...April Baylor March 17, 2012 SED-444 Alicia Leach Design Model ADDIE Model Systems Approach Model Kemp’s Instructional Design Model Instruction Design Perspective Developmental/Cognitive Behavioral Developmental/ Cognitive Instructional Strategy Cooperative Learning, Discovery and Questioning Cooperative Learning, Discovery and Questioning Cooperative Learning, Discovery and Questioning Description The Addie Model is a five-phase instructional design that consist of the following: Analysis: identify the environment (audience), goal, objectives and strategies which can be also called the pre-planning phase. Design: write instruction for the learning unit Develop: build content, assignments, assessments which are both formative and summative and develop course materials Implement: Begin teaching and giving instruction. Evaluate: Ask questions? What was done, how was it done and how can you do better? (perform assessments) (Clark, 2000) It is a procedural system including ten major process components: Know your students’ needs so you can know your goals when teaching: Assess the student to set learning objectives and goals Conduct instructional analysis: to determine a step-by-step of what learners are doing when they are performing the goal; to determine what skills and knowledge are required Analyze learners and contexts –identify your students learning styles and setting; this will help towards classroom layout, students’ attitudes and...
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...Content-Based Instruction (CBI) is a significant approach in language education (Brinton, Snow, & Wesche, 1989). CBI is designed to provide second-language learners instruction in content and language. Historically, the word content has changed its meaning in language teaching. Content used to refer to the methods of grammar-translation, audio-lingual methodology and vocabulary or sound patterns in dialog form. Recently, content is interpreted as the use of subject matter as a vehicle for second or foreign language teaching/learning. * | Benefits of content based instruction 1. Learners are exposed to a considerable amount of language through stimulating content. Learners explore interesting content & are engaged in appropriate language-dependant activities. Learning language becomes automatic. 2. CBI supports contextualized learning; learners are taught useful language that is embedded within relevant discourse contexts rather than as isolated language fragments. Hence students make greater connections with the language & what they already know. 3. Complex information is delivered through real life context for the students to grasp well & leads to intrinsic motivation. 4. In CBI information is reiterated by strategically delivering information at right time & situation compelling the students to learn out of passion. 5. Greater flexibility & adaptability in the curriculum can be deployed as per the students interest. Comparison to other...
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...1 Analysis of Three Instructional Design Models 2 Abstract Instructional design models provide for a systematic approach of implementing the instructional design process for a specific educational initiative (Morrison, Ross, & Kemp, 2004). This paper will briefly describe the purpose and what instructional models are followed by process of three selected models: (a) the Dick and Carey systems approach; (b) Morrison, Ross and Kemp model (also known as the Kemp model); and (c) the Three-Phase design (3PD) model. The process description for each model will serve as the foundation and supporting points required for comparing and contrasting process of the models. 1 Dick and Carey, Kemp, and Three-Phase Design models for Instructional Design Instructional design (ID) models can provide a systematic approach of implementing the instructional design process for specific educational initiatives (Morrison, Ross, & Kemp, 2004). Gustafson & Branch (1997) states that there is a wide variety of instructional design models describing the ID process created for different situations and settings (as cited in Gustafson & Branch, 2002b; Ryder, 2006). The purpose of the instructional design models offer both educational and training organizations design steps, management guidelines and teamwork collaboration options with designers, technicians and clients (Gustafson & Branch, 2002a). Specifically by definition, a model can be defined as “a way of doing something; an explicit representation...
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...Introduction As a new pedagogics in teaching the language of science to second speakers, the content-based instruction has gained great success all over the world. It aims at combining organically the systematic knowledge of a subject with the training of the second language skills. It is considered as an effective pedagogics as it helps improve students’ language skills and study in relevant subjects. The traditional pedagogics in foreign language teaching only lay stress on the training of language skills, lack of the integration with language content such as professional knowledge (Kasper, 2000). With a view to this, this essay gives a detailed elaboration to the teaching concepts, theories, teaching principles, and teaching mode of the content-based pedagogics in teaching the language of science to second speakers. The essay will firstly introduce the teaching concepts of content-based instruction (hereinafter referred as CBI). Then it will give a view of the theory basis of CBI. Following it will explain the teaching principles and the teaching mode of CBI. Altogether the essay will argue from different levels for the significance of the content-based instruction. The content-based instruction conduct the teaching the language of science to second speakers according to the communicative approach teaching principles. Studying second language in real situations not only accords with the language acquisition laws, but also help cultivate students’ competence of language...
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...information transmission. Computing is normally thought of as being divided into generations. Each successive generation is marked by sharp changes in hardware and software technologies. With some exceptions, most of the advances introduced in one generation are carried through to later generations. We are currently in the fifth generation. Technology and Architecture Vacuum tubes and relay memories CPU driven by a program counter (PC) and accumulator Machines had only fixed-point arithmetic Software and Applications Machine and assembly language Single user at a time No subroutine linkage mechanisms Programmed I/O required continuous use of CPU Representative IAS, IBM 701 systems: ENIAC, Princeton Technology and Architecture Discrete transistors and core memories I/O processors, multiplexed memory access Floating-point arithmetic available Register Transfer Language (RTL) developed Software and Applications High-level languages...
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...Topic Apply IS to innovate an existing organizational process Requirements * The organization must exist, and at least one student in your group must be able to gain access for interviews and/or observation. * The process must currently exist, and performance measures for the process must be available. * The project is to be completed within your assigned group (shown below) Group Beta (B)Josh CobbShiyun FengJai PadmanabhanAllison Sibiga | Group Delta ()Danielle BlackwellMarc DeshaiesYao HeDavid Roscoe | Group Gamma ()Andrew GrayZhe HuangLongshuo LiAleksandra Tarashansky | Group Phi ()Mark HusseyLiz MietelskaCarlton VazJingyi Yang | Group Rho ()Aditya NadkarniScott LeahyGerman SayuntsRuicheng Xu | Group Sigma ()Andrew CampbellYaohua ChungDavid Coughlin | Deliverables There are three distinct deliverables stages, the last two of which incorporate and build upon documentation produced in prior stages. * Project Proposal Stage * Documentation due to be uploaded in your myWPI group file exchange area by end of Saturday, September 22 (will receive advisory comments) * Initial Presentation and Interim Report Stage * A 15-minute self-running online presentation in PowerPoint show format (PPSX) or MP4 video format due to be uploaded in your myWPI group file exchange area by end of Friday, October 12. This will be presented during the synchronous class meeting on Saturday, October 13. * Documentation due to be uploaded in your myWPI group...
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...language but behaviourism and culture as well. Studies indicate that the learners speak numerous languages; Spanish is the language spoken by more than 65% of the (ELLs). As these numbers continue to increase, many school systems are encountering pressure and challenges that are forcing them to incorporate programs ad or modify lesson plans in order to educate the English language learners. Over the past two years, in the state of Alabama, more than twenty thousand English language learners K-12 grade have made significant progress in academic; with a 72% graduation rate. The Top Five Languages represented by ELs in Alabama’s K-12 Program are 18115 Spanish, 526 Korean, 456 Vietnamese, 429 Arabic, and 309 Chinese. The six K-12 schools in the Russell County School District/my local school, offers about 25 ELLs education in English as a Second Language, in addition, assistance in reading, math and writing. The county also offers after school tutoring in basic skills. The Russell County School District’s classrooms are exclusively conducted in English, but the aim of the education department is to teach English language learners in the earliest possible time so that they, the learners can participate wholly in academic programs offered in the school system. Some of the strategies used by the ELL teacher in the ESL program are pronunciation, which...
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...bilingual education was the preferred method of teaching European immigrants who did not speak English. By 1910 German-English , French-English and Spanish-English schools were flourishing. World War I, however brought renewed patriotism and a fear of foreign governments and languages. By the end of the 1920’s most schools were English only despite the fact that the Congress ruled it unconstitutional to prohibit language instruction in a pupil’s native tongue. After decades of English only instruction that was failing the immigrants, the Bilingual Education Act was passed in 1968. This provided monetary support to the schools so that they could implement native language instruction to help the bourgeoning immigrant population. After so many years of English only instruction this proved to be difficult since few teachers were equipped to teach bilingually. The Canadian system was used as a model for this instruction however it did not work as well in California with Spanish speakers who were predominantly from lower socio-economic backgrounds. The Canadian system was designed for an affluent population who had developed a high literacy in their native language. Literacy learned in the native language translates to the language being learned (Lecture, 2013). By 1974 legislation required schools to implement programs to help the non-English speaking children to attain the necessary language skills to be successful. It was suggested that the schools use programs that were considered...
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...disparity in the US education sector is preventing the system from meeting this key goal. Therefore, blended learning has been hailed as a possible answer to the current limitations of the current system. In this paper, the writer examines the current literature on blended instruction, its benefits, and challenges, as well as, the current evidence on its effectiveness. However, there is no conclusive evidence that blended learning is effective in promoting academic success. These results could be attributed to the lack of consensus on the actual definition of blended learning and its composition. However, the transition to blended learning is inevitable. The review concludes by examining how school administrators can adopt and promote change within their jurisdiction concerning the adoption of blended learning. Blended Learning: Possibilities, Challenges, and Embracing Change Introduction and Background Any education system has the purpose of preparing individuals to contribute to the society, while also allowing them to create desirable lives, either for their families or themselves. The world of work has evolved from an industrial orientation to an information age. Despite this evolution, the education sector has not evolved fast enough and is still operating under the same rules that were set up during the industrial age. Today, more than ever, the current status of the American education system threatens to derail the economic prosperity of the state...
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...Procession, and Output Devices Computer systems : integrating the power of technology - Employing information technology and providing additional processing capabilities can increase employee productivity, expand business opportunities, and allow for more flexibility. - To assemble an effective and efficient system, you should select and organize components while understanding the trade-offs between overall system performance and cost, control, and complexity. ex) Racecar : power delivery(effective and efficiency), how much(cost), how reliable(control), how many engine(complexity) hardware components - computer system hardware components include devices that perform input, processing, date, and output. - Central processing unit (CPU) consists of three associated elements : the arithmetic/logic unit, the control unit, and the register areas. - Primary storage, also called main memory or memory, is closely associated with the CPU. Memory holds program instructions and data immediately before or after the registers. Hardwar components in Action : instruction and execution Instruction time : Step 1) fetch instruction, step 2) decode instruction Execution time : step 3) execute instruction, step 4) store result Completing the instruction phase followed by the execution phase is called a machine cycle. Some processing units can speed processing by using pipelining, whereby the processing unit gets one instruction, decodes another, and executes a third...
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...world. Functional units are subsystems of logic circuits that carry out a program’s instructions. Different types of functional units handle different instructions. Integer units handle fixed-point arithmetic and Boolean logic. Floating-point units handle more complex arithmetic operations, involving noninteger values. Load/store units load data from and store data to memory. Pipelines work like factory assembly lines. Each stage of the pipeline handles one relatively small and simple task that comprises part of the work needed to execute one computer instruction. A simple pipeline has four stages: fetch (retrieve an instruction from cache); decode (figure out what the instruction does); execute (carry out the instruction); and write back (store the result). Each pipeline stage usually takes one clock cycle. Most modern processors have superscalar pipelines, which are two or more pipelines arranged in parallel. That way, the processor can issue and complete multiple instructions in each clock cycle. The processor may also rearrange the instructions at execution time to put them in a more efficient order. This procedure is called dynamic execution. Modern processors can operate at speeds above 1 GHz. To maintain this rate, the processor must fetch a new instruction every nanosecond. Unfortunately, the main memory system that holds the computer program needs as much as 70 nanoseconds to pull an instruction out of its memory banks and send it to the processor. Caches provide a solution...
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...INTRODUCTION What is an instructional Systems Design model? According to Smith and Ragan (2005), instructional design is the entire process: from the analysis of learning needs and goals, through the development of instructional materials and activities, to the evaluation of all instruction and learning activities. Spector and Muraida (1997) refer to instructional design as a structuring of the learning environment for the purpose of facilitating learning or improving learning effectiveness. Instructional design is the systematic process of translating general principles of learning and instruction into plans for instructional materials and learning (Seels and Glasgow, 1998; Morrison, Ross and Kemp, 2004). Instructional design is the application of theory to create effective instruction (Jonassen, 2001; Reigeluth, 1999). An instructional design framework focuses on the creation of a learning experience that delivers knowledge in a more effective, interactive, and engaging way, and that can be measured, managed and directed for maximum impact (Piskurich, 2000:7). Smith (2001: [online]) states that instructional design focuses on what learners are to know, the information to be provided, while the Institute of Electrical and Electronics Engineers (IEEE) (2001) emphasises that instructional design is the process by which an educator determines the best teaching methods for specific learners in a specific context, in the attempt to achieve a specific goal. There are two classes...
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...modality. The manuscript meets all your requirements regarding length, originality, form, and formatting. The word document manuscript is 10 pages in length while the abstract is 142 words long. Thank you in advance Sincerely, Name, Salutation Phone Number Email Blended Learning in Middle Schools: Possibilities, Challenges and Embracing Change By (Student’s Name) Institution Date of Submission Abstract From time immemorial, the role of education has been to prepare individuals to contribute to the society, while also furthering their course. However, the disparity in the US education sector is preventing the system from meeting this key goal. Therefore, blended learning has been hailed as a possible answer to the current limitations of the current system. In this paper, the writer examines the current literature on blended instruction, its benefits, and challenges, as well as, the current evidence on its effectiveness. However, there is no conclusive evidence that blended learning is effective in promoting academic success. These results could be attributed to the lack of consensus on the actual definition of blended learning and its composition. However, the transition to blended learning is inevitable. The review concludes by examining how school...
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...Schedule Course Schedule of Assignments Overview Session | Topic | Assignments | 1 | The Manager as a Systems Thinker | Discussion Activity 1 | 2 | The Manager as a Critical Thinker | Individual Paper 1 | 3 | Legal and Ethical Environment of Business: The Manager as an Ethical Decision Maker | Discussion Activity 2 | 3 | Team Work Plan | Team assignment | 4 | Organization Theory and Design | Discussion Activity 3 | 5 | Organization Theory and Design in the Global Environment | Team Project 1Individual Matching Exercise | 6 | Legal Environment: Courts, Alternative Dispute Resolution, and Agency | Discussion Activity 4 | 7 | Critical Thinking in the Legal Environment: Torts and Products Liability | Individual Paper 2 Discussion Activity 5 | 8 | Legal Environment: Contracts and Forms of Business Organizations | Discussion Activity 6 | 9 | Knowledge Integration | Take-home Final | 10 | Corporate Social Responsibility in a Global and Technological Environment | Team Project 2 | Assignment Details Session | Module/Topics Readings/Assignments | 1 | The Manager as a Systems ThinkerObjective 1: Apply models of critical thinking and systems thinking to address complex organizational issues.Objective 2: Reflect on seminar assignments and relate the skills and knowledge gained to personal and professional goalsCompetency : Systems Thinking | Read the following articles which you can find and download from the UMUC library databases: (A)...
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...Response to Intervention (RTI) is a multi-tier approach to the early identification and support of students with learning and behavior needs. The RTI process begins with high-quality instruction and universal screening of all children in the general education classroom. Struggling learners are provided with interventions at increasing levels of intensity to accelerate their rate of learning. These services may be provided by a variety of personnel, including general education teachers, special educators, and specialists. Progress is closely monitored to assess both the learning rate and level of performance of individual students. Educational decisions about the intensity and duration of interventions are based on individual student response to instruction. RTI is designed for use when making decisions in both general education and special education, creating a well-integrated system of instruction and intervention guided by child outcome data. For RTI implementation to work well, the following essential components must be implemented with fidelity and in a rigorous manner: High-quality, scientifically based classroom instruction. All students receive high-quality, research-based instruction in the general education classroom. Ongoing student assessment. Universal screening and progress monitoring provide information about a student’s learning rate and level of achievement, both individually and in comparison with the peer group. These data are then used when determining...
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