Research base; needs assessment -- Jz833665 09:58, 7 March 2009 (EST)
Two issues for you to consider:
- What is research-based knowledge (insight) that you are focusing on in addition to providing teachers a survey tool they can use? Are you using any key research-based references/models?
- Without going through the basic thinking/information collection of needs assessment, the performance objectives may not be able to guide you into productive design. You may want to think deeper about what teachers really need to know about this topic. I think most teachers recognize that students have different interests as well as the importance of building on student interests. What they lack is strategies to understand student interests and then how they design their teaching accordingly and stimulate student interest... Just some thoughts along this line...
-- Danielle Melia 14:19, 4 April 2009 (EDT)
Gus, You picked a very interesting topic. You may want to clarify what the learner in your course will be learning how to do. By reading your portfolio page it is clear that students have different interests, but how are you going to teach the teacher how to differentiate instruction to reflect on that? Hope this helps! Danielle
Re. your ICM and course outline -- Jianwei Zhang 15:25, 21 April 2009 (EDT)
Nice progress has been made! Three issues for your to consider:
(a) Coherence and connections: How are the three units connected? How does knowing/understanding student interest relate to ARCS? In what sense do the interest-based activities created in your lesson 3 address the elements of ARCS?
(b) Lesson 2 objectives: An important learning need related to conducting the interest survey is knowing how to interpret the survey results and make instructional decisions. For example, what information can a teacher get through this survey? What if students indicate very divergent interest?
(c) Your ICM indicates that the overall objective includes being able to integrate student interests in math curriculum. But your units/lessons only address a specific strategy of doing so, that is to design real-world problems. I think there are other important strategies such as making math intellectually engaging, interactive, and appropriately challenging. It is important to make your course-level objectives match with your lessons.