Envision: To demonstrate how you envision, you need to specifically describe instances from a variety of projects in which you followed decision making processes that envisioned (e.g. imagined, defined, analyzed, researched) the characteristics of the problem and its general solution.
Envision
To envision a project, a designer
must determine and state the problem clearly. The outcomes from the project
must be determined as well. The designer should imagine what the project would
look like over time.
- Project 1: Acid-Base Unit: In IT 500, I designed a four-week unit on the chemistry of acids and bases. I wanted to redo my current unit because in the past students were having a hard time understanding why a chemical substance is classified as an acid or a base. Also, they had trouble applying the three theories of acid-base chemistry. I knew I needed to create a unit where students would really develop and practice their knowledge of acid-base chemistry. Also, I knew I needed to include in the unit everyday examples of acids and bases where students would use their newly acquired knowledge and apply it to these examples. When thinking about these key issues, I envisioned a unit where I would include more modeling of how I determined if a substance was an acid or a base and how I applied the three theories. In the Social Learning Theory, behavior is acquired through observational learning (McLeod, 2011). Models are used as an important resource for learning new behaviors. I decided to create a unit based on the Social Learning Theory because I knew that modeling my actions and thought process would help students learn. I envisioned a unit where I would provide models scaffolded to student learning as well as demonstrate how to identify and apply acid-base theory. For the evaluative part of the unit, I wanted an assessment where students would apply what they had learned about acids and bases to a new situation.
- Project 2: Chalk Unit: Stoichiometry is one of the most dreaded units for high school chemistry students. Based on my past teaching of Chemistry I, many students do not understand the concepts of stoichiometry and lack the mathematical and problem-solving skills necessary to be successful. For IT 550, I envisioned a unit where concepts and examples were presented with multiple media and techniques to create more learning opportunities. Additionally, I wanted the unit to include practice of problem-solving skills. In order to increase understanding, I wanted to create a unit that had meaning and was representative of a real-world problem. When thinking about these key issues, I envisioned a unit where students would learn, practice and apply stoichiometry while solving a real world problem. I decided to create a unit based on Problem-based Learning. Savery (2006) states, "PBL is an instructional (and curricular) learner-centered approach that empowers learners to conduct research, integrate theory and practice, and apply knowledge and skills to develop a viable solution to a defined problem” (p. 12). By following the PBL theory I knew I would be able to design a unit that would meet these needs and increase students learning outcomes. By solving a problem, students have to put knowledge and practice of stoichiometry into play. Meaning, they will have to use stoichiometry to solve the problem.
- Project 3: Gum Unit: I created a unit on percent composition for my Honors Chemistry class in IT 481. Based on teaching this unit in the past, honors students usually have the mathematical skills to solve percent composition problems, but they don't understanding how and why it is used in chemistry. I wanted to create an experiment that students would relate to and use their problem-solving skills. IT 481 required the use of the NTeQ model, which gave a clear structure to my vision for this unit. The NTeQ model "emphasizes a student-centered, open-ended learning environment that uses realistic contexts for learning philosophy” (Morrison & Lowther, 2001). The model creates an environment where computers are used to guide student learning. In the unit, I envisioned students working together as a team, while learning the subject matter needed to solve a problem. Using the NTeQ model to guide my vision will allow my students to understand how and why percent composition is important to chemistry. By designing a unit where students experiment and finding the percent composition of sugar in gum, students will relate the meaning of percent composition. As well, they will understand why percent composition by mass is an important concept in chemistry.
Design: To demonstrate how you design, you need to specifically describe instances from a variety of projects in which you followed a design processes that described in detail the features of your solution.
- Project 1: Acid-Base Unit: I used Gagne's Nine Events of Instruction to design a unit in IT 500. Kruse (2010) stated, "Gagne created a nine-step process called the events of instruction, which correlate to and address the conditions of learning." I chose Gagne’s model because it includes learning guidance and practice, which I determined would students would need in order to be successful. The model also opens with gaining the attention of the learners. Gaining attention is important to increase motivation in this unit because students have struggled with the content in the past. If I can get the students interested and excited about the content in the beginning they are more likely to be invested throughout the unit. Gagne's Nine Events are:
- Gain attention
- Inform learners of objectives
- Stimulate recall of prior learning
- Present the content
- Provide "learning guidance"
- Elicit performance (practice).
- Provide feedback
- Assess performance
- Enhance retention and transfer to the job
- The first event in Gagne's theory is to gain attention
of the learner. I wanted to show a video that would intrigue the students
to want to know more about acids and bases. I chose to show a short video
clip from Modern Marvels: Acids. The video shows how
acid is used to clean and prevent tattoo tips from corroding as well as
provides details about why a substance is classified as an acid. The owner of the tattoo company featured in the video is young and successful. I knew that showing a video with a young successful person that creates tattoo tips and uses acid in the process would gain
their attention. Almost
all students are interested in or want a tattoo. The video was used to motivate them to want to
learn about acid-base chemistry and ask questions about the acid used in the video so I could relate it to the current unit.
- The
instructor provides learning guidance in event five of the design model. This
step was important to me to ensure that my students learn how to properly
classify a chemical substance as an acid or a base and apply acid-base theory.
I included examples and modeled for my students how I approach
classification of an acid or base. I modeled my thinking by talking though my thoughts and showing
them that when you see a compound written that begins with hydrogen it is an
acid, with the exception of water. I used examples and modeled how to determine
if a substance is a base, by stating and showing them that one could identify a
base because it mainly contains a metal with hydroxide. Also, I used examples
and modeled how to write formulas, acid-base chemical reactions, and apply
acid-base theory. I created a presentation
included visual information, models, and examples to help students understand the complex content. I modeled how to write chemical formulas and
equations as well as how to apply the three theories to the various chemical
equations on the classroom whiteboard. Modeling and use of examples was
weaved throughout my design. It was used in my PowerPoint presentation, on the
whiteboard, with various worksheets, and it was be included in the final assessment.
Students need guidance as they practice their skills of identifying and
applying what they learned to various substances. Since students have struggled
with this unit in the past, learning guidance is an important step needed to
make sure students correctly understand and apply the information.
Eliciting performance is event six in the Gagne’s theory. This is truly important to the success of the unit. I designed many worksheets to elicit practice. The worksheets were used throughout the unit to practice the content that was being taught. Some of the worksheets worked on writing formulas, naming acids and bases, and writing chemical equations. They also included being able to identify and apply the information learned as well. Once the students were successful at this skill, I created some worksheets to practice apply the three acid-base theories to various acids and bases. I scaffolded the learning as well as practice, so that students would successfully learn one component before moving on to the next. For the final assessment, I created a project where students researched a real-world acid or base and then applied their new knowledge to the researched substance, providing more practice. The students were to research an acid or base that affected human lives. They were to determine under what acid or base theory did the substance they were researching fit into. They would have had to provide a chemical equation to prove this. They were applying what they had learned during the unit to a new substance. Practice, research, and application is current throughout my unit. Having the students "do" something with the content is the key to success in this unit.
Providing feedback, event seven, is also important. If students did practice applying the information they have learned but never received feedback from me they would not know if they were correctly applying the information. I provided immediate feedback to students throughout the unit. While using the PowerPoint, if students asked questions to clarify their thoughts, I provided an immediate response. I might have restated what I was saying, used another example, or modeled the process again. Also, I provided feedback by checking, grading, and returning the practice worksheets and quiz to all of the students. The correct answers were provided and any questions were clarified with the activities. I walked around the room throughout all of the practice activities as well as during the group activity talking to each student, providing immediate feedback. Feedback is important to this design to ensure that students correctly understand and apply the newly learned information.
- Project 2: Chalk Unit: I chose to use the ASSURE model to create a unit on stoichiometry for IT 550. The model incorporates Robert Gagne's Nine Events of Instruction to assure effective use of media. ASSURE is an instructional design model that is considered classroom oriented (Baran, 2010, p. 369). In addition, the ASSURE instructional design model lets the designer progress systematically and step-by-step (Baran, 2010, p. 367). I decided to use the model because it is used successfully in education and I could include many strategies and media. I also thought the model seemed easy to follow because it is sequential. The ASSURE model has the following main components:
- The first component to the ASSURE model is analysis of the learner. I created this unit during the third semester of the school year so I knew my students quite well. Many of them struggled with math based on lessons earlier in the year. I had a student with visual disabilities, so I knew using an iPad and laptop would be a great tool for him, increasing his ability to see. Also, I determined that I needed to teach the students more mathematical problem-solving skills before the group project; otherwise the group project may not be successful. Analyzing my learners is valuable to me so that I create a design that will meet the needs of all my learners and ensure success.
- The second phase of the model is to state the objectives. Determining the goals and objectives really drove the unit. I had to design and create a unit that would meet my goals and objectives.
- Goals
- Students will learn what stoichiometry is and how it is used in chemistry and real-life. Students will know the meaning of limiting and excess reactants. Students will calculate stoichiometry reaction equations.
- Objectives
- After practicing and reviewing stoichiometry calculations, students will be able to correctly perform stoichiometry calculations with 80% accuracy.
- Given that students learned about predicting products last chapter, students will predict the products of their reactions with 90% accuracy.
- Given that students successfully learned how to balance equations last chapter, students write balanced equations for their reactions with 90% accuracy
- Given that students have learned about limiting reactants and excess reactants in a previous lesson, students will correctly identify the limiting and excess reactant in their reaction for making chalk with 90% accuracy.
- (All will be determined using assignments and rubrics)
- The third component of the ASSURE model includes selecting and provide multiple strategies, technologies, media and materials.
- Strategies
- Group and individual strategies were woven throughout the unit. Both group and individual strategies were used when completing the worksheets so students would learn from each other as well as individually. Students worked together as a when working on the project I created where students worked in groups of four to determine how to make a specific amount of chalk (calcium carbonate) that was low in cost for Highland CUSD#5. I acted as their boss and they were to report their findings to me. The project included using a real life problem to solve.
- Technology
- iPads and laptops were used to research and gather information about the substances and cost. The iPads were also used to interact and practice with a stoichiometry calculator application. This application allowed students to change the amounts of particular substances in order to determine how much of another substance would be produced. In other words, it allowed them to visually see and practice the mathematical relationships of stoichiometry. Laptops were also used to create the presentation on Glogster in the group project.
- Media and materials.
- I designed the unit to include 4 to 5 worksheets on stoichiometry problems for students to practice their mathematical and problem-solving skills before beginning the project. I varied the type of problems on the worksheets as well, using real and made up examples. I wanted students to practicing writing and balancing reactions. So I included in the project a worksheet of potential reactants where students would use their prior knowledge of reactions to determine if chalk would be produced.
- Selecting and provide multiple
strategies, technologies, media and materials was an important step for me
because it allowed me to design a unit that included many varied
strategies and materials, as well as technology which I was required to use.
It allowed me to think outside the box, being creative, and to incorporate many ways to
create student success.
The fourth component of the model is utilizing
technology and media. Waters (2010) states that “the iPad
is a wonderful device, but it can’t do everything. But when I want to work on a
large project, I’ll choose a laptop over the iPad, at least in its current
configuration. Students are going to need access to both." I used iPads for research and practice as well
as incorporated laptops. I knew that three iPads would not be enough technology
to complete the unit in a timely manner. I found an iPad app, iChemistry:
Chemical Equation Balancer and Stoichiometry Calculator, that would
allow students to practice and apply balancing chemical equations and
determining particular amounts of products that can be produced from a
particular amount of reactants. Again, more practice with stoichiometry
problems and hands on interaction with concepts of stoichiometry. Since I was
the boss, I wanted students to create a professional and creative presentation
of how they would make the chalk cheaply. When researching creative methods for making
presentations I came across Glogster. Students used laptops to create their
poster, because I did not have enough iPads for the students to use. Also,
Glogster did not interface well with the iPads, so the laptops were necessary.
Utilizing technology and media was an important step in my design process as I
was required to incorporate technology into my unit. This step helped me design
a plan where I could utilize and integrate various media and technology.
The fifth component required learner participation, which is perfect when students need practice and hands-on activities in order to learn and understand the concepts. The unit required all students to be active in each part of the project and throughout the unit. Each individual had to practice writing the equations, solve stoichiometry problems, use the iPad app, and work with their group to complete a project and presentation. This step is necessary. Without participation, students would not know how to successfully solve stoichiometry problems. Students would not be active learners. Without learner participation, I could not have created a successful unit.
During the evaluation and revise, phase six, of the ASSURE model, student outcomes as well as media and technology were evaluated. In the project, student presentations were evaluated on if they selected the proper reactants that would produce chalk. I wanted to know why they chose a particular reactant (did it make chalk) and if cost was evaluated (was it the lowest in cost). I evaluated if students could correctly write and balance the equation for the production of chalk. The presentation was graded with a rubric. Students were given the rubric in advance so they would know the objectives and be able to create a successful presentation. The media was evaluated based on student motivation, on-task behavior, and quality of the presentation. A survey was given at the end of the unit to determine success of the media and the unit. The evaluation phase is important to the entire unit because I needed to determine if my unit was a success as well as the media used. I used my own evaluative tools as well as let the students evaluate the project. Without this process, I cannot clearly determine if the unit is success and/or what I need to revise. This was the first time I have let the students evaluate a lesson. I was quite surprised by some of the results.
Challenges: When designing this unit I knew that integrating technology would be my biggest challenge. My school does not have an overwhelming amount of technology for students to use one-on-one. I decided I would use a rolling cart of twelve laptop computers and have students work in pairs while using the computer. I was also required to integrate three iPads into the unit.
Three iPads is definitely not enough, but I had to make it work. I designed the unit so that students would work on the iPad individually while the other students worked on something else. With only having three iPads and wanting all students to use it individually, the unit would take longer than I would like. One of the problems was finding an effective iPad application to teach the students about stoichiometry. I spent many days looking and playing with various apps. I actually download one that I thought would be great, but it did not work so I had to keep looking. I eventually found one that would teach students conceptual and mathematical stoichiometry.
The fifth component required learner participation, which is perfect when students need practice and hands-on activities in order to learn and understand the concepts. The unit required all students to be active in each part of the project and throughout the unit. Each individual had to practice writing the equations, solve stoichiometry problems, use the iPad app, and work with their group to complete a project and presentation. This step is necessary. Without participation, students would not know how to successfully solve stoichiometry problems. Students would not be active learners. Without learner participation, I could not have created a successful unit.
During the evaluation and revise, phase six, of the ASSURE model, student outcomes as well as media and technology were evaluated. In the project, student presentations were evaluated on if they selected the proper reactants that would produce chalk. I wanted to know why they chose a particular reactant (did it make chalk) and if cost was evaluated (was it the lowest in cost). I evaluated if students could correctly write and balance the equation for the production of chalk. The presentation was graded with a rubric. Students were given the rubric in advance so they would know the objectives and be able to create a successful presentation. The media was evaluated based on student motivation, on-task behavior, and quality of the presentation. A survey was given at the end of the unit to determine success of the media and the unit. The evaluation phase is important to the entire unit because I needed to determine if my unit was a success as well as the media used. I used my own evaluative tools as well as let the students evaluate the project. Without this process, I cannot clearly determine if the unit is success and/or what I need to revise. This was the first time I have let the students evaluate a lesson. I was quite surprised by some of the results.
Challenges: When designing this unit I knew that integrating technology would be my biggest challenge. My school does not have an overwhelming amount of technology for students to use one-on-one. I decided I would use a rolling cart of twelve laptop computers and have students work in pairs while using the computer. I was also required to integrate three iPads into the unit.
Three iPads is definitely not enough, but I had to make it work. I designed the unit so that students would work on the iPad individually while the other students worked on something else. With only having three iPads and wanting all students to use it individually, the unit would take longer than I would like. One of the problems was finding an effective iPad application to teach the students about stoichiometry. I spent many days looking and playing with various apps. I actually download one that I thought would be great, but it did not work so I had to keep looking. I eventually found one that would teach students conceptual and mathematical stoichiometry.
- Step 1 is to state the objectives. I really had to think about exactly what I wanted students to learn and put it in words. This step is important in the design process because it made me focus and really determine what it is that I want students to learn and do in the unit. It also made me think about how I would determine if the unit is successful. If the students can meet the objectives I predetermined, then the unit is successful. I determined the following:
- Students will use a WebQuest to read and learn about percent composition
- Students will perform a lab safely
- Students will be able to perform percent composition calculations
- Students will learn how to use Excel to organize and analyze data
- Students will learn how to use Excel to make a graph
- Students will be able to make a presentation using PowerPoint
- Students will perform a lab experiment to determine the percent composition of sugar in various brands of gum.
- Students will be able to determine what brand of bubble gum to recommend and why, based on analysis of their experimental results
- Students will be able to complete a worksheet on percent composition calculations with 80% or better accuracy.
- Students will prove they are successful at performing labs safely by not breaking any of the predetermined lab rules during the lab experiment.
- Students will present their experimental data to the class based upon a rubric with at least 75% accuracy.
- The step 3 in the model is to specify a problem. The NTeQ model incorporates problem-based learning as a way for students to learn. I had to think of a real world problem that allowed students to learn about percent composition, while performing an experiment, including computers, and manipulating data. This step was tough. I created the Problem Statement: If you were a dentist, which brand of bubble gum would you recommend and why? I wanted to use a real life example of a chemical compound, sugar, that can be analyzed and the percent composition of sugar in gum can be determined. Sugarless gum was excluded from this experiment because we cannot analyze percent composition of sugar in sugarless gum, but we did have a class discussion about sugarless gum and why it was not included. The use of a real-life problem further enhances student’s ability to understand how and why percent composition is used. Using a problem is an important step used to solve my problem, because students did not understand why percent composition is important and how it is used in real life. By students solving the problem, they will see how percent composition can be applied to real life situations.
- The model required students to manipulate data in step 4. By collecting and manipulating data, students would be practicing and perfecting their problem-solving skills as well as their ability to solve percent by mass problems. The problem that I created required students to determine the amount of sugar in various brands and flavors of gum. They would weight the gum, chew the gum, and then weight it again. The loss of mass of the gum is the sugar coming out of the gum when chewed. They used this data to determine the amount of sugar in the piece of gum and find the percentage of sugar. They would collect and analyze their data and then compare their data to the class data. Each group used various brands and flavors of gum and then had to compare their results to other groups to determine a final conclusion. Individuals accept responsibility for seeking relevant information and bringing that back to the group to help inform the development of a viable solution. (Savery 2006, 13) This step was very important in success of the unit because students were forced to think about their data and how it relates to other groups results and helps answer to the problem. This kept the students focused and made them responsible. Without this step the unit would not be successful. Experimentation has no meaning without collection and analysis of data.
- Presentation of Results is step 5 in the model. Students presented their results in a PowerPoint presentation. I decided to use PowerPoint because I was required to use computers with NTeQ and students could create a professional presentation with this software. This use of a computer in this step was not critical in my design process. But I was required to use a computer so I decided instead of writing a report or having a class discussion students would use the computer to create a presentation. Presenting the result is important because if students just did an experiment to chew gum and did not conclude anything about it, they did not learn anything. Presenting the results is important in any experiment or problem. We need to know the answer to the problem.
- Steps 8, 9, and 10 where activities before, during, and after computer use. Before using the computer, the unit include class discussions about percent composition. As a class we discussed percents, how they are determined, and what it means. I wanted to make sure that students knew about percents before they used the tutorial online on percent composition. This step was important so that students were not confused before using the computer. I created this web quest so I could incorporate using a computer, as required by the model. In the web quest, students were to complete this online tutorial on percent composition to practice their problem-solving skills. They completed new examples on their own as an assessment of what they had learned in the tutorial. The web quest allowed the students to acquire new information as well as gave them some direction of my expectations and what they were to accomplish. I had not created a web quest before so did some research about them. I had to find a place to put my web quest that was free and student could access it. Our school did not have any free web space available at that time. After students had practiced solving percent composition problems on the computer, they were to perform a lab on percent composition using bubble gum. I created the lab to allow students to gain more knowledge and insight into how and why percent composition is used. I thought it would be an easy concept to understand and apply to the lab. Students used Microsoft Excel, via computer, as a tool to help organize, sort, compile, and make conclusions about their data. Excel was also used to create a graph to show the class data gathered during the experiment. Again, the students had to practice their mathematical and analytical skills. Finally, they created a profession presentation, using Microsoft PowerPoint, of their data and conclusions using a computer. I designed many parts of the unit to include the computer. I thought it would provide the students the proper tools to collect, analyze and present their data. Yes, this step was not completely necessary to complete the unit, but using the computer helped students organize their data and created a neat presentation of their data. According to Savery (2006), when the computer is integrated as a tool, students apply the same skills used in the workplace to analyze and manipulate information. By using the computer as a tool, students were gaining skills that they will use in the future.
Produce: To demonstrate how you produce, you need to specifically describe instances from a variety of projects in which you employed production processes and created products that allowed you to carry out your design ideas.
Producing instructional materials
and media takes creativity, knowledge, skill, and time. It can be very
satisfying especially when you see your learners interacting with your own instructional
media.
- Project 1: Acid-Base Unit:
- In IT 500 I wanted to create a visual presentation that would include models, examples, and informational content. I created the PowerPoint presentation below that included various media such as chemical formulas, equations, pictures, models, and examples. I used the presentation as my main way of providing content information to my students. Even though the presentation is not necessarily guided by a model, I need to provide my students with information on the content.
- I created about 5-6 worksheets that required students to analyze equations and practice writing chemical formulas. The activities created were used to practice and review the information they were learning in the PowerPoint. The worksheets were used directly the information was presented in the PowerPoint. Below are two examples. The first example has students practice naming and writing chemical formulas. Students also practice writing and balancing chemical equations and then apply by applying what they learned about acid-base theory, as in the second example.
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- A culminating activity was also created to allow students to apply what they had learned in the unit about acids and bases as well as learn new information. The research project was also used as an assessment. Students were to apply their newly gained knowledge of the three acid-base theories to the substance of their choice that affects human life. This activity allowed students to work in groups where they would learn from each other, practice what they had learned in class, apply it to a real life situation, and learn something new that connects to their life.
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| Culminating acitivity to apply new knowledge to new situation |
- Project 2: Chalk Unit: Below is one of the practice worksheets that I created for students to solve mathematical stoichiometry problems. I included the correct answer, in orange, so they would have instant feedback as they were solving the problems. Including the answer allows students to self-evaluate. If they are not getting the correct answer they know they needed more help or instruction. It also increases their confidence. As students get the correct answer, they get more encouraged and their confidence increases.
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- In the group project, I used a real life problem of creating chalk at a low cost. Below is a list of guiding questions I created to keep the students on track throughout the project. This was used as a check list for student knowledge and to keep them on track.
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| Guiding questions students answered throughout the unit |
- The example below was used in the group project. Students had to complete the reactions to determine the products, practicing their ability to write and predict chemical reactions. Students then used this list to determine which reactants they wanted to use to create their chalk.
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| Reaction sheet to solve and determine if chalk will be produced and to practice completing reaction |
- I created this chart for students to use when analyzing cost of producing chalk. They had to practice mathematical skills and apply chemistry mathematical knowledge when finding the cost/mole. This organized their data they were collecting as well as helped them to determine which supplies they wanted to use based on cost.
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| Table to determine cost and practice chemical and mathematical skills |
- The rubric below was used to evaluate the Glogster poster presentation. I created this evaluative tool to fairly grade each presentation, as well as to provide each learner with my expectations. The students used this rubric as they created their presentation so they would know my expectations and do well. I used it to grade the quality of the presentations as well as the correctness of the choices made in their research on creating chalk.
- For IT 481, I had to design a unit based on the NTeQ model. I created this web quest so I could incorporate using a computer, as required by the model. The web quest gave the students a straight forward process to follow. The web quest had an introduction, task, process, and evaluation. The web quest provided the tools necessary for the students to solve the problem statement. In the web quest, students were to complete this online tutorial on percent composition to practice their problem-solving skills. After using the computer to teach about percent composition they then new examples on their own as an assessment of what they had learned, see worksheet below. Students could have completed each of these lesson without the web quest, but I wanted to give my students as easy way get and find information so that they would work at their own speed, without me. Part of the NTeq is the lesson is student-centered and the teacher takes a minor role.
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| Percent composition practice problems |
- After they had practiced solving percent composition problems, they were to perform a lab on percent composition using bubble gum. I created the lab to allow students to gain more knowledge and insight into how and why percent composition is used. I thought it would be an easy concept to understand and apply to the lab. High school students know there is sugar in gum and that you can determine how much, but they have not applied the idea of percent composition to a substance. I used a real life example so students would make connections to the real world about percent composition and solve the problem presented in the unit.
- Students were to create a profession presentation, using Microsoft PowerPoint of their data and conclusions. They were to use a computer as the NTeQ model requires the using a computer. Below is the rubric I created to evaluate their presentation. It was given to the students before they began working on the presentation so that they would know the expectation and would create a successful presentation.
Examples of Producing From Other IT Classes:
Website: This is the website that I designed in IT
486. I wanted my students to be able to use it for learning and practicing how
to write, balance, and classify chemical reactions.
Wiki: In IT
565, I help, as part of a group, to
create this learning resource for others interested in how to set up a computer
network. Wiki is a collaborative website.
Prezi:
Running: A White Sport. I created this Prezi for EPFR 521 after research and
analysis of literature and resources. I wanted to show my viewers some reasons
why long distance running is mainly a white sport.
Vodcast: I
have flipped my classroom, so I currently make informational videos/podcasts
that students can watch and listen for my class. I use a Doceri iPad
application along with Doceri desktop software.
#1 Instructional Activity: Here is
a video I created to show students my expectations and introduce an activity. I had a colleague record me with my iPhone and then uploaded the movie to YouTube. I then created a link to the video and put the video on Edmodo for students to view.
#2 Cellular Respiration: This is
currently a movie, but it was created as a PowerPoint presentation that I
created for IT 571. The reason it is in the video section is that I had to
download some videos from YouTube with http://keepvid.com/.
This website allows me to download the video as a movie file and then I
embedded the video directly into the PowerPoint. At the time this was made my
school did not allow access to YouTube and streaming video was slow, so I
had to find a creative way to incorporate YouTube videos without breaking any
rules.
Non-linearPowerPoint: I created this non-linear PowerPoint for IT 435. It is currently a movie file,
but as a PPT if you click on a box it will take you to the questions and then
the answer. It is not sequential like most presentations.
Gradebook: This
is an example of a gradebook I created in IT 435 with Microsoft Excel. I can use it in my classroom to organize data collected from students.
Photoshop: This
is a picture I created using Photoshop in the IT program. Photoshop is a digital editing program that can be used for educational purposes. Here I was just having fun and trying to figure out the program.
Graph: Here is a graph I create using Microsoft Excel for IT 435.
Online Quiz: This is a screenshot of an online quiz I created for my chemistry I classes to use on Edmodo. It was used as an evaluative tool to determine if they had learned the lesson over significant figures.
- This is another online quiz I created on polleverywhere.com used in my chemistry II class to evaluate if the students understood a lesson on oxidation numbers.
Evaluate: To demonstrate how you evaluate, you need to specifically describe instances from a variety of projects in which you evaluated the effectiveness of your designs.
Evaluations are necessary to critically judge the quality and reflect on the designed lessons and can be used to seek quality improvements.
I
use a variety of evaluative tool to assess student learning. Authentic
assessments and formal assessments are used throughout the units I design.
Wiggins (1990), states, “assessment is
authentic when we directly examine student performance on worthy intellectual
tasks.” - Project 1: Acid-Base Unit: A authentic assessment and summative assessments were used to evaluate student outcomes as well as the overall success of the unit.
- I created a quiz about midway through the unit to evaluate lesson was succeeding. I wanted to evaluate if the students had learned how to name and write formulas for acids, which they usually struggle with. I also wanted to evaluate whether or not the students had learned how to complete reactions and if they could apply the Bronsted-Lowry theory. I chose to evaluate the items mentioned above because in the past this is what students usually struggle with. We had also practiced these skills in class, so I wanted to evaluate if the lessons taught we successful or if I needed to reteach. The average grade was an 8/12. I looked through the quizzes and determined most students had trouble with the Bronsted-Lowry Theory. Due to the evaluation, I retaught, used more examples, and modeled how to apply the theory again.
- I also used a formal assessment, the chapter test, to help determine if the unit was successful. The test included all of the topics and examples covered in the unit. This assessment tested the student knowledge gained and understood on the entire unit. The average grade, which was a high C, for all students on the test was higher than the average grade on this unit in the past. Student learning had increased on this unit compared to typical the past.
- An authentic assessment was used in the unit for evaluation. I created the rubric below to determine if students could successfully define the substance they were researching as an acid or base. It also evaluated if they could show with an example, which theory applied to the researched substance. The rubric also evaluated the quality of the project, as well. 85% of students correctly applied the new knowledge gained in the unit to the researched acid or base. Based on the data, I would conclude that the project was a success. Eighty-five percent is pretty good considering the content is college level.
- Students also completed a self and peer performance evaluation for the research project. It was used to determine if the students worked together on the project and if they knew what they were doing. They were to evaluate their peers as well as themselves. I had not used a tool like this in my classroom. I was really surprise by the honesty of the students. They tended to rate themselves low. They knew they could have done better. I thought it would have been opposite.
- Based on the research project and unit test average grade, the students increased their knowledge and deepened their understanding of acids and bases. Overall, the unit was considered successful. There is definitely some room for improvement. Next time I will slow the unit down and really dig into each of the main components with the students. I need to add in some other varying media to improve student learning by exposing other methods of learning, such as online tutorial or iPad apps.
- Project 2: Chalk Unit: For the project, I created a rubric to determine student learning for the unit. The rubric evaluated not only the quality of the student presentation but also their ability to use accurately predict reactants that would produce chalk. The rubric also evaluated if the students could correctly determine, with stoichiometry problems, the amount of each substance they would need to make the specified amount of chalk. It also evaluated whether the students could make the chalk at a low cost. The end product, the Glogster poster, included critical information used to determine student learning. I determined that my students did a good job overall, but not all groups were successful.
- Here is an example of my student's Glogs.
- I created a student survey to determine what the students thought about the unit. The survey can be seen here: http://www.surveymonkey.com/s/HZJR2RB
- The survey results were:
–
88% stated the
unit helped them learn about stoichiometry
–
61% reported the
unit applied to real-life situations (others stated chalk is not used very
often anymore)
–
57% stated they
remained on task throughout the entire unit and 40% reported some of the time
–
39% reported
that the iPad furthered their understanding of stoichiometry and 37% reported
only somewhat increased understanding
–
82% stated they
enjoyed making a presentation using Glogster
- I also created retention quiz that was given to the students two weeks after the unit was completed. My goal was for students to score 75% or more correctly. Students scored an average of 58% in block one, block two 78%, and block three 70%. I concluded that the unit was not completely successful. After analysis and reflection, I did re-teach stoichiometry. I quizzed the students again and this time the average of the three classes ranged from 80-85%. Overall, I feel that the unit was fairly successful. Of course, next time there will be things that I will change and do differently because of the design and also because I will have different students with different needs.
Examples of Evaluative Tools From
Other IT Classes:
Computer Software Evaluation Form:
I used the following form to evaluate various types of educational software. It
is very important to evaluate software before you determine to purchase and/or
use it in the classroom. Some important factors to consider when evaluating
software are: usefulness in the classroom, cost to purchase, cost to use and
maintain, if it fits into the curriculum, and if there is any proven results or
data that shows it increases learning. My school district was interested in buying
Rosetta Stone. I wanted to evaluate the software and see if it would be a
useful tool for my school. My results can be seen below.
Title: Language Learning: Rosetta Stone Classroom Version 3
Evaluator’s Name:
Kristie Simmons
Date: 11-4-10 Subject
Area: Spanish Grade Level: _____
1. Program
Requirements: (Memory, Operating System, CPU): Windows
2000, Windows XP, Windows Vista, Windows 7, Mac OS 10.6 .2 +, 10.5.8+,
10.4.11+; 1 GHz, 512 MB, 600 MB space required per level.
*
Windows 2000 or later
* Mac OS 10.4 or later
* 512 MB RAM
* 1 GHz or faster processor speed
* 600 MB free hard-drive space (per level)
* 16-bit sound card
* 800 x 600 display resolution (1024 x 768
recommended)
* Internet or phone connection required for
product activation
* Speech recognition feature requires a USB
headset microphone (included with purchase)
* 27 CD-ROM Drive (for installation)
2. Additional
hardware or software required:
3. Publisher:
Publisher web site: Rosetta Stone Ltd:
4. Vendor Name:
Vendor Phone: Rosetta Stone: 1.800.767.3882
5. Vendor Address:
Vendor Web site: Rosetta Stone: http://www.rosettastone.com/schools
6. Price of
Program (Individual price, site license or network price?) $699.00 per 1 set: level 1-5 included
7. Is a network
demo available? Yes
8. What funds will
be used to purchase the program? It would come from
the district education fund since all ages could use it.
9. Manuals and
Support:
A. User’s Manual is available/included. Not sure,
could not find out, but you can download it
B. User’s Manual is easy to understand. Not sure
C. User’s Help is accessible within program. Yes
D. Technical support is available online. Yes
E. Technical support by phone is available. No
F. Yearly support or maintenance fee is required. No
10. Describe the
program’s objectives related to district curriculum, state & national
standards:
Rosetta Stone will allow students to learn a
second language. It uses visual imagery
(pictures) to help students learn and think in a new language by ensuring a
direct connection between words and their meanings.
Rosetta Stone systemically builds nouns and
verbs into complete sentences and dialogue. And in keeping with national and
state standards, the program helps students build everyday proficiency in each
of the four key language skills:
* Listening comprehension
*
Speaking
*
Reading
*
Writing
11. Describe how
this software would improve your ability to complete specific job
responsibilities and/or increase student learning:
This
software would give students an opportunity to work by themselves to learn new
material and then they could use it together in a group. I think it offers
students a good way to learn with the pictures and hearing and speaking the
words. It gives them another opportunity to use the words in Spanish (repeat,
repeat) and also here how they are spoken in the native tongue. I think seeing
the pictures and hearing the words with help students to remember and be able
to use the words in a particular situation better.
1=Strongly
Disagree 5=Strongly Agree
12. Software supports existing curriculum. 1 2 3 4 5
13. Software adequately meets its objectives. 1 2 3 4 5
14. Software would make my job more effective. 1 2 3 4 5
15. Software is usable without reference manual
or user help. 1 2 3 4 5
16. User can easily navigate between program
screens. 1 2 3 4 5
17. Program allows user to correct errors. 1 2 3 4 5
18. Instructions are available on-screen and
clearly written. 1 2 3 4 5
19. Graphics, media elements, & content are
clear and appealing. 1 2 3 4 5
20. Incorrect use of keys/commands does not
cause program to abort. 1 2 3 4 5
21. Software is age-appropriate in content
& language. 1 2 3 4 5
22. Menus and other features make the program
user friendly. 1 2 3 4 5
23. Bug free; program runs properly. 1 2 3 4 5
24. Software performs management tasks
satisfactorily. 1 2 3 4 5
25. Program will be easily integrated into
classroom curriculum. 1 2 3 4 5
26. Program uses real-life problems and/or
authentic scenarios. 1 2 3 4 5
27. Program requires students to use
higher-level critical thinking. 1 2 3 4 5
28. Tools for student assessment are provided
and adequate. 1 2 3 4 5
29. Program is appropriate for: (Underline all that apply.)
A. Small group use around 1
computer C. Use in computer lab
on each machine
B. Individual student on computer D. Use with 1 computer & lg.
display for classroom
30. Use of this
software would require which level of computer skill? (Underline one.)
Basic Intermediate Advanced
Your
recommendation - Please check one.
¨
This would be a valuable software purchase. I recommend we adopt it.
¨
This is beneficial software, but I have some serious
reservations. (Please describe problems & indicate if you want to look at
other programs like this.)
There are so many
people in the internet world that either hate the program or love it. I would
have to read a lot more about it and figure out the motives of some of the
lovers/haters. I would also have more questions regarding money for an entire
school population. I also would hate to think that because the software would
be adopted that the school would feel like they could get rid of teachers.
Replacing real teachers with software. No matter how good the software is it
wont replace a teacher.
¨
This software will not produce the results desired and should not be
adopted.
Comments:
I
chose to look at this software not so much for my class, because I teach
chemistry not foreign language, but because there was/is talk about adopting
this software in our school and district. I was interested about the software,
good and bad, and thought this is a perfect time to look at it. I have heard many people talk about it, but I
have never spoken directly with someone who learned a new language with any of
the Rosetta Stone products. I think the software would be best used as a
supplement to the regular curriculum. I think that teachers will either love it
or hate it, depending on how they teach. Many teachers will want their students
to translate but this program does not do that.
WebSite Evaluation Tool: Below is a tool that I have used many times since enrollment in the IT program. It is used to evaluate a website. Evaluating websites is very important if to me if I am going to use the website in my instructional units. Using an evaluative tool like this one below can help me determine if using the website is purposeful and is designed for the proper audience, my students. Before using any website in my class, I thoroughly evaluate it.
Author: Smithsonian Center for Education and Museum Studies
Purpose of Site: provide
educational resources
URL: http://www.smithsonianeducation.org/
Intended Audience: Educators, Families, Students
Evaluate the Web site you have
selected according to the criteria described below. Indicate “Y” for “Yes”, “N”
for “No”, “NA” for “Not Applicable”.
Web Site Design
Ratings
1. Speed
|
|||
A. The
homepage downloads efficiently.
|
Y
|
||
2. Home
page
|
|||
A. The
homepage is attractive, has strong eye appeal.
|
Y
|
||
B. You can
tell where you are immediately (clear title, description, image captions,
etc.)
|
Y
|
||
C. There is
an index, table of contents, or some other clear indicator of the contents of
the site.
|
Y
|
||
D. Site
sponsor/provider/host is clearly identified.
|
Y
|
||
E. Information/method
for contacting sponsor/provider/author is readily available.
|
Y
|
||
F. Copyright
date or date site was established is easy to determine.
|
Y
|
||
3. Ease
of navigation
|
|||
A. User is
able to move around within the site with ease.
|
Y
|
||
B.
Directions for using the site are provided if necessary.
|
Y
|
||
C.
Directions are clear and easy to follow.
|
Y
|
||
D. The links
to other pages within the site are helpful and appropriate.
|
Y
|
||
E. Internal
and external links are working properly (no dead ends, no incorrect links,
etc.) non
found
|
Y
|
||
4. Use of
multimedia
|
|||
A. Each
graphic, audio file, video file, etc., serves a clear purpose.
|
Y
|
||
B. The
graphics, animations, sounds clips, etc., make a significant contribution to
the site.
|
Y
|
||
5.
Browser compatibility
|
|||
A. Site is
equally effective with a variety of browsers such as Netscape and Internet
Explorer.
|
Y
|
||
Internet
explorer, safari, firefox
|
|||
6.
Content Presentation
|
|||
A. There is
sufficient information to make the site worth visiting.
|
Y
|
||
B. The
information is clearly labeled and organized.
|
Y
|
||
C. The same
basic format is used consistently throughout site.
|
Y
|
||
D.
Information is easy to find (no more than three clicks, for example).
|
Y
|
||
E. Lists of
links are well organized and easy to use.
|
Y
|
||
7.
Currency
|
|||
A. The date
of last revision is clearly labeled. Date last revised ______________________
|
N
|
||
B. Information appears current and/or recently
updated.
|
Y
|
||
8. Availability of further
information
|
|||
A. A working link is provided to a
contact person or address for further information.
|
Y
|
||
B. Links to other useful Web sites
are provided.
|
Y
|
Based on your rankings, would
you say that this site is:
X Very well designed and easy to use Designed
adequately but needs to be improved
Poorly
designed, difficult to use
Web Site Content
Ratings
1. First
look
|
|||
A. User is
able to quickly determine the basic content of the site.
|
Y
|
||
B. User is
able to determine the intended audience of the site.
|
Y
|
||
2.
Information Providers
|
|||
A. The
author(s) of the material on the site is clearly identified.
|
N
|
||
B.
Information about the author(s) is available.
|
N
|
||
C. According
to the info given, author(s) appears qualified to present information on this
topic.
|
NA
|
||
D. The
sponsor of the site is clearly identified.
|
Y
|
||
E. A contact
person or address is available so the user can ask questions or verify
information.
|
Y
|
||
3.
Information Currency
|
|||
A. Latest
revision date is provided. Date last
revised________________________________
|
N
|
||
B. Latest
revision date is appropriate to material.
|
Y
|
||
C. Content
is updated frequently. Not sure
|
NA
|
||
D. Links to other
sites are current and working properly.
|
Y
|
||
4.
Information Quality
|
|||
A. The
purpose of this site is clear. Identify Purpose: Provide educational
resources to teachers, parents, and students
|
Y
|
||
B. The
content achieves this intended purpose effectively.
|
Y
|
||
C. The
content appears to be complete (no “under construction” signs, for example)
|
Y
|
||
D. The
content of this site is well organized.
|
Y
|
||
E. The
information in this site is easy to understand.
|
Y
|
||
F. This site
offers sufficient information related to the users needs/purposes. lots
|
Y
|
||
G. The
content is free of bias, or the bias can be easily detected.
|
Y
|
||
H. This site
provides interactivity that increases its value.
|
Y
|
||
I. The
information appears to be accurate based on user’s previous knowledge of
subject.
|
Y
|
||
J. The
information is consistent with similar information in other sources. No, lots of resources
for all parents, teachers, students. Its probably better than many
|
N
|
||
K. Grammar
and spelling are correct.
|
Y
|
||
5.
Further Information
|
|||
A. There are
links to other sites that are related to the users needs/purposes
|
Y
|
||
B. The content
of linked sites is worthwhile and appropriate to the users needs/purposes.
|
Y
|
||
Based on your rankings, would
you say that this site is:
Very useful
X Worth book marking for future reference
Not worth
coming back to
Technology Integration Plan: I created a TIP in IT 560. Although
the plan in whole is not actually an evaluative tool, to make a proper plan you
do have to evaluate the current school technology needs as well as the current
technology state of your school. I determined that my school district is in
poor shape. Many of our computers are old and outdated or need repaired. I also
found that we have quite a low budget compared to other surrounding districts.
My school district is not ready to completely immerse its students with
technology.
Online Quizzes: I have created online quizzes as a
way to evaluate my lessons. The online quiz gives me a quick look if students
understood or got out the unit what I wanted them to. Below is a screenshot of
an online quiz I created for my chemistry I on Edmodo. It was used as an
evaluative tool to determine if they had learned the lesson over significant
figures. The lesson was a quick video I made and students viewed online. If
students got a 6/7 or better, the lesson was successful, if not the lesson need
to be retaught. I had to reteach this lesson due to many students not doing
well and many students could not take the quizzes due to Edmodo not interfacing
with smartphones.
Rubrics: I have created many rubrics in the
IT program as a means of authentic assessment. Here is the rubric I created for
the gum project. A rubric is used to disclose expectations of quality of a
task. A rubric is a way to score tasks fairly. A rubric allows me to evaluate
information that is complex and subjective. It is also a basis for
self-evaluation, reflection, and peer review.
Peer Reviews: Peer reviews have been used in
almost all of my classes in the IT program. Peer review involves evaluating
other individuals to point out both strengths and weaknesses in a design. This
type of evaluation is useful for improvement of the design. Below is a peer
review that I did for another student on her lesson plan. The tool can be used
to make improvements on the lesson plan and clear up any misconceptions.
Resources
Baran, B. (2010).
Experiences from the Process of Designing Lessons with Interactive Whiteboard:
ASSURE as a Road Map. Contemporary Educatıonal Technology, 1(4),
367-380.
Kruse, K. (2010). Gagne's nine events of instruction: An introduction. Beginner Basics. Retrieved from http://www.utsweb.net/Instructional%20Design%20Resources/GagneStyle.pdf
McLeod, S. A. (2011). Albert Bandura | Social Learning Theory. Retrieved
from http://www.simplypsychology.org/bandura.html Kruse, K. (2010). Gagne's nine events of instruction: An introduction. Beginner Basics. Retrieved from http://www.utsweb.net/Instructional%20Design%20Resources/GagneStyle.pdf
Morrison, G. R., & Lowther, D. L. (2001). Integrating
Computer Technology into the Classroom.
Savery, J. (2006). Overview of problem-based learning: Definitions and distinctions. Interdisciplinary Journal of Problem-based Learning, 1(1), 1-20. Retrieved from http://docs.lib.purdue.edu/cgi/viewcontent.cgi?article=1002&context=ijpbl&sei-redir=1&referer=http://www.google.com/url?sa=t&rct=j&q=%22problem%20based%20learning%22&source=web&cd=6&ved=0CFYQFjAF&url=http%3A%2F%2Fdocs.lib.purdue.edu%2Fcgi%2Fviewcontent.cgi%3Farticle%3D1002%26context%3Dijpbl&ei=eRajULcMg87IAbSagMgD&usg=AFQjCNFX4134uN_lhklkWheQY5iqthzk8w
Savery, J. (2006). Overview of problem-based learning: Definitions and distinctions. Interdisciplinary Journal of Problem-based Learning, 1(1), 1-20. Retrieved from http://docs.lib.purdue.edu/cgi/viewcontent.cgi?article=1002&context=ijpbl&sei-redir=1&referer=http://www.google.com/url?sa=t&rct=j&q=%22problem%20based%20learning%22&source=web&cd=6&ved=0CFYQFjAF&url=http%3A%2F%2Fdocs.lib.purdue.edu%2Fcgi%2Fviewcontent.cgi%3Farticle%3D1002%26context%3Dijpbl&ei=eRajULcMg87IAbSagMgD&usg=AFQjCNFX4134uN_lhklkWheQY5iqthzk8w
Waters, J. K. (2010). Enter the iPad
(or Not?). The Journal, 37(6), 38-40. Retrieved from:
http://thejournal.com/articles/2010/06/01/enter-the-ipad-or-not.aspx
