NJCCCS- 5.1A4, 5.1B1, 5.2 A, 5.5A1, 5.5B1, 5.5B2,
5.10B1
Job
Aid 2: Describing the Target Audience
Complete the following form to organize your description of
the learners for the instruction of any project. If it is clear that knowledge of a particular
characteristic is not important to this particular project, identify the
characteristic with the notation NA. If
information regarding a particular, relevant characteristic is not available to
you currently, specify how you would go about obtaining this information. Space has been left for you to add
characteristics that may be unique to your particular population.
1. Cognitive
characteristics
a. General
characteristics- interest in learning, knowledge of animals
general aptitudes- grade 3 knowledge of
animals and how they live
specific aptitudes- able
to achieve higher level thinking, students with IQ of 75 to 130.
developmental level, such as Piaget's
levels of cognitive development- preoperational to concrete operational
language development level- advanced
beginning, intermediate, and early fluent
reading level- varying from a 2.1 to
4.2
level of visual literacy, ability to
gain information from graphics- intermediate to advanced- pictures enhance
learning for ESL students
cognitive processing stylespreferred
and most effective- visual, audio, tactile, kinesthetic
cognitive and learning strategies-
lecture, multimedia presentations, audio, video, demonstration
general world knowledge- basic
b. Specific prior knowledge
what
is a mammal, reptile, and amphibian?
What is an endangered species?
2. Physiological
Characteristics
sensory perception- use of visual, audio, kinesthetic and tactile learning
general health- normal, no class allergies or diseases, all immunizations
age- 8 & 9
3. Affective
Characteristics
interests- animals, geography,
motivation- computer use, multimedia presentation
motivations to learn- self-motivation, teacher motivation
attitude toward subject matter- positive
attitude toward learning- positive
perceptions of and experience with specific forms of mediation- NA
academic self-concept- NA
anxiety level- low to moderate, some students have anxiety around state testing
times
beliefs- very multicultural class with many religions and beliefs such as
catholic, Jewish, Jehovah witness, Arabic, etc.
attribution of success, i.e., locus of control- exciting teaching strategies,
student involvement, peer assistance, group work
4. Social
characteristics
relationships to peers- friendly students, no recess= less fights!
feelings toward authority- most have great respect
tendencies toward cooperation or competition- very cooperative during science,
love experiments and hands-on activities
moral development, such as Kohlberg's stages of moral development- level
1-precoventional morality- stage 2-individualism and exchange: students see that authorities are to be
respected but can have different views, punishment is to be avoided
socio-economic background- low to middle class
racial/ethnic background, affiliations- Peruvian, Mexican, Bolivian, Bulgarian,
Colombian, Palestinian, Pakistani, Indian
role models- celebrities such as Hillary Duff, Raven Simone, 50 Cent, also-
parents, teachers, and family members
5. Design
Implications
The
design of my science project will be about endangered species around the
world. The implications are that
students would become aware of the species and the fact that they are
dwindling. The students would take steps
to prevent further deterioration of those species as well as making efforts to
keep any other species from becoming endangered. Students would share these findings and
strategies with other students, friends, and family to protect animals. Students will also be in touch with other
schools from different countries via the internet to find out how they are
helping the animals in their countries.
Students will learn how other countries live and how the students
function in school. By learning about
other cultures, students will see various views of the world.
Job Aid 3:
Goal Identification and Task Analysis
A.
Write the instructional goal of the course, unit, or lesson in
performance terms. (Remember, you may
omit the standards at this time.)
Students will be able to use technology
to research an animal from a certain continent.
B.
What kind of learning outcome does this goal represent?
Science
C. List the 3 - 12 information processing
steps that an expert would use in completing this goal. (Remember you may wish to write a
representative test question to guide this analysis.)
·
identify
the 7 continents
·
identify
what an endangered species is
·
research
each of the 7 animals- 1 from each continent
·
identify
how to change their endangerment
·
create
a plan of action for change
D. (Optional)
Represent the information processing analysis graphically
E.
For each step in the information processing analysis, indicate the
prerequisites.
* know the map of the world
* know how to use the internet to
research
* know how to create a plan
F. (Optional) Represent the prerequisite analysis in
graphic form.
G.
Write a performance objective for the instructional goal, each step in
the information processing analysis, and each prerequisite in your
instructional analysis.
Students will identify the continents
with endangered animals by using the internet as a research tool. They will
identify the sounds of the animals and their origin. The webquest will
take them through a process of learning all about the endangered species,
including the tegrity presentation and an authorware evaluational
game.
Job Aid 4:
1. Identify the purpose of your assessment
instrument and the type of model that you will follow in its development.
~ The purpose is for students
to learn about endangered species all over the world. The model is a webquest.
2. List the kinds of assessments (entry
assessments, pre-assessments, etc.) that are necessary and where they should
occur in the instructional strategy
Games, printouts, and 1 final evaluation at
the end using authorware.
3. Write the item specifications for each
objective which you determined in your task analysis (see Job Aid 4a).
4. Write an instrument blueprint for each of the
assessments identified in #2 (see Job Aid 4b).
5. Write complete instruments
using item specifications and blueprints as a guide (this goes beyond
specifications to development of actual instruments).
Job Aid 4a: Item Specifications
Page_____
of _______
for Endangered Species
Objective: Students
will be able to identify
Supply the objective to which endangered species from around
the world.
these specifications apply
games from the internet attached in a webquest,
printouts to be completed in class
Description of Test Form: final
evaluation in authorware- interactive test
Describe the
form of assessments
to be used for this objective.
Directions-
choose the best answer-
Test
Question- which animal lives in Antarctica?
A. black
bear
Sample Item: B. great white shark
Provide a sample
assessment item C. panda bear
that is appropriate for this objective. D. Galapagos penguin
Include directions
for the item.
The
questions will be geared towards the learning of endangered species.
Question
Characteristics:
Describe any
relevant characteristics
of the question or assessment
situation to be provided. These
characteristics will delimit
and describe the tasks that are
appropriate for this objective.
Response Characteristics: Any
responses which demonstrate knowledge of science and animals.
Describe any
relevant characteristics,
of the responses or activities of
learners who engage in this assessment.
Number of Items: 8-10
questions in the authorware assessment at the end
Prescribe the
number of items of the sort
described which will be needed to assess
learning of this objective.
Mastery Criteria: The student would be
able to demonstrate 90-95% on each of the assessments.
Describe,
preferably in quantitative terms,
how well a learner must perform in order
to reflect
mastery of this learning objective.
Job Aid 4b: Instrument Blueprint
Instructions:
complete the instrument blueprint by supplying information requested in order
to guide construction of the assessment instrument. You should have available
to you the Item Specifications for each objective before you begin.
Objective
(number): Copy from Item
Specifications
Form: Format of item(s) for each objective.
Copy from Item Specifications
Number
of Items: The number of items are described in Item Specifications for
each objective needed to adequately assess each objective. Copy from Item
Specifications.
Criterion
Level: How well the
learner should perform on these items. Copy from Item Specifications.
Proportion: What proportion of the overall test will
be devoted to assessment relating to this objective? Total should be 100%.
Number Criterion
Form of Items Level Proportion
Objective ___1__ Tegrity 10 90% 20%
Objective ___2_ Webquest 5 90% 35%
Objective
___3__ Interactive
Quiz 10 95% 20%
Objective
___4__ Authorware 10 95% 25%
Quiz
Job Aid 5: Organizational
Strategy and Media Overview
In
completing this Job Aid, a good technique is to develop part 1, then, in
developing part 2, if changes or improvements in the overall approach described
in part 1 become apparent, go back to part 1 and
revise it. Do the same with development of parts 3 and 4, going back and forth
to incorporate improvements that the process assists you in making.
1. Provide a
paragraph description of the approach
this instruction will take. Describe basically how it will go. Include in the
description as needed any media (such as print, video, AV devices, and so
forth) or delivery systems (such as the Web, classroom, laboratory, and so
forth) that will be used.
My
endangered species project will take many approaches to teach the
students. I will use visual aids to help
the students understand what is being taught.
I will also use audio such as animal sounds and jungle noises. The students will start by watching the Tegrity presentation on an endangered species from each
continent. Then the students will
perform the webquest, finding information on the
animal they like best from the presentation.
They will have the opportunity to create a poster with a group showing
the information they gathered. During
the evaluation piece the students will play a game online and take a quiz in Authorware. This
will all be delivered via the web.
2. Provide a
rationale for this approach with regard to context:
Why is this a good approach to facilitating learning
in the particular context that the instruction will be within?
This seem like good approaches because they target most of
my learners in the 3rd grade.
The students learn best when they are engaged with technology but are
still familiar with the process. A webquest is a good learning tool for the students because
we frequently use webquests and they will know how to
navigate.
3. Provide a
rationale for this approach from the standpoint of learners: Why is this an appropriate
approach to facilitating learning for the intended learners?
Students
will use the computer as motivation.
They will also be able to work with a group to create a poster.
4. Provide a
rationale for this approach from the standpoint of learning task(s): Why is this approach a good one for the learning
task(s) at hand? Pay close attention to the cognitive demands of the type(s) of
learning involved and how this approach provides an environment in which they
may be generated and as needed, supplied.
I
feel this will work for the students because they are motivated by the
computers. They are discovering their
own information with a little guidance from the teacher. They will also have the opportunity to work
cooperatively and creatively on a poster.
Job Aid 6: Planning the Organizational Strategy
I. Course and lesson organization plan
A. Diagram of how this lesson fits within course
or unit
Life Science Unit on animals (standard
5.6).
B. Macro-Organization of course or unit
Lessons will take place during
science time for one week. A little
piece will be done each day to ensure student understanding and make sure
students are thorough with research.
Lesson Organization Strategy Plans
A.
Sequencing and grouping of lesson objectives
1. Tegrity
2. Webquest
A. Intro
B. Task
C. Process
D. Evaluation
E. Conclusion
3. Game- reinforce learning
4. Authorware evaluation
B. Introduction Strategy
1.
Deploy attention to lesson
Discussion about how
this process will work
Describe- lesson
objective: To discover new knowledge
about endangered species around the world.
2.
Establish instructional purpose
Students
will be able to identify what an endangered species is, gather information
about an endangered species, and demonstrate knowledge of endangered species.
3.
Arouse interest and motivation
Show Tegrity
Presentation
4.
Preview lesson
I would show the
students the webquest first on the smartboard and walk them through the process.
Objectives
for Grouping ______ (Must be repeated for each
cluster)
C. Body
5.
Recall
Relevant Prior Knowledge
Previous
life science lessons about animals and how they live.
6.
Process information and examples
I will set an example of
how I would like students to research by displaying information on the smartboard. I will
also create a sample poster of what I would like the students to create.
7.
Focus attention
Attention will remain
focused on this science activity by chunking the information. The students will only complete a portion
daily so they will stay focused on the task at hand.
8.
Employ learning strategies
Students
will display what they learned by showing their poster and presenting it to the
class.
Objectives
for Grouping ______ (Must be repeated for each
cluster)
9.
Practice
Students
can practice the procedures while I am showing the example on the smartboard. I will
also have other worksheets to supplement student learning for homework and
other class work.
10. Evaluate feedback
I would
like to have a printout for how the students did on the Authorware
test. I would also like the students to
take an Accelerated Reader quiz on an endangered species book. I would verbally ask the students what they
thought of the authorware quiz. I might also create an elementary written
evaluation with pictures to have the students tell me how they felt during the
project.
Conclusion
11. Summarize and review
Reviews will be done
verbally daily before starting the next section.
12. Transfer learning
Students will use their
knowledge of life science and endangered species in future science lessons and
in life or possibly a carreer.
13. Remotivate and close
Motivate
students to take a stand against endangering more animals. Students can come up with a plan about how to
save a species. This can be done at home
with a parent or sibling.
Assessment
14. Assess performance
An Authorware
assessment will be done at the end of the Webquest.
15. Evaluate feedback and seek remediation
I will
check the evaluations and see what I can change for future classes.
Job Aid 8:
Sample Instructor Guide Form
Lesson
Title: Endangered Species Around
the World
Course: Science
Instructor: T. Juliano
Lesson
Goal:
The students will study the 7 continents
and an endangered species from each. The
students will hear the sound of each animal.
Terminal
Objective: Students will be able to identify the 7 continents and an
endangered species from each continent by watching a tutorial and answering
comprehension questions.
Desired
Learning Outcomes: The
learning outcome is for students to be able to understand information through
reading and watching a tutorial.
Purpose of
lesson:
for students to use technology through
learning, life science knowledge, geography
Equipment
needed:
computers, Adobe Author
ware, Authorware plug in
Materials
needed:
paper/pencil
Time
required: 15 minutes
Location: media
center
Synopsis
of Lesson: The
teacher would first discuss the definition of endangered species and the
endangered species act. The students
would have a chance to ask questions and discuss prior knowledge. Then the students would complete the webquest, with authorware in the
evaluation section.
Lesson
Plan page
no. ____
Desired Learning Student Activity Instructor Activity
Outcomes
Introduction
(time required:
20 min )
Students
will be actively Display websites,
listening lead
discussion
Students will gain
Understanding of endangered
species Act
Body (time required:15min.)
Students will use the computer Use the
computers with Circulate
to gain knowledge through headphones to listen
Authorware to
and answer questions
In
Authorware
Conclusion (time
required: 15)
Students will discusss
what students will conduct a Facilitator
they learned by using the student-centered
program discussion
about the
animals and their current
statistics