities and differences between simple and progressive verbs in class, with 100% accuracy (based on course material).

Have students use the model in the last slide from the slide deck provided in part 2.2 to create a written chart comparing the differences between present simple and progressive verbs. This should be used as a test of the students’ understanding. If the student cannot create the chart with accuracy, repeat steps 2.2 and 2.3 in more depth and detail.


https://docs.google.com/presentation/d/1CoQ8hhKUgLi_aKsa6VqLrN2ANkvaDitfCSehPzZ9Gy8/edit?usp=sharing


3.0 Conjugate present progressive verbs

3.0 Performance Objective: When prompted in class and in homework, students conjugate present progressive verbs verbally and in writing, with 100% accuracy.

See below.


3.1 Students complete several fill-in-the-blank sentences with correct conjugation + correct conjugation errors in class & in homework

3.1 When given exercises (i.e., fill-in-the-blank sentences, correct conjugation errors) in class and in homework, students complete exercises by conjugating present progressive verbs, and by correcting errors in conjugation. Students should complete 10 consecutive exercises with 100% accuracy.

Complete each sentence with the correctly conjugated verb (given in root form): 1. I am ______ to the teacher. (listen) 2. I am ______ about action words. (talk) 3. I am ______ how to use action words correctly. (learn) 4. I am ______ an English class. (take) 5. I am ______ a computer. (use) Correct the present progressive verb conjugation errors in the following sentences: 6. I am watch a video. 7. I talking to teacher. 8. I am sit in a chair. 9. I writing notes. 10. I can asking questions.

3.2 Students create original sentences with present progressive verbs, in class and for homework until 100% accuracy is achieved

3.2 When assigned in class and in homework, students create original sentences with present progressive verbs. Students should complete 5 sentences orally and 5 written sentences consecutively with 100% accuracy in verb conjugation.

Oral Test: Present Progressive Verbs: Talk about 5 activities you are doing right now. Written Test for Homework: Present Progressive Verbs: Write about 5 activities you are doing right now. Repeat step 3.1 until the student is able to perform step 3.2 with 100% accuracy.


4.0 Compare / contrast conjugating simple, progressive, & modal verbs (when to use each type)

4.0 Performance Objective: When prompted in class, students conjugate present simple, modal, and progressive verbs, as well as describe when to use each type, with 100% accuracy.

See below.


4.1 Identify situations where simple, progressive, and modal verbs are used

4.1 When requested in class, students verbally identify situations where present simple, modal, and progressive verbs are used. The student

Which verb tense do you use when: 1. You always/usually do the action daily

or on certain days. 2. You are doing the action right now.

should accurately describe an instance where each type of verb can be used.

3. You are able to do the action when you want to or need to do it.

Provide an example for each verb tense in items 1-3.

4.2 Students continue working similar exercises as in steps 1.2 and 3.1 for simple, progressive, and modal verb conjugations, until 100% accuracy is achieved

4.2 When given exercises and test(s) on present simple, modal, and progressive verbs in class and in homework, students conjugate each verb type. Students should complete 10 exercises and 1 test with 100% accuracy.

Complete each sentence with the correctly conjugated verb (given in infinitive form): 1. I always ____ to school. (to walk) 2. I can _____. (to sing) 3. I am _______ a letter. (to write) 4. I _____ at night. (to sleep) 5. I am ______ a book. (to read) 6. I can _____ a tree. (to climb) 7. I _____ my mother. (to love) 8. I can _____ football. (to play) 9. I am ______ in a chair. (to sit) 10. I usually _____ water with lunch. (to

drink)

4.3 Students conjugate present simple, modal, and progressive verbs orally and in writing with 100% accuracy when tested

4.3 When prompted in class and in homework, students conjugate present simple, modal, and progressive verbs orally and in writing. Students should complete 2 classes and 2 homework assignments with 100% accuracy.

Use correctly conjugated verbs orally and in writing. Oral questions: 1. What are some activities you can do?

Can you sing? What else? 2. What are you doing right now? 3. How do you get to school each

weekday? Written questions: 1. Tell me about your daily routine. 2. Which sports can you play? 3. What are you doing right now?

Instructional Strategy Alignment The following table aligns the instructional strategy to the objectives for this learning module.

Related objectives are clustered to streamline the design strategy.

Learning Component

Design Plan

Cluster 1 Present Simple and Modal “can” Verbs

Objectives –

• 1.0 In class, students conjugate present simple verbs and with the modal verb "can”, with 100% accuracy.

o 1.1 When given materials in class from past conjugation lessons about present simple verb conjugation and the modal verb "can", students read information and examples. Students should verbally indicate when they are sufficiently refreshed on these entry skills.

o 1.2 When given exercises (i.e., fill-in-the-blank sentences, correct conjugation errors) in class and in homework, students complete

exercises by conjugating present simple verbs and with the modal verb "can", and by correcting errors in conjugation. Students should complete 10 consecutive exercises with 100% accuracy.

o 1.3 When assigned in class and in homework, students create original sentences with present simple verbs and with the modal verb "can". Students should complete 5 sentences orally and 5 written sentences consecutively with 100% accuracy in verb conjugation.

Content Presentation Content – Present simple and modal “can” verb conjugation Example – Use the examples of present simple and modal “can” verb conjugation key structures, which are provided in the school’s courseware: Wonders GK Units 1 - 3. Student Grouping and Media Selection – No student grouping needed, use in 1:1 classroom environment. Media to be used: Wonders GK Units 1 - 3 courseware slides. Student Participation Practice Items and Activities – Have students read the courseware slides aloud during class to refresh their memories. Students will complete exercises by conjugating present simple verbs and with the modal verb "can", and by correcting errors in conjugation. Students will create original sentences with present simple verbs and with the modal verb "can". Student Grouping and Media Selection – No student grouping needed, use in 1:1 classroom environment. Media to be used: Worksheets with the exercises that are listed in sections 1.2 and 1.3 of the Design Evaluation Chart in the previous section of this document.

Cluster 2 Compare & Contrast Present Simple and Progressive Verbs and Timelines

Objectives –

• 2.0 When prompted and guided in class, students compare present simple and

progressive verb conjugations, and accurately write a description of the

similarities and differences between the two. o 2.1 When given materials in class from past conjugation lessons in

class, students read information and examples about present progressive verb conjugation. Students should verbally indicate when they are sufficiently refreshed on this topic.

o 2.2 When provided timelines of both present simple and present progressive verbs in class, students discuss the differences between the two and when to use each type. Students should accurately articulate the differences between the timelines of simple and

progressive verbs in the present tense, as well as when each should be used.

o 2.3 When provided with instructional materials about present progressive verbs (i.e., conjugation charts, using "to be" and the -ing suffix) in class, students discuss how this tense differs from present simple verb forms. Students should verbally and accurately describe the unique characteristics of present progressive verbs and how they differ from present simple tense.

o 2.4 When prompted in class, students create a written list of similarities and differences between simple and progressive verbs in class, with 100% accuracy (based on course material).

Content Presentation Content – Present Simple & Progressive verb tense timelines and structure Example – Use the examples of present simple and progressive verb tense timelines, key structures, and conjugation models, which are provided in the Media Selection listed below. Student Grouping and Media Selection – No student grouping needed, use in 1:1 classroom environment. Media to be used: Compare & Contrast: Present Simple & Progressive Verb Tenses Student Participation Practice Items and Activities – Have students read the provided slide deck aloud during class. Students discuss the differences between present simple and progressive verb tenses, including differences between the timelines and when each should be used. Students should verbally and accurately describe the unique characteristics of present progressive verbs and how they differ from present simple tense. Students will create a written list of similarities and differences between simple and progressive verbs in class. Student Grouping and Media Selection – No student grouping needed, use in 1:1 classroom environment. Media to be used: Worksheets with the exercises that are listed in sections 2.2 and 2.4 of the Design Evaluation Chart in the previous section of this document.

Cluster 3 Present Progressive Verb Conjugation

Objectives –

• 3.0 When prompted in class and in homework, students conjugate present progressive verbs verbally and in writing, with 100% accuracy.

o 3.1 When given exercises (i.e., fill-in-the-blank sentences, correct conjugation errors) in class and in homework, students complete exercises by conjugating present progressive verbs, and by correcting errors in conjugation. Students should complete 10 consecutive exercises with 100% accuracy.



o 3.2 When assigned in class and in homework, students create original sentences with present progressive verbs. Students should complete 5 sentences orally and 5 written sentences consecutively with 100% accuracy in verb conjugation.

Content Presentation Content – Present Progressive verb conjugation Example – Use the examples of present progressive verb conjugation key structures, which are provided in the school’s courseware: Wonders GK Units 1 - 3. Student Grouping and Media Selection – No student grouping needed, use in 1:1 classroom environment. Media to be used: Wonders GK Units 1 - 3 courseware slides. Student Participation Practice Items and Activities – Students will complete exercises by conjugating present progressive verbs, and by correcting errors in conjugation. Students will create original sentences with present progressive verbs. Student Grouping and Media Selection – No student grouping needed, use in 1:1 classroom environment. Media to be used: Worksheets with the exercises that are listed in sections 3.1 and 3.2 of the Design Evaluation Chart in the previous section of this document.

Cluster 4 Use Present Simple, Modal “can”, and Progressive Verbs Correctly

Objectives –

• 4.0 When prompted in class, students conjugate present simple, modal, and progressive verbs, as well as describe when to use each type, with 100% accuracy.

o 4.1 When requested in class, students verbally identify situations where present simple, modal, and progressive verbs are used. The student should accurately describe an instance where each type of verb can be used.

o 4.2 When given exercises and test(s) on present simple, modal, and progressive verbs in class and in homework, students conjugate each verb type. Students should complete 10 exercises and 1 test with 100% accuracy.

o 4.3 When prompted in class and in homework, students conjugate present simple, modal, and progressive verbs orally and in writing. Students should complete 2 classes and 2 homework assignments with 100% accuracy.

Content Presentation Content – Present Simple, Modal “can”, and Present Progressive verb conjugation recap Example – Generally not needed for this review cluster. However, if the student needs a refresher, use the examples from the previous clusters. Student Grouping and Media Selection – No student grouping needed, use in 1:1 classroom environment. Media to be used: None required for presentation. Student Participation Practice Items and Activities – Students will verbally identify situations where present simple, modal, and progressive verbs are used. Students will complete exercises and test(s) on present simple, modal, and progressive verbs. Students will correctly conjugate present simple, modal, and progressive verbs orally and in writing 100% of the time. Student Grouping and Media Selection – No student grouping needed, use in 1:1 classroom environment. Media to be used: Worksheets and tests with the exercises that are listed in sections 4.1, 4.2 and 4.3 of the Design Evaluation Chart in the previous section of this document.

Implementation Plan I plan to pilot this learning module with two of my Chinese students, aged 8 and 9 years old.

Both students are well versed in the online classroom format. There should be no problems with the

students interacting with the delivery system. I have chosen one top student and one student who is

struggling. My top student will help me evaluate if this level of foreign language grammar is teachable to

this age group. She has been able to learn every concept taught during the course so far. She will help

me identify problem areas which may need to be clarified or simplified for the target age. My struggling

student is of average intelligence but has trouble learning English. I have selected him to test if my

material is presented in such a way to reach students who need extra help in understanding the

material. This will help me determine if I need to create supplemental materials to explain concepts in

greater detail or through alternate mediums, like animated edutainment.

The pilot tests will be conducted during normally scheduled classes. Each objective will be

presented over multiple scheduled classes. The instruction of this learning module should consume only

15 mins out of each class, with the remaining time spent on regular curriculum (as assigned by the

school). All materials will be presented using the school’s online classroom software and through the

homework submission portal.

Evaluation Plan Formative evaluations will be conducted at the end of each major objective. Subordinate

objectives 1.3, 2.4, 3.2, and 4.3 contain evaluations to ensure the instruction has been successful in

achieving each objective goal. If the test pilot students are able to achieve 100% accuracy on the first try

on these evaluations, then the formative evaluations will be considered to be complete and successful.

However, if the students are unable to achieve 100% accuracy, the formative evaluation should include

an oral survey of simple questions with the goal of determining what the student does not comprehend.

For example, ask the student, “can you show me which part of the lesson you think is confusing?” and

“why is it confusing?” The data collected should be used to revise the instructional materials to improve

comprehension.

Learning Module: Workshop Agenda The time frame for this learning module is intended to be flexible. Each student varies on their

English level and ability to learn in the English language. As verb conjugation is a foreign concept for

native Chinese speakers, some students may still be struggling to develop the cognitive framework for

this concept. Since the classes are in a 1:1 setting, the amount of time required to complete the learning

module can be tailored to the individual student. The 2 Pilot Test students were able to complete the in-

class portion of the module in a total of 30 – 40 minutes, spread out over 2 class periods in 15 – 20-

minute segments. However, it should be noted that due to technical problems during the Pilot Test, I

had to assign a portion of the in-class activities as homework. The time to complete the homework

assignments was not measured. I did my best to estimate how much more time is needed to give the

material the proper attention in class. My estimate is 75 – 90 minutes. I highly recommend breaking the

material up, clustered by the Main Objectives, over at least 4 days to reduce cognitive overload.

Workshop Agenda:

Objective Topic Time

1.0 Main Topic: Present simple & modal “can” verbs

1.1 Review past courseware 2 mins

1.2 Complete 10 exercises 5-10 mins

1.3 Create 6 original sentences (another 6 assigned as homework) 5-7 mins

2.0 Main Topic: Compare present simple and progressive verb conjugations

2.1 Review past courseware 2 mins

2.2 Present Google Slides Discuss present simple verbs + timeline

11 mins

2.3 Discuss progressive verbs + timeline, use of "to be" & -ing endings 10 mins

2.4 Create comparison chart 5-10 mins

3.0 Main Topic: Conjugate present progressive verbs

3.1 Complete 10 exercises 5-10 mins

3.2 Create 5 original sentences orally (another 5 assigned as written homework)

5 mins

4.0 Main Topic: Compare simple, progressive, & modal verbs

4.1 Identify situations where all 3 verbs are used 5 mins

4.2 Complete 10 exercises 10 mins

4.3 Final Test 10 mins

Learning Module: Facilitator’s Guide This guide in its current state is intended for teachers with access to the courseware and

classroom portal provided by the Chinese online English language school DaDa Education Limited. If

adapted for use outside of this school, the sections referencing DaDa courseware would need further ID

development to replace these materials. I have a signed contract with my employer that specifically

forbids me from recording and using any of the intellectual property from the school’s courseware

outside of work.

This learning module assumes that the facilitator is familiar with the DaDa classroom portal and

has already been trained to use ManyCam to present information in the teacher’s video feed. Prep work

before class: It is recommended to test the Google Slides presentation for this learning module via

ManyCam. This test should be conducted in an empty classroom at least a few days before class. Some

troubleshooting may become necessary.

1. Load the Google Slides in a Chrome browser: Compare & Contrast: Present Simple & Progressive

Verb Tenses

2. Within ManyCam, right-click on a vacant video feed, select Desktop > App Area > then select

the Chrome browser window where Google Slides are loaded.

3. It is important to be aware that “App Area” will not have the same behavior as “App Window”.

Anything you put in front of the Chrome browser will also be broadcast to the student.

Therefore, it is recommended that a second monitor be used and dedicated to the “App Area”

feed.

4. Open an empty classroom to test displaying the slides in the teacher’s video feed via ManyCam.

Facilitator’s Guide:

Objective Facilitator’s Tasks Time

1.0 Main Topic: Present simple & modal “can” verbs

1.1 Review past courseware

• Use the classroom courseware to review past lessons about present simple verb conjugation and the modal verb "can"

• Ask the student to read the courseware slides aloud

• Confirm that the student recalls the information (if they don’t take extra time to teach the material again)

2 mins

1.2 Complete 10 exercises

• Create a whiteboard in the classroom portal

• Type the following exercises on the board: 1. I ____ books at night. (to read) 2. I usually ____ with my brother. (to play) 3. I ____ movies on Saturdays. (to watch) 4. I can ____ to the music. (to dance) 5. I can ____ fast. (to run) 6. I can ____ like a rabbit. (to jump)

• Instruct the student to complete each sentence with the correctly conjugated verb (given in infinitive form)

• Type the following exercises on the board: 7. I can running. 8. I sleeping at night.

5-10 mins



9. I can singing my favorite songs. 10. Sometimes, I building with Legos.

• Instruct the student to correct the verb conjugation errors in the sentences.

• Repeat step 1.1 and add more similar exercises in step 1.2 until the student can answer 10 consecutive exercises correctly.

• The student should complete 10 consecutive exercises with 100% accuracy.

1.3 Create 12 original sentences

• Ask the student to use present simple verbs to orally talk about 3 activities they do on the weekend.

• Ask the student to use the present modal “Can” to talk about 3 things they can do.

• Assign homework: 1. Use Present Simple verbs to write about 3 activities you do at school. 2. Use Present Modal “can” to write about 3 activities you can do at a playground.

• These activities should be monitored for 100% accuracy in verb conjugation. If the student is still struggling, expand upon the material in parts 1.1 and 1.2 to pinpoint where the student is not understanding. Improvise on teaching as needed to clarify the concepts.

5-7 mins in class (homework not timed)

2.0 Main Topic: Compare present simple and progressive verb conjugations

2.1 Review past courseware

• Use the classroom courseware to review past lessons about present progressive verb conjugation

• Ask students to read the courseware slides aloud

• Confirm that the student recalls the information (if they don’t take extra time to teach the material again)

2 mins

2.2 Present Slides

• Present Google Slides presentation via ManyCam: Compare & Contrast: Present Simple & Progressive Verb Tenses

1 min

2.2.1 Objectives Slide

• Discuss the Objectives slide with the student (slide 2)

•

2 mins

2.2.2 Simple Verbs Slide

• Have student read the Simple Verbs slide aloud (slide 3)

3 mins


• 2.2.3 Simple Verbs Timeline

• On the Simple Verbs Timeline slide, play the video and narrate the text on the screen. Pause whenever the student wants to talk about the material or ask questions. (slide 4)

•

5 mins

2.3 Discuss progressive verbs

• Continue using the slide deck from the previous step

2.3.1 Progressive Verbs Slide

• Have the student read the Progressive Verbs slide aloud (slide 5)

•

3 mins

2.3.2 Progressive Verbs Timeline

• On the Progressive Verbs Timeline slide, play the video and narrate the text on the screen. Pause whenever the student wants to talk about the material or ask questions. (slide 6)

• Focus on the slide that teaches about the use of the “to be” verb and the -ing verb ending

7 mins

• 2.4 Create comparison chart

• Lead student in a discussion on how progressive tense differs from present simple verb forms.

• Focus on the timelines of Present Simple and Present Progressive. Guide the students in discussing: 1. What they see in the timelines. 2. The differences between the two timelines. 3. When present simple verbs should be used. 4. When present progressive verbs should be used.

• The student should verbally and accurately describe the unique characteristics of present progressive verbs and how they differ from present simple tense.

• Ask the student to create a written list of the similarities and differences between simple and progressive verbs in class. (slide 7)

•

• This should be used as a test of the students’ understanding. If the student cannot create the chart with accuracy, repeat steps 2.2 and 2.3 in more depth and detail

5-10 mins

3.0 Main Topic: Conjugate present progressive verbs

3.1 Complete 10 exercises


• Type the following exercises on the board: 1. I am ______ to the teacher. (listen) 2. I am ______ about action words. (talk) 3. I am ______ how to use action words correctly. (learn) 4. I am ______ an English class. (take) 5. I am ______ a computer. (use)

5-10 mins

• Have the student complete each sentence with the correctly conjugated verb (given in root form).

• Type the following exercises on the board: 6. I am watch a video. 7. I talking to teacher. 8. I am sit in a chair. 9. I writing notes. 10. I can asking questions.

• Have student correct the present progressive verb conjugation errors in the given sentences.

• The student should complete 10 consecutive exercises with 100% accuracy. If not, repeat steps 2.3.1 and 2.3.1. Discover where the student is stuck and elaborate on progressive verb rules to provide clarity.

3.2 Create original sentences

• Ask the student to use present progressive verbs to orally talk about 5 activities they are doing right now.

• Assign homework: 1. Use Present Progressive verbs to write about 5 activities you are doing now (while doing homework).

• These activities should be monitored for 100% accuracy in verb conjugation. If the student is still struggling, expand upon the material in parts 3.1 to pinpoint where the student is not understanding. Improvise on teaching as needed to clarify the concepts.

5 mins in class (homework not timed)

4.0 Main Topic: Compare simple, progressive, & modal verbs

4.1 Identify situations where all 3 verbs are used

• Prompt student to accurately describe an instance where each type of verb can be used.

• Oral exercise: Ask student which verb tense is used when: 1. You always/usually do the action daily or on certain days. 2. You are doing the action right now. 3. You are able to do the action when you want to or need to

do it.

• Provide an example for each verb tense in items 1-3 to help the student, if necessary.

5 mins

4.2 Complete 10 Exercises


• Type the following exercises on the board: 1. I always ____ to school. (to walk) 2. I can _____. (to sing) 3. I am _______ a letter. (to write) 4. I _____ at night. (to sleep) 5. I am ______ a book. (to read) 6. I can _____ a tree. (to climb) 7. I _____ my mother. (to love) 8. I can _____ football. (to play) 9. I am ______ in a chair. (to sit) 10. I usually _____ water with lunch. (to drink)

10 mins

• Have student complete each sentence with the correctly conjugated verb (given in infinitive form).

• The student should be able to complete with 100% accuracy. If not, find the weak spot and customize instruction to help clarify the problem area. Repeat this step with varied questions until the student has grasped the concepts and is able to complete 10 exercises in a row with no verb conjugation errors.

4.3 Final Test • Have student conjugate present simple, modal, and progressive verbs orally and in writing.

• Ask student orally: 1. What are some activities you can do? Can you sing? What

else? 2. What are you doing right now? 3. How do you get to school each weekday?

• Create a whiteboard in the classroom portal.

• Write the following questions: 4. Tell me about your daily routine. 5. Which sports can you play? 6. What are you doing right now?

• Have the student write their answers on the screen.

• The student should be able to complete with 100% accuracy. If not, find the weak spot and customize instruction to help clarify the problem area. Repeat this Final Test with varied questions until the student has grasped the concepts and is able to remember the grammar rules.

10 mins

4.3.1 Observation

Students should complete 2 classes and 2 homework assignments with 100% accuracy in verb conjugation for present simple, progressive, and the modal “can” verbs.

Over the course of 2 class periods & 2 homework assignments

Implementation & Formative Evaluation Report The pilot test was conducted using two of my Chinese students, aged 8 and 9 years old, during

their regularly scheduled classes. The classes are taught with a 1:1 teacher to student ratio. I presented

my learning module in the online classroom over two class periods. The lessons took 15-20 minutes per

class period for each child. Due to technical problems beyond my control, I had to assign some of the in-

class assignments as homework for the sake of time and to meet deadlines.

Unfortunately, my pilot test was riddled with problems every step of the way. First, I could not

get my slides to appear in the online classroom while conducting a technical test run one week prior to

the pilot test with sample students. I worked with an expert for the software platforms we use with the

online school to solve the problem. We could not solve the core problem, but we eventually found a

creative workaround that allowed my slides to appear in the classroom.

During the week of pilot testing, I had non-stop problems connecting to and using the online

classroom. My employer is currently undergoing a change of ownership. Apparently, they moved

headquarters and servers from Shanghai to Hong Kong over this past week. The company’s

representatives did not inform the teachers of this move, nor did they warn us to anticipate potential

technical problems. This move made the online classroom periodically unstable and occasionally

unusable. When I was finally able to login to the online classroom platform and connect to my students,

my students and I both had trouble with the audio and video streams. This meant we could not see or

hear each other for part of the class period.

When I was able to present my learning module in class, both of my students had trouble

reading the slides. Fortunately, there is a feature in one of my software tools to zoom in on whatever I

am displaying in my window. So, I awkwardly moved around the slides with the zoom feature while my

students read the lesson and viewed the videos.

On top of these problems, my students were unable to access my online survey to collect

feedback. I attempted to use Survey Monkey so that they could provide the feedback outside of class,

without me present. The link to my survey is: Teacher Connie's Verb Tutorial Survey. I soon learned that

the Survey Monkey website is not accessible through China’s highly censored, government-controlled

internet system. So, I went to Plan-B: I created a simple text-based survey in the online student

homework portal using the same questions I used on Survey Monkey. The homework portal is the only

method the school permits for teachers to pass files to the students. Unfortunately, I did not receive

either of the surveys back from my 2 pilot students. In order to complete this project, I had to ask the

survey questions during my Monday, December 3rd classes with my 2 students, almost 1 week after I

gave the tutorial.

I did not frame the survey questions with a qualitative ranking system (i.e., from 1 to 5) because

the students rank me at the highest level after every class using the school’s survey system. I believe this

gesture may be a cultural practice in student relationships with teachers in China, related to the culture

of saving-face. So, I decided to ask open-ended questions during class. Fortunately, I know from

experience that my young students are very likely to say what is on their minds without editing

themselves. Doing the survey during class also reduced the possibility of the parents changing the

children’s responses to be more formally respectful. Note that the questions were crafted with their

existing English vocabulary in mind, which is limited. I simply copied and pasted the following questions

into a text box in the homework submission portal.

Questions:

1) What did you like about the lesson?

2) Did you think the lesson was easy or hard? Or somewhere in between?

3) Were there any parts of the lesson that were fun? What were they?

4) Is there any part of the lesson you would like me to change? Tell me about it.

5) Is there anything fun you would want to be added to lessons like this? Example: games, songs,

animated videos, other ____

The raw data I collected from the oral survey in class is provided in the following chart. I have

consolidated the rambling conversations that went off onto tangents into just the important take-

aways.

https://www.surveymonkey.com/r/KF5FRLD

Questions Answers

1) What did you like about the lesson?

Student A: The timeline animations helped her understand when to use the verbs. Student B: Stated he did not know.

2) Did you think the lesson was easy or hard? Or somewhere in between?

Student A: Kind of easy Student B: Very hard. There was too much to think about.

3) Were there any parts of the lesson that were fun? What were they?

Student A: Acting out the verbs Student B: Also enjoyed acting out the verbs, especially running, jumping and climbing.

4) Is there any part of the lesson you would like me to change? Tell me about it.

Student A: The words were too small to read. Student B: Wants more examples in pictures/video/cartoons.

5) Is there anything fun you would want to be added to lessons like this? Example: games, songs, animated videos, or?

Student A: Games, drawing/art activities Student B: Wants Disney-like cartoons.

This formative evaluation data tells me that I am on the right track in trying to incorporate

animations. I know from daily observations that the students perk up and sit closer to their screens to

watch animations that I show in class. It was helpful to have verbal confirmation from my students that

they do have a preference for animation. However, I think that Student A’s comments about the

timeline animation reveal a bit more sophistication in her preferences for animated materials than

Student B, who likes Disney cartoons.

I had forgotten to include TPI (Total Physical Response) in my lesson planning. TPI is an ESL

teaching technique, which is equivalent to mime -- but with very basic vocabulary spoken with related

gestures. I do it automatically in class with younger, lower English-level, and struggling students. I did

not think about it as a factor in my planning until both of my students mentioned it as the most fun part

of class. I know that Student B is a kinesthetic learner, so he needs to act out or do activities related to

what we are learning in class. Part of my teaching philosophy is to strive to make my lessons universal to

all (or most) students. This experience reminded me to plan ahead for providing activities for auditory,

visual, and kinesthetic learners.

Student A helped me troubleshoot the readability of the slides. We found that it is very difficult

to read the slides within the online classroom portal. Unfortunately, the window for me to show my own

teaching materials is smaller than the school’s courseware window. The window sizes are permanently

fixed and cannot be adjusted, apart from buying a larger monitor. Thus, it is necessary for me to

maximize my few square inches of teaching space. This means that I needed to use the entire slide for

images and text in order for it to be readable within the online delivery system. So, I cannot have half of

the slide lost to superfluous design.

I tried to work with Student B to help me understand which part of the lesson “was too much to

think about”. I believe he was experiencing cognitive overload. I can reduce that problem in part by

making the aforementioned changes to improve the readability of my slides. I need to spend some trial

and error time, in iterative edits of the slides, to see if I can pinpoint what elements may be

overwhelming for some students. I would like to try having text appear as we read it line by line, instead

of seeing all the text at one time on the slide. Unfortunately, I am sure the technical problems were a

distraction for him, especially since we could hear his parents on the phone to the school’s technical

support for part of the class period. It was a shame that we had these technical problems while I was

testing my project. However, this was indeed a lesson in the need to design contingency plans and being

flexible!

Reflection This project illuminated for me the myriad of potential problems that could occur during the

testing phase. The planning phases had been a breeze for me, apart from forming the initial objectives. I

went through multiple iterations on refining the objectives for this project. That part of the project was

also a good learning experience for me. I think I will plan to get more experience with formulating

objectives and pilot testing with formative evaluations with my students in the future. I will also pare

down the planning sections. I think I could consolidate those sections into less than 5 pages – for my

own purposes of teaching Chinese kids English grammar, at least.

In my own observations during the pilot test, outside of the formative evaluation data, I found

that 8 and 9-year-olds really do not care about reading the objectives. They much preferred free-talk to

about why it is important to learn how to use proper verb conjugation. So, I will repurpose the

objectives slide to be a prompt for the instructor to have this conversation. Another thing I learned from

my perspective during the pilot test was that using the infinitive form of verbs added a layer of

confusion during class. I needed to change the infinitive to the root of the verb to avoid getting

sidetracked in this module on the concept of infinitive verbs. This is yet another language structure that

does not exist in the Chinese language. The students do not have a clear concept of infinitive verbs. I

plan to build a separate learning module to teach this concept in the future.

This project spurred me into learning about Adobe Character Animator. I wanted to make

custom lesson material that would capture my students’ attention and engage them in the lesson.

Unfortunately, I did not have enough time to complete my animations for inclusion in this project. There

is a pretty steep learning curve in rigging and programming body movements in animated puppets

within Adobe Character Animator. Nonetheless, I am thrilled about building this skill for future projects!

Overall, I learned quite a bit about what needs to be communicated and organized for a team

educational project. I also think Dick and Carey model would be immensely helpful if I were gathering

information for an educational project for someone other than me, where I am not the Subject Matter

Expert. Many of the development stages, learner characteristics/persona models, formative/summative

evaluation plans, and iterative cycles are similar to software development projects. As a former Senior

Advisor for software development program management, putting together an organized project plan

was second nature to me. My development in this course has primarily been focused on learning the

terms and practices specific to the field of Education. I am also accustomed to working with a large

team. I have never worn all hats during a project. So, working every step of the project myself was a fun

learning experience for me. As I mentioned before, I think I need more practice with developing

objectives and the formative evaluation step. I would really like to run a pilot test again with the

evaluation process under less stressful conditions!

References

Dick, W., Carey, L. & Carey, J. O. (2015). The systematic design of instruction. Boston: Pearson Education Mager, R. (1962). Preparing instructional objectives. Fearon, Palo Alto.

Written Chinese (2016). Past, Present and Future Tenses in Mandarin Chinese. Retrieved from https://www.writtenchinese.com/past-present-future-tenses-mandarin-chinese/

https://www.writtenchinese.com/past-present-future-tenses-mandarin-chinese/

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