Talk:Scott Beiter Portfolio
Instructor's comments on your instructional analysis and objectives -- Jz833665 20:51, 18 October 2009 (EDT)
Scott, you've been very productive so far in your design project. Excellent work!
Your descriptions of the objectives are very specific and clear. Below a few minor issues for you to consider
Objective 2: Identifying Misconceptions [Situation] Participant [LCV] demonstrates finding [object]misconceptions [action] by using internet resources or other strategy to locate misconceptions about a topic.
I think the participants should not only be able to identify misconceptions in their content areas documented online or somewhere else; don't you think that it is also important to listen to student thinking and expressions for specific misconceptions in the classroom? Such deep listening on site is a critical skills often badly needed.
The objectives on your list all focus on cognitive learning outcomes. You may think about adding an attitude-related item under Objective 2, such as recognizing the need/importance of addressing misconceptions through intensive/intentional instructional effort due to the fact that they cannot be changed/corrected simply by telling the right answer and that these misconceptions often cause misunderstanding/weak understanding of related contents.
Objective 4: The 5E/7E model [Situation] Given a lesson plan, can [LCV] identify [object] parts of the 5E/7E model [action] by breaking the lesson up into sections corresponding to the 5E/7E model.
Do you think that it is meaningful to have an item at the knowledge level: being able to describe the 7 Es?
Since the 7E model is an extension of the 5E, I think you may adopt the 7E model throughout this course; although you may mention it builds on the 5E model. This will help to avoid unnecessary cognitive load among the learners in understanding your content.
Re: Instructor's comments on your instructional analysis and objectives -- Scott Beiter 17:03, 27 October 2009 (EDT)
I've made several changes to the objectives based on your suggestions and also based on the instructional curriculum map. I haven't completed the flowcharts and didn't want to too much more on them until I was sure that I knew what I was doing. -Scott
Instructor's comments on your ICMs -- Jz833665 21:56, 27 October 2009 (EDT)
Scott, wow, your ICMs have been very nicely worked out! These give your a clear sense of how this course will be organized and assessed.
One issue to your attention: In your course-level ICM, there is no link between your 7E model and the objective of generating a lesson plan for conceptual change. The lesson plan seems only to be focusing on triggering dissatisfaction. My understanding is that the 7E model is going to be the framework applied to the lesson plan. In your specific objectives, you only say that the participants will be able to identify the 7Es in a given lesson plan. I guess that they also need to be additionally able to develop a lesson plan in line with 7E. Am I right?
Again, nice work!
Re: Instructor's comments on your ICMs -- Scott Beiter 20:46, 29 October 2009 (EDT)
I found there to be a disparity too and my struggle is to not make the whole process overly complex but somehow link it all together in a meaningful way. I added a simple flowchart for objective 5 which elucidates a bit more of how the 7E model fits with conceptual change. The conceptual change occurs throughout the unit but is based on initial student dissatisfaction with their own explanations. What I may need to do is look at the research again and see if there are any indications on formally bringing conceptual change beyond the Elicit/Engagement phase and into each successive phase. I do know that at some point there needs to be a check to verify that a conceptual change has occurred. I would assume that if student still hold on to their misconceptions they would have a very difficult time elaborating and extending their knowledge. -Scott