Systematic
The proposed instructional system development model is systematic. It includes all the major components of a system model and it follows a logical order. The model begins with analysis of the needs; this is followed by the design and development of the instruction. The completion of the development of the instruction is followed by pilot testing and formative evaluation. At this point, revision is made to the design. The utilization of the model then occurs; this is followed by summative evaluation and further revision of the model. The process is iterative. Revisions are constantly occurring and these can occur at any stage of the model.
Systemic
Each component of the model is affected by the other components. For example, the data gathered at stage one is critical to the design and development of the instruction. Additionally, the results of the evaluation will be used to revise the components of the model.
Type of Orientation
This model is prescriptive in nature although there are elements of description. Generally, the model explains what can be done to improve the performance of the newly trained teachers and solve the problem of their inadequate performance. It suggests that the coaching of the newly trained teachers by master teachers will enhance their performance.
Type of Knowledge
The model utilizes procedural knowledge. The Model suggests how the identified goals and objectives can be achieved.
Required Expertise
This model is intended for experienced instructional designers since it is based on heuristic knowledge therefore the designer will have to rely on previous experience in utilizing this model.
Instructional Context
K -12 educational systems
Level of instructional design
Interpersonal: The interaction will be on a face to face basis.
Level of Implementation
Institutional level - The focus of the program is the professional development of potential master teachers in all primary schools.
Sunday, March 30, 2008
Thursday, February 28, 2008
Evaluation
Overview
Evaluating the model will enable the developer/instructional designer to identify strengths and weaknesses of the process and product and to make the relevant revisions to ensure that the model achieves its intended purpose.
Information would be sought on the worth of the model, the learning gained and the impact. The instructional materials, the process, learners’ reaction to the training, the master teachers’ acquisition of the knowledge and skills and their ability to transfer these to the coaching of the new teachers, the impact on students’ learning and the system in general will be the focus of attention.
Information will be sought from the trainees (master teachers), the teachers, trainer, students, ISD experts, assessors from the Ministry of Education and UWI.
The evaluation methods would include the use of observation, surveys utilizing questionnaires and interviews, focus group discussion and tests.
Collecting data at the end of the pilot test would be a key evaluation point.
Formative Evaluation
This type of evaluation will be ongoing and will focus on the components of the model. An overall review of the content and process of the model will be conducted by an ISD expert. Additionally, the training materials to be used will be reviewed by a content expert and two teacher educators. The trainee master teachers will also review the training materials. The reviewers will comment on the relevance, suitability and structure of the training.
At the end of the training, the trainer and trainees will complete an evaluation of the training.
The reviewers will provide feedback to the developer who will then use this to revise the model.
Summative Evaluation
Pre testing and post testing of both the teachers and their students will be done. The standard APT form would be used to assess the teachers before and after the intervention (coaching by master teacher).
Students’ pre-intervention and post-intervention performance as measured by tests will be compared.
Master teachers will be observed and rated using a checklist during the training and practicum. During the implementation of the program, education officers will observe and grade the master teachers.
The impact of the model on the supra-system will be evaluated in terms of cost effectiveness.
Evaluating the model will enable the developer/instructional designer to identify strengths and weaknesses of the process and product and to make the relevant revisions to ensure that the model achieves its intended purpose.
Information would be sought on the worth of the model, the learning gained and the impact. The instructional materials, the process, learners’ reaction to the training, the master teachers’ acquisition of the knowledge and skills and their ability to transfer these to the coaching of the new teachers, the impact on students’ learning and the system in general will be the focus of attention.
Information will be sought from the trainees (master teachers), the teachers, trainer, students, ISD experts, assessors from the Ministry of Education and UWI.
The evaluation methods would include the use of observation, surveys utilizing questionnaires and interviews, focus group discussion and tests.
Collecting data at the end of the pilot test would be a key evaluation point.
Formative Evaluation
This type of evaluation will be ongoing and will focus on the components of the model. An overall review of the content and process of the model will be conducted by an ISD expert. Additionally, the training materials to be used will be reviewed by a content expert and two teacher educators. The trainee master teachers will also review the training materials. The reviewers will comment on the relevance, suitability and structure of the training.
At the end of the training, the trainer and trainees will complete an evaluation of the training.
The reviewers will provide feedback to the developer who will then use this to revise the model.
Summative Evaluation
Pre testing and post testing of both the teachers and their students will be done. The standard APT form would be used to assess the teachers before and after the intervention (coaching by master teacher).
Students’ pre-intervention and post-intervention performance as measured by tests will be compared.
Master teachers will be observed and rated using a checklist during the training and practicum. During the implementation of the program, education officers will observe and grade the master teachers.
The impact of the model on the supra-system will be evaluated in terms of cost effectiveness.
Part 2: Management of Instruction
Logistical/Administrative issues/problems
Release time for the teachers to attend the workshop.
Questions to be considered:
What is the best time to schedule the workshop?(the classes of the teachers attending the workshop will have to be covered while they are out).
Who will cover those classes? Can temporary teacher be hired?
Should the workshop be held during the vacation?
Will the teachers attend during the vacation?
Venue for the workshop. Schools do not have the space or resources/equipment that are needed. The audiovisual room of the T.A. Marryshow Community College or the Conference room of the Ministry of Education will be the most appropriate places but these are always in use by other groups.
Visualization of Model
Most likely the model will be represented using concentric circles. The largest circle will be the supra-system because no decision can be taken without the approval of this system. Within this large circle will be another circle representing the system. The subsystems will be smaller circles within this circle. Because the focus of attention is on the system, the five ID processes will be represented by small circles within the system. The Analysis and Implementation circles will be larger than the other process circles. Arrows will be used to make connections among the different circles.
This is just an initial idea it is subject to change.
Release time for the teachers to attend the workshop.
Questions to be considered:
What is the best time to schedule the workshop?(the classes of the teachers attending the workshop will have to be covered while they are out).
Who will cover those classes? Can temporary teacher be hired?
Should the workshop be held during the vacation?
Will the teachers attend during the vacation?
Venue for the workshop. Schools do not have the space or resources/equipment that are needed. The audiovisual room of the T.A. Marryshow Community College or the Conference room of the Ministry of Education will be the most appropriate places but these are always in use by other groups.
Visualization of Model
Most likely the model will be represented using concentric circles. The largest circle will be the supra-system because no decision can be taken without the approval of this system. Within this large circle will be another circle representing the system. The subsystems will be smaller circles within this circle. Because the focus of attention is on the system, the five ID processes will be represented by small circles within the system. The Analysis and Implementation circles will be larger than the other process circles. Arrows will be used to make connections among the different circles.
This is just an initial idea it is subject to change.
Monday, February 25, 2008
Model Report: Management of Instruction
Model: Institution of a Master Teacher Program in the primary school of Grenada.
Aim:
To develop a Model that can be used to train and implement Master teachers in
primary schools in Grenada
Goal:
To implement a Master teacher program in primary schools that will result in the
improvement of newly trained teachers’ performance in the classroom.
General Objectives:
· Carry out a needs assessment to determine needs of the participants.
· Identify/develop training materials.
· Train a core of senior teachers to be master teachers.
· Identify/ develop strategy for change management.
· Implement change management strategy.
· Pilot the master teacher program.
· Evaluate the Pilot program
· Implement the Master teacher program in all schools.
Goals of the Supra-System:
The goal of the education system is, “to develop perspectives, knowledge, skills and attitudes needed to function as citizens of Grenada, the Caribbean and wider world community.” (SPEED, 2006 p. 9)
The mission statement states that the goal of education will be achieved through well managed and efficient systems.
The proposed model will help to manage and enhance the systems through which instruction is delivered at the primary level. It will give the newly trained teachers the opportunity to be coached by persons who have more experience and skills. This mentoring will enhance their performance and ultimately result in the products identified in the goals/mission of the education system.
Method of Delivery
A three-week workshop will be facilitated by an expert from the School of Education, University of the West Indies. A face to face mode of instruction will be used.
Method of Instruction
The instruction will be informed by Social Learning Theory, Constructivism and Merrill’s First Principle. The learning will be problem based. The trainees will view lessons taught by the new teachers, identify problems in the instruction and devise a plan to solve the problem. Modeling will also form an important part of the training. The trainees will view sessions conducted by master teachers. They will also be given the opportunity to practice the knowledge and skills gained in training. Additionally, they will participate in a two weeks practicum in which they will mentor a new teacher.
The materials from the workshop will be developed into RLO’s that will be used for the future training of new teachers. This will be a self instructional package.
Method of Grouping
Collaborative learning groups will be used. The trainees will be grouped based on the grade level taught.
Aim:
To develop a Model that can be used to train and implement Master teachers in
primary schools in Grenada
Goal:
To implement a Master teacher program in primary schools that will result in the
improvement of newly trained teachers’ performance in the classroom.
General Objectives:
· Carry out a needs assessment to determine needs of the participants.
· Identify/develop training materials.
· Train a core of senior teachers to be master teachers.
· Identify/ develop strategy for change management.
· Implement change management strategy.
· Pilot the master teacher program.
· Evaluate the Pilot program
· Implement the Master teacher program in all schools.
Goals of the Supra-System:
The goal of the education system is, “to develop perspectives, knowledge, skills and attitudes needed to function as citizens of Grenada, the Caribbean and wider world community.” (SPEED, 2006 p. 9)
The mission statement states that the goal of education will be achieved through well managed and efficient systems.
The proposed model will help to manage and enhance the systems through which instruction is delivered at the primary level. It will give the newly trained teachers the opportunity to be coached by persons who have more experience and skills. This mentoring will enhance their performance and ultimately result in the products identified in the goals/mission of the education system.
Method of Delivery
A three-week workshop will be facilitated by an expert from the School of Education, University of the West Indies. A face to face mode of instruction will be used.
Method of Instruction
The instruction will be informed by Social Learning Theory, Constructivism and Merrill’s First Principle. The learning will be problem based. The trainees will view lessons taught by the new teachers, identify problems in the instruction and devise a plan to solve the problem. Modeling will also form an important part of the training. The trainees will view sessions conducted by master teachers. They will also be given the opportunity to practice the knowledge and skills gained in training. Additionally, they will participate in a two weeks practicum in which they will mentor a new teacher.
The materials from the workshop will be developed into RLO’s that will be used for the future training of new teachers. This will be a self instructional package.
Method of Grouping
Collaborative learning groups will be used. The trainees will be grouped based on the grade level taught.
Thursday, February 14, 2008
Model status report
Title of Model: Institution of a Master Teacher Program in the Primary School System.
Aim: To develop a model that will lead to the implementation of a Master
Teacher Program in primary schools in Grenada.
Problem Statement & Context:
Primary school student teachers who have completed their training and have returned to the classroom are experiencing problems transferring the knowledge and skills gained in training to the classroom. As a result, many have difficulties translating objectives into activities and helping students to achieve these objectives. Additionally, many experience classroom management problems. This situation is grave and must be addressed as it has implication for students’ performance both in their current class and later on at other levels of the school system. In light of this situation, a model focusing on the implementation of a master teacher program will be developed. Senior certified teachers will be trained to perform the role of master teacher. The implementation of this model will ensure that the newly trained teachers are coached and the transfer process facilitated.
The model focuses on the primary schools (System) which is controlled and influenced by the education system (Suprasystem). Emphasis in the model will be placed on senior certified teachers, newly trained teachers and students (Subsystems). Two examples of how information will be transmitted are: From the trainer to the senior certified teachers and from the senior certified teachers to the newly trained teachers (Information channels). The training materials and discussion groups (Interface) will play an important role in the successful implementation of this model.
In the initial stage of the development of this model, front end analysis will play a critical role. It is important that a proper diagnosis be made of the problem. This analysis will enable the designer to pinpoint the needs. This will then lead to careful analysis of the cost which is a prerequisite for prioritizing the needs and ensuring that the most urgent need is addressed.
The implementation of this model in the primary school will lead to change in the system. Many of the teachers and principals may be resistant to change. To manage the change process, it will be important to build into the model, workshops and a symposium to ‘sell’ the idea to the schools. One of the means of doing this would be to use case studies of the successful use of this program by other school systems in the Region. Emphasis will be on disseminating information as to how the education system can benefit from this implementation.
Once a decision is made to accept the change, a pilot study will be conducted. This will involve the training and implementation of the master teacher system in three primary schools for a period of six months. This will be followed by local (each school) and regional (groups of schools) discussion on the workings of the progam. The teachers who participated in the pilot study will be used as facilitators in these workshops. Following this, the program will be implemented in all the primary schools. After one year of trial, follow-up surveys will be conducted to determine the effectiveness of the program.
Two factors that will be taken into consideration as the program is planned and implemented are the additional responsibility for the master teacher. The work load of these teachers will increase. This will adversely affect the change process. To counter this, the second factor that will be considered is renumeration. The teachers maybe more willing to accept and be a part of the change if they are rewarded.
Aim: To develop a model that will lead to the implementation of a Master
Teacher Program in primary schools in Grenada.
Problem Statement & Context:
Primary school student teachers who have completed their training and have returned to the classroom are experiencing problems transferring the knowledge and skills gained in training to the classroom. As a result, many have difficulties translating objectives into activities and helping students to achieve these objectives. Additionally, many experience classroom management problems. This situation is grave and must be addressed as it has implication for students’ performance both in their current class and later on at other levels of the school system. In light of this situation, a model focusing on the implementation of a master teacher program will be developed. Senior certified teachers will be trained to perform the role of master teacher. The implementation of this model will ensure that the newly trained teachers are coached and the transfer process facilitated.
The model focuses on the primary schools (System) which is controlled and influenced by the education system (Suprasystem). Emphasis in the model will be placed on senior certified teachers, newly trained teachers and students (Subsystems). Two examples of how information will be transmitted are: From the trainer to the senior certified teachers and from the senior certified teachers to the newly trained teachers (Information channels). The training materials and discussion groups (Interface) will play an important role in the successful implementation of this model.
In the initial stage of the development of this model, front end analysis will play a critical role. It is important that a proper diagnosis be made of the problem. This analysis will enable the designer to pinpoint the needs. This will then lead to careful analysis of the cost which is a prerequisite for prioritizing the needs and ensuring that the most urgent need is addressed.
The implementation of this model in the primary school will lead to change in the system. Many of the teachers and principals may be resistant to change. To manage the change process, it will be important to build into the model, workshops and a symposium to ‘sell’ the idea to the schools. One of the means of doing this would be to use case studies of the successful use of this program by other school systems in the Region. Emphasis will be on disseminating information as to how the education system can benefit from this implementation.
Once a decision is made to accept the change, a pilot study will be conducted. This will involve the training and implementation of the master teacher system in three primary schools for a period of six months. This will be followed by local (each school) and regional (groups of schools) discussion on the workings of the progam. The teachers who participated in the pilot study will be used as facilitators in these workshops. Following this, the program will be implemented in all the primary schools. After one year of trial, follow-up surveys will be conducted to determine the effectiveness of the program.
Two factors that will be taken into consideration as the program is planned and implemented are the additional responsibility for the master teacher. The work load of these teachers will increase. This will adversely affect the change process. To counter this, the second factor that will be considered is renumeration. The teachers maybe more willing to accept and be a part of the change if they are rewarded.
Sunday, February 10, 2008
ISD Model & Innovation
1. This innovation focuses specifically on the primary school system but involves interaction among the Ministry officials, teacher educators, principals and teachers. Generally the information flow will be from the Ministry to the schools. This will be best facilitated by a series of workshops and a symposium.
2. The Innovation-Decision Process will be addressed in the following ways:
Knowledge - Seminar for teachers and principals in the schools to introduce them to the idea
of the Master teacher system and how it will work.
Persuasion - They will be shown how it will benefit the school system. Use will be made of
successful examples from the Region.
Decision - The Master teacher system will be implemented in three schools as a pilot
study for a semester.
Implementation - The Ministry of Education will conduct a symposium involving all the
stakeholders then the system will be implemented in all
the primary schools.
Confirmation - A follow -up survey will be conducted one year after implementation to
determine the effectiveness of the system.
3. Other factors to consider are:
i. The added responsibilities for the master teachers.
ii. Renumeration for the extra work.
2. The Innovation-Decision Process will be addressed in the following ways:
Knowledge - Seminar for teachers and principals in the schools to introduce them to the idea
of the Master teacher system and how it will work.
Persuasion - They will be shown how it will benefit the school system. Use will be made of
successful examples from the Region.
Decision - The Master teacher system will be implemented in three schools as a pilot
study for a semester.
Implementation - The Ministry of Education will conduct a symposium involving all the
stakeholders then the system will be implemented in all
the primary schools.
Confirmation - A follow -up survey will be conducted one year after implementation to
determine the effectiveness of the system.
3. Other factors to consider are:
i. The added responsibilities for the master teachers.
ii. Renumeration for the extra work.
Friday, February 1, 2008
Module 2: Model Exercise
Exercise A
1.
a. FEA will allow me to gather data from a variety of sources. In the case of my model, student teachers, teacher educators, student teachers, learners, education officers and UWI examiners. This will ensure that a comprehensive view is gained of the discrepancy.
b. It will allow me to utilize the scientific method of data collection. Hence a logical process will be utilized. This will ensure that the assesssment of the discrepancy is based on facts and will rule out notions and opinions.
c. The use of the inductive approach will allow me to view the broad picture initially and successively narrow this down to the specific discrepancy. This narrowing process is based on objectives which serves to set boundaries for the analysis.
2.
Quadrant 1 of the job performance schema in chapter 6 will definitely inform the development of my model. This will allow me to analyze the learners to determine whether or not they possess the prerequisite skills and provides solutions as to how to close the gap that may exist.
Exercise B
1. Need: Student teachers are not transferring knowledge and skills gained in training to the classroom.
2. Cost to meet need: Enhanced students' learning
Student teachers success in practicum
Teacher certification
Cost to ignore need: Poor quality teaching
Frustrated teachers and students
Wasted resources(cost of training the teachers)
1.
a. FEA will allow me to gather data from a variety of sources. In the case of my model, student teachers, teacher educators, student teachers, learners, education officers and UWI examiners. This will ensure that a comprehensive view is gained of the discrepancy.
b. It will allow me to utilize the scientific method of data collection. Hence a logical process will be utilized. This will ensure that the assesssment of the discrepancy is based on facts and will rule out notions and opinions.
c. The use of the inductive approach will allow me to view the broad picture initially and successively narrow this down to the specific discrepancy. This narrowing process is based on objectives which serves to set boundaries for the analysis.
2.
Quadrant 1 of the job performance schema in chapter 6 will definitely inform the development of my model. This will allow me to analyze the learners to determine whether or not they possess the prerequisite skills and provides solutions as to how to close the gap that may exist.
Exercise B
1. Need: Student teachers are not transferring knowledge and skills gained in training to the classroom.
2. Cost to meet need: Enhanced students' learning
Student teachers success in practicum
Teacher certification
Cost to ignore need: Poor quality teaching
Frustrated teachers and students
Wasted resources(cost of training the teachers)
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