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Mini Project-Face to Face Instructional Design UnitbyRia-Maria NarcisA Paper Presented in Partial FulfilmentOf the Requirements ofEDID 6505 Systems Approach to Designing Instructional MaterialsTrimester II, (2015-2016)E-mail: riamaria.narcis@my.open.uwi.eduStudent ID#315104400University: The University of the West Indies Open CampusE-Tutor/Course Coordinator: LeRoy HillDue Date: 8th April, 2016Contents TOC \o "1-3" \h \z \u Executive Summary PAGEREF _Toc447995938 \h 4The Needs Assessment: Setting PAGEREF _Toc447995939 \h 5The Selected Audience: PAGEREF _Toc447995940 \h 6The Topic of Instruction: PAGEREF _Toc447995941 \h 6The Formats PAGEREF _Toc447995942 \h 6The Needs Assessment: Methods of Investigation (Appendix A) PAGEREF _Toc447995943 \h 7Optimals PAGEREF _Toc447995944 \h 8Actuals PAGEREF _Toc447995945 \h 8Feelings PAGEREF _Toc447995946 \h 8Causes PAGEREF _Toc447995947 \h 9Solutions PAGEREF _Toc447995948 \h 9Task Analysis PAGEREF _Toc447995949 \h 10Procedural Analysis PAGEREF _Toc447995950 \h 11Hierarchical Analysis PAGEREF _Toc447995951 \h 12Performance Objectives PAGEREF _Toc447995952 \h 13Assessment of Learning PAGEREF _Toc447995953 \h 14Performance Rubrics PAGEREF _Toc447995954 \h 14Assessment Items PAGEREF _Toc447995955 \h 18Instructional Strategies and Lesson PAGEREF _Toc447995956 \h 22Lesson: PAGEREF _Toc447995957 \h 25Reflective Writing PAGEREF _Toc447995958 \h 34Appendix A: Rationale for Research Methods PAGEREF _Toc447995959 \h 36Appendix B: Force Field Analysis Solution: PAGEREF _Toc447995960 \h 38Appendix C: Personal Interviews PAGEREF _Toc447995961 \h 38Appendix D: Task Analysis Worksheet PAGEREF _Toc447995962 \h 39Appendix E: Contextual Analysis PAGEREF _Toc447995963 \h 42References PAGEREF _Toc447995964 \h 48 Executive Summary This three-day workshop aims at training English Language teachers at Hope Secondary School in utilizing six component lesson plans in their daily teaching to assist learners to be more engaged in the teaching-learning process, ultimately improving student performance. Teachers will be able to create and deliver a clearly structured body of content knowledge that provides scaffolding to students to increase their understanding and performance, create activities that use technological tools to enhance meaning, form ingenious and meaningful formative assessment practices that draw on students’ multiple intelligences and motivates the learner to their full potential. The workshop will be held on April 6th through 8th, 2016 from 9:00a.m. – 3:00p.m. The workshop is structured as a face to face interactive sessions on the school’s compound, utilizing available technological tools. It will promote discussion and exchange of ideas among learner and instructor, demonstration of best practices based on research findings as well as opportunities for practice and developmental feedback in a controlled environment. The programme is geared towards supplementing the skills of the teacher to modernize their approach to instruction and maximises student learning; it has become necessary to combat illiteracy and poor student performance in this subject area. The primary focus is on decomposing content, presentation of content in manageable chunks, assessment of learning and use of technology to ensure objectives of the lessons are achieved. The lesson presented later in this paper demonstrates how Merrill’s First Principles can be employed to enhance the instructional process. The benefits of this programme are an increase in pedagogically robust lesson plans, amplified student motivation to learn and a hearty boost in student performance and achievement in English Language examinations.The Needs Assessment: SettingEnglish Language is a compulsory subject at secondary schools in Trinidad and Tobago. During the third year of secondary schooling the National Certificate of Secondary Education (NCSE) testing occurs. It is an alternative approach to assessment and certification for secondary schools in Trinidad and Tobago. It arose out of a need for assessment synced with a modern curriculum and assessment sensitive to varying abilities, interests and learning styles (Republic of Trinidad and Tobago, Ministry of Education Division of Educational Research and Evaluation, 2006). ‘Hope Secondary School’, a five year co-educational secondary school located in central Trinidad has experienced a substantial drop in academic performance of students in the NCSE English Language examination. Commencing from 2009 through to 2015 an annual average of 115 students wrote the NCSE examinations with only 26.8% obtaining a ‘passing grade’. Through research, it was observed English teachers whilst obtaining the necessary qualifications to teach English Language; have begun to rely on their ‘experience’ rather than planning lessons to ensure objectives are effectively met and learning achieved. The Selected Audience: Teachers of the English Department of ‘Hope Secondary School’ This audience is comprised of eight teachers of East Indian descent: six females between the ages of thirty-one to forty-eight years and two males between the ages of thirty nine to fifty-five years. Their professional careers spans between seven to twenty-six years. Each teacher has acquired undergraduate degrees in English Language or English Literature and two teachers have read for Master’s Degree in English Language and English Literature respectively.The Topic of Instruction: Lesson Planning in English Language English Language is a compulsory subject and without it there is no hope of obtaining a full certificate on completion of secondary school. English Language was selected because of the performance of previous Form III students and the overwhelming illiteracy existing in Hope Secondary School. Based on research findings, teachers need to improve the way they present lesson content to ensure objectives are met and students are motivated to learn. The strategies that they currently use are based on outdated technologies and research and teachers need to modernize the way in which they ply their trade.The Formats The workshop will be conducted via collaborative and practical face to face sessions on the school’s compound. This atmosphere will be conversant to teachers, and will assist them in mirroring the teaching-learning process. It will utilize equipment available at the school (laptops, multimedia projectors, speakers, digital cameras and headsets), such that teachers can understand how to incorporate these technological tools within lessons. Face to face sessions were chosen as they encourage interaction among colleagues. The Needs Assessment: Methods of Investigation (Appendix A) Primarily qualitative research methods were employed. Participant Observations was used to amass information in its natural setting on what teachers and students were actually experiencing within the classroom; the problems and possible causes of problems. This was followed by personal interviews (Appendix C) with students, teachers and management of the institution to collect data on how they each felt about the teaching-learning process currently occurring, changes they would like to see, personal opinions on causes, possible solutions and the context/backgrounds of each person and how that impacted on the teaching-learning process. However, at that point I needed more detailed information on origins of problems and possible problems that existed, so a Force Field Analysis (Appendix B) was used to ascertain this supplementary information. This Needs Assessment produced data on optimals, actuals, feelings, causes and possible solutions situated in the subsequent section.OptimalsTeachers must:as a whole group, outline lesson components: objectives, introductions/ advance organisers, main content & assessments. individually plan and reflect on each lesson’s content & pedagogy. at the end of a lesson summarize the lesson’s content and link this lesson’s content to what is next in the sequence of topics such that students can have clear expectations for the next class. supply students with a checklist to identify what objectives were and were not achieved to guide their personal study.ActualsTeachers’ lessons provide little or no challenge for some students and disruptions are frequent. The lessons contain a very short oral introduction followed by a mini discussion: ‘The body of the lesson’ is followed by a ‘practice paper’, then an assessment of learning as a lower order paper-pencil question-answer sheet, written paragraph etc.FeelingsTeachers feel students enter secondary school lacking basic literacy skills.Students feel teachers do not care about /dislike them based on their race.Parents feel teachers dislike their children and have limited teaching skills.Management feels that not all teachers are putting ‘their best foot forward in the teaching-learning situation.CausesPossible causes of student underachievement: Management: limited lesson planning, low literacy levels of students from primary school, current school culture. Personal Observations: ambiguously defined objectives, limited strategies used by teachers in delivering classroom content.Teachers: lack of parental involvement, curriculum unresponsive to student needs, types of media and assessment practices used in the classroom and high levels of illiteracy and lack of appreciation for reading and writing among students.Parents: teachers don’t care about students, teacher absenteeism and teachers don’t teach students properly.Students: teacher absenteeism, lessons are ‘crazy’ (without order at times) and teacher(s) don’t like us and we don’t like them.SolutionsIncidence of underachievement can be reduced byimplementing a training workshop on good lesson development, content presentation strategies and assessment. group planning of lessons towards successful lesson execution monitoring of teachers’ classroom practices and delivery of contentmonitoring of student artefacts; student assignments and projects.Task Analysis Subsequent to the completion of the Needs Assessment the Task Analysis Worksheet (Appendix D) was completed and the most important task emerged as the creation of lesson plans that enhanced learning and limited distractions. Using this task a Procedural Analysis and a Prerequisite Analysis were conducted. According to Morrison, Ross, Kalman & Kemp (2011), procedural analysis is used to analyse tasks by identifying the steps required to complete them, the process decomposes the task into steps needed for learning. This Procedural analysis was conducted on the process of planning a lesson involving the six step lesson planning procedure for English teachers at Hope Secondary School. This is followed by the Hierarchical (Prerequisite) Analysis where the requisite skills needed to enhance learning and limit distractions was further analysed identifying the simple to complex skills required to be mastered before higher order skills can be acquired by the learners.Procedural Analysis Hierarchical Analysis Performance Objectives The overarching goal of this project was enhanced and efficient planning and delivery of content by teachers, utilizing a systematic six-step lesson plan to improve levels of achievement for students in English Language at form three level. This goal resulted in the following terminal objective: “At the end of the three-day workshop, the students will create five, six-component Form III lesson plans with 100% accuracy each lasting 45 minutes.” (cognitive; synthesis), (psychomotor; manipulation)Enabling objectives:Given the main lesson content knowledge from the English Language syllabus Form III, the teacher will rearrange content from simple to complex tasks on hard/soft copy. (cognitive; synthesis, psychomotor: manipulation)After objectives have been decided, teachers will employ advance organizers/introductions to match students’ previous knowledge to lesson content, lasting no more than five minutes. (cognitive; application) , (psychomotor; precision)Given the desired content and objectives, teachers will choose three formative assessment practices that support student self-assessment, student goal setting and/or developmental feedback in lessons. (cognitive; knowledge, psychomotor: articulation)Given the lesson content, teachers will use at least one technological tool with 100% precision in each lesson. (cognitive: application, psychomotor; precision)After completing the lesson, teachers will summarize all main content with written paper/pencil notes, verbal individual-peer discourse or group performance including content to successive topic, lasting no more than five minutes. (cognitive; comprehension), (psychomotor; articulation).Assessment of LearningTeachers will be asked to individually create a portfolio of five lesson plans after instruction. They will be assessed using the performance rubrics below:Performance Rubrics: Key elements of the Terminal Objective: Six component lesson plans: Objectives, Introduction, Presentation of Content, Guided Practice, Independent Practice & Conclusion.Performance ProspectUnderdeveloped0Developing1Accomplished2Exemplary3Rubric ScoreObjectives:Teachers should have included at least 3 performance objectives representing the major domains: cognitive, psychomotor and affective domains.Objectives are crafted with::an unsuitable action verb to describe the required learning.obscure connection to national content standards.no a minimum level of acceptable performance nor is a condition for evaluation specified.Objectives are crafted with::a simple action verb to describe the required learning.an emerging connection to national content standards.either a minimal level of acceptable performance or a condition for evaluation is specified.Objectives are crafted with:an appropriate action verb to describe the required learning.proficient connection to national content standards.a minimal level of acceptable performance standard and a condition for evaluation is specified.Objectives are crafted with:an instructive action verb to describe the required learning.precise connection to national content standards.a well-determined level of acceptable performance standard and a condition for evaluation is explicitly specified.IntroductionThe lesson introduction is unclear or missing.A lesson introduction that orally states an outline of the objectives including links to national standards.A lesson introduction specifically described, including a motivational technological tool that connects prior knowledge with objectives and national standards in student friendly language..A lesson introduction that is vibrant and engaging, precisely defined, including a strong motivational technological tool that connects prior knowledge with objectives and national standards in student friendly language.Procedures-Direct instruction of subject content-Guided practice-Independent practiceLess than 3 lesson plan elements exist in the lesson:Objectives Introduction Presentation of content Guided Practice Independent Practice Conclusion Links between objectives and learning activities are vague.Teacher provides incomplete connection to content.75% of student inactive during the lesson.Less than 50% accurate responses to questions posed during guided practice. Less than 4 out of 10 accurate responses.(independent practice)Less than 5 lesson plan elements exist in the lesson:Objectives Introduction Presentation of content Guided Practice Independent Practice Conclusion Links between objectives and learning activities are developing.Teacher provides simple connections to content without examples. 60% of students active during the lesson.60% accurate responses to questions posed during guided practice. Less than 7 out of 10 accurate responses. (Independent practice).6 lesson plan elements exist in the lesson:Objectives Introduction Presentation of content Guided Practice Independent Practice Conclusion Links between objectives and learning activities are skilful, with efficient transitions between activities.Teacher provides proficient connection to content and models content with examples. Between 80- 90% of students active during the lesson.80-90% accurate responses to questions posed during guided practice. Less than 9 out of 10 accurate responses. (Independent practice).6 lesson plan elements exist in the lesson, plus one:Objectives Introduction Presentation of content Guided Practice Independent Practice Conclusion Reflection Seamless links between objectives and learning activities with perfectly executed transitions between activities.Teacher provides well-defined connection to content and models content with examples and non-examples. More than 90% of students active during the lesson.More than 90%accurate responses to questions posed during guided practice.10 out of 10 accurate responses.(independent practice)Assessment (Formative & Summative )Assessments are:non-existent or too complex. not linked to any objectives of the lesson.Promoting student (0 of 3)Goal setting Self-assessment Effective questioningAssessments are : simple and easy to complete.loosely linked to all objectives of the lesson.Promoting student (1 of 3)Goal setting Self-assessment Effective questioningAssessments are :appropriately challenging. credibly linked to all objectives of the lesson.Promoting student ( 2 of 3)goal setting self-assessment Effective questioningAssessments are: precise and suitably challenging. specifically linked to all objectives of the lesson.Promoting student (3 of 3)Goal setting Self-assessment Effective questioningClosureTo close the lesson the teacher:Ends without review.To close the lesson the teacher:Restates the instructional objectives and purpose of the lesson.To close the lesson the teacher uses questioning to elicit from students the: main points of the lesson.purpose of the lesson. application of lesson concepts To close the lesson the teacher uses questioning to elicit from students:a paraphrased summary description of the main points. the purpose of the lesson. application of lesson concepts to novel situations.a preview of future learning topics and extension of lesson concepts.Assessment ItemsStudents will be assessed in pairs using the following multiple choice items in a paper-pencil format prior to receiving instruction.SCENARIO 1: Miss Thompson is doing her weekly planning. She refers to the Secondary School Curriculum forms 1-3 Language Arts: Form 3 Term 2 in the strand of ‘Reading’ on the theme: Topic Sentences using the following objectives:Students will be able to: (i) deduce the importance of topic sentences in texts(ii) identify the topic sentence in paragraphs/texts (iii) explain the methods by which topic sentences can be developed(iv) develop paragraphs from chosen topic sentences(v) identify supporting details in paragraphs/textsMultiple Choice Item 1: What is the CORRECT order for Miss Thompson to introduce the objectives for Reading Strand: Topic Sentence?A. (i), (ii), (iii), (iv), (i)B. (ii), (v), (iv), (iii), (i)C. (ii), (v), (iii), (iv), (i) D. (v), (iii), (i), (iv), (v)Answer: B (objectives are arranged from simple to complex)SCENARIO 2: Miss Thompson is doing her weekly planning. She refers to the Secondary School Curriculum forms 1-3 Language Arts: Form 3 Term 2 in the strand of ‘Reading’ on the theme: Topic Sentences using the following objectives:Students will be able to: (i) deduce the importance of topic sentences in texts(ii) identify the topic sentence in paragraphs/texts (iii) explain the methods by which topic sentences can be developed(iv) develop paragraphs from chosen topic sentences(v) identify supporting details in paragraphs/textsMultiple Choice Item 2: Which type of advance organizer will be MOST APPROPRIATE for Miss Thompson to introduce ‘The Topic Sentence?A. ExpositoryB. NarrativeC. SkimmingD. Graphic OrganizerAnswer: D (introduces in a fun and engaging method)SCENARIO 3: Miss Thompson is doing her weekly planning. She refers to the Secondary School Curriculum forms 1-3 Language Arts: Form 3 Term 2 in the strand of ‘Reading’ on the theme: Topic Sentences using the following objectives:Students will be able to: (i) deduce the importance of topic sentences in texts(ii) identify the topic sentence in paragraphs/texts (iii) explain the methods by which topic sentences can be developed(iv) develop paragraphs from chosen topic sentences(v) identify supporting details in paragraphs/textsMultiple Choice Item 3: Which combination of formative assessments will be MOST EFFECTIVE in supporting students in attaining all learning objectives?A. Oral Teacher Feedback, Teacher Questioning & Student Goal SettingB. Self-Reflection, Written Teacher Feedback & Self- Assessment with RubricsC. Checklist, Student Goal Setting Organizer &Student QuestioningD. Planning and Envisioning, Teacher Feedback, Student Self-Assessment Strategies Answer: B (students need to reflect on what they understand or don’t at the end of the lesson, teachers need to provide written feedback to guide student development and rubrics help student to understand the criteria with which they will be graded)SCENARIO 4: Miss Thompson is doing her weekly planning. She refers to the Secondary School Curriculum forms 1-3 Language Arts: Form 3 Term 2 in the strand of ‘Reading’ on the theme: Topic Sentences. Now, it is the students’ turn to present and Miss Thompson needs to choose equipment.Multiple Choice Item 4: In developing skills for the ‘Topic Sentence’ which combination of technological tools will be MOST EFFECTIVE for student presentation?A. multimedia projector, computer, mobile phoneB. Digital Camera, multimedia projector, computerC. Computer, multimedia projector, microphoneD. Ipad, computer, multimedia projectorAnswer: D (facilitates individual work, editing, picture taking etc, computer contains word processor and can connect to projector to show work for the presentation) SCENARIO 5:Miss Thompson, is faced with a dilemma of how to summarize her lesson ‘Writing and developing an argument’ in a fun, meaningful way that links to the subsequent lesson. Multiple Choice Item 5:To summarize this lesson content all strategies will be effective EXCEPT:A. K-W-L Chart (Whole group)B. What would X do? (Small group to Whole group)C. Think-Pair-Share (Pair of Peers)D. Learning Log (Individual)Answer: B (What would X do? is more suited to summarizing a logical-mathematical content)Instructional Strategies and Lesson A contextual analysis (Appendix E) was conducted before beginning this process to gather information pertinent to planning instruction based on the learner characteristics and instructional, orienting and transfer contexts. Instructional strategies assists the learner to actively make connections between prior knowledge and new information. Wittwer & Renkl (2008) postulated, “Effective instructional strategy must consider the learner’s prior knowledge and offer appropriate level of challenge” (as cited in Morrison, Ross, Kaplan & Kemp, 2011, p.151). In this lesson Merrill’s Four Phase Cycle of Instruction permits the instructor to activate prior knowledge of technological tools, demonstrate how to use technological tools in an English lesson, provides opportunities to apply what was learned through practice and integrate this newly learned content in a new context. These major sections are supported by the use of advance organizers in the both graphic (Slide7) and comparison formats (Slide 8) and analogies (Slides 12 & 13) that assist the learner in grasping the content presented more readily. I purposely used graphical representations in my work to attract and maintain the learners’ attention, discussion and questioning are also employed to get the learner involved and critically thinking about the content and its applicability in the classroom.Lesson Resources 1: Analogies1247775-123825Value of using technological toolsValue of using technological tools408940041910100330041910 (Superordinate Concept) Looking through windows (analog) compared with technological tools (target)449580012890588265060325 235585029210 Facility Utility (Feature) (Feature)23558508636000Entices persons to use it Student/ group participationMedium to interact with environment 235585086360 Frequent interaction & feedback Actively learning about surroundings 235585086360Promote active learning See things from different angles 235585086360Create connections to the ‘real world’ 14382756985Choosing technological tools for the lessonChoosing technological tools for the lesson118999010541000421005033655 (Superordinate Concept) Choosing a field trip destination (analog) compared with Choosing technological tools (target)478790059055247015030670592710059055 Location Tool (Feature) (Feature)2133600139700Validity of visit/purpose must enhance knowledge/skills2133600116205Available ‘hands on’ activities must be interactive to focus learner/group2133600105410Arrangement of transport/bookings Easy to use/set up213360069850Additional tools available at location Equipment availability Lesson Resources 2: Advanced OrganizersComparative Organizer: Topic of Presentation: Utility of technological toolsOrganizer Topic: Major similarities and differences between the function of traditional technological tools and modern technological tools.DIFFERENCESTraditional technological toolsModern technological toolsStudent works in isolationFacilitate frequent student interaction Promote passive learningPromote active learningNo real world connectionCreate connections to real worldSIMILARITIESPromote learningAids teacher in executing contentGraphic OrganizerTopic of presentation: Utility of technological anizer topic: Function of technology tools in the classroom.Lesson Resources 3 : youTube Video to share at the end of the lesson:Effect of technology integration in the classroom Lesson: Reflective Writing Overall, I thought the weekly tasks coupled with formative assessment from the facilitator was a good structure for thus far, but it required many frustrating hours with not enough detailed feedback. It was difficult at times but that challenge acted as a catalyst in my development of this mini project; It forced me to work hard and smart to get the job done within the specified timelines. My audience was the English Department at ‘Hope Secondary School’; their key attributes were that the group was comprised of mature, experienced and well educated persons in their subject area. One misconception that I had of the audience was that they would not be willing to apply content from the workshop to daily lessons because they were ‘set in their way’ of teaching. This was not the case, teachers were very willing to use the ‘new strategies’ and lesson planning structure, largely because it involved group planning and additional support when doing individual planning. Instructional strategies intentionally included, were the analogies, advanced organizers and questioning (opportunities for both teacher and student questioning) located in the lesson. The analogies were especially difficult for me to grasp, my major concern is that I could not make connections readily and I became very exasperated. The advanced organizers were good owing to the fact that I like to visually represent ideas and the comparison’s topic ‘traditional versus modern technological tools’ was interesting to read about, so I put in the work. Additionally being a visual-auditory learner I incorporated more graphics in the presentation and included more discussions and questioning within the instructional framework. One thing I enjoyed about the course thus far was working primarily as an individual, it worked well because I could pace my own learning while still experiencing opportunities for providing group feedback that was fruitful and developmental. At times, I felt the group dynamics were off in the small group, but I guess the timing and job demands also played a role. I did not enjoy the small group aspect as it did not provide the scaffolding I needed. However, I read more and tried to increase communication with my colleagues to get much needed feedback. Thus, my assignments did improve, just not at the expected rate and I had a few items to redo before submission. If, I could do things differently, it would be to read the rubrics more carefully and ask more questions during BBC meetings for a greater sense of clarity regarding the course content. At first the group feedback was a bit sluggish, but as time wore on things settled down in the group and feedback was a much better. Sometimes I got great feedback other times very little feedback, but overall it helped me; when it was good I could make considerable improvements to my work, at other times when it was deficient I was encouraged to read a bit more and work on my own to improve. The peer feedback was good too, it saved me many a time when I was frustrated and at my wits end, it helped me to refocus and rededicate myself to see it through. The best part of the peer feedback was the fact that one had the autonomy to choose who they wished to work with. Appendix A: Rationale for Research MethodsMethodForce Field AnalysisParticipant ObservationsPersonal InterviewsInformation soughtProblems & causesactuals, optimals, problems and possible causes. actuals, optimals, feelings, causes, solutions and context/backgrounds.Group sizeFocus group 6-7Race et. al., argue persons can support participants as they become a forum for change (as cited in Gibbs, 1997, para.11).28- 30 persons per group (4 groups)One interviewer & 5 intervieweesAnonymity/ConfidentialityYesNoNoDevelopment Cost/EaseLowNoLowAdministration Cost/EaseLowNoLowScoring/Analysis Cost/EaseLowMinimalModerateProbable Response Rate; RisksHighRisk: SubjectiveImmediateRisks: observer bias and dependency on my perceptions; I usually make notes and I am familiar with the students, so I will not be a distractor.Good, as I intend to conduct one on one interviews in a structured conversation with each colleague, so it will be a relaxed environment where I trust I can collect honest feedback.Risk: Uncontrollable responder.Buy In/Persuasion PotentialHighGood, as the majority of teachers want to see an improvement, but some of them have preconceived notions that the students are not capable, which I need to get more information on.High as the majority of staff wants to get higher levels of achievement for all students.Diversity of Opinions SoughtConsensusNoneMediumProducts/ResultsDiagramReportSummaryProblem/Situation ComplexityNot complexNot complex Not complexObjectivity of DataVery subjectiveOpinion and the objectivity of the data can be mixed.Very ObjectiveAdvantagesRace et. al., argue providing opportunity to be involved in the decision making process to be valued as experts and Goss & Leinbach postulate given the chance to work collaboratively with researchers are major benefits to being a participant in a focus group ( as cited in Gibbs, 1997, para.10). - Morgan & Kreuger contend, “Focus groups are particularly useful where there are power differences between participants and decision-makers or professionals, when the everyday use of language and culture or particular groups is of interest, and one wants to explore the degree of consensus on a given topic (as cited in Gibbs, 1997, para.5). DeWalt & DeWalt, postulates participant observation increases the validity of a study, the observations help the researchers to understand context and occurrences under study more thoroughly (as cited in Kawulich, 2005, p.4). Personal interviews are flexible that it leaves little room for misunderstanding as the interviewer is on site to clarify and define questions. At the end of the interview, the interviewer can recap what was discussed to ensure the results reflect exactly what the interviewee wanted to articulate. DisadvantagesShy participants may not feel empowered as they may feel intimidated (Gibbs, 1997, para.12).According to Morgan (1988), this method is subjective, as the researcher has less control over the data produced (as cited in Gibbs, 1997, para.12)-The moderator can only keep the participants on topic, the questions, doubts and opinions and interaction all comes from participants, thus the nature of the focus group research is open ended and cannot be predetermined (Gibbs, 1997,para.12).Subjective data Schensul, Schensul & LeCompte (1999) suggests “…observation is filtered through one’s interpretative frames and the most accurate observations are shaped by formative theoretical frameworks and scrupulous attention to detail.” (as cited by Kawulich, 2005, p.5).Time-consuming and difficult to schedule during school hours, so after school hours may be required.Appendix B: Force Field Analysis Solution: Provide retraining in lesson planning including technologyForces for change SizeForces against change Sizemanagement wants to see improved results 5improve efficiency of teaching-learning process 4increased productivity of students 4improved school image 5teachers resistance to change 3staff afraid of using technology in the classroom 4limited technological resources 2belief that students cannot achieve 4 18 13Appendix C: Personal Interviews All personal interviewees were asked the following ten questions individually, responses were recorded but names were not recorded.How old are you?How many years have you been in this noble profession?What is the highest qualification you have obtained?How do you feel about your job?If you could make three changes in the classroom, what would they be?Do you create or use lesson plans?What in your opinion causes underperformance in the classroom?Do you use technology in your lessons? What is the most prominent problem faced by teachers in the English Department?What ideas do you have to improve NCSE pass rates?Appendix D: Task Analysis WorksheetCriteria for TaskCriticalityUniversalityFrequencyStandardizationDifficultyTotalPrioritySelection Worksheet40 pts10pts10pts10pts30pts100pts#1#2#3#4#5#6#7Tasks1.Create lesson plans that that enhance learning and limit distractions. (in groups and /or individually).3510108107312.Use advance organizers or introductions that link previous knowledge of students to upcoming lesson content.anize the lesson content knowledge to provide scaffolding to students to increase their understanding and performance27875206724.Develop formative assessment practices that draw on student’s multiple intelligences.25554226135.Incorporate technological tools into the lesson2033403066.Recap main content and link to subsequent topics to provide clear expectations for next lesson1845515475Appendix E: Contextual AnalysisThe Learner and Contextual Analysis on English Language teachers in a co-educational government secondary school in central Trinidad related to providing a workshop to enhance the effective lesson planning of teachers to promote higher levels of student achievement.General characteristics of form three teachers:Three females, one maleBetween the ages of 31- 55Professional career spans between 7-26 years of serviceAll teachers have a first degree in English Language and two have attained a Master’s degreeAll teachers are of East Indian descentTraining approaches: Workshop, guide sheets & coachingSpecific entry characteristicsPrerequisite skillsUndergraduate degree in English LanguageBase knowledge in educational theoryAttitudesAbility to be a team playerDesire to improve current practice within the classroomLimited ethnic biases within the classroomLearning StylesHaving administered the VAK Learning Styles Self-Assessment Questionnaire it was found that:Primarily the teachers were visual-auditory learners with one teacher showing a skew towards being a primarily auditory-kinaesthetic learner.Personal & Social Characteristics As stated previously the teachers are between the ages of thirty-one to fifty-five and are mature candidates. They welcome the focus on lesson planning as many relied on their experience in the classroom and have to some extent neglected the pedagogy. They are eager to find ways to motivate the students towards greater levels of learning. They all expressed a need to improve the students’ performance.Contextual AnalysisOrienting ContextWhen doing informal interviews the teachers were interested in learning more about how to make their lessons more enjoyable, less disruptive and more productive. They saw the focus of the workshop to be critical to assisting in the academic development of students at the Form three level because at this level content knowledge and skills needs to be cemented in preparation for NCSE (National Certificate of Secondary Education) in the current form and CSEC (Caribbean Secondary Education Certificate) examinations in fifth form. However, the learners’ perception of accountability would be an issue for at least one teacher, who I think may demonstrate issues with transfer due to not being remunerated for the effort, training not providing certification or the training not counting towards promotion.Learner Factors:Learner ProfileTrainees academic self-confidence +2Goal settingTrainees’ goals are to improve academic development of students at the Form three level with the focus on National Certificate of Secondary Education (NCSE). +1Perceived UtilityTrainees see this instruction as providing useful information +1Perceived accountabilitySome trainees may demonstrate issues with transfer due to not being remunerated for the effort, training not providing certification or the training not counting towards promotion. -2Immediate Environment Factors:Social supportTeachers within the English Department, school’s management team and peer support +1Organizational Factors:IncentivesSchool’s management has pledged support to provide technological resources to execute lesson plans and planning time has been included in the schedule. +1Learning cultureThe school’s manager has recently been changed and the school’s culture of learning is in very early stages of development. -1Instructional ContextThe training will be conducted in the school’s Library Lecture Room, located on the school’s compound. The physical environment is good in terms of lighting, limited noise, temperature, available furniture, lunch facilities and equipment (access to multimedia projector). However, the internet connection is unreliable and thus interactive computer activity sessions including games and simulations would be impossible. The course will be scheduled for April 6th-8th, 2016.The duration of the training will be three consecutive days, commencing at 9:00a.m. and concluding at 3:00p.m. inclusive of a fifteen minute coffee/tea break at 10:00 and a sixty minute lunch break at 12:00 noon. Three out of four form III teachers will be provided with additional support in the classroom (resource personnel). Learner Factors:Learner role perception +1Trainees see themselves as receiving and generating knowledgeLearner task perceptionPersonal relevance and content structure +1 Immediate Environment Factors:Sensory conditionsThe physical environment is good in terms of lighting, limited noise & temperature +2 SeatingComfortable seating +1Instructor role perceptionInstructor facilitates learning as ‘ the guide on the side’ +1Learning schedulesThe course will be scheduled for April 6th-8th, 2016. The duration of the training will be three consecutive days, commencing at 9:00a.m. and concluding at 3:00p.m. inclusive of a fifteen minute coffee/tea break at 10:00 and a sixty minute lunch break at 12:00 noon. - 1Content cultureTrainees’ instructional beliefs and behaviours -1Organizational Factors:Rewards & ValuesVerbal acknowledgement at assemblies, tokens of appreciation, and development of a culture of community of learners. +1Learning & Teaching SupportsTime to plan factored into teaching schedule, teaching assistant in the classroom, modernization of multimedia equipment. +2Transfer ContextThere will be many opportunities for transferring knowledge and skills gained in this workshop in the everyday classroom environment/teaching-learning process as its main focus is lesson planning, which is the basis of teaching. Motivation by the learner to apply it will come when teachers are exposed to the strategies and can ascertain their value based on discussion among peers and research based evidence. The management of the school was consulted regarding the training focus and expectations, as such, the English Department will meet weekly to discuss lesson planning with special focus on implementing the outlined key areas of the workshop. The teachers will have the social support from other members of the English department to brainstorm and think through the lesson planning process, as a follow up Heads of Department, Vice-Principal and Principals will be conducting scheduled and unscheduled visits to lessons to provide feedback on its execution, students will be informally interviewed and evidence from student assessments will be gathered. Learner Factors:Utility perceptionsTrainees are motivated to use the knowledge and skills presented in workshop. +1Perceived resourcesTrainees are motivated to apply the learned skills because necessary resources are provided. +1Transfer coping strategyAbility of trainees to practice time and stress management strategies Experiential backgroundTrainees are knowledgeable and have experience ReferencesAlvernia University. (2012). Rubric for lesson plan. Retrieved from , V. & Chapman, A. (2005). VAK Learning Styles Self-Assessment Questionnaire. Retrieved from Planning and Development Division, Ministry of Education. (2008). Secondary school curriculum forms 1-3 english language arts. Retrieved from , G. (2016). New Teacher’s Companion: Chapter 7: Lesson plans and unit plans: The basis for instruction. Retrieved from The-Basis-for-Instruction.aspxGrays Harbor Community Foundation. (2014, January 24. Technology in the classroom. Podcast retrieved from https ://watch?v=2OI58v0rjjcGibbs, A. (1997). Focus groups. Social Research Update, 19. Retrieved from Hendron, J. (2003). Advanced & graphical organizers: Proven strategies enhanced through technology. Retrieved from , B. B. (2005). Participant observations as a data collection method. Forum: Qualitative Social Research Sozialforschung, 6 (2) (43). Retrieved from , A., & Thompson, A. (2010). Quick strategies for summarizing a lesson. Retrieved from , G. R., Ross, S. M., Kalman, H. K., & Kemp, J. E. (2011). Designing effective instruction (6thed.). Hoboken, NJ: John Wiley & Sons Inc.Moss, C. M., & Brookhart, S. M. (2009). Advancing formative assessment in every classroom a guide for instructional leaders. Alexandria, VA: ASCD. Republic of Trinidad and Tobago Ministry of Education Division of Educational Research and Evaluation (2006). Proposal for national certificate of secondary education (NCSE). Port of Spain, Trinidad: National Printery.Reigeluth, C. M., & Carr-Chellman, A. A. (Eds.). (2009). Instructional –design theories and models building a common knowledge base Volume III. New York, NY: Routledge.Tennessee State University. (2012). Lesson plan rubric. Retrieved from . ................
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