Talk:Cheryl DePra's Design Portfolio

Instructor comments on your topic and instructional analysis -- Jz833665 (talk) 11:40, 23 February 2015 (EST)

Cheryl-

You've had a solid and productive start in this project! I love your clear analysis of the nature of the outcomes and the analysis of the nature of the instructional problem! Your portfolio page is also very well organized! Great work!

Your analysis of the instructional problem reveals two important interrelated goals of learning that require thoughtful learning design to achieve: 1) a mindset- and attitude-related change to re-understand classroom management from a positive stance; and 2) to develop specific and effective strategies to implement this new approach. Both goals are challenging (much harder than informational learning). I hope that the readings on teaching design for different types of outcomes (e.g. Gagne...) will give you some guidance as you develop designs to address these goals. For example, attitude changes may be facilitated through story telling that showcases the problems with traditional practice and the needs of new approaches. Developing specific and effective strategies would require specific cases, examples, scaffolding, etc. I look forward to reading about your creative design in the next few weeks.

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Thank you for your insights, Jianwei! I will use the upcoming weeks to delve deeply (with specificity) into the manner with which I will implement this new approach in my course. Thank you for offering a sound direction for me to go in. I am really enjoying this process.

-Cheryl

Instructor comments on your objectives -- Jianwei Zhang (talk) 14:52, 5 March 2015 (EST)

Your objectives are clearly defined and stated. I wonder if the items about Integrate and Design are actually the same thing so can be combined.

I moved your objective section right above task analysis, which is most relevant in the ID process.

Instructor comments on your task analysis and unit-level performance objectives -- Jz833665 (talk) 10:41, 23 March 2015 (EDT)

Hi Cheryl,

I read your curriculum map that shows that unit-level performance objectives. I found that they are not describing "objectives" instead of what learned capabilities the learner will develop, but focused on the activities taking place in each unit. You may take another look and rephrase each item as an objective-focused statement.

-- Cheryl DePra (talk) 19:41, 23 March 2015 (EDT)

Hi Jianwei,

Thanks for your feedback. I realized earlier today that I was really creating more of a course outline, rather than course-level performance objectives. I will go back and redirect each item to identify and refine my overarching objectives.

-Cheryl

Hi Jianwei,

I just updated my task analysis section--would you mind reviewing? Am I understanding the course-level objectives correctly? I'm having a bit of a struggle discriminating between larger performative objectives and unit-level objectives.

Thanks, Cheryl

Instructor comments on your refined unit-level performance objectives -- Jz833665 (talk) 18:47, 5 April 2015 (EDT)

Cheryl,

Your refined task analysis and unit objectives are in a great shape! Nice work!

I have a question about the objective of analyzing classroom scenarios of effective/ineffective classroom management. I wonder if this analysis is an application of the positive discipline model, or it is a more general reflection on the participant's prior practices/conceptions as a bridge to positive discipline. If it the latter, this objective may go to unit 1. Otherwise it is good to stay in unit 2. You see that my point is about the need to clarify the progressive relationships among the objectives of the different units.

-- Cheryl DePra (talk) 21:58, 6 April 2015 (EDT)

Hi Jianwei,

I see what you are saying. With regards to analysis of classroom scenarios, this really is an application of Positive Discipline, so I would like to cater it toward Unit 2. I have tweaked the first performance-level objective to reflect the larger learning objective of "evaluating student needs." I hope this is in line with the general objective hierarchy (broad to specific, and so forth).

-Cheryl

Cheryl, I enjoyed looking at your mini-course and what you have so far. I think you are doing an awesome job so far! I think your objectives and task analysis looks great! You have clear set goals, objectives, and learning outcomes. I loved how you set up your supportive prerequisites and curriculum map. I see that you are going to include a quiz in unit one but what other interactive things are you putting in if any? I think it is great you are including an example and non example of positive behavior. Can't wait to see what it will be. I think you have done an awesome job so far. Keep up the good work! Caileigh