EDLD+5368


 * Week 3 Assignment, Part 3.3: Reflections on Course-Embedded for EDLD 5368 Instructional Design **

**Self–Assessment ** Since the implementation of NCLB (2002), educators are being held accountable to improve student achievement. The response has been a push of differentiated instruction to address the needs of our diverse student population. “The model of differentiated instruction requires teachers to be flexible in their approach to teaching and adjust the curriculum and presentation of information to learners rather that expecting students to modify themselves for the curriculum” (hall, 2002). The ability to design and implement online learning would assist in the differentiated learning. The GT student who is self-motivated will no longer have to wait for others to “get it.” Online learning would empower the GT student to learn on their own. I truly see online learning as the means to promote differentiated learning. Lawrence-Brown (2004) confirms that differentiated instruction can enable students with a wide range of abilities – from gifted students to those with mild or even serve disabilities-to receive an appropriate education in inclusive classrooms.

In creating my activities in Schoology for Instructional Design, I saw this as an opportunity to expand my Professional boundaries. I would include a section for my parents, teachers, and grade-level cohorts. For my parents I would include information and links to assist in educating their child. These links would range from a parent forum to how to help your child succeed in school and life. For my teachers I would set up cohorts or learning communities to coordinate projects and ongoing technology tutorials. And for my grade-level cohorts, I find Schoology ideal for team teaching. I would be able to set up curriculum assignments for social studies and my cohorts would just download material into their classroom. Or, they could direct their students onto Schoology and have them work independently. My experience with Schoology brought to mind a statement Joyce Johanson (2001) made, “One thing is clear: the time has come for educators comfortable living with the Flintstones to accept the inevitable and “meet George Jetson!” And that would be my greatest challenge, changing my ‘digital immigrants’ (faculty’s) view on technology.

These activities led to a more in depth understanding of the following: --learning theories --how technology can effectively assess our students --create instructional design for online learning --create interactive learning technologies

Once I complete my courses with Lamar, I plan on implementing many of the ideas and activities into my curriculum. I have informed my grade-level cohorts that I would no longer be providing the technology activities. That I would empower them to create their own lessons, online classes to promote technology enriched learning environments.

**Learn as a Learner ** I learned from previous experience and classes to be proactive by reading all assignments when available in EPIC. This will allow me to prepare for upcoming assignments such as establishing timelines, scheduling interviews, sending timely emails, administering surveys and inventories, etc. In reading requirements for my assignments, I realized that it would involve administering and analyzing the results of a learning style inventory to my 24 students. I also administered the Teaching Style Inventory to my faculty. The Teaching Style Inventory would provide information regarding our teaching styles and students’ learning styles.

During our Edison era, we administer the Multiple Intelligent Tests to inventory our students’ learning styles. Our Administrator also administered the same test to our faculty and staff. She felt it provided her with a general understanding of her personnel. According to these tests based on Howard Gardner’s Multiple Intelligent Theory, I am a Visual & Intrapersonal learner. On the other hand, according to the Teaching Style Inventory, my teaching methods follow the Constructivism theory. This state, “Learners build personal interpretation of the world based on experiences and interactions” (Dabbagh, 2006). In fact, D. Furery (2002) and I use the same words, “Oh, That’s like….” I am always making references to movies, especially Walt Disney movies. For example, we were discussing Pangaea Theory, earthquakes, and how the earth has changed since the dinosaur era. I made reference to “Land before Time” and how the earth was changing. I felt my students had a better connection than, “reading a textbook or paper, without active construction of relations …. Between text and personal knowledge….” (Dabbagh, 2006). The Teaching Style Inventory also referred to my teaching goals as being Behaviorism theory. Though the Pre/Post Inventories only support the Behavioral theory and Humanistic theory that only proves my own theory that I’m ECLECTIC. Like my students I learn using all three learning styles. Thus I teach using a combination of Instructional Prototypes: Constructivism, Objectivism, and Humanism. There is no right or wrong learning style or teaching style, only that the end result be a successful student and teacher.

**Lifelong Learning Skills ** Instructional Design was an interesting journey in learning how to design curriculum and implement online learning. I see the value of Backward Design or better known as UbD model in developing lessons that are relevant and promote student understanding. My first experience of the UbD model was in the first year at my school operating under the Edison Project. The “Edison Learning was founded on the premise that an intelligently integrated and comprehensively designed school based on sound academic research would result in providing students with an enhanced environment for acquiring knowledge” (Edison Inc., 2010). As I look back, I know realize that their program structure followed the backward design concept of Wiggins and McTighe. Basically the Edison project and The Basic School Network followed the same theory of backward design.

Our most productive years academically were in the first seven years when our school first opened under the Edison Project (four years) with The Basic School Network the last three years. I didn’t realize the relevance of the backward design until my research in Instructional Design. When students don’t “get it” in other words have the basic understanding, I just assumed it was not taught in the previous grades. The UbD model “…requires teachers to structure what is addressed instructionally and in the curriculum around key ideas rather than to try to cover content” (Hammond, 2007) which better equips our students academically.

While I was reflecting, I remembered a time when my grade-level leader and academic coach were bragging at the Lead Teacher meeting about the technology skills and methods I had brought to our fifth grade curriculum. The acquired technology skills and knowledge from my Master’s Program has been invaluable in providing technology support and skills. This acknowledgement has been the motivation that keeps me on track in completing the program. I hope I continue to make a positive impact in my school and I will continue to listen for feedback from my colleagues so I may continue to better myself. As I state earlier, it is my fourteen year of teaching at my elementary school my first four years we partnered with the Edison Project, then we adopted The Basic School Network for the next three years. <span style="font-family: 'Arial','sans-serif'; font-size: 12.5pt;">Incidentally budget constraints and a new superintendent with a new vision were factors in parting with the Edison Project. However the last seven years there has been a void in pedagogy in our school. It would be worthy to investigate if either the Edison Project of The Basic School Network would have been successful for the last fourteen years. Because I felt the duration of time given to both programs were too short, I felt neither program was given ample time to fully develop over a longer period of time.

**<span style="color: black; font-family: 'Arial','sans-serif'; font-size: 12.5pt;">References **

<span style="font-family: 'Arial','sans-serif'; font-size: 12.5pt; margin: 0in 0in 0pt 0.5in; text-indent: -0.5in;">Hammond, G. (2007). //Multiple Methods of Assessment//. Retrieved December 3, 2010, from http://xnet.rrc.mb.ca/glenh/

<span style="font-family: 'Arial','sans-serif'; font-size: 12.5pt; margin: 0in 0in 0pt 0.5in; text-indent: -0.5in;">Huebner, T. (2009). Differentiated Learning. //ASCD.// //67//, pp. 79-81. Alexdria, VA: Association for Supervision and Curriculum Development.

<span style="font-family: 'Arial','sans-serif'; font-size: 12.5pt; margin: 0in 0in 0pt 0.5in; text-indent: -0.5in;">Johanson, J. (2001, Spring). //the Future of Technology in Education//. Retrieved December 3, 2010, from Center for Best Practices in Early Childhood Education : http://www.wiu.edu/thecenter/articles/thefuture.html

<span style="font-family: 'Arial','sans-serif'; font-size: 12.5pt; margin: 0in 0in 0pt 0.5in; text-indent: -0.5in;">Edison Inc., 2010. []