Trace Effects Logic Model
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The document outlines a program designed to train non-English speaking teenagers in English skills and American culture through a video game. It includes inputs, outputs, and expected outcomes, detailing the development and resources needed for the game, and the potential impacts on students and teachers. The program aims to enhance language skills, cultural awareness, and the application of problem-solving strategies while integrating various pedagogical theories.
Trace Effects Logic Model
- 1. Program: Trace Effects Logic Model Situation: Train non-English speaking teenagers English skills and American culture via a video game worldwide. Inputs Outputs Outcomes -- Impact Activities Participation Short Medium Long What they invest Material writers from the Office of English Language Script writer consultants who specialize in linguistics, computer-assisted language learning, & second language acquisition Professional game developers Technical support, upgrades, apps & platform (website) for video game Regional English Language Officers & Centers (RELOs) US English Teaching Fellows American English Website What they do Promote awareness about video game Conduct teacher training online & face-to-face Develop video game on DVD Develop game & host on Website Develop Mobile app of vocabulary game Develop graphic novels to accompany game Develop teacher resources Provide differentiated learning within resources & game Provide teachers’ forum on Ning Partner with binational centers, and teacher- training sites & other educational institutions Who they reach English Access Micro-scholarship Program participants & teachers Teenagers who frequent Internet cafés where program has been download English as a foreign language (EFL) teachers-in- training EFL teachers and classrooms at binational centers Anyone who downloads the free game from their website or free app from the Apple Store Proximal Outcomes Students learn basic English skills in first half of game Students become aware of American cultural diversity in various U.S. regions Students learn about American rules for politeness Students become aware of State Department’s pillars* Students & teachers learn gaming system (movement, advancement, points); e-literacy Teachers become aware of the use of gaming as an instructional strategy (CALL) Midterm Results Students use newly learned English skills in second half of game Students learn intermediate level English skills Students apply new English skills in classroom activities Teachers review students’ self- reported game scores to determine usage, ability & need Learn problem- solving skills to achieve game mission in order to unlock higher points & advanced levels Become competent in gaming Distal Outcomes Apply intermediate English level skills to real world Attend post- secondary school to further English language studies or attend university in English-speaking country Gain better employment due to English skills Apply problem- solving skills learned in game to real world Students incorporate some of the State Department’s pillars* into their own thinking Master gaming as an educational tool Assumptions External Factors Use of the following theories, strategies, and approaches to teach English and American culture: cognitivism, constructivism, communicative approach, TESOL’s computer-assisted language learning (CALL) Standards, and gaming as an instructional strategy. *Include the pillars of the State Department’s vision to advance U.S. foreign policy interest: entrepreneurship, community activism, empowering women, science and innovation, environmental conservation, and conflict resolution. Sandra Rogers (2013) adapted this framework from the University of Wisconsin-Extension Program Development (2003). Appendix A