Talk:Portfolio for Models: an Instructional Tool
- 1 Instructor Comments on your analyses and objectives -- Jz833665 22:12, 8 March 2010 (EST)
- 2 Instructor's comments on your ICM -- Jz833665 14:59, 22 March 2010 (EDT)
- 3 Instructor feedback on your mini-course -- Jz833665 15:53, 28 April 2010 (EDT)
- 4 Peer Review -- Patricia Murphy 10:45, 5 May 2010 (EDT)
Instructor Comments on your analyses and objectives -- Jz833665 22:12, 8 March 2010 (EST)
Wow! The work you've done for this project is very impressive! Excellent thoughts and careful work! This design process will lead to a very interesting mini-course.
Re. Performance Objectives
Upon completion of this course learners will be able to: * Classify by writing a definition, the concept instructional model * Identify the benefits of implementing models * Generate an effective instruction model * Execute an instruction model
"Classify by writing a definition..." might be better worded, such as "explain/characterize by writing a definition and giving examples of..."
Change "instructional model" to something "models as a teaching/instructional tool" as the term often refers to instructional approach (e.g., direct teaching vs inquiry).
"Generate an effective instruction model" and "Execute an instruction model" both need to be elaborated, esp to highlight the pedagogical thinking and curriculum context.
Are you thinking about engaging students in designing models to explain hard concepts and showcase their understanding in addition to having them use teacher-designed models?
Instructor's comments on your ICM -- Jz833665 14:59, 22 March 2010 (EDT)
Really nice progress! A few comments:
- "Understanding of how people learn" is too general as a prerequisite.
- The following of your unit 1 "objectives" are not objectives because tell what the learners will do in your course instead of what they will get out of it.
- The participant will reflect on what they know about models as a teaching/instructional tool - The participant will reflect on how often they currently implement models in their classroom
- Think about aggregating unit 1 and 2, with "activating..." as an activity. These two really address the same set of objectives.
- Integrate Unit 5 into other units, because giving examples will be a part of your unit 1-2 and 3. ICM and instructional sequencing are really about objectives and how they come together instead of sequences of activities. You current map seems be too much tied to activities. Also using and reflecting on examples early on will make this course more interesting and contextualized.
Instructor feedback on your mini-course -- Jz833665 15:53, 28 April 2010 (EDT)
This mini-course is well designed and structured with an easy flow and high-level engagement of learners. Great work! A few comments and suggestions:
- The beginning of this course with a story works very well. You may move the following sentence earlier to help the reader/learner: "For example, a model of a Ferris wheel can be used to show one application of trigonometric graphs. " It may come right after: "Through out this course, you will learn the use of models as an instructional tool to teach abstract and complex concepts."
- Still in your front page: Move the Performance Objectives to before the list of the units.
- Activate knowledge page:
- The YouTube video is fun, but I don't see how it relates and supports this topic.
- Since you decide to introduce what models are, you may want to aggregate the definition and examples presented in your unit 1 into this page, and then ask the participants to think of examples they have used as a part of the reflection.
- The reflection questions could be simpler (remove a few), and
- Unit 1:
- As a transition, you may ask the participants to think for a moment about the examples they have seen/used (in the Activate page) and think about the different categories, and then move to the reading of the categories.
- The two readings seem to be related to purposes and benefits of models. Do you want to move them to the next unit? If not, you may say a few words to highlight how these readings deepen what has been presented above.
- When presenting a reading (a list of readings), always inform the participants why reading this and what to focus on. This is especially important when reading a long academic article (by a teacher who is not in a graduate program).
- Unit 2: benefits... (& Unit 3)
- To refine the sequencing and deepening of the content (and avoid unhelpful back and forth), you may think about moving the examples of effective models to the next unit, present them in the beginning as examples of effective implementations and ask the participant to analyze them to find out strategies and conditions of their effective use. This analysis of examples may come before your summary of the conditions.
These suggestions are almost all about how to improve the coherence and connectedness of the different parts in support of a productive pathway of learning.
Peer Review -- Patricia Murphy 10:45, 5 May 2010 (EDT)
I really enjoyed your Course. It was well organized and informative. The links at the bottom of the page made navigation really easy. I wish I had thought to give links that move forward and back through my course!
I didn't get a chance to review all the media but what I was enjoyable and made the course more interesting. The only minor suggestion I have is to provide focus questions either before or after so that the viewer can have to ponder that connects the extra media to the course. For example I really enjoyed your Trig. Ferris wheel Youtube. You may ask as a reflection, how does drawing the model help the learner "see" the process or Trig connection?