Section 5 Questions

Section 5 Questions

#1: Rapid Prototyping

I’m having a difficult, even more so than last week, making this question fit education and specifically English /Language Arts, but here is my best attempt.  I was thinking of a specific lesson I use when teaching “The Masque of the Red Death” by Edgar Allan Poe where I require the students to create a blueprint, drawn on graph paper, of what the Prince Prospero’s castle may have looked like, based on the description provided in the text.  I could further this assignment by creating a rapid prototype in a program like CAD of a 3D version of the blueprint and have the kids create their own using the same software or similar software.  I’m anxious to read what you all say on this question.  I was stumped this week, really stumped. 

#2: Full Spectrum Diagram

I would suggest using screen shots of the electronic programs and designs they would be taught, if the electronic accessibility is faltered or limited.  Traditional methods of training, pre technological solutions, can still be ideal, such as handouts, scenario reenactments, drill and practice, and even question and answer sessions. 

If the question is asking more about how to provide more technology savvy ways to have electronic access, what the text mentions about what the Marines “will have” by 2006 are all valuable ideas that could serve as ways to still electronically train these individuals.  The text states that “by 2006, the Marine Corps will have in place 54 Deployable Learning Resource Centers” which “consist of a server, network switch, printer, and 20 rugged laptop stations” (194).  It goes on to point out the details of the connect ability to external networks. 

#3: GSTE & Step-Up-To-Excellence strategies

When reading about the GSTE process model, I immediately thought of a new program or “strategy” that a fellow teacher and I, along with the support of our superintendent are planning to implement at the start of next school year.  Some of you may have heard of Dan Korem, the Random Actor Prevention Strategy, or the Missing Protector Strategy.  Korem is the creator of both and the strategy we are focusing on, in order to prevent “random actors” from acting, is the MPS.  In order to implement this strategy as a staff development opportunity, the first step taken was for our entire staff to sit through a short introduction to what the “random actor” is.  These are those kiddos who, for many reasons both personal and environment, choose to act out in a violent or aggressive way at school, such as the school shootings that have become an epidemic in our public schools in America.  The next step was that the superintendent chose the two of us and a counselor from our campus to go through a day long training on the MPS which not only helps identify and assist those students who may be “random actors,” but also those students who need a kind of mentor or “missing protector” in their lives.  Once we had gone through the training, we sat together, the two of us, and revisited the training, the manual, the suggested books to read, and the videos provided in the training manual.  We then talked with teachers, counselors, and administrators, to identify those students who are in the most need of that protector in their lives.  These may be kids who live in a single parent household, who have had multiple discipline or academic issues, have had multiple absences, those who are often bullied, or who just plain have a tough life.  Once we got the names of 10 girls and 10 boys narrowed down, we asked for teacher volunteers to serve as a mentor to these students.  We are now in process of getting the training of the mentors to be included in a summer professional development course for those teacher volunteers.  We submitted an application for our training to be considered this summer for us to do so.  The next step will be to inform the mentors of the training dates and times, provide each one with a copy of the manual, and prepare our actual professional development, what we will say, the videos we will show, the examples we will use, etc., along with the success stories of how this strategy has assisted other schools across the country.  Our professional development course will utilize power point presentations, video, audio, and paper/pencil materials.

As far as this strategy being successful for years to come, even after one of us leaves the district, the Step-Up-To-Excellence model will be a great way to ensure this happening.  The initial training of the mentors will hopefully cause them to really “buy in” to the program and see the benefits it can have, not only on our students, but also on themselves as mentors.  Once this strategy is shown successful at the HS level, we hope that the middle school and other intermediate and elementary campuses will see that this can be a district wide strategy that will be useful to us all, both for prevention and providing immediate action where it may be needed.  

#4: Universities Faculty Development

Texas A&M University – Commerce

On A&M Commerce’s faculty development page of their website it explains that there is a faculty development committee that arranges and provides ways for the university faculty members to enhance their own educational and research abilities.  They point out that these may include book groups, group luncheons and outings, lectures, and new faculty orientation.  The site states that “its most important function is to encourage interdisciplinary and cross-disciplinary discussions as well as approaches to instruction”

(http://web.tamu-commerce.edu/aboutUs/administrativeOffices/academicAffairs/facultyDevelopment/default.aspx.

~This section is called the “Faculty Development Committee”

~It is under Provost and Vice President of Academic Affairs” section of the website

~ It offers information on conferences such as IDEA, CIEE seminars, and different online trainings through power point presentations.  It also provides links to various faculty development seminars available to their faculty.  There are also links to how to apply to be on the committee itself. 

~Seminars seem to be given each semester and range in titles.  To list a few. . . Reaching & Teaching the Millennial Generation-Developing an Authentic Assessment Toolkit, Creating Significant Learning Experiences: Part I, and Creating Significant Learning Experiences: Part II.

Baylor University

Similar to A&M Commerce, Baylor’s faculty development focuses on the instructional methods and effectiveness of their teachers and states that, “Resources for faculty include faculty orientation activities and seminars, faculty mentoring, faculty development grants as well as seminars and workshops to improve teaching effectiveness, the summer teaching and summer scholars institutes, the scholarly writing seminar, occasional symposia, conferences, colloquia and discussion groups” .

http://www.baylor.edu/provost/index.php?id=1136

~Faculty development for Baylor is under a section of the website called “Faculty Development”

~It is under the “Executive Vice President and Provost” section of their website

~It offers the services listed below

•  New Faculty Mentoring Program
• Summer Faculty Institute
• Symposia and Presentations
• University Teaching Development Grants
• Big 12 Faculty Fellowship Program
• Other Faculty Development Resources
• Seminars for Excellence in Teaching

~Their trainings/institutes are offered every semester on this campus.

University of Texas at Arlington

UTA’s section of faculty development has several sections such as Academy of Distinguished Teachers, Academy of Distinguished Scholars, Active Learning Committee, and Faculty Organization.

http://www.uta.edu/provost/facbodies.php

~Faculty Development is the term used on this site.

~It is also under the Office of the Provost section of the site.

~It offers sections like “faculty recognition,” “grants and leaves,” “faculty enrichment,” “new faculty orientation,” and “UT Arlington Strategic Plan.”

~Specifically under the “faculty enrichment” section, they offer such things as a “faculty guide,” a “faculty-to-faculty mentoring program,” “teaching circles,” “instructional support sessions,” and “research and creative activity support sessions” each semester for their faculty. 

Section 4 Questions

Section 4 Short Essay Questions

1.      There are two performance problems in my area of teaching HS that came to mind while reading through chapter 14.  These are probably a stretch, as I had a difficult time coming up with issues that are resolved in a non-instructional way, but they are teacher attendance and maintaining teacher positivity throughout the school year.   

Often times, especially during heavy sports times during the school year, we find it difficult to find enough substitutes to cover for all those who are out.  In a district I used to teach at, not my current one, they gave a huge non-instructional incentive for us to be in attendance for everyday, or at least most days, of the school year.  Each teacher who signed up for a 403B account through the company the district used was granted 3% matching costs of whatever the teacher put into their account that school year as long as they missed no more than 3 days.  3% doesn’t seem like a lot, but I know it was a huge motivational factor for most of us to attend this amount of school days throughout the year. 

Another performance problem, although some may not see it as such, that I see often in my fellow teachers is an inability to remain positive, both inside and outside of the classroom.  Teaching any age students can be a very stressful and hectic job, but I think the importance of positivity is looked over often in the mix of grades, sports, TAKS testing, and extracurricular events.  There are several ways I think the positivity can be enhanced and maintained.  One thing that could be done is for the administrators and each other show each other support and give kudos when a job has been well done.  My principal, for example, sent me a short email last week telling me what a good job I’m doing and how much he appreciates my positivity and energetic attitude toward my students.  This is the first and only time I have ever had a principal do this in 9 years of teaching.  That’s sad, but true.  This email alone made my positive attitude heighten even more than it already was.  The need for this from our colleagues is important and useful as well, but hearing things like this from the administration can have an even greater effect, I believe. 

Another way positivity can be encouraged in a non-instructional way is through a monthly “teacher of the month” could be voted on by the entire student body at lunches or by the members of the student council.  Being recognized like this could be the difference in a teacher having that positive attitude or slipping into the ever nasty negative one. 

A third way I think a positive attitude in teachers could be increased is by participating in more team-building or group activities outside of school which would force people to meet and get to know other teachers in the building they may not otherwise get the chance to.  Last year our staff went bowling and they purposely grouped us with people who are not in some kind of “click” and who are not necessarily friends outside of work.  This really started the year off on a positive note and many of us could see that come through in our interactions with one another, in our attitudes toward our students, and in our teaching in general.

2.      https://www.msu.edu/~sleightd/epss_copy.html

Using the website above, I was able to see a slightly differing definition than the one offered in the text.  “An Electronic Performance Support System is, according to Barry Raybould, ‘a computer-based system that improves worker productivity by providing on-the-job access to integrated information, advice, and learning experiences’ (Raybould, 1991).  The difference or addition that I noticed here was the term “advice” being used.  Of course this “advice” could just refer to a kind of “help” feature offered by most EPSS’s, but I found it interesting still.  It would almost be nice for these systems to offer an instance “help” feature or even a feature where you could talk to or chat with others who are using that specific system.  This feature could also include suggestions or tips made by prior users.  A characteristic of EPSS’s offered in this source is that they “reduce the need for prior training.”  This is something I could see as being untrue, as there are still employees hired who may or may not have the technology experience and/or abilities to work their way through the EPSS and their questions, concerns, and issues with the system could cause more harm than good.  I know there have been times I’ve had to sit through some kind of instruction through a EPSS and was not given proper instruction beforehand, which led to even more confusion for myself and an increase in negativity toward the skills or lessons “they” want me to learn or be exposed to. 

This lack of technology experience with computers, the internet, and/or websites or software may be the reason EPSS’s have not been more widely used.  If a EPSS is going to cause more time for the management or administration because of their having to answer questions and make clarifications constantly, I can see where the installation of such a program could be seen as “risky” or more trouble than it’s worth.  I do believe, however, that EPSS’s will only continue to grow in popularity and use in all types of workforce areas.  In the last 5 years I would say that most of the trainings that we, as teachers, are required to attend are usually in the EPSS format and I have to say that more often than not I don’t feel I get the whole gist of things from this alone.  In my opinion, and maybe it’s because I’m an auditory learner, nothing beats an actual person there to train you and guide you through the processes step by step.  Maybe I just need to get with technology and the way things are going. J

3.      There are several KMS’s that are used in my HS that came to mind while reading chapter 16.  The first is the “Parent Portal,” which allows parents to view their child’s current grades in a class.  The program allows them to see specific assignments, their due dates, the grade their child made on the assignment, if they have any missing or incomplete assignments, and it allows them to email the teacher if they have any concerns.  Another program we have that can be seen as a KMS is the program called “Aware,” which allows us to access the TAKS scores, all the way back to the 3^rd grade, of our current students.  We are able to see the data in many ways whether it’s based on specific objectives they had difficulty with, by ethnic or social economic status, by sex, etc. 

The TEA website and its features is the KMS that I will focus on, as it’s the one which has assisted me most in difficulties in instruction and design I have had in the past and continue to have.  The TEA website offers released TAKS tests, along with scoring guides that offer examples of actual student work on their essays and open-ended questions. The ELA open-ended questions have been and remain the biggest area of concern in regards to the ELA TAKS exam.  The website offers detailed rubrics for each score of the open-ended question, offers student examples of each score, and offers detailed descriptions of why each answer got the score it did.  Another aspect of the website that brings in the collaboration that is so essential to KMS’s is that there are links to teacher blogs, teacher forums, and even lesson plan sites that are geared specifically toward the teaching of open-ended questions and many other skills tested on the ELA TAKS test.  One thing I think we need to do more of is sit together as a department and look over these samples and suggestions together, as someone else’s view or way of looking at or teaching the material could be the answer for another teacher who is having difficulty.  Like I’ve said in previous posts, this is an area my department lacks.  We could even bring in samples of our current students open-ended responses and talk about how we would score each one and write descriptions or explanations, like those provided with the samples on the website, as to why we scored them like we did. 

4.      I may be stretching the term “informal” on this one, but I had a difficult time coming up with examples of informal trainings I have had in my adult life.  Some examples of training, some more formal than others, I have received in my adult life are summer AP or PAP workshops, writing workshops such as Write Traits (FABULOUS), Gretchen Bardabee’s workshops, TELPAS training, AWARE training, and even a defensive driving course.  Some of these trainings featured an actual human being and others did not.  In reference to the ones where a person was leading the training, they tended to be more engaging and even entertaining at times.  These are not primarily social in nature, but do tend to include several times for kinds of social interaction, such as sharing your thoughts with a neighbor, having to introduce yourself to others in your group, or having to collaborate with strangers to come up with a final product.  Any group training involving teachers, at least in my opinion, tends to be social in nature at least to some extent.  As far as the trainings that were computer based alone, these tend not to be engaging at all, unless you’ve been living in a cave for the past year or something.  The most boring and unsocial trainings in my experience have been these types of trainings.  These include, for me, such things as TELPAS training, AWARE training, Crosstec training, etc., in which the user must go through the training on their own without a person leading it or even there to give guidance or answer questions.  After writing this out and thinking about it, I think there is so much to be said for some social interaction during trainings such as these, as that is where true learning occurs.  I’ve gotten some of my best teaching ideas and materials from other teachers who were in workshops with me at AP conferences or TEA sponsored trainings in English.   

Section 3 questions

Section 3 Questions

1.       One evaluation model I came across was one utilized by Virginia Tech called the Flashlight "Triad" Model that helps carry out technology oriented evaluations.  This type of model, I assume, will indeed become more popular as technology in our classrooms and universities continues to increase.  The first step called, “Overview and Confronting the Blob” is to “bring to the table” all the ideas from multiple participants on how to construct a lesson to begin with.  The second step called, “From Blob to Issue” is to break down the large picture into a smaller part of, what do we want our students to learn about this technology or from the use of this technology? The third step called “From Triad to Data” breaks the steps of the model down by asking 5 questions about the student expectations from the particular lesson.  The last step called “From Data to Next Steps” is where you make decisions about your course, what you will use, what you will scrap, etc.

The other evaluation model I came across was the Connoisseurship evaluation model in which an expert in a particular field of study decides the value or worth of a particular instructional method or strategy.  This, as my sources pointed out, can cause some bias and problems with validity. 

Participating in evaluation models such as these is not something I do very often, if at all, in my teaching.  It seems much of it requires a kind of team effort of collaboration and planning, and I myself do not partake in much of this.  Our entire department really doesn’t do much of this, which is probably a bad thing.  One thing I could use the Flashlight Triad Model is to develop a lesson which involves technology, such as having students build a Wikispace or a website.  Sitting with other teachers to discuss the lesson ahead of time would indeed be helpful, especially in regard to the last step of determining what to keep, what to scrap, etc.

2.       Recently, our entire English department got Promethean boards installed in our classrooms.  The relative advantage, once I learn how to work the dang thing, I think will be pretty high, although I’ve always been hesitant of new technology; it truly scares me.  The installation process was perfect, as we didn’t have to do anything except tell them on what wall we wanted the board placed.  They then came in and adjusted the projector to our new screens and calibrated them for us too.  The frustrating part was that we didn’t receive any actual training on how to use the board until a month or so later, after the installation and this was frustrating.  My students saw that I had this new technology and they knew more about it than I did, but I couldn’t use it until I felt comfortable with it.  The training was somewhat helpful as far as showing us the basics and exposing us to some sample “flipbooks” that have already been generated for Promethean use.  The best ways I’ve learned how to use it, however, is just by me messing with it myself after school hours.  I haven’t incorporated everything it can do yet, but I’m taking baby steps in the direction where I can use it almost daily. 

3.        If I were in charge of developing a series of professional development sessions on using technology in the classroom, the utilization of Situational Leadership would be ideal, especially if it’s my first time presenting to a group like this in this way.  The text provides a nice framework to follow for “newbies” like I would be. 

Off the top of my head, I would probably focus my presentation on the use of Wikispace or Glogster in the classroom, both websites in which students can create their own webspace /poster online and present it to the class.  They are able to add video, caption, animation, and sound to their presentations with each of these websites.   

In the first phase of Situational Leadership I would need to address the issues the text discusses like being “directive, detailed, and supervisory without being overbearing or appearing to be demanding”  (115).  This would be my first attempt at training like this and many of the teachers’ first attempt as using each of these technology types.  I would first begin, in this phase, by explaining what each site can offer to their students and show examples of different wikispaces and different glogsters out there as examples.  I would explain the value of using these two technologies in class. 

In the second and into the third phase, this is when I would show them, step by step, while they are at their own computer space, how to build a simple wikispace.  We would build one together so that they could see it exactly step by step.  I would also have a handout with these same guidelines written so that they can take notes as we go and will have the same steps when they leave my training and return to their own classrooms.  I would then, in phase 4, have them group up in two’s and create their own wikispace to present to the class.  I would then follow the same procedures for glogster, or keep it to one site, depending upon time. 

Section 2 Questions

Section 2 Questions

1.       One learning goal I really have to stress to my 9^th and 10^th grade English students is a knowledge of the literary elements in literature such as theme, characterization, symbolism, etc.  I have found that my students, even coming into high school, are good at defining the elements out of context, but once a piece of literature is actually put in front of them, they then have difficulty identifying symbols or being about to relate what the overall theme or tone of the piece is.  One method I use to help my students in this area and to teach it in baby pieces, using the Schema Theory of learning, is by bringing in children’s books, often with pictures, for them to begin to analyze for literary elements first.  I first put them in groups of 2 with a children’s book.  They are required to identify one symbol from the story and explain it, one example of figurative language, which they have to cite and explain, and have to explain in a theme statement what the theme of the story is.  As we move on, I begin requiring them find more and more elements and they are then given a children’s book to work with on their own.  I also use the last 10 minutes of classes sometimes to read them a children’s book and we, as a class, examine and identify the elements in the story.  We begin discussing and adding about 5 elements at a time until I feel they have gained knowledge of each one.  The Cognitive Information Processing Theory is another way I try to enhance my students’ knowledge of the elements.  One way I use this is when trying to get them to incorporate the literary elements and figurative language into their own writing.  One way I use this theory to break it down into steps and give feedback often, as the theory calls for, is I have them begin by writing similes, metaphors, use onomatopoeia, anaphora, etc. in short sentences.  I then have them read them aloud and I and their classmates give them suggestions on ways they could improve the sentence.  We then continue on and increase that writing into a paragraph.  I’ll give them a prompt to write about and they have to include a certain amount of literary elements or figurative language in their writing.  I then read these paragraphs, call each one up while the others are working, and we talk individually about how the paragraph could be improved.  Once they work their way up to writing an actual essay, I have them bring their essays and they participate in “peer tutoring” with a fellow classmate.  Then, the essays are turned in to me and they must have had a certain amount of figurative language in their essays.  I then call them up individually again while the others are busy and we discuss their writing. 

2.       Source used: http://ide.ed.psu.edu/idde/9events.htm

These are Gagne’s 9 events of learning as shown in this source.  There is much overlap from the First Principles discussed in the text.  I’m not good at tables, so I’m going to do my best to explain the connections and any overlap I found. 

Events

The first 4 steps would fall into the “problem” and slightly into the “application” step of the First Principles, as this is where the student is informed of the objective and what the learning goals for the particular activity will be.  This is also where you would want to make some kind of connection with the student and the material in order to draw their attention in.  This connection is very important, as you can lose students right from the start if this connection is not made.  The “demonstration” and “activation” steps of the First Principles are like the “elicit performance” step from Gagne, as this is when the student actually begins performing the skill at hand.  The “Integration” step of the First Principles could fall under the “provide feedback” part of Gagne, as this is where teachers should look for any needed reteaching, clarification, etc.  The “assess performance” and “enhance retention and transfer” steps from Gagne are a nice addition, one not seen in the First Principles really, and these are some that I feel teachers often forget.  We have to reiterate the skills learned so that they are retained and are continued to be viewed as valuable. 

When looking at these principles, I thought of a lesson I just completed with my 10^th graders.  Because they are at the age of about to be getting their driver’s licenses, I feel it’s important to incorporate some non-fiction pieces of literature that confront the dangers of driving, especially for new drivers.  One such danger is talking or texting while driving, an epidemic that is killing thousands of young drivers each year.  I first use the “problem” principle by having them write a journal about what car they want, what their plans for driving are, if they are in driver’s ed, how it feels to be able to drive, etc.  This is really easy to get them engaged with because it’s such an exciting time in their lives.  Then I show them a few videos of new cars on the market and we talk about the things we like about each car.  This also gets them excited!  I then move into the ”application” principle by  reading an article called “What Call is Worth a Life” which discusses the dangers of talking while driving.  They then continue the application principle and move into the demonstration principle by complete a few open-ended questions about the article in which they must quote from the text to support their answers.  We then view two videos from Youtube, one a documentary put out by At&t about 4 different families affecting by texting and driving and the other a reenactment of an accident involving texting while driving. We then discuss the events of the films.  The next article we read focuses on texting while driving and outlines about 15 statistics, with specific names and ages of people who have been killed due to texting and driving.   As far as the integration step, I encourage my students, once the lesson is over, to sign a pledge (which I keep a copy of) that they will NOT text and drive.  Many of them have a very different view on the topic after this lesson that is for sure.

3.       I have to admit that I struggle at “whole task” instruction.  It is often difficult for me to convince (because obviously I already know) my students that they really will use these skills in the real world.  One activity I do have them do is to write a resume, which is definitely whole task, as they will indeed use this skill in the real world.  Scaffolding is a method I utilize in almost every lesson.  I’ve found that taking baby steps and adding in parts of the lesson step by step allows them to be much more successful at the skill at hand.  See #2 for some scaffolding examples.  I use mathemagenic methods by using “leading questions that are sprinkled throughout a learning task” to “help students mindfully abstract away from the given information and reach a more general understanding” (76).  I try to always throw out questions throughout a lesson that make my students think back to their own lives or the lives of those around them so that sometimes difficult or complex ideas can be simplified.  When they can make this connection, you can see the light bulb go off and they can “get it” on a new level that they understand and can relate to. 

4.       Course on folk and fairy tales

Attention

Perceptual Arousal: Read a traditional fairy tale, such as Little Red Riding Hood, Little Mermaid, etc., and discuss the differences seen in Disney and other depictions of fairy tales. 

Inquiry Arousal: When the traditional fairy tales are seen, this will take care of itself, as students are always shocked to see the evolution of tales that has taken place. 

Variability: I would incorporate video clips from different versions of the fairy tale being discusses.

Relevance

Goal Orientation: I can meet their needs by supplying a thorough, clearly stated syllabus in which all of the expectations are defined.  All assignments should be clearly defined with due dates and my information if they need to contact me.

Motive Matching: They would have choice as far as their final paper and its focus, I would lead them in the direction, through their readings, to provide the correct influences for their learning on the topic(s), and their responsibilities would be clearly stated in the syllabus as well.

Familiarity: This will be easy, as most of them will have been exposed to several, if not all, of the fairy tales discussed in class and in readings.

Confidence

Learning Requirements: I can give feedback on all assignments, help generate productive classroom discussions, and provide much tie in to their past experiences with fairy tales.

Success Opportunities: Through the writing of a proposal and a final paper, along with reading responses each week, the learner will continuously have the opportunity to examine their own competence throughout the course.  My feedback would make this clear.

Personal Control: The learners will know this by the point scale given for each assignment, up front, in the syllabus.

Satisfaction

Intrinsic Reinforcement:  They will have this opportunity through the classroom assignments they partake in and in outside activities and readings I will encourage them to read and participate in.

Extrinsic Rewards: The feedback I provide throughout the course and their final grade in the course.

Equity: I’m very good at encouraging, having a positive attitude, and providing positive reinforcement in their individual activities and in their overall goals for the course and for their educational career. 

5.       I think there are many benefits to researching instructional design, although it is not the most enjoyable topic for me personally.  I have come across several new methodologies that I had not ever heard of before, so that was nice.  It’s also nice to have a reminder of the ones I have already been exposed to and when seeing that my lessons and teaching styles follows many of these theories, that lets me know that I’m doing some things correctly.  I think this is an area that will only continue to grow, as we all know, with the inclusion of new technologies in our classrooms.