Signature Assignment CUR 516: Instructional Plan and Presentation
- 1. Signature Assignment:InstructionalPlanandPresentation Signature Assignment: Instructional Plan and Presentation Erica Jones November 19, 2018 CUR 516 Professor Shirley Burnett
- 3. Signature Assignment:InstructionalPlanandPresentation Part II: LearningObjectives: 1. Creatinga ProblemBasedLearningunitthatposesachallengingproblem orquestion,while engagingthem. 2. Creatinga ProblemBasedLearningunitthattapsintostudents’keyknowledge,whilehelping studentsunderstandthe informationpresented. 3. Improve studentlearneroutcomesbycreatingaProblemBasedLearningunitthat allowsfor creativity,fromboththe teacherandstudents. ChallengingReal World Problem Key Knowledge Creativity Audience Teachers/ Administrators Teachers/ Administrators Teachers/ Administrators/Students Behavior Will be able to appropriately select a challenging problem for students, in order to create a PBL. Will be able toalignthe challenging problem withState Standards in order to create a PBL. Will be able to improve the learners’ outcomes by generatinga PBL that allows for students to complete task creatively. Condition By the end of the Fall training teachers will have created a PBL with, that incorporates a real world problem, relative to their lives. By the end of the Fall training teachers will have createda PBL that incorporates Key Knowledge, in order to ensure students are in compliance with the State and District standards. By the end of the PBL projected end date (varies based on conditions set forth by teachers in the PBL) teachers will have allowed for students to explore their creative side. Degree With 100 percent accuracy. With 100 percent accuracy. With a +20 percent gain on State Testing. Instructional StrategiesandActivities: ProblemBasedLearningtrainingforteacherswillcontaininformationandhandsontrainingforteachers indistrictsmovingforwardwiththe PBLformat.Teachersand administratorswillreceive training on howto establishgoals,the stepstocreatingqualityandmeaningfulassignmentsfortheirPBL,howto buildcommunity,becomingafacilitatorandlastlyteacherswill be giventhe opportunitytocreate meaningful PBLs,withassistance,toensure theyunderstandthe expectations.Teacherswill be provided withthe historyof PBL, allowedtoparticipate infinishedproductof aPBL, and givenmaterialstocreate theirownPBL.
- 4. Signature Assignment:InstructionalPlanandPresentation Instructional Technology Laptop- Thiswill be usedthroughoutthe initial presentationtoinstruct,provide videosandselect groups.Teacherswill alsobe able touse theirownlaptopstoresearch. Promethean board- Thiswill be usedtoprojectthe presentation. Speakers/Microphones- Toensure studentscanhearthe presentationvideosandspeaker. Cellphones/Tablets- Usedbyteachers,asaninstructional tool toresearchfortheirownprojectand activelyparticipate alongwiththe trainer.
- 5. Signature Assignment:InstructionalPlanandPresentation Part III: Title: Problem Based Learning Training Length of Course: PBL Training is a two day course. In compliance with the Districts Time Policy, teachers are expected to be with us 7.5 hours. Training Day Time Activity Uninstructional Time One 8:00am-9:30am Intro to PBL 9:30am-9:45am One 9:45am-11:30am PBL Engagement for Teachers 11:30am-1:00pm One 1:00pm-3:30pm Essential Project Design Elements for PBL 2:00pm-2:15pm Two 8:00am-9:30am Selecting your Challenge and Key Knowledge for your PBL 9:30am-9:45am Two 9:45am-11:30am Reflections and Revisions of PBL 11:30am-1:00pm Two 1:00pm-3:30pm Review of PBL Created 2:00pm-2:15pm People Involved in Implementation: The people involved in the training include two trainers and a maximum of 30 students. The 30 students will be teachers and this will be the first of the two sessions offered at the school. This allows for grouping of grade levels. Needed Resources: Resources needed for this project includes a technology- laptop, Promethean board, internet access and passwords, speakers, microphones and cellphones/tablets are optional. The trainers would also like offer peppermints, as peppermint helps to stimulate the brain (Moss, Hewitt, Moss, & Wesnes, 2008). Common teaching tools will also be needed, such as pens, paper, markers, flipcharts, tape, pictures, folders and sticky notes. Printed materials for teachers will include a copy of State Standards, copies of the Power Point, copies of articles on PBL, a PBL planning guide and outline, the schedule for the day and sample PBLs. Teachers will also be required to sign in for their Districts records. Trainers will also offer a QR code for students to obtain their information, should they need anything after the course.
- 6. Signature Assignment:InstructionalPlanandPresentation Implementation: Teachers will be able to attend the course, if they have participated in an online Pre- Registration, provided by their district and confirmed by the trainers. Teachers will receive a confirmation, schedules, items needed for the course, and parking information. Once the class is filled to capacity, a wait list will start. Those teachers that may need to cancel should do so at least week before training, to allow for wait list teachers to prepare for the course. Instructors will use a variety of method, such as active participation, exit tickets and dialogue. Teachers will receive 6 PLU’s for this course. Participants: o Training is offered to Teachers, Academic Coaches and Administrators from the perspective school. o Training hold 30 slots and requires an advance sign up via the District Portal. o It’s recommended that you attend with your Instructional Team to properly plan for your PBL.
- 7. Signature Assignment:InstructionalPlanandPresentation Part IV Criteria to Assess Plan The trainers of this course will use a number of methods to assess and determine the effectiveness of this course by incorporating some assessment techniques the participants use in their own classrooms. Sticky notes will be provided for “Parking Lot” questions and Exit Tickets before breaks. At the end of each session the trainers will engage in a game of Kahoot, an online game accessed through the participants phone, to access the knowledge recently presented. The participants will also have a culminating PBL project that will be evaluated by the trainers. Lastly the participants will complete an end of course survey from both the trainers and their district. Description of Evaluation Instruments o Sticky notes for Parking Lot Questions will allow for participants to record questions they may have, but may not want to ask out loud. o Sticky Notes for Exit Tickets allow for students to express their takeaways, from the presentations. o Kahoot Game- Allows for the trainer to ask questions such as: 1. What does PBL Stand for? 2. What are the eight components of a PBL? 3. Name a Design Element of PBL? o The PBL will need to include the eight components of a PBL. o The End of Course Survey will follow the Kilpatrick Model, with a rubric that asses the measure or degree of: 1. If the learning objectives were met 2. Was the course material appropriate 3. The trainer answered my questions in a complete manner 4. I was given the opportunity to use what I learned 5. The information presented gave me the tools to be successful in creating a quality PBL 6. I feel confident about implementing my PBL Future Decision Making The data collected from the assessment tools used during the training will allow for the trainers to adjust to better serve the participants, as they go through the training. The data from the end of the course survey to improve the needs of future participants.
- 8. Signature Assignment:InstructionalPlanandPresentation Reference For Public Broadcasting, C. (2002). Defining Audience & Goals. Retrieved October 20, 2018, from http://enhancinged.wgbh.org/process/goals.html Hodell, C. (2016). ISD from the ground up: No-nonsense approach to instructional design (4th ed.). Alexandria, VA: ATD Press. Moss, M., Hewitt, S., Moss, L., & Wesnes, K. (2008). Modulation Of Cognitive Performance And Mood By Aromas Of Peppermint And Ylang-Ylang. International Journal of Neuroscience, 118(1), 59-77. doi:10.1080/00207450601042094