Summer-2018-EDCI-57200-002

Discussion Board Forum: Week 4: Linking Objectives, Strategies, Assessment Thread: Group 4H

Thread: Group 4Thread: Group 4

31 Post(s) in this Thread 0 Unread 0 Replies to me

Select: AllAll NoneNone

Message Actions Message Actions Expand AllExpand All Collapse AllCollapse All

Thread 1 of 4

Group 4

1 year agoWan Huang

ReplyReply

Group Members: please post reply to this thread.

RE: Group 4

8 months agoJulianne Parsons

Here is the Objective and Instructional Strategy which includesthe Assessment.

Instructional Goal Objective

Identify status of work Given an open backlog (CN),describe the status (B) so thatthe likelihood of deliveryexpressed (CR).

Instructional Strategy

1. Pre-instructionalActivities

All stakeholders and leaderswant to know when customerswill be able to have new

??

My Blackboard Notifications Content Collection Help Faye Julies21

features. As motivation, oncethis part of the content islearned, it will be clear to thewhat customers can do orexperience and when it’ll beavailable.

2. Content Presentation Using of a PowerPoint tutorial,the Visual Studio fields (statusand tags), meanings, andrelationships will be described.

3. Learner Participation Examples will be provided witha prompt for the Learner todeduce status, and subsequentslides will indicate the correctinterpretation so that theLearner can see if they werecorrect.

4. Assessment At the end of the presentation,more complicated scenarioswill be provided which includethe need for the Learner toassess the status in order tocorrectly determine a roadmap.

5. Follow-throughActivities

The Learner will be asked toreview a Visual Studio queryand determine a roadmap.

▲ Hide 4 replies

RE: Group 4

8 months agoHoney Fritz

Great break down Julianne. Your motivation is so true everyonewants to know.

Question or perhaps just something to think about is in learnerparticipation will the learners be discussing as a whole or with atable or partners?

Thanks for sharing :)

▲ Hide 1 reply

RE: Group 4

8 months agoJulianne Parsons

Thank you for the comment. I made a clarification in the DD2regarding what will be in individual experience and what will bea group-participation experience in the module.

RE: Group 4

8 months agoWan Huang

Hello Julianne,

The design is clear. I was wondering if you will include a pre-testin your design since you will be assessing a certain skill -determining a roadmap. If you include a pre-test in the learningmodule then you can see how effective this learning module is.

What do you think?

Wanju

▲ Hide 1 reply

RE: Group 4

8 months agoJulianne Parsons

Hi Wanju,

Having a pre-test is definitely a good thing to think about. Myconcern is that part of the audience, executives and seniorleaders in the company, would perceive the pre-test as a non-valuable use of their time and they'd discontinue the learningportion. Perhaps a pre-test with a few willing participantswould provide the insight on how to develop training that wouldbe most useful.

~Julie

RE: Group 4

8 months agoHoney Fritz

I went back through the book multiple times so please any help isappreciated.

Given clues (CN) about the economics of the colonies students will beable to discuss (B) which colony meets the criteria giving them onecode (CR) for the lock.

PreinstructionalActivities

Locked box will be located at thefront of the room.

Introduction of break out activity

Class will discuss what the possiblereasons for the locked box could be.

Content Presentationand Learner Guidance

Given the clues about the economiesof the colonies.

Learner Participation Discuss within the group how tosolve.

Solving each clue gets them close tothe code to unlock the box.

Assessment At this point some items should beadded to the Venn Diagram.

Completed Venn diagram that will becompleted at the end of the module.

Followthrough Knowledge will be needed in the nextsteps to complete the diagram tobreak into the box.

▲ Hide 8 replies

RE: Group 4

8 months agoJulianne Parsons

I am enjoying hearing how your module is evolving! Yourinstructional strategy sounds enticing, fun, and informative. I alsolike that it's a clever way to instruct on the use of Venn diagrams.

I'd thought that the box would be unlocked at the end of themodule. It now sounds like the ability to unlock the box, based ongetting the code, occurs after the training module. Is that correct?

▲ Hide 1 reply

RE: Group 4

8 months agoHoney Fritz

This objective is just one clue they will need 4 clues to unlockthe box :)

The boxes will be unlocked at the end of the entire activity.

RE: Group 4

8 months agoFaye Julies

Honey, I too am struggling with this particular assignment and so I feelyour pain.

What are your thoughts on your objective (or at least the one you haveindicated on this assignment).

Yours says, "Given clues (CN) about the economics of the coloniesstudents will be able to discuss (B) which colony meets the criteriagiving them one code (CR) for the lock."

Perhaps (just my suggestion), "Given cues by the instructor regarding theeconomics of the original colonies (CN), the students/learners aremotivated to discuss the topic (B) as they notice a lock box at the front ofthe class and are given instructions by the teacher on how to gather cluesto be able to open the lock box within (XXXX) period of time (CR).

SHOOTS, i think. lol.

this may make, making the steps slightly easier if you have all theinformation in the goal objective.

▲ Hide 1 reply

RE: Group 4

8 months agoHoney Fritz

Thanks for the feedback. I will look over the objectives and seehow it flows. :)

RE: Group 4

8 months agoEmily Wappes

Whoo, I don't envy you trying to write an objective / assessmentfor one part of a break-out activity...!

So if students don't manage to "break out", is their Venndigram still enough for assessment? ( I mean, it's not just forbrainstorming... if that makes sense...?)

▲ Hide 3 replies

RE: Group 4

8 months agoHoney Fritz

Yep we will go over the Venn Diagram anyway probably as aclass the next day :)

▲ Hide 2 replies

RE: Group 4

8 months agoFaye Julies

Honey have they ever done a venn diagram before? if not,they may be set up for failure if you don't explain it to them

up front before the activity and then the next day, recap.

know what I mean? i mean you obviously have an outcome inmind, I just am not sure of what that would be because wehaven't gotten there yet.

F

▲ Hide 1 reply

RE: Group 4

8 months agoHoney Fritz

Yep Venn Diagrams are pretty normal in mybuilding. Some come with 2 circles, some come with 3circles, I know one teacher in 7th grade uses one with 4circles. They should be prepared for it. I use the 2 circlesfor Jamestown and Roanoke in this same unit so theyshould be ok.... but they are middle schoolers so I willmake sure as they are putting the clues in that I amlistening to the discussion just encase they need someinterventions on which circle to use :)

RE: Group 4

8 months agoEmily Wappes

Upon reading a Latin sentence with sheltered vocabulary (CN),correctly identify all (CR) 2nd declension neuter nouns by theirspelling stems (B).

Pre-instructional

Activities

(Re)Introduction of vocabulary, reminder ofneuter noun endings / neuter rule and how toidentify neuter nouns by stem.

Students tend to be frustrated by neuter nounsand generally want more clarification / practice /want to see more of them to feel more confident

in their abilities to work with neuter nouns.

ContentPresentationand Learner

Guidance

Choral reading of a sight passage.

LearnerParticipation

Students will read aloud together, thenindependently find the neuter nouns in thepassage and highlight them (using nearpod drawit) and submit their work.

Assessment Teacher observation during the activity. Goingover the answer key as a class after all studentshave submitted theirs digitally. Students areexpected to have identified all neuter nounscorrectly.

Follow through Students will have the “answer key” version ofthe passage to refer to throughout further (andmore complicated) activities with neuter nouns.

▲ Hide 9 replies

RE: Group 4

8 months agoWan Huang

Hi Emily,

Your design is good and easy to understand. I have a couple ofquestions for you. Are you planning to include pre-test? Are yougoing to require every student to review the assessment even ifthey identify all neuter nouns correctly?

Wanju

▲ Hide 2 replies

RE: Group 4

8 months agoEmily Wappes

I won't pre-test during this module, largely because we probablywill have been introduced to neuter nouns only a day or twobefore, which is something I would have pre-tested. And yes,everyone will go over the "correct" neuter nouns list even ifthey've identified them correctly independently. In terms oflanguage learning, repetition is key. My students need to knowthat these nouns are neuter and hearing it again and again isone more pathway to acquisition.

▲ Hide 1 reply

RE: Group 4

8 months agoFaye Julies

COMPLETELY understand your thoughts on this Emily!

RE: Group 4

8 months agoJulianne Parsons

I like the idea of an 'answer key' version as follow through to uselater; and I may borrow that technique! Especially when workbuilds on previous understanding, it's great to have a documentthat you can go back to for refreshing.

▲ Hide 1 reply

RE: Group 4

8 months agoEmily Wappes

Honestly, I used to even refer to them as pre-notes and post-notes, because we'd take notes upon being introduced to an ideaand they'd have NO IDEA what it meant. Then we'd see it a bitand come back at it from the other side and it would all fit intotheir Latin language schema much more readily, so theyactually would rarely use their "pre-notes" for studying (except

perhaps for formal definitions).

RE: Group 4

8 months agoFaye Julies

Hi Emily. I'm so very interested in your upcoming lesson planhowever I have no idea what these words are that you speak of"neuter noun", "choral reading". Thank God you're the Latinteacher and not me right?

Is there any reason why you choose to have a verbal assessmentrather a written? I know sometimes verbal is nice because we'reable to discuss words, ideas, opinions, but a written assessment istangible for showing the knowledge. Perhaps the written comes inlater, or maybe we need to start moving away from writtenassessments altogether. I know I get the runs (TMI, sorry) everytime I have to write a test.

thanks :)

F

▲ Hide 2 replies

RE: Group 4

8 months agoEmily Wappes

Generally there are "four domains" of language learning(reading, writing, speaking, and listening) and we have to doour best to hit them all!

▲ Hide 1 reply

RE: Group 4

8 months agoFaye Julies

you're the subject matter expert here, I'm going with you!

well done Emily. I'm so intrigued by your skills and ability to

teach such a difficult language. I'd love to sit in on yourintroductory class and learn so much from you.

RE: Group 4

8 months agoHoney Fritz

Hey Emily,

I like how you set it up and how it will build on to the rest of youractivity.

Thanks for letting me see how your activity is shaping up :)

RE: Group 4

8 months agoFaye Julies

InstructionalGoal .

Objective .

List itemsthat can beidentified asvictimblaming

Once an opportunity is provided by the facilitator to participate inrole play activities when the victim's disclose sexual assaultincidents (CN), the learner will be able to verbally respond to thescenario (B) given the opportunity to practice approximately onceduring the training (CR).

InstructionalStrategy

Pre-InstructionalActivities

Given the requirement by Military Leadership to create a supportiveenvironment by identifying victim blaming statements with anunderstanding that by using victim blaming statements, it creates abarrier for victims of sexual assault victims to report their incidentsof assault

ContentPresentation

Using Power Point slides to visually identify the definitions of keyconcepts. Cue cards to give the learners initial examples of of victimblaming statements. A white Board for the facilitator to write downthe examples given by the learners

LearnerParticipation

Facilitator will provide verbal examples of victim reports and eachparticipant will provide at least 1 example of a victim blamingstatement. The facilitator will correct the statement (if necessary)and allow the rest of the class learners to provide theirfeedback/input into whether the example is indeed victim blamingby definition.

Assessment

By the end of the presentation, the participants will feel comfortableidentifying a victim blaming statement. The will be able to quicklyand easily identify the statements and recognize the harm of thosestatements in order to stop people in their Commands from using(what they have now identified as harmful) those statements.

FollowThroughActivities

The learner will identify harmful victim blaming statements andrelate to why it is indeed harmful

My sincerest apologies for the late post. I had some troubleunderstanding the concept, and so I think I may have placed toomuch information in each of these sections. please help.

Also, I cannot for the life of me figure out the table. Julianne,HELP!!!!!!

▲ Hide 5 replies

RE: Group 4

8 months agoJulianne Parsons

Hi Faye,

I've bailed on the Blackboard table feature and just paste in myown. Your table does look nice, and I can appreciate the amountof time it must have taken to get it formatted.

Reviewing your instructional strategy has truly helped meunderstand your module. It's clear regarding the participants,what they'll experience, and how they'll be evaluated. The formatprovides a 'story-telling' aspect to the instruction.

~Julie

▲ Hide 1 reply

RE: Group 4

8 months agoFaye Julies

Thanks Julie,

I've done the best I can with the table. I'm sticking to myoriginal story ;)

With regards to my assignment. You don't think it's too wordy?

Emily, I always appreciate your input as well because you'vehelped so much helping me adjust my statements and goals.

F

RE: Group 4

8 months agoHoney Fritz

I concur about the struggle on this assignment. I think a littlemore information might have been the better choice here ratherthan not enough. :)

I would suggest looking at your assessment though. How do youknow that they are comfortable?

Thanks for sharing, it is so nice reading other projects and seeingthe evolution. :)

▲ Hide 2 replies

RE: Group 4

8 months agoFaye Julies

Assessment is a problem for me. It is going to have to be amatter of two correct responses. Perhaps a written test? Thesefolks have received so much sexual assault prevention andresponse training up until now (military service membersreceive up to 3-4 trainings a year on this subject - rightfully so)however as a facilitator and now instructional designer I reallyneed to hear them provide their responses because the tone andinflection needs to convey support and belief. There is no otherway to assess something so intellectual

Wanju?

▲ Hide 1 reply

8 months agoEmily Wappes

Select: AllAll NoneNone

Message Actions Message Actions Expand AllExpand All Collapse AllCollapse All

RE: Group 4

Is it weird to have them perform a skit / role play an exampleof a situation where they would need to demonstrate whatthey have learned??

←← OKOK