I found a position of educational recruiter for ITT Technical Institute. In this position face-to-face interviews, telephone interviews and e-mail correspondence will be used. This position is required to facilitate orientation and registration day activities, assist and mentor students through the admissions process, generate personal referrals and actively participate in special recruiting promotional activities. Educational Recruiter requirements are a college degree in marketing, business or related area and a minimum of two years experience. Also the person hired must have exceptional communication, presentation and interpersonal skills and be willing to work night and weekends.
A second position I found was a Director of English Programs. This person would have to have a proven track record of success regarding AP English exams and training teachers on the AP exam. This position is to organize training of AP teacher and AP students, develop literature materials for vertical team meetings and student study sessions, conduct webinars, mentor and assist other English Content Directors, teach classes/courses to students and advocate for new programs. The person for this position must have a Bachelor's Degree in English and four to ten year experience in that field.
A third position I found was an adjunct composition instructor. This person would teacher materials and develop daily lesson plans, assist students in meeting objectives, report grades, complete professional development and in-service and participate in department curriculum meetings. A person hired for this position must have a Doctorate or Masters in English, minimum three years experience, teaching experience, superior communication, presentation, customer service, be creative, and proficient in Microsoft Office and the Internet.
For all three of these position I possess some of the skills. However, for ITT educational recruiter I do not have a business related degree. I do have the ability to speak well, use e-mail, telephone interviews and conduct presentations. When looking at the Director of English Programs, I can make daily lessons plans from a curriculum, develop literature for various meetings and audiences and teach. However, I do not have a Bachelor's Degree in English nor four years in that field. For the third position, adjunct composition instructor I do not possess a Masters or Doctorate in English.
After conducting the self-assessments, I see why I teach. Many of the skills that the technology positions required I do not possess. As I learn more through my classes, my ideas may change and my self-assessment may change as well. However, after conducting the self-assessment it revealed that, based on the skills listed, I would be a good assistant in an office-type setting. This however, does not fit my personality. I cannot see myself sitting behind a desk. So, for the time being, I will stay in the field of education and learn and gain skills where I can.
I visited the AHRA, AERA, and TCTA professional organization websites. AHRA is a global organization created for the Human Resource Development (HRD). It was formed to encourage the study of human resource development theories, processes, and practices. There are three levels of membership: regular, HDI discount qualified and student. For the regular membership there is a fee of $235 a year and is available to any individual scholar or practitioner who supports the programs mission. The HDI discounted qualified membership is for any resident of country with a Human Development Index of .80 or less and has a fee of $135 a year. The student membership is $135 a year and is available to students who are enrolled in a full-time HRD educational program at institutes for higher education. There are 4 journals available to members and they are published either six, five or four times a year.
AERA strives to advance knowledge about education, encourage scholarly inquiry related to education and promote the use of research to improve education and serve the good. Membership for this organization is from October to October and there are several different types. There is a an affiliate membership that is $150, student affiliate for $40, international affiliate for $110 and international low economic for $55. An affiliate is a non-voting member of AERA. A regular member has two options. Regular member fee is $150 and the student fee is $40. AERA publishes 4 journals and they are published quarterly, bi-monthly or annually.
TCTA is an organization for classroom teachers. They provide professional liability insurance, represent teachers at the state and federal levels and provide teachers and other non-administrative staff with many services. The cost for TCTA membership is $90 for new member and $140 for returning members annually. TCTA has two journals that are published quarterly. It offers many opportunities for professional development.
The Classroom Teacher is a journal published by TCTA. It focuses on information that is important to teachers such as legislative issues, budget issues and other items important to the field of education. It is available online. The TCTA survival guide is published as a reference guide to new teachers. It is also available online through the TCTA website.
If I were looking at competencies, domains and performance statements for instructional design and technology professionals I would include: training manager, instructor, instructional designer and technologist. The training manager would be in charge of conducting the training and making sure that other presenters were prepared to present the material. An instructor would be fully trained in the various areas they would be presenting, be involved in developing the material to be presented and participate in continuing education opportunities. The instructional designer and technologist would make sure all the technology items are working correctly and be available when problems occur with technology tools. I feel that competencies for these four areas will make on instructional design successful.
Kristen Downs
Wednesday, February 29, 2012
Tuesday, February 21, 2012
Section 5: Trends and Issues in Various Settings
One example of rapid prototyping in education is the curriculum my district is using this year. It is called C-Scope and it is always changing. This curriculum is always having to be updated due to TEKS changing, feedback from teachers and administrators and correcting mistakes that may be in the curriculum. Curriculum in the educational setting is never "done" because expectations change, tests change and students change as well. So, I feel that my district curriculum fits the prototyping as mentioned in the reading.
If I were hired for the military, first of all I would be a little intimidated, but willing to take on the task. As a designer of training for the military, I would offer paper-based training guides or manuals. If technology is scarce where these training are taking place, I would find a way to offer the trainings over the phone or even skyping. This may pose some problems, but allowing the military to access the material at their convenience would need to be an option as well. I might also offer an online course set-up because this would allow the people involved in the particular training a way to access the information at their convenience. There are a number of ways that material can be shared when electronic access is not always available.
I know that my campus has been doing a lot of the Step-Up-To-Excellence methodology this year. We are facing a new standardized test called the STAAR this year. This test is different than the TAKS and as of now we have limited information about the STAAR. So, my campus as been reviewing information from previous given TAKS test to see where particular students might need help and project their success with the new STAAR. The teachers that are teaching the grade levels affected by the STAAR have been reviewing ways of teaching that work and did not work, where the students seem to struggle the most and asking for help from the rest of the staff. As a lower grade teacher, I am focusing on the vocabulary that my students need to be introduced too and making sure I am teaching the material in a variety of ways. This will help ensure that students can master the skills in various subjects when taught or assessed in a variety of ways. So, my campus started at in-service in August looking at how we can make our campus successful this year. We have been working on this plan the entire school year.
I found three universities that have an Office of Faculty Development. At Michigan State University the name for the faculty development is Office of Faculty and Organizational Development. This office is through the office of the provost and offers orientations, community building, organizational and leadership development, scholarship research, and faculty and instructional development. This office offers training in its various components once a week. Fayetteville State University calls its office of faculty development by that same name, but often abbreviates is to OFD. At Fayetteville, the office is through the social science department and offers leadership, advocacy for faculty, workshops, consulting services, classroom observations, and a lecture series. This facility offers training weekly as well. A third university I researched was Harvard University. Harvard refers to its faculty development as Faculty Development and Diversity. It is offered through the office of the provost and offers development and materials, scholarship research, appointment policies and practices, teaching and advising, work-life, benefits and perks, and preparing for an academic career. Training is offered once a week in this office as well. All three of these universities have a faculty development office, but two of them add more to their offices. At all three universities, there is ample opportunities for faculty to continue their education as well. I feel that even as faculty members one can never be finished learning.
Kristen Downs
If I were hired for the military, first of all I would be a little intimidated, but willing to take on the task. As a designer of training for the military, I would offer paper-based training guides or manuals. If technology is scarce where these training are taking place, I would find a way to offer the trainings over the phone or even skyping. This may pose some problems, but allowing the military to access the material at their convenience would need to be an option as well. I might also offer an online course set-up because this would allow the people involved in the particular training a way to access the information at their convenience. There are a number of ways that material can be shared when electronic access is not always available.
I know that my campus has been doing a lot of the Step-Up-To-Excellence methodology this year. We are facing a new standardized test called the STAAR this year. This test is different than the TAKS and as of now we have limited information about the STAAR. So, my campus as been reviewing information from previous given TAKS test to see where particular students might need help and project their success with the new STAAR. The teachers that are teaching the grade levels affected by the STAAR have been reviewing ways of teaching that work and did not work, where the students seem to struggle the most and asking for help from the rest of the staff. As a lower grade teacher, I am focusing on the vocabulary that my students need to be introduced too and making sure I am teaching the material in a variety of ways. This will help ensure that students can master the skills in various subjects when taught or assessed in a variety of ways. So, my campus started at in-service in August looking at how we can make our campus successful this year. We have been working on this plan the entire school year.
I found three universities that have an Office of Faculty Development. At Michigan State University the name for the faculty development is Office of Faculty and Organizational Development. This office is through the office of the provost and offers orientations, community building, organizational and leadership development, scholarship research, and faculty and instructional development. This office offers training in its various components once a week. Fayetteville State University calls its office of faculty development by that same name, but often abbreviates is to OFD. At Fayetteville, the office is through the social science department and offers leadership, advocacy for faculty, workshops, consulting services, classroom observations, and a lecture series. This facility offers training weekly as well. A third university I researched was Harvard University. Harvard refers to its faculty development as Faculty Development and Diversity. It is offered through the office of the provost and offers development and materials, scholarship research, appointment policies and practices, teaching and advising, work-life, benefits and perks, and preparing for an academic career. Training is offered once a week in this office as well. All three of these universities have a faculty development office, but two of them add more to their offices. At all three universities, there is ample opportunities for faculty to continue their education as well. I feel that even as faculty members one can never be finished learning.
Kristen Downs
Wednesday, February 15, 2012
Section 4: Human Performance Technology
As a kindergarten teacher, a major performance problem is for the students to learn all the letters of the alphabet with the corresponding sound. This poses a problem and a vast majority of our teaching is centered on this particular objective. I have tried many non-instructional methods to help my students who struggle with learning their letters and sounds. I have used various websites such as www.literacycenter.net, www.abcya.com and www.starfall.com. Both of these sites allow the children to work with their letters in a "fun" way. Many times the students don't realize they are learning through the games, puzzles and listening activities that these sites provide. My students also work through with the letters in various centers that I have in my classroom. These are provided during small group instruction and the students can work independently through them. Some of the centers have students match capital and lowercase letters, write the letters, match pictures with the same letters and other beginning sound techniques. Also, my students use a listening center to enhance their success. They can hear the letter, its sound, and a some words that begin with that particular letter. In a kindergarten classroom, learning letters and their sounds is crucial. Thus, the students are allowed many non-instructional ways of learning them throughout the day.
One definition that I found for electronic performance support systems came from wikipedia. It stated that EPSS are "integrated electronic environment that is available to and easily accessible by each employee and is structured to provide immediate, individualized on-line access to the full range of information, software, guidance, advice and assistance, data, images, tools, and assessment and monitoring systems to permit job performance with minimal support and intervention by others" according to Gloria Gerry in 1991. I liked this definition because it gave a clear definition of an EPSS that could be used in the business environment. Employees need immediate help in order for deadlines to be met for various projects. Also in 1991, Barry Raybould condensed the definition by stating an EPSS is "a computer-based system that improves worker productivity by providing on-the-job access to integrated information, advice, and learning experiences. This definition is a much more precise version of the one Ms. Gerry gave in the same year. A third definition of an EPSS comes from the business perspective. It was stated by William Bezanson and he stated that an EPSS is "a performance support system provides just-in-time, just enough training, information, tools, and help for users of a product or work environment, to enable optimum performance by those users when and where needed, thereby also enhancing the performance of the overall business". This definition is similar to the previous two mentioned, but uses less legality language and is straightforward. These are three definitions that I found about EPSS that helped me better understand an EPSS.
In my school district we have curriculum based assessments (CBAs)that are used at the end of various units of teaching. The problem we have seen this year with the CBAs is that they way the lessons are taught is not the way it is presented on the test. Thus, the students are not performing as well as they should on them. Also, some items that are being tested are not taught in the particular unit just presented. Many times the curriculum based assessments contain more tacit knowledge instead of explicit knowledge. This makes it difficult to say a student is correct or incorrect based on how they achieved the answer. A knowledge management system should allow teachers to give feedback and make changes as needed to the CBAs. Many times that teacher is having to "teach the test" instead of the material as it is presented in the lessons. There should be more collaboration on these assessments before they are used to "judge" a teacher or their students.
I have been exposed to a lot of informal learning in my adult life. Some is for my job and others have been to further my education. As a student training to obtain a masters in library science, I have been exposed to a tremendous amount of informal learning. I have had to read material assigned on my own, review notes given by the professor and complete assignments as assigned. All of this is with no face-to-face time with the professor which was a huge adjustment from my bachelors in education degree. I do enjoy the self-pace because I have two young kids at home and I can work after they are in bed and not miss time with them. That aspect has been crucial to me. I have had to discipline my self to work through material daily to keep up. I have learned to use a virtual classroom, blogs, and e-mail to communicate with my professors and peers in my classes. At this point the professors have given the assignments,been great at answering my questions and giving guidance electronically as well. I have enjoyed my informal learning experience in my masters classes.
Kristen Downs
One definition that I found for electronic performance support systems came from wikipedia. It stated that EPSS are "integrated electronic environment that is available to and easily accessible by each employee and is structured to provide immediate, individualized on-line access to the full range of information, software, guidance, advice and assistance, data, images, tools, and assessment and monitoring systems to permit job performance with minimal support and intervention by others" according to Gloria Gerry in 1991. I liked this definition because it gave a clear definition of an EPSS that could be used in the business environment. Employees need immediate help in order for deadlines to be met for various projects. Also in 1991, Barry Raybould condensed the definition by stating an EPSS is "a computer-based system that improves worker productivity by providing on-the-job access to integrated information, advice, and learning experiences. This definition is a much more precise version of the one Ms. Gerry gave in the same year. A third definition of an EPSS comes from the business perspective. It was stated by William Bezanson and he stated that an EPSS is "a performance support system provides just-in-time, just enough training, information, tools, and help for users of a product or work environment, to enable optimum performance by those users when and where needed, thereby also enhancing the performance of the overall business". This definition is similar to the previous two mentioned, but uses less legality language and is straightforward. These are three definitions that I found about EPSS that helped me better understand an EPSS.
In my school district we have curriculum based assessments (CBAs)that are used at the end of various units of teaching. The problem we have seen this year with the CBAs is that they way the lessons are taught is not the way it is presented on the test. Thus, the students are not performing as well as they should on them. Also, some items that are being tested are not taught in the particular unit just presented. Many times the curriculum based assessments contain more tacit knowledge instead of explicit knowledge. This makes it difficult to say a student is correct or incorrect based on how they achieved the answer. A knowledge management system should allow teachers to give feedback and make changes as needed to the CBAs. Many times that teacher is having to "teach the test" instead of the material as it is presented in the lessons. There should be more collaboration on these assessments before they are used to "judge" a teacher or their students.
I have been exposed to a lot of informal learning in my adult life. Some is for my job and others have been to further my education. As a student training to obtain a masters in library science, I have been exposed to a tremendous amount of informal learning. I have had to read material assigned on my own, review notes given by the professor and complete assignments as assigned. All of this is with no face-to-face time with the professor which was a huge adjustment from my bachelors in education degree. I do enjoy the self-pace because I have two young kids at home and I can work after they are in bed and not miss time with them. That aspect has been crucial to me. I have had to discipline my self to work through material daily to keep up. I have learned to use a virtual classroom, blogs, and e-mail to communicate with my professors and peers in my classes. At this point the professors have given the assignments,been great at answering my questions and giving guidance electronically as well. I have enjoyed my informal learning experience in my masters classes.
Kristen Downs
Tuesday, February 7, 2012
Section 3: Evaluating, Implementing and Managing Instructional Programs and Projects
1. One model for evaluation that I use frequently is the 5 E model. This model helps not only with evaluation but also the format of your lessons as well. The 5 E model is engage, explore, explain, elaborate and evaluate. In the engage section, you get the students attention many times by asking leading questions or building on what they already know. Explore gives the students a chance to learn more about the objective in a hands-on type method. The teacher leads more in the explain step by clarifying questions or giving the students more information about subject. Elaborate adds more information to the content in a different approach such as a project, writing activity or other hand-on method depending on the subject material being presented. Finally the evaluation step is where the teacher can assess what the students have learned either through formal or informal assessments. My district uses this model with all aspects of its curriculum, C-Scope.
Another model I would use for evaluation is goals-oriented or objective based. This method ensures that the students meet a specified goal based on the end result. Goals-oriented or objective based evaluation allows the teacher to adjust their teaching based on what the students where the students need more or less help. It also allows the teacher to revise, adapt or reject various parts or whole lessons. This method allows the teacher to control the outcome of the lesson.
2. I teach at an elementary school of grades K-5 and approximately 500 students. One new technological innovation we have added to our campus is a cart of net book computers. The way these computers as set up allows teachers a class set of 25 computers to use for research in their classrooms. This is great for when they need more computer research time than what is allowed during their 45 minutes of computer lab time a week. The students can also access educational games in the classroom to extend or enrich the materials they are learning in class. A hindrance to these computers is that there is only one class set, 25, for a campus that has approximately 500 students. This means that access is limited to when and for how long a teacher can have the computers for their classroom. Thus, a teacher has to plan way in advance in order to ensure the use of the computers. Another hindrance is that the computers are Internet only. This means that students can conduct research, but do not have access to office type tools to translate their findings for presentations. A third hindrance is that the teachers were not adequately trained on how to use the computers for their classrooms. Thus, they are not being used to the their full potential.
3. If I were in charge of setting up professional development sessions focusing on technology for teachers the Situational Leadership method would be a way to approach this development. For phase 1 I would give the teachers between three and five examples of various technologies being used in the classroom. I would also make sure that these methods were easily accessed in their classrooms. Then I would ask them to implement one of these methods for a given amount of time to see how it works with their students. In phase 2 I would offer more training on the various forms of technology that the teachers chose from in phase 1. If problems arose with the teachers I would help them troubleshoot for a solution. Phase 3 I would have the teachers share what their end result was when using the various forms of technology. This would allow them to lead in the discussion and learn from each other. Finally in phase 4 I would ask to visit their rooms so that I could see how they have implemented the technology and give them feedback as well. I think the Situational Leadership method works well when introducing something new to teachers.
Kristen Downs
Another model I would use for evaluation is goals-oriented or objective based. This method ensures that the students meet a specified goal based on the end result. Goals-oriented or objective based evaluation allows the teacher to adjust their teaching based on what the students where the students need more or less help. It also allows the teacher to revise, adapt or reject various parts or whole lessons. This method allows the teacher to control the outcome of the lesson.
2. I teach at an elementary school of grades K-5 and approximately 500 students. One new technological innovation we have added to our campus is a cart of net book computers. The way these computers as set up allows teachers a class set of 25 computers to use for research in their classrooms. This is great for when they need more computer research time than what is allowed during their 45 minutes of computer lab time a week. The students can also access educational games in the classroom to extend or enrich the materials they are learning in class. A hindrance to these computers is that there is only one class set, 25, for a campus that has approximately 500 students. This means that access is limited to when and for how long a teacher can have the computers for their classroom. Thus, a teacher has to plan way in advance in order to ensure the use of the computers. Another hindrance is that the computers are Internet only. This means that students can conduct research, but do not have access to office type tools to translate their findings for presentations. A third hindrance is that the teachers were not adequately trained on how to use the computers for their classrooms. Thus, they are not being used to the their full potential.
3. If I were in charge of setting up professional development sessions focusing on technology for teachers the Situational Leadership method would be a way to approach this development. For phase 1 I would give the teachers between three and five examples of various technologies being used in the classroom. I would also make sure that these methods were easily accessed in their classrooms. Then I would ask them to implement one of these methods for a given amount of time to see how it works with their students. In phase 2 I would offer more training on the various forms of technology that the teachers chose from in phase 1. If problems arose with the teachers I would help them troubleshoot for a solution. Phase 3 I would have the teachers share what their end result was when using the various forms of technology. This would allow them to lead in the discussion and learn from each other. Finally in phase 4 I would ask to visit their rooms so that I could see how they have implemented the technology and give them feedback as well. I think the Situational Leadership method works well when introducing something new to teachers.
Kristen Downs
Thursday, February 2, 2012
Theories and Models of Learning and Instruction
The learning goal I chose was having my students read simple sentences. This is a requirement for kindergarten and a very important objective for us to master.
By using the Schema Theory I would build off things the students already know. So, I would begin my teach with environmental print. It is amazing to see the students eyes "light-up" when they realize they are "reading" the signs they are so familiar with everyday. The next thing I would do is a lot of work with the alphabet. I would have to the students trace the letters, say the letters, act-out the letters and many other things to build that familiarity with the letters. Then I would transition them into putting those letters to make words. I would have them push magnetic letters to build words and then take those words and put them into sentences. This process builds on the fact that the environmental print would be part of the students schemata. Learning the letters and sounds, then the words, and finally reading sentences deals with the "long-term memory as packets of information" as stated in the text.
The Constructivism Theory would allow me to follow the same type procedure. The difference would be that instead of assuming what their prior knowledge might be, I would give them a pre-test. Then I would go through the environmental text, letters and sounds, building words and reading sentences process. Constructivism Theory would allow me to then allow students a chance to see how important reading is to them. In order to accomplish this, I would have students from different grades read to them. This would allow them to see how reading is used in an everyday setting and in turn, they would gain some "organization and meaning on the surrounding environment..." as stated in the text.
I feel that both of these theories are very similar to each other. Thus, I could conduct the same steps, with some adjustments, to achieve my learning goal of having my students read simple sentences.
When thinking about the learning goal of having my students read simple sentences there is a tremendous use of scaffolding. By having them work first with environmental print, letters and sounds, words and sentences the task work one into the other. Thus, scaffolding is a very simple technique to use to accomplish this goal.
When considering the same goal as a whole task activity, the directions would be a little different. I would introduce a book, read it to my students and have them echo read with me. After echo reading, we would break down the sentence by the words and then by the letters in those words. This is a different approach than the way I "typically" teach, but some students can read simple words before they know their letters and sounds.
With the mathemagenic method I would complete the same task as with scaffolding. However, I would also help my students gain the importance of learning to read by having older students read to them. I think this would help motivate them in why reading is important.
By participating in design research, you can see the end result. You can have a goal in mind as a teacher, but that goal may not be achieved or it may be achieved in a different way. If I were to help with the design of the material, then the end result would be more clear to me. I would also be able to try things, see if they work and change them before the design is complete. Many times as teachers, we have to go back and re-teach materials in order for our students to gain the information successfully. I would also be a contributing factor as to how students learn various objectives.
By using the Schema Theory I would build off things the students already know. So, I would begin my teach with environmental print. It is amazing to see the students eyes "light-up" when they realize they are "reading" the signs they are so familiar with everyday. The next thing I would do is a lot of work with the alphabet. I would have to the students trace the letters, say the letters, act-out the letters and many other things to build that familiarity with the letters. Then I would transition them into putting those letters to make words. I would have them push magnetic letters to build words and then take those words and put them into sentences. This process builds on the fact that the environmental print would be part of the students schemata. Learning the letters and sounds, then the words, and finally reading sentences deals with the "long-term memory as packets of information" as stated in the text.
The Constructivism Theory would allow me to follow the same type procedure. The difference would be that instead of assuming what their prior knowledge might be, I would give them a pre-test. Then I would go through the environmental text, letters and sounds, building words and reading sentences process. Constructivism Theory would allow me to then allow students a chance to see how important reading is to them. In order to accomplish this, I would have students from different grades read to them. This would allow them to see how reading is used in an everyday setting and in turn, they would gain some "organization and meaning on the surrounding environment..." as stated in the text.
I feel that both of these theories are very similar to each other. Thus, I could conduct the same steps, with some adjustments, to achieve my learning goal of having my students read simple sentences.
|
Gagne’s Nine Events of Instruction
Vs.
First Principles
|
|
|
Compare
|
Contrast
|
|
·
build on prior knowledge
|
·
Gagne’s gains attention and informs of
objective
|
|
·
elicit performance and application
|
·
First Principles completes whole-task first
then corrects thinking
|
|
·
both have guidance (providing feedback in
Gagne’s and demonstration in First Principles)
|
·
Gagne’s encourages learner to go beyond
objective learned
|
|
·
|
·
First Principles has implementation of task
learned
|
When thinking about the learning goal of having my students read simple sentences there is a tremendous use of scaffolding. By having them work first with environmental print, letters and sounds, words and sentences the task work one into the other. Thus, scaffolding is a very simple technique to use to accomplish this goal.
When considering the same goal as a whole task activity, the directions would be a little different. I would introduce a book, read it to my students and have them echo read with me. After echo reading, we would break down the sentence by the words and then by the letters in those words. This is a different approach than the way I "typically" teach, but some students can read simple words before they know their letters and sounds.
With the mathemagenic method I would complete the same task as with scaffolding. However, I would also help my students gain the importance of learning to read by having older students read to them. I think this would help motivate them in why reading is important.
|
ARCS model
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|
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Topic: George
Washington
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Perceptual
Arousal:
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pictures from life, short video
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Inquiry Arousal:
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pictures from life
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Variability:
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portraits and photographs
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Goal Orientation:
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significance to our country, “Father of our Country”
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Motive Matching:
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Webquest
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Familiarity:
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job of president, working hard for something
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Learning Requirements:
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guided questioning
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Success Opportunities:
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work through Webquest, retain information
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Personal Control:
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guided questioning, research, praise students for
accomplishments
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Intrinsic Reinforcement:
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opportunity to share information (powerpoint, videos,
skits, etc.)
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Extrinsic Rewards:
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praise
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Equity:
|
share information with students outside classroom
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By participating in design research, you can see the end result. You can have a goal in mind as a teacher, but that goal may not be achieved or it may be achieved in a different way. If I were to help with the design of the material, then the end result would be more clear to me. I would also be able to try things, see if they work and change them before the design is complete. Many times as teachers, we have to go back and re-teach materials in order for our students to gain the information successfully. I would also be a contributing factor as to how students learn various objectives.
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