instructional design presentation for 2014 tea fellows by dr. tracy w. smith
TRANSCRIPT
Instructional Design
Presentation for 2014TEA Fellows
by Dr. Tracy W. Smith
Activity-Oriented Teaching
Many teachers engage in “activity-oriented” teaching.
Select Activities
Activity-Oriented Teaching
Many teachers engage in “activity-oriented” teaching.
Select Activities
Develop Assessments
Activity-Oriented Teaching
Many teachers engage in “activity-oriented” teaching.
Select Activities
Develop Assessments
Identify Results
Activity-Oriented Teaching
• No clear priorities or purposes• No clear connections between lessons or units
Select Activities
Develop Assessments
Identify Results
An Overview of the process
Goals
Assessment
Activities
Backwards Design
Identify Desired Results
Backwards Design
Identify Desired Results
What should students know, understand, and be able to do? What enduring understandings are desired?• Consider Big Ideas • Examine content standards (district, state & nat.) • Teacher/students interests
Priorities for learning
Worth being familiar
with
Important to know &
do
Enduring knowledge
Backwards Design
Identify Desired Results
Determine Acceptable Evidence
Backwards Design
Identify Desired Results
Determine Acceptable Evidence
How will we know if students have achieved the desired results and met the standards? Consider a range of assessment methods:
Performance tasks / ProjectsQuizzes, testsObservations, work samples, dialoguesStudent self assessment
Big Ideas Worth
understanding
Important to know& do
Worth beingFamiliar with
Assessment types
Traditional quizzes& tests
• paper/pencil• selected-response• constructed response
Performance tasks& projects
• open-ended• complex• authentic
Backwards Design
Identify Desired Results
Determine Acceptable Evidence
Plan Learning Experiences and
Instruction
Backwards Design
Identify Desired Results
Determine Acceptable Evidence
Plan Learning Experiences and
Instruction
What activities will equip students with the needed knowledge and skills?
What materials and resources are best suited to accomplish these goals?
Backwards Design
Identify Desired Results
Determine Acceptable Evidence
Plan Learning Experiences and
Instruction
Select Activities
Develop Assessments
Identify Results
Activity-Oriented Teaching
A three step process:• 1. Identify desired results. What
results do you hope for in your learning here?
• 2. Determine acceptable evidence. What evidence would you like to produce?
• 3. Plan learning experiences and instruction. How will you use your learning experiences to create evidences?
Taxonomies of LearningPresented to the TEA Fellows
Presented by Rachel E. Wilson, Ph.D.Appalachian State University
What is a taxonomy?
Carl Linnaeus, Swedenhttp://en.wikipedia.org/wiki/Carl_Linnaeus
10th edition, 1758http://en.wikipedia.org/wiki/Systema_Naturae
Why Taxonomies? (purpose)
• The term taxonomy is used both in a narrow and a broad sense.– In the most narrow sense, a taxonomy is
used as a hierarchical classification or categorization system.
– In a broader sense, a taxonomy can be in reference to any means of organizing concepts of knowledge.
Photo credit
Bloom’s Taxonomy
Planning Worksheet for Bloom’s Taxonomy
Assessment Methods
Teaching/Learning Framework
What knowledge and skills will students be learning?
What evidence will be gathered and used to ensure that students have learned?What experiences will
ensure that students learn?
Curriculum
Assessment
Instruction
Formative vs. Summative
Formative• Formative assessment is
intended as information for improvement.
“How am I doing?”
Summative• Summative assessment is
intended as a judgment of an outcome.
“How did I do?”
Formative vs. Summative
Formative Formative assessment is
assessment for learning. It provides useful information on how a student is progressing in relation to the outcome and helps the teacher plan for instruction.
Formative assessment delivers information during the instructional process, before the summative.
Summative• Summative assessment is
assessment of learning. It documents how much learning has occurred at a point in time. It’s purpose is to measure the level of student, school, or program success.
Formative Assessments…
• ongoing assessments• provide feedback to teachers and students• inform adjustments – the key to improvement
Examples: quiz, questioning, observation,draft work, “think aloud,” concept map, dress
rehearsal, portfolio review
Summative Assessments…
• culminating – typically occur at the conclusion of instruction
• assess for degree of knowledge or skill proficiency
• evaluative in nature
Summative Assessments…Examples: final exam, test, performance task,culminating project or performance, portfolio
The 5 E’s Learning Cycle
Presentation for TEA FellowsAppalachian State University
Brooke HardinOctober 2, 2014
What is the 5E Cycle?
Image Source
Why 5E?• Honors the rich diversity present in classrooms• Targeted scaffolding and tailored instruction• Integrates personal, cultural, and content
specific knowledge• Learning is meaningful and relevant• Develops critical thinking, reflection, and
evaluation skills• Builds self-esteem, positive relationships,
working effectively with others.
Digital Storytelling: Using Multimodal Composition Strategies in
the Language Classroom
What is digital storytelling?Digital storytelling is the process through which people share
their life stories and creative imaginings with others. It is a relatively new form of storytelling that emerged with the introduction of accessible media production techniques, hardware and software. Some of these technological innovations used in digital storytelling include:
digital cameras, digital voice recorders, iMovie, Windows Movie Maker and Final Cut Express.
Additionally, people often share their stories over the Internet on YouTube and Vimeo and through the use of recordable DVDs, podcasts, and other internet distribution systems.
Why digital storytelling?Findings show that new literacies used in digital storytelling allowed for:
● scaffolded instruction based upon the language and literacy knowledge the students brought with them;
● possibilities for coaching in decoding, comprehension, vocabulary development, oral and written fluency, and the writing process;
● incorporation of popular cultural into personal stories● layering of print and visual literacies that allows students to
bring in more of their cultural contexts/funds of knowledge;● the use of IT (Information Technology) to make sense of their
lives;● the opportunity to engage in a high interest literacy-rich
project
Multimodal compositionfrom Convince Me!
by Richard and Cynthia Selfe
Why to include multimodal composition approaches in your classroom:
Reason #1: We learn about, act in, and understand the world using multiple channels of communication.
Reason #2: Literacies aren’t static; they emerge, change, and accumulate around us.
Reason #3: Workplaces and literacy demands are changing around us.
Reason #4: Global communication networks are changing around us.
Multimodal Projects
Digital Stories by English Language Learners
Visualizing Oral History Project
“This I Believe” Essays
Where I’m From poems
Multigenre/Multimodal Research Project
https://animoto.com
World Café
Presentation for TEA FellowsAppalachian State University
September 29, 2014Dr. Tracy Smith
History of World Café
• 1995: Mill Valley, California• A small group of business and academic leaders were
meeting in a home. Rain disrupted their plan for a large-circle dialogue.
• The two dozen participants spontaneously formed into small, intimate table conversations about the questions that had drawn them together.
• Recorded their insights on makeshift tablecloths.• Periodically switched or combined tables so stronger ideas
could be shared further and patterns in thinking could come to life.
5 Key Operating Principles of World Café
• Create hospitable space• Explore questions that matter• Connect diverse people and perspectives• Listen together for patterns, insights, and
deeper questions• Make collective knowledge visible to the
group
Five Components of World Café
• Setting• Welcome and Introduction• Small Group Rounds with Table Hosts• Questions• HarvestSource: http://www.theworldcafe/com/method.html
http://www.flickr.com/photos/8007839@N02/5253358565/sizes/l/
Listening, Recording, Inviting, Focusing, Doodling, Opposing
Photo credit: http://www.flickr.com/photos/itupictures/7554741094/sizes/l/
Café Hosting Tips• Set up café-style tables or another relaxed setting.• Provide food, beverages, music, art, natural light, and greenery.• Encourage informal conversation focused on key questions.• Allow time for silence and reflection.• Encourage members to “cross-pollinate” ideas and insights
across groups.• Have materials available for visually representing key ideas –
markers and paper.• Weave and connect emerging themes and insights.• Honor the social nature of learning and community building.• Help members notice that individual conversations are part of
and contribute to a larger field of collective knowledge and wisdom.
Paideia Seminar
• Paideia – Greek word meaning “all the learning a child should have” (loose translation)
• Not teacher-centered• Conversation focused on ideas in text• Facilitator probably won’t look at you;
conversation should be among participants• Intellectual risk is involved
Other tips
• “Fish bowl”• “Rotating discussion”• “Think, ink, pair, share”• “Four corners”• “Hot chair”• “Running dictation”