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Group: |
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Focus: Instructional
Strategy and Media Selection |
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Introduction |
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Assignments
1.3, 1.4, 1.5 and 1.6 deal with the Design Phase of the systematic process
to instructional design. The requirement for this phase is to develop an
Instructional Treatment Plan. For the purpose of this exercise, an
Instructional Treatment Plan was developed to instruct teacher trainers
how to properly use the new Joint Board of Teacher Education (JBTE)
Teacher Assessment Form in assessing trainee teachers during the Teaching
Practice exercise. The
purpose of the Instructional Treatment Plan is to provide a systematic
“plan of action” which will facilitate effective as well as efficient
performance on the part of the teaching practice supervisors in the goal
of the proper use of the Assessment form. Instructional Treatment Plan
sets out the process of instruction beginning with the statement of the
performance objectives, skills to be taught/learned, instructional
strategy, selection of the appropriate media along with the type of
interaction necessary in the presentation of the lesson and the methods of
assessment. The instructional strategy and the selection of media outlined
are based on Gagne’s Nine Events of Instruction. The different areas of
the Instructional Treatment Plan are set out in Tables 1 – 10. Performance
Objectives According
to Dick, Carey and Carey (2000), objectives are important components of
design and are used in different manner by the design team, the learners
and the instructor. For the designer and the specialist that constructs
the test items and decide on instructional strategy, objectives are
interpretation of instructional analysis and describe what the learner
will be able to do after the instruction, therefore, they need to be very
detailed (see Table 1). For instructor and learners, the objectives say
what is to be learnt from the instruction. |
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Instructional Goal
Proper use of the JBTE
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Instructional
Goal with Performance Context Added Given
the new JBTE assessment form, pens and pencils, the Teaching Practice
supervisors, during the Teaching Practice exercise in the schools,
successfully use the new JBTE assessment form to assess
teacher trainees in the areas of planning, teaching, relating, managing
and effecting. Terminal Objective with Learning Context Added
Given the new JBTE assessment form, pens pencils and copies of the lesson plans, the Teaching Practice supervisors in the seminar held at College of Agriculture Science and Education successfully use the new JBTE assessment form to assess the teacher trainees in the areas of planning, teaching, relating, managing and effecting.
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These objectives have been adjusted to reflect Intellectual and Psychomotor Skills Involved in the use of the Assessment Form.
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Table
2 Performance
Objective for Intellectual and Psychomotor Skills for the
Instructional Goal: “Proper use of the JBTE Assessment Form” |
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Performance Objective for Main Step |
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3.0
Main step in 3.1
Review each of the Subordinate
Skills 3.2
Examine each
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3.2 During seminar/workshop on the use of the new JBTE assessment form for teaching practice supervisors, held at the College of Agriculture, Science and Education (CASE), review each of the assessment variables by forming groups, and identifying and examining the variables for appropriateness. Report. Sample
Subordinate Objectives for Main Step 3.2.1 Given the new JBTE assessment forms, pens, pencils and PowerPoint slides, examine the lesson plans of the teacher trainees on slides and check for valid content - check to see if content was well researched, organized and developed; look to see if objectives are clearly stated and valuable; if methods and strategies are learner focused and content appropriate; and if activities and support materials are used for lesson. Place appropriate marks in slots provided for “Planning” to indicate how well these areas were executed. 3.2.2
Given the new JBTE assessment forms, pencils, pens and videocassettes,
watch the cassettes and observe teacher trainees as they teach; for
helpful and developmental introductory learning activities; for clear and
effective presentation and explanations; for appropriate and effective
activities and questioning techniques; for teaching competencies and
confidence shown; for instructional activities appropriately developed and
managed; for adequate instructions for learners, and for encouragement of
exploration; for effective use of technology; and for the integration of
subjects and suitable application of selected lesson. Place appropriate
marks in the slots provided for the “Teaching” component to indicate
how well these components were executed. 3.2.3 Given the new JBTE assessment form, pencils, pens and videocassettes, watch the cassettes and observe teacher trainees as they teach, to see how they relate to relevant situations such as showing respect for learners, learners’ experiences, and learners’ interests that are displayed; for learners’ individual differences as they relate to instructions; showing how they communication with learners, and how they use the language and style appropriately in relating to learners; for showing how they display awareness of physical and learning conditions that are evident; and how they relate the lesson to students’ life experiences that are evident. Place appropriate marks in the slots provided for “Relating”, to indicate how well these areas were executed. 3.2.4
Given the new JBTE assessment forms, pencils, pens and videocassettes,
watch cassettes and observe teacher trainees as they teach. Observe how
they manage the class by looking for evidence that they assess objectives
and activities; by looking to see if they encourage student/student and
student/teacher interactions; by observing the extent to which the lesson
was sequenced, by observing the timing of each activity and of its
introduction to learners; and looking for how well learners’
interpersonal problems/difficulties were handled. Place appropriate marks
in the slots provided for “Managing,” to indicate how well these
components were executed. 3.2.5 Given the new JBTE assessment forms, pencils, pens, PowerPoint slides and videocassettes, watch cassettes and lesson plans on slides, and observe teacher trainees as they teach. Also look at instructional materials around the classroom and/or look at interviews of teacher trainees and co-operating teachers to find out if they have developed creative ideas and special projects in the class or school; and if they have improved the appearance of the classrooms; to find out if the teacher trainees’ behave professionally, in the classroom and school; and to determine if the reflection and self evaluation were done. Place marks in the slots provided to indicate the level of these components under “Effecting’. |
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SKILL |
PERFORMANCE
OBJECTIVE |
ASSESSMENT |
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Analyze lesson plans for evidence of planning |
3.2.1.1
Given a JBTE evaluation form, Teaching Practice
supervisors will analyze the lesson plans presented by student teachers
for evidence of planning for their lessons by deducing that – (a) content is valid,
well researched, organized and developed. |
Checklist: (a)
All the elements of a lesson plan are present. (b)
Each element meets the stated criteria. (c)
The rating scale is adhered to. (d)
Scores for the 4 parameters are accurately slotted. |
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Effecting is – |
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Instructional Strategy |
Developing an Instructional Strategy |
The model presented in Figure 1 shows the sequence of events involved in Instructional Design. The development of an Instructional Strategy is one component of the model as presented by Dick, Carey, and Carey (2000).
Here the Dick, Carey and
Carey model is applied. The relevant part(s) of the model being displayed (see
Figure 2). Each relevant section will be dealt with in turn Developing
an Instructional Strategy and Selecting a
Delivery System.
Choice of Student Groupings for Learning
As will be elaborated later, it is logical that the learners be grouped according to area(s) of specialization in terms of the subject areas that they will be required to evaluate. These are as follows: Social Studies, Agricultural Education, Science, Primary Education, Music, Language Arts, Foreign Languages, Geography, History, Arts and Crafts, and Industrial Arts.
Learning to complete the steps in the procedure
The Joint Board of Teacher Education (JBTE) form speaks of a procedure to be adopted in grading student teachers on their Teaching Practice exercises each year. This instructional strategy is most important, since the supervisors, who have been presented with a new format for evaluation, are required to correctly and reliably grade the students based on observation. It must be noted that there will be many teachers (supervisors as they are called) from all over the country (Jamaica) and the region (Caribbean) who will be completing the procedures in different locations, sometimes simultaneously, but with the same theoretical standards and rubrics in mind.
Learning
to check the appropriateness of a completed procedure
The
course readings point to the act of using Appropriate Principles to move from the Given State to the Goal
State. In our case,
the given state is that which was found in analysing the learners (presented in
a previously submitted assignment), and the goal state is as stated in the
objectives of this instructional unit: to have the teachers so trained in the
use of the JBTE evaluation form, such that the results of all grading across the
system will be (a) valid, (b) reliable, (c) consistent, (d) equitable, (e) fair,
(f) objective, and will withstand the test of any systematic challenge (see
Figure 3).
The
use of the Organizational
Techniques of clustering and chunking information into categories will
be relevant here. The form itself is organized into categories for relevance in
evaluation. This will be capitalized on in that common items are grouped and
taught together.
We found that in the learner analysis, these learners are highly motivated professionals who also participated in the suggestions leading to the development of the assessment form.. It is still important that their motivation be maintained. The strategies developed will be able to maintain that motivation of which we speak. Now let us examine the model below. It speaks of the considerations for focusing on the real needs of the learners.
An
Evaluation of Learning Experiences that are to be
Considered in Generating an Effective Instructional Strategy
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Potential Educational Experience |
Relevance to Instructional Strategy |
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Popular with Educators |
to the Achievement of Objectives for Unit |
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1.
Listen to lectures.
To be done as a part of training to use form. 2.
Read Journal articles or texts.
A pre-instructional activity for participants. 3.
Conduct surveys.
This was already done by designers of the form. 4.
Watch film or slide show.
A video presentation will be used in lessons. 5.
Complete handout/worksheets.
Relevant copy of form will be handed out. 6.
Attend guest lecture.
A member of the administration will be used. 7.
Conduct observations.
Groups will be required to observe the video. 8.
Handle manipulatives.
Not applicable except where practicing use
of the form. 9.
Conduct experiments.
Not applicable except with the comparisons. 10.
Complete individual or
group project. Each
individual will be required to grade. 11.
Writing reflective papers.
Not applicable. 12.
Interact with laserdisc
program.
Use of a CD-ROM disc in the presentation. 13.
Participate in class
discussion.
This will take place at the presentation. 14.
Analyze current events.
The video will be taken from actual event. 15.
Develop and or analyze case studies.
The video shown will be used as case study. 16.
Generate and manipulate a database.
Not applicable.
17.
Interview others.
Not applicable. 18.
Participate in a debate .
Not applicable: superseded by the form. 19.
Visit community resource centers.
Not applicable. 20.
Participate in a panel discussion.
Not applicable. 21.
Conduct library research.
Pre instructional activity before the presentation. 22.
Interact with computer simulation.
Not applicable. 23.
Visit museums/other points
of interest. Not
applicable. 24.
Generate and manipulate a format.
The form will be in a spreadsheet format. 25.
Participate in question/answer session.
This to be done after each session is delivered. 26.
Create/make oral/graphic presentation.
Each subject group will do this at wrap-up. 27.
Watch demonstration and simulations.
The video to be presented will play this role. 28.
Write research, or concept paper.
Not applicable. 29.
Examine / assess other students work.
Participants will grade each other's Practice. 30.
Interact with educational software.
The form will be available on CD-ROM at
the presentation. |
Organization of Training Session
The instruction will be delivered in a seminar/workshop type setting. The participants will be divided into subgroups after delivery of the main lecture. Groups will be as follows: Social Studies, Agricultural Education, Science, Primary Education, Music, Language Arts, Foreign Languages, Geography, History, Arts and Crafts, and Industrial Arts. These sub-groups will be required to have discussion on the video presentation, and then present their objective findings to the larger group at the plenary session. A large group discussion on the day's proceedings will be then capped by an address by the chief examiner/teacher trainer.
The Final Approach to Development of the Strategy
As recommended in the supplemental readings in the course, the instructional strategy would be incomplete without making reference to a research base as put forward by leading workers in the field of instructional design, and considering the theories of learning. To do so would be to ignore the fact that events should be embedded within a research based instructional strategy. Thus the model put forth by Dick, Carey and Carey (2000, p. 196) will be used. It is presented below (see Figure 4).
Gagne
(1988) indicated that every unit of instruction should contain nine events to
facilitate student learning. These events are presented below. As indicated,
they are not sequential, i.e. any set could be considered first, second, or
last. The instructional strategy will now consider the ramifications of these
nine events:
1.0
Gain Attention.
2.0
Inform Learner of Objective(s).
3.0
Stimulate Recall of Prior Knowledge.
4.0
Present Stimulus Materials.
5.0
Provide Learning Guidance.
6.0
Elicit Performance.
7.0
Provide Feedback about Performance.
8.0
Assess Performance.
9.0
Enhance Retention and Transfer.
The five (5) events described previously (Pre-instructional Activities through to Follow-through Activities) summarize, in chronological sequence, the substance of Gagne's nine (9) events. The strategies presented herein consider Gagne's guidelines.
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INSTRUCTIONAL
STRATEGY FOR OBJECTIVE # ___3.2.1________ |
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INSTUCTIONAL
ACTIVITY – PLANNING |
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Pre Instructional Activity |
Motivation |
Teacher
trainers will be told that over the years, it is a result of their
excellent planning of lessons, implementation o the master curriculum
document that has resulted in the success of the students at the
national level. |
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Objective No. |
3.2.1 |
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Pre Requisite
Skills |
(a)
The ability to complete a prescribed form. Filling a form
previously to the current form, in a timely and objective manner. (b)
To be able to accurately discriminate between the various
variables (c)
Skill at using an overhead projector and other audiovisual aids. (d)
Planning skills. |
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Presenting Information |
Content
Presentation |
Samples
of actual lesson plans will be presented at the seminar. These will form
the basis for relating the variables to "real life"
situations. The presenter will highlight the requirements for good
teaching skills (the points to note in evaluation the student teachers). |
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Examples |
The
participants will examine various examples of sample lesson plans. |
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Student Participation and
Embedded Tests |
Practice |
Participants
will be required to view a videocassette for the purpose of observing in
an empirical manner, the mannerisms of teaching people who are adult
learners. At the end of the initial presentation by the external
examiner/facilitator, blank forms will be distributed, and participants
will be asked to evaluate the lesson shown on the videocassette.
Participants will be required to review the form and objectively grade
the student on the videotape. Students will then be required to exchange
filled out forms, and grade each other. |
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Feedback |
The
External Examiner will then, with the help of other staff members,
indicate the earned grade for a paper conforming to a certain rubrics. |
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Follow-Through Activities |
Remediation |
The
target compliance is 95% accuracy. If this not achieved (evidenced by
comparing the actual with the desired outcomes), the video will be shown
another time, and the process repeated. This will be done for
individuals who show weakness in the ability to accurately grade the
parameter in question ("planning" in this case). |
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Enrichment |
Participants
who successfully complete this section of the form after observation of
the videotape will be told, and promoted to the next set of parameters
on the JBTE form. |
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INSTRUCTIONAL
STRATEGY FOR OBJECTIVE # ____3.2.2____ |
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INSTUCTIONAL
ACTIVITY : Teaching |
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Pre Instructional Activity |
Motivation |
Participants
will be reminded that they are all teachers, have been through a formal
teacher-training course of study, and are professionals second to none. |
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Pre Requisite
Skills |
(a)
Teaching skills. (b)
Questioning skills (c)
Be able to effectively use audiovisual and other teaching aids. (d)
Planning of a lesson. (e)
Articulation (vocal) skills. Possessing
these skills assist the objective evaluation of these in others. |
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Presenting Information |
Content
Presentation |
Participants
will be required to listen to the initial presentation of the rubrics by
the guest "external Examiner". The variable will be again
related to the teachers. This section of the JBTE form and lesson plan
samples will be presented on PowerPoint slides. |
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Examples |
The
observation of the student teacher on the videotape will provide the
practical background/foundation for the teachers to see the examples of
good or bad teaching techniques. The presenter will also give anecdotal
examples of cases where there were good and bad evaluations o teaching
techniques by significant other professionals. |
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Student Participation and
Embedded Tests |
Practice |
The
participants will be coached in the arts of effectively allocating a
given score to a situation, by direct relating to the video shown. Their
graded (completed) evaluation form will be returned in order to give a
measure of comparison with subsequent attempts. |
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Feedback |
The
participants will do evaluation of the videotaped lesson, and their
peers will grade their attempts to evaluate the student teachers.
Immediately after this exercise, their results will be known, so that
any faults in the teaching-learning system can be corrected. |
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Follow- Through Activities |
Remediation |
Participants
who do not demonstrate a grasp of the evaluation of the various
parameters will be required to view the videotape once again, and
"told" what to look for. Without embarrassing any individual,
the faults in evaluating this parameter will be indicated to the group
where the preferred degree of compliance is not present, and to
individuals where the required (95%) grasp of the majority is
demonstrated. |
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Enrichment |
Participants
will be allowed to retain their own completed and corrected form in
order to use it as a reference when they begin evaluating in the field. |
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INSTRUCTIONAL
STRATEGY FOR OBJECTIVE # _____3.2.3_______ |
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INSTUCTIONAL
ACTIVITY: Relating |
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Pre Instructional Activity |
Motivation |
The
professional preparation of the participants will be highlighted.
Teacher trainers love to know that their qualifications and experience
is recognized by the management. The combined years of experience at
evaluation will be stated, and the excellent grades received by the
students in the last set of examinations will be stated. |
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Objective No. |
3.2.3 |
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Pre Requisite
Skills |
Participants
are required to possess skills such as – (a)
planning, (b)
teaching, (c)
communicating, (d)
interpersonal skills. (e)
skills in adolescent behavior skills (f)
account skills, and (g)
classroom behavior management skills. |
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Presenting Information |
Content
Presentation |
Participants
will be required to listen to the initial presentation of the rubrics by
the guest "external Examiner". The variable will be again
related to the teachers. This section of the JBTE form and lesson plan
samples will be presented on PowerPoint slides. |
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Examples |
The
observation of the student teacher on the videotape will provide the
practical background/foundation for the teachers to see the examples of
good or bad teaching techniques. The presenter will also give anecdotal
examples of cases where there were good and bad evaluations o teaching
techniques by significant other professionals. |
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Student Participation and
Embedded tests |
Practice |
The
participants will be coached in the arts of effectively allocating a
given score to a situation, by direct relating to the video shown. Their
graded (completed) evaluation form will be returned in order to give a
measure of comparison with subsequent attempts. |
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Feedback |
The
participants will do evaluation of the videotaped lesson, and their
peers will grade their attempts to evaluate the student teachers.
Immediately after this exercise, their results will be known, so that
any faults in the teaching-learning system can be corrected. In the
session itself. |
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Follow-Through Activities |
Remediation |
Participants
who do not demonstrate a grasp of the evaluation of the various
parameters will be required to view the videotape once again, and
"told" what to look for. Without embarrassing any individual,
the faults in evaluating this parameter will be indicated to the group
where the preferred degree of compliance is not present, and to
individuals where the required (95%) grasp of the majority is
demonstrated. |
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Enrichment |
Participants
who effectively demonstrate a full grasp of the evaluation or the
parameters will be recommended for further professional development
training in the Summer Session's Professional Development Seminars put
on by the Joint Board of Teacher Education. Such teacher trainers will
also be recommended for table marking and moderation activities for the
entire batch of students nationally.. These actions are a validation of
mastery of the JBTE rubrics being demonstrated /fulfilled. |
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INSTRUCTIONAL
STRATEGY FOR OBJECTIVE # ____3.2.4________ |
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INSTUCTIONAL
ACTIVITY: Managing |
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Pre
Instructional Activity |
Motivation |
Participants
will be reminded of their well-played roles as managers of
teaching-learning systems, and the fact that this is a higher level of
participation in that said model. The anxiety to do well will be
utilized to motivate the teacher trainers. The presenter and senior
administrators present at the seminar will effectively perform this. |
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Objective No. |
3.2.4 |
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Pre Requisite
Skills |
(a)
to be able to identify individual learners" individual
problems at appropriate levels (b)
lesson timing and lesson sequencing skills, (c)
objective assessment
skills, (d) facilitation skills in terms of student to student, and
teacher to student interactions. |
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Presenting
Information |
Content
Presentation |
The
facilitator will be required to present the theories posited in terms of
the roles of the teacher. One such role is that of the teacher as a
manager. The realities of this role will thus be brought into focus. The
importance of the role of evaluator will also be stressed. To be able to
objectively evaluate the teacher as a manager, it is required that the
requisite quality be present in the evaluators themselves. |
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Examples |
The
observation of the student teacher on the videotape will provide the
practical background/foundation for the teachers to see the examples of
good or bad teaching techniques. The presenter(s) will also give
anecdotal examples of cases where there were good and bad evaluations o
teaching techniques by significant other professionals. There are
"horror stories in the realms of evaluation, which are caused by
inept evaluators from time to time. These examples will be discussed,
and remedial steps shown. |
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Student
Participation and Embedded Tests |
Practice |
The
participants will coached in the arts of effectively allocating a given
score to a situation, by direct relating to the videotape shown to the
group. Their graded (completed) evaluation form will be returned in
order to give a measure of comparison with subsequent attempts, and to
give a relatively "fool proof" method of building objectivity,
validity, and reliability into the evaluation exercise. |
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Feedback |
Peer
graded forms completed by participants will be returned immediately,
bearing in mind the guidelines taught, and practiced by the experienced
members over their professional careers. This level of feedback with the
comments of the facilitator will go a far way in ensuring adequacy of
learning how to apply the new JBTE Teaching Practice Revaluation Form . |
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Follow- Through
Activities |
Remediation |
Participants
who do not demonstrate a grasp of the accurate evaluation of teacher
trainees as managers in the classroom will repeat the process, I order
to become familiar. This will be done after some degree of re-teaching
by the facilitator. Some of this remediation will come as a result of
some individual admission
of needs by participants. It will also come by way of the intervention
of the facilitator who will note the responses on samples of the forms
used for practice in the teacher trainers. |
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Enrichment |
Effective
demonstrators of a full grasp of the evaluation using the parameters
will be recommended for further professional development training in the
Summer Session's Professional Development Seminars put on by the Joint
Board of Teacher Education. Such teacher trainers will also be
recommended for table marking and moderation activities for the entire
batch of students nationally (they will also be eligible, with
repetition) to respond to international requests for evaluators under
the "new" system. |
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INSTRUCTIONAL
STRATEGY FOR OBJECTIVE # _____3.2.5_______ |
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INSTUCTIONAL
ACTIVITY: Effecting |
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Pre
Instructional Activity |
Motivation |
It
will be stated that within each person there is a certain amount of
creativity and initiative which can be expressed or suppressed. Teacher
trainers will be asked to recount their own experiences in "making
a positive difference" in their school situations.
Since these participants are highly motivated teacher trainers,
it will be relatively easy to draw on their experiences as a motivating
force for ensuring compliance and for ensuring objectivity, validity and
reliability in the evaluation process |
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Objective No. |
3.2.5 |
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Pre Requisite
Skills |
(a)
Skill in completing a form as required by the regulations, (b)
graphic arts skills, (c)
self-evaluation skills, (d)
professional skills, (e)
idea generation (creativity) skills, and (f)
organizational skills |
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Presenting Information |
Content
Presentation |
The
facilitator will be required to present the theories posited in terms of
the roles of the teacher. One such role is that of the teacher as a
manager. The realities of this role will thus be brought into focus. The
importance of the role of evaluator will also be stressed. To be able to
objectively evaluate the teacher as a manager, it is required that the
requisite quality be present in the evaluators themselves. |
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Examples |
Slides/overhead
transparencies will be presented depicting the acceptable impact and the
grade to be awarded to a student who demonstrates the required
behaviors. An example of an adequately graded form will also be
displayed. |
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Student
Participation and Embedded |
Practice |
The
participants will be coached in the arts of effectively allocating a
given score to a situation, by direct relating to the videotape shown to
the group. Their graded (completed) evaluation form will be returned in
order to give a measure of comparison with subsequent attempts, and to
give a relatively "fool proof" method of building objectivity,
validity, and reliability into the evaluation exercise. |
|
Feedback |
Evaluation
of the videotaped lesson will be done by the participants, and their
peers will grade their attempts to evaluate the student teachers.
Immediately after this exercise, their results will be fed back to them
so that any faults in the teaching-learning system can be corrected. In
the session itself. |
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Follow-Through Activities |
Remediation |
Where
there is a lack of demonstration of a grasp of the accurate evaluation
of teacher trainees as managers in the classroom there will be a
repeating of the process, in order to become familiar. This will be done
after some degree of re-teaching by the facilitator. Some of this
remediation will come as a result of some individual admission of needs
by participants. It will also come by way of the intervention of the
facilitator who will note the responses on samples of the forms used for
practice by the teacher trainers(s). |
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Enrichment |
Effective
demonstrators of a full grasp of the evaluation using the parameters
will be recommended for further professional development training in the
Summer Session's Professional Development Seminars put on by the Joint
Board of Teacher Education. Such teacher trainers will also be
recommended for table marking and moderation activities for the entire
batch of students nationally (they will also be eligible, with
repetition) to respond to international requests for evaluators under
the "new" system.. The participant would have ultimately moved
from the situational state to the goal state. |
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·
Instructor.
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Print.
·
Videocassettes.
·
Computer-based
applications, e.g. PowerPoint slides.
Bates
(1995) provides a media selection model which gives guidelines for persons
wishing to select from the numerous choices available in the world today. He
refers to this as the ACTIONS Model and
it takes into account such areas as the teaching and learning situation,
accessibility of the technology and cost effectiveness.
ACTIONS stand
for:
Costs: What is the cost
structure of each technology? What is the unit cost per student?
Teaching and learning: What kinds of learning are needed? What
instructional approaches will best meet these needs? What are the best
technologies for supporting this teaching and learning?
Interactivity and user-friendliness: What kind of interaction does this
technology enable? How easy it is to use?
Organizational issues:
What are the organizational requirements, and the barriers to be removed, before
this technology can be used successfully? What changes in organization can be
made?
Novelty: How new is this technology?
Speed: How quickly can
courses be mounted with this technology? How quickly can materials be changed?
The media that were selected for the workshop of the Teaching Practice Supervisors took into account this media selection model.
Considerations
for the selection of optimal media included a computer program depicting a
virtual classroom where the participants would view a teacher conducting a class
and play the role of the assessor. However it was taken into consideration that
not all the participants would be computer literate and also due to financial
and time constraints as well as a problem of logistics in terms of installing
and the use of so many computers at the venue, it was not viewed as practical
and cost effective to use this approach. The actual media chosen for the
Instructional Treatment Plan are outlined in Table 10.
The
media presented are considered to be “low tech” (Luck, 1997), however it is
felt that they are appropriate for the overall objective of the workshop. They
are combined with other teaching methods which allow the Teaching Practice
Supervisors to participate in practical exercises which emphasize cooperation,
interaction, collaboration as well as the use of their knowledge of planning,
teaching, relating, managing, and effecting to objectively assess trainee
teachers using the Assessment Form.
|
|
|
Objective |
Media |
Interaction |
Rationale |
|
3.2.1
– Planning |
·
Instructor
(reiterates
|
Instructor –
Learner
Instructor -Learner
Learner – Content
Learner - Learner
|
Introduces
participants to the particular area to be covered (Planning). Also serves
as a guide and point of reference throughout the proceedings of the
workshop. A
videocassette of the teacher conducting a class provides the basis for the
participants to do a practical exercise of scoring in the area of planning
using the Assessment Form. The
participants will receive practical experience of using the form for
assessing the planning capabilities of a student teacher shown on
videocassette. |
|
3.2.2
– Teaching |
·
Instructor (reiterates
the concept of good teaching skills) ·
Computer with Multimedia Projector
(for PowerPoint slides) ·
JBTE Assessment Form (teachers
should complete the Teaching section on the form) ·
Videocassette
(teacher conducting a class) |
Instructor – Learner
Learner – Content Learner – Learner Learner - Content
|
Introduces
participants to the area of teaching skills. Also serves as a guide and a
point of reference throughout the proceedings of the workshop. The
PowerPoint slides serve to summarize the basic features of the lesson
plans and the assessment Form and also to highlight areas of particular
note. The
participants will receive practical experience of using the Assessment
Form for assessing the teaching skills of a student teacher shown on
videocassette. A
videocassette of a teacher conducting a class provides the basis for the
participants to do a practical exercise of scoring in the area of Teaching
using the Assessment Form. |
|
3.2.3
– Relating |
· Videocassette
(teacher conducting
a class)
· JBTE
Teacher Assessment Form (teachers
should complete the Relating section on the form) ·
Instructor (reiterates
the concept of Relating in teaching)
|
Learner
– Content Learner
– Learner Instructor
– Learner |
A
videocassette of a teacher conducting a class provides the basis for the
participants to do a practical exercise of scoring in the area of Relating
using the Assessment Form. The
participants will receive practical experience of using the Assessment
Form for assessing the Relating skills of a student teacher shown on
videocassette. Introduces
participants to the particular area to be covered (Relating). Also serves
as a guide and a point of reference throughout the proceedings of the
workshop. |
|
3.2.4
– Managing |
·
Videocassette (teacher
conducting a class) ·
JBTE Assessment Form
(teachers should complete the Managing section of the form) ·
Instructor
(reiterates the concept of Managing in teaching) |
Learner – Content Learner – Learner Instructor - Learner |
A
videocassette of a teacher conducting a class provides the basis for the
participants to do a practical exercise of scoring in the area of Managing
using the Assessment Form. The
participants will receive practical experience of using the Assessment
Form for assessing the Managing skills of a student teacher shown on
videocassette. Introduces
participants to the particular area to be covered (Managing). Also serves
as a guide and a point of reference throughout the proceedings of the
workshop. |
|
3.2.5
– Effecting |
·
Overhead Projector and Transparencies ·
JBTE Assessment Form ·
Instructor ·
Videocassette |
Learner – Content Learner – Learner Instructor - Learner |
The transparencies serve to summarize the basic features of the Assessment Form in relation to Effecting and also to highlight areas of particular note The
participants will receive practical experience of using the Assessment
Form for assessing the Effecting skills of a student teacher shown on
videocassette. Introduces
participants to the area of Effecting. Also serves as a guide and point of
reference throughout the proceedings of the workshop. A
videocassette of the teacher conducting a class provides the basis for the
participants to do a practical exercise of scoring in the area of
Effecting using the Assessment Form. |
Selecting the appropriate technological tool for a particular instructional strategy is important. In selecting the media for such a purpose, one should not focus on which of the available media is the best of all the available tools but what combination of media is most appropriate taking into consideration learner and instructor characteristics, the goal(s) of the instruction, the learning environment, the instructional strategy and the availability of the resources.
References
Bates,
A.W. (1995). Technology, Open Learning and Distance Education. London:
Routledge.
Dick,
Walter, Carey, Lou & Carey, James O. (2000). The Systematic Design of
Instruction. New York: Longman.
Gagne,
R. & Driscoll, M. (1988). Essentials of Learning for Instruction.
Englewood Cliffs, NJ: Prentice–Hall
Hirumi,
A. (1998). Media Selection.
Luck, Ann T. (1997). Media Selection Matrix.http://www.cde.psu.edu/de/id&d/media_selection_matrix.htm
Appendix
A
The JBTE Student Teacher Internal/External Assessment Form can be seen at Appendix A. Click here for JBTE Assessment Form.
Appendix
B
JOINT
BOARD OF TEACHER EDUCATION
(JTBE)
Revised
Teaching Practice Assessment Instrument - 2001
Definition
of the Assessment Variables
PLANNING:
The selection and preparation of instructional material s and strategies
for delivery of lessons as evident in a written plan, secured resources, and
other indicators of the teacher's readiness to teach.
Interpretation
of the Rating Levels (1 - 4):
A
rating of (1) should be giving where there is little or no (written or
demonstrated) evidence of the student - teacher 's knowledge, skill, or attitude
to deliver and/ or manage the element of instruction, and there is little
awareness/ regard for the learners' interest and abilities.
A
rating of (2)
should be given where the student
- teacher demonstrates reasonable effort, but shows signs of weakness in
knowledge, skill, or attitude for the delivery /management of the related
element of instruction; and has allowed/ encouraged adequate learner exploration
of it.
A
rating of (3) should be given to the
student teacher has demonstrate accurate knowledge, appropriate skill and
attitude in the presentation and management of the related element of the
instruction; But has not fully explored the element, or allowed learner's full
exploration of it.
A
rating of (4) should be given where there is abundant evidence of the student
- teachers' skill, knowledge and approppriate attitude in the instruction al
presentation and management; and there is adequate (written or demonstrated)
evidence of the student - teacher's accuracy, confidence and creativity in
working with the subject set of and engaging the particular learners.
Suggestions
for Use of the Instrument:
1.
Prior to using this instrument, each college should ensure that its
student teachers are familiarized with it; and where possible each student
should be given a copy of the instrument. It is important to inform the student
that there is nothing
"new about using an instrument such as in the teacher practice
assessment process. In fact, it should be out that: there is no change in the
principle of the assessment being introduced, and no change in the scoring
system. The instrument has merely been restructured for efficiency and user
friendliness; which should undoubtedly benefit the student - teachers; and
improve the professional work of assessors.
2.
The instrument is recommended for pilot used in the 2001 teaching
practice assessment exercise.
It is further recommended that feedback information on this year 's use
of the revised instrument should be used to validate and fine-tune the
instrument.
3.
Use of this revised instrument is recommended for both Internal and
external assessments of teaching practice. The instrument I s merely a tool to
assist the professional assessor in the observation & valuing of the
students - teacher 's professional competence
& teaching skills.
4.
The assessment must apply only to the teaching/learning situation under
observation/ but
may include more than one class room lesson - particularly where it may
not be possible to observe all the items of assessment in any one lesson.
5.
Where an item on the instrument was not observed during the external
assessment process a rating/scoring for this item may be assigned only after
references to records of the internal assessment (i.e. in the moderation of the
grades at the college level).
6.
All assessment done with instrument, except the indication of a final
grade, may be discussed with the respective student -teacher on the same day of
the assessment.
7.
All student teacher receiving total scores of (79 - 84 or 45 - 49) should
be considered borderline cases; must be seen in practice at least twice; and an
average scored used.
