executive summary -...
TRANSCRIPT
Mini Project-Face to Face Instructional Design Unit
by
Ria-Maria Narcis
A Paper Presented in Partial Fulfilment
Of the Requirements of
EDID 6505 Systems Approach to Designing Instructional Materials
Trimester II, (2015-2016)
E-mail: [email protected]
Student ID#315104400
University: The University of the West Indies Open Campus
E-Tutor/Course Coordinator: LeRoy Hill
Due Date: 8th April, 2016
Contents
Executive Summary.......................................................................................................................................4
The Needs Assessment: Setting.....................................................................................................................5
The Selected Audience:.................................................................................................................................6
The Topic of Instruction:...............................................................................................................................6
The Formats...................................................................................................................................................6
The Needs Assessment: Methods of Investigation (Appendix A).................................................................7
Optimals.........................................................................................................................................................8
Actuals...........................................................................................................................................................8
Feelings..........................................................................................................................................................8
Causes............................................................................................................................................................9
Solutions........................................................................................................................................................9
Task Analysis...............................................................................................................................................10
Procedural Analysis.....................................................................................................................................11
Hierarchical Analysis...................................................................................................................................12
Performance Objectives...............................................................................................................................13
Assessment of Learning...............................................................................................................................14
Performance Rubrics....................................................................................................................................14
Assessment Items.........................................................................................................................................18
Instructional Strategies and Lesson.............................................................................................................22
Lesson:.........................................................................................................................................................25
Reflective Writing........................................................................................................................................34
Appendix A: Rationale for Research Methods............................................................................................36
Appendix B: Force Field Analysis Solution:...............................................................................................38
Appendix C: Personal Interviews................................................................................................................38
Appendix D: Task Analysis Worksheet.......................................................................................................39
Appendix E: Contextual Analysis................................................................................................................42
References....................................................................................................................................................48
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Executive Summary
This three-day workshop aims at training English Language teachers at Hope Secondary
School in utilizing six component lesson plans in their daily teaching to assist learners to be more
engaged in the teaching-learning process, ultimately improving student performance. Teachers
will be able to create and deliver a clearly structured body of content knowledge that provides
scaffolding to students to increase their understanding and performance, create activities that use
technological tools to enhance meaning, form ingenious and meaningful formative assessment
practices that draw on students’ multiple intelligences and motivates the learner to their full
potential. The workshop will be held on April 6th through 8th, 2016 from 9:00a.m. – 3:00p.m.
The workshop is structured as a face to face interactive sessions on the school’s compound,
utilizing available technological tools. It will promote discussion and exchange of ideas among
learner and instructor, demonstration of best practices based on research findings as well as
opportunities for practice and developmental feedback in a controlled environment.
The programme is geared towards supplementing the skills of the teacher to modernize their
approach to instruction and maximises student learning; it has become necessary to combat
illiteracy and poor student performance in this subject area. The primary focus is on
decomposing content, presentation of content in manageable chunks, assessment of learning and
use of technology to ensure objectives of the lessons are achieved.
The lesson presented later in this paper demonstrates how Merrill’s First Principles can be
employed to enhance the instructional process. The benefits of this programme are an increase in
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pedagogically robust lesson plans, amplified student motivation to learn and a hearty boost in
student performance and achievement in English Language examinations.
The Needs Assessment: Setting
English Language is a compulsory subject at secondary schools in Trinidad and Tobago. During
the third year of secondary schooling the National Certificate of Secondary Education (NCSE)
testing occurs. It is an alternative approach to assessment and certification for secondary schools
in Trinidad and Tobago. It arose out of a need for assessment synced with a modern curriculum
and assessment sensitive to varying abilities, interests and learning styles (Republic of Trinidad
and Tobago, Ministry of Education Division of Educational Research and Evaluation, 2006).
‘Hope Secondary School’, a five year co-educational secondary school located in central
Trinidad has experienced a substantial drop in academic performance of students in the NCSE
English Language examination. Commencing from 2009 through to 2015 an annual average of
115 students wrote the NCSE examinations with only 26.8% obtaining a ‘passing grade’.
Through research, it was observed English teachers whilst obtaining the necessary qualifications
to teach English Language; have begun to rely on their ‘experience’ rather than planning lessons
to ensure objectives are effectively met and learning achieved.
5
The Selected Audience:
Teachers of the English Department of ‘Hope Secondary School’
This audience is comprised of eight teachers of East Indian descent: six females between the
ages of thirty-one to forty-eight years and two males between the ages of thirty nine to fifty-five
years. Their professional careers spans between seven to twenty-six years. Each teacher has
acquired undergraduate degrees in English Language or English Literature and two teachers have
read for Master’s Degree in English Language and English Literature respectively.
The Topic of Instruction:
Lesson Planning in English Language
English Language is a compulsory subject and without it there is no hope of obtaining a full
certificate on completion of secondary school. English Language was selected because of the
performance of previous Form III students and the overwhelming illiteracy existing in Hope
Secondary School. Based on research findings, teachers need to improve the way they present
lesson content to ensure objectives are met and students are motivated to learn. The strategies
that they currently use are based on outdated technologies and research and teachers need to
modernize the way in which they ply their trade.
The Formats
The workshop will be conducted via collaborative and practical face to face sessions on the
school’s compound. This atmosphere will be conversant to teachers, and will assist them in
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mirroring the teaching-learning process. It will utilize equipment available at the school (laptops,
multimedia projectors, speakers, digital cameras and headsets), such that teachers can understand
how to incorporate these technological tools within lessons. Face to face sessions were chosen as
they encourage interaction among colleagues.
The Needs Assessment: Methods of Investigation (Appendix A)
Primarily qualitative research methods were employed. Participant Observations was used to
amass information in its natural setting on what teachers and students were actually experiencing
within the classroom; the problems and possible causes of problems. This was followed by
personal interviews (Appendix C) with students, teachers and management of the institution to
collect data on how they each felt about the teaching-learning process currently occurring,
changes they would like to see, personal opinions on causes, possible solutions and the
context/backgrounds of each person and how that impacted on the teaching-learning process.
However, at that point I needed more detailed information on origins of problems and possible
problems that existed, so a Force Field Analysis (Appendix B) was used to ascertain this
supplementary information. This Needs Assessment produced data on optimals, actuals, feelings,
causes and possible solutions situated in the subsequent section.
7
Optimals
Teachers must:
as a whole group, outline lesson components: objectives, introductions/ advance
organisers, main content & assessments.
individually plan and reflect on each lesson’s content & pedagogy.
at the end of a lesson summarize the lesson’s content and link this lesson’s content to
what is next in the sequence of topics such that students can have clear expectations
for the next class.
supply students with a checklist to identify what objectives were and were not
achieved to guide their personal study.
Actuals
Teachers’ lessons provide little or no challenge for some students and disruptions are
frequent.
The lessons contain a very short oral introduction followed by a mini discussion: ‘The
body of the lesson’ is followed by a ‘practice paper’, then an assessment of learning as a
lower order paper-pencil question-answer sheet, written paragraph etc.
Feelings
Teachers feel students enter secondary school lacking basic literacy skills.
Students feel teachers do not care about /dislike them based on their race.
Parents feel teachers dislike their children and have limited teaching skills.
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Management feels that not all teachers are putting ‘their best foot forward in the teaching-
learning situation.
Causes
Possible causes of student underachievement:
Management: limited lesson planning, low literacy levels of students from primary school,
current school culture.
Personal Observations: ambiguously defined objectives, limited strategies used by teachers
in delivering classroom content.
Teachers: lack of parental involvement, curriculum unresponsive to student needs, types of
media and assessment practices used in the classroom and high levels of illiteracy and lack
of appreciation for reading and writing among students.
Parents: teachers don’t care about students, teacher absenteeism and teachers don’t teach
students properly.
Students: teacher absenteeism, lessons are ‘crazy’ (without order at times) and teacher(s)
don’t like us and we don’t like them.
Solutions
Incidence of underachievement can be reduced by
implementing a training workshop on good lesson development, content presentation
strategies and assessment.
group planning of lessons towards successful lesson execution
monitoring of teachers’ classroom practices and delivery of content
monitoring of student artefacts; student assignments and projects.
9
Task Analysis
Subsequent to the completion of the Needs Assessment the Task Analysis Worksheet
(Appendix D) was completed and the most important task emerged as the creation of
lesson plans that enhanced learning and limited distractions. Using this task a Procedural
Analysis and a Prerequisite Analysis were conducted. According to Morrison, Ross,
Kalman & Kemp (2011), procedural analysis is used to analyse tasks by identifying the
steps required to complete them, the process decomposes the task into steps needed for
learning. This Procedural analysis was conducted on the process of planning a lesson
involving the six step lesson planning procedure for English teachers at Hope Secondary
School. This is followed by the Hierarchical (Prerequisite) Analysis where the requisite
skills needed to enhance learning and limit distractions was further analysed identifying
the simple to complex skills required to be mastered before higher order skills can be
acquired by the learners.
Procedural Analysis
10
Hierarchical Analysis
11
Performance Objectives
The overarching goal of this project was enhanced and efficient planning and delivery of
content by teachers, utilizing a systematic six-step lesson plan to improve levels of achievement
12
for students in English Language at form three level. This goal resulted in the following terminal
objective: “At the end of the three-day workshop, the students will create five, six-component
Form III lesson plans with 100% accuracy each lasting 45 minutes.” (cognitive; synthesis),
(psychomotor; manipulation)
Enabling objectives:
1. Given the main lesson content knowledge from the English Language syllabus Form III,
the teacher will rearrange content from simple to complex tasks on hard/soft copy.
(cognitive; synthesis, psychomotor: manipulation)
2. After objectives have been decided, teachers will employ advance
organizers/introductions to match students’ previous knowledge to lesson content, lasting
no more than five minutes. (cognitive; application) , (psychomotor; precision)
3. Given the desired content and objectives, teachers will choose three formative assessment
practices that support student self-assessment, student goal setting and/or developmental
feedback in lessons. (cognitive; knowledge, psychomotor: articulation)
4. Given the lesson content, teachers will use at least one technological tool with 100%
precision in each lesson. (cognitive: application, psychomotor; precision)
5. After completing the lesson, teachers will summarize all main content with written
paper/pencil notes, verbal individual-peer discourse or group performance including
content to successive topic, lasting no more than five minutes. (cognitive;
comprehension), (psychomotor; articulation).
Assessment of Learning
13
Teachers will be asked to individually create a portfolio of five lesson plans after instruction.
They will be assessed using the performance rubrics below:
Performance Rubrics: Key elements of the Terminal Objective: Six component lesson plans:
Objectives, Introduction, Presentation of Content, Guided Practice, Independent Practice &
Conclusion.
Performance
Prospect
Underdeveloped
0
Developing
1
Accomplished
2
Exemplary
3
Rubric
Score
Objectives:
Teachers should
have included at
least 3
performance
objectives
representing the
major domains:
cognitive,
psychomotor
and affective
domains.
Objectives are
crafted with::
an
unsuitable
action verb
to describe
the
required
learning.
obscure
connection
to national
content
standards.
no a
minimum
level of
acceptable
performan
ce nor is a
condition
for
evaluation
specified.
Objectives are
crafted with::
a simple
action verb
to describe
the required
learning.
an emerging
connection
to national
content
standards.
either a
minimal
level of
acceptable
performance
or a
condition for
evaluation is
specified.
Objectives are crafted
with:
an appropriate
action verb to
describe the
required
learning.
proficient
connection to
national content
standards.
a minimal level
of acceptable
performance
standard and a
condition for
evaluation is
specified.
Objectives are
crafted with:
an
instructive
action verb
to describe
the
required
learning.
precise
connection
to national
content
standards.
a well-
determined
level of
acceptable
performan
ce standard
and a
condition
for
evaluation
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is
explicitly
specified.
Introduction The lesson
introduction is
unclear or missing.
A lesson introduction
that orally states an
outline of the
objectives including
links to national
standards.
A lesson introduction
specifically described,
including a motivational
technological tool that
connects prior
knowledge with
objectives and national
standards in student
friendly language..
A lesson
introduction that is
vibrant and
engaging, precisely
defined, including a
strong motivational
technological tool
that connects prior
knowledge with
objectives and
national standards
in student friendly
language.
Procedures
-Direct
instruction of
subject content
-Guided practice
-Independent
practice
Less than 3 lesson
plan elements exist
in the lesson:
Objectives
Introduction
Presentation of
content
Guided Practice
Independent
Practice
Conclusion
Links between
objectives and
learning
activities are
vague.
Less than 5 lesson
plan elements exist in
the lesson:
Objectives
Introduction
Presentation of
content
Guided Practice
Independent Practice
Conclusion
Links
between
objectives
and learning
activities are
developing.
6 lesson plan elements
exist in the lesson:
Objectives
Introduction
Presentation of content
Guided Practice
Independent Practice
Conclusion
Links between
objectives and
learning activities
are skilful, with
efficient transitions
between activities.
6 lesson plan
elements exist in
the lesson, plus one:
Objectives
Introduction
Presentation of
content
Guided Practice
Independent
Practice
Conclusion
Reflection
Seamless links
between
objectives and
learning
activities with
perfectly
executed
transitions
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Teacher
provides
incomplete
connection to
content.
75% of student
inactive during
the lesson.
Less than 50%
accurate
responses to
questions
posed during
guided
practice.
Less than 4
out of 10
accurate
responses.
(independent
practice)
Teacher
provides
simple
connections
to content
without
examples.
60% of
students
active during
the lesson.
60% accurate
responses to
questions
posed during
guided
practice.
Less than 7
out of 10
accurate
responses.
(Independent
practice).
Teacher provides
proficient
connection to
content and models
content with
examples.
Between 80- 90%
of students active
during the lesson.
80-90% accurate
responses to
questions posed
during guided
practice.
Less than 9 out of
10 accurate
responses.
(Independent
practice).
between
activities.
Teacher
provides well-
defined
connection to
content and
models content
with examples
and non-
examples.
More than
90% of
students active
during the
lesson.
More than
90%accurate
responses to
questions
posed during
guided
practice.
10 out of 10
accurate
responses.
(independent
practice)
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Assessment
(Formative &
Summative )
Assessments are:
- non-
existent or
too
complex.
- not linked
to any
objectives
of the
lesson.
- Promoting
student
(0 of 3)
Goal setting
Self-assessment
Effective
questioning
Assessments are :
simple and
easy to
complete.
loosely linked
to all
objectives of
the lesson.
- Promoting
student
(1 of 3)
Goal setting
Self-assessment
Effective questioning
Assessments are :
appropriately
challenging.
credibly linked to
all objectives of
the lesson.
- Promoting
student
( 2 of 3)
goal setting
self-assessment
Effective questioning
Assessments are:
precise and
suitably
challenging.
specifically
linked to all
objectives of
the lesson.
- Promoting
student
(3 of 3)
Goal setting
Self-assessment
Effective
questioning
Closure To close the lesson
the teacher:
Ends without
review.
To close the lesson
the teacher:
Restates the
instructional
objectives and
purpose of the
lesson.
To close the lesson the
teacher uses questioning
to elicit from students
the:
main points of the
lesson.
purpose of the
lesson.
application of lesson
concepts
To close the lesson
the teacher uses
questioning to elicit
from students:
a paraphrased
summary
description of
the main
points.
the purpose of
the lesson.
application of
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lesson concepts
to novel
situations.
a preview of
future learning
topics and
extension of
lesson
concepts.
Assessment Items
Students will be assessed in pairs using the following multiple choice items in a paper-pencil
format prior to receiving instruction.
SCENARIO 1: Miss Thompson is doing her weekly planning. She refers to the Secondary
School Curriculum forms 1-3 Language Arts: Form 3 Term 2 in the strand of ‘Reading’ on the
theme: Topic Sentences using the following objectives:
Students will be able to:
(i) deduce the importance of topic sentences in texts
(ii) identify the topic sentence in paragraphs/texts
(iii) explain the methods by which topic sentences can be developed
(iv) develop paragraphs from chosen topic sentences
(v) identify supporting details in paragraphs/texts
Multiple Choice Item 1:
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What is the CORRECT order for Miss Thompson to introduce the objectives for Reading
Strand: Topic Sentence?
A. (i), (ii), (iii), (iv), (i)
B. (ii), (v), (iv), (iii), (i)
C. (ii), (v), (iii), (iv), (i)
D. (v), (iii), (i), (iv), (v)
Answer: B (objectives are arranged from simple to complex)
SCENARIO 2: Miss Thompson is doing her weekly planning. She refers to the Secondary
School Curriculum forms 1-3 Language Arts: Form 3 Term 2 in the strand of ‘Reading’ on the
theme: Topic Sentences using the following objectives:
Students will be able to:
(i) deduce the importance of topic sentences in texts
(ii) identify the topic sentence in paragraphs/texts
(iii) explain the methods by which topic sentences can be developed
(iv) develop paragraphs from chosen topic sentences
(v) identify supporting details in paragraphs/texts
Multiple Choice Item 2:
Which type of advance organizer will be MOST APPROPRIATE for Miss Thompson to
introduce ‘The Topic Sentence?
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A. Expository
B. Narrative
C. Skimming
D. Graphic Organizer
Answer: D (introduces in a fun and engaging method)
SCENARIO 3: Miss Thompson is doing her weekly planning. She refers to the Secondary
School Curriculum forms 1-3 Language Arts: Form 3 Term 2 in the strand of ‘Reading’ on the
theme: Topic Sentences using the following objectives:
Students will be able to:
(i) deduce the importance of topic sentences in texts
(ii) identify the topic sentence in paragraphs/texts
(iii) explain the methods by which topic sentences can be developed
(iv) develop paragraphs from chosen topic sentences
(v) identify supporting details in paragraphs/texts
Multiple Choice Item 3:
Which combination of formative assessments will be MOST EFFECTIVE in supporting students
in attaining all learning objectives?
A. Oral Teacher Feedback, Teacher Questioning & Student Goal Setting
B. Self-Reflection, Written Teacher Feedback & Self- Assessment with Rubrics
C. Checklist, Student Goal Setting Organizer &Student Questioning
D. Planning and Envisioning, Teacher Feedback, Student Self-Assessment Strategies
Answer: B (students need to reflect on what they understand or don’t at the end of the lesson, teachers need to provide written feedback to guide student development and rubrics help student to understand the criteria with which they will be graded)
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SCENARIO 4: Miss Thompson is doing her weekly planning. She refers to the Secondary
School Curriculum forms 1-3 Language Arts: Form 3 Term 2 in the strand of ‘Reading’ on the
theme: Topic Sentences. Now, it is the students’ turn to present and Miss Thompson needs to
choose equipment.
Multiple Choice Item 4:
In developing skills for the ‘Topic Sentence’ which combination of technological tools will be
MOST EFFECTIVE for student presentation?
A. multimedia projector, computer, mobile phone
B. Digital Camera, multimedia projector, computer
C. Computer, multimedia projector, microphone
D. Ipad, computer, multimedia projector
Answer: D (facilitates individual work, editing, picture taking etc, computer contains word processor and can connect to projector to show work for the presentation)
SCENARIO 5:
Miss Thompson, is faced with a dilemma of how to summarize her lesson ‘Writing and
developing an argument’ in a fun, meaningful way that links to the subsequent lesson.
Multiple Choice Item 5:
To summarize this lesson content all strategies will be effective EXCEPT:
A. K-W-L Chart (Whole group)
B. What would X do? (Small group to Whole group)
C. Think-Pair-Share (Pair of Peers)
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D. Learning Log (Individual)
Answer: B (What would X do? is more suited to summarizing a logical-mathematical content)
Instructional Strategies and Lesson
A contextual analysis (Appendix E) was conducted before beginning this process to gather
information pertinent to planning instruction based on the learner characteristics and
instructional, orienting and transfer contexts. Instructional strategies assists the learner to
actively make connections between prior knowledge and new information. Wittwer & Renkl
(2008) postulated, “Effective instructional strategy must consider the learner’s prior knowledge
and offer appropriate level of challenge” (as cited in Morrison, Ross, Kaplan & Kemp, 2011,
p.151). In this lesson Merrill’s Four Phase Cycle of Instruction permits the instructor to activate
prior knowledge of technological tools, demonstrate how to use technological tools in an English
lesson, provides opportunities to apply what was learned through practice and integrate this
newly learned content in a new context. These major sections are supported by the use of
advance organizers in the both graphic (Slide7) and comparison formats (Slide 8) and analogies
(Slides 12 & 13) that assist the learner in grasping the content presented more readily. I
purposely used graphical representations in my work to attract and maintain the learners’
attention, discussion and questioning are also employed to get the learner involved and critically
thinking about the content and its applicability in the classroom.
Lesson Resources 1: Analogies
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Value of using technological tools
(Superordinate Concept)
Looking through windows (analog) compared with technological tools (target)
Facility Utility (Feature) (Feature)
Entices persons to use it Student/ group participation
Medium to interact with environment Frequent interaction & feedback
Actively learning about surroundings Promote active learning
See things from different angles Create connections to the ‘real world’
(Superordinate Concept)
Choosing a field trip destination (analog) compared with Choosing technological tools (target)
Location Tool
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Choosing technological tools for the lesson
(Feature) (Feature)
Validity of visit/purpose must enhance knowledge/skills
Available ‘hands on’ activities must be interactive to focus learner/group
Arrangement of transport/bookings Easy to use/set up
Additional tools available at location Equipment availability
Lesson Resources 2: Advanced Organizers
- Comparative Organizer:
Topic of Presentation: Utility of technological tools
Organizer Topic: Major similarities and differences between the function of traditional
technological tools and modern technological tools.
DIFFERENCESTraditional technological tools Modern technological tools
Student works in isolation Facilitate frequent student interaction Promote passive learning Promote active learning No real world connection Create connections to real world
SIMILARITIES Promote learning
Aids teacher in executing content
- Graphic Organizer
Topic of presentation: Utility of technological tools.
Organizer topic: Function of technology tools in the classroom.
24
Lesson Resources 3 : youTube Video to share at the end of the lesson:Effect of technology integration in the classroom
Lesson:
25
Technological Tools
Enable student group participation
Encourage frequent interaction and feedback
Promote active engagement
Create connections to the 'real world'
26
27
28
29
30
31
32
33
34
Reflective Writing
Overall, I thought the weekly tasks coupled with formative assessment from the facilitator
was a good structure for thus far, but it required many frustrating hours with not enough detailed
feedback. It was difficult at times but that challenge acted as a catalyst in my development of this
mini project; It forced me to work hard and smart to get the job done within the specified
timelines.
My audience was the English Department at ‘Hope Secondary School’; their key attributes
were that the group was comprised of mature, experienced and well educated persons in their
subject area. One misconception that I had of the audience was that they would not be willing to
apply content from the workshop to daily lessons because they were ‘set in their way’ of
teaching. This was not the case, teachers were very willing to use the ‘new strategies’ and lesson
planning structure, largely because it involved group planning and additional support when doing
individual planning.
Instructional strategies intentionally included, were the analogies, advanced organizers and
questioning (opportunities for both teacher and student questioning) located in the lesson. The
analogies were especially difficult for me to grasp, my major concern is that I could not make
connections readily and I became very exasperated. The advanced organizers were good owing
to the fact that I like to visually represent ideas and the comparison’s topic ‘traditional versus
modern technological tools’ was interesting to read about, so I put in the work. Additionally
being a visual-auditory learner I incorporated more graphics in the presentation and included
more discussions and questioning within the instructional framework.
35
One thing I enjoyed about the course thus far was working primarily as an individual, it
worked well because I could pace my own learning while still experiencing opportunities for
providing group feedback that was fruitful and developmental. At times, I felt the group
dynamics were off in the small group, but I guess the timing and job demands also played a role.
I did not enjoy the small group aspect as it did not provide the scaffolding I needed. However, I
read more and tried to increase communication with my colleagues to get much needed
feedback. Thus, my assignments did improve, just not at the expected rate and I had a few items
to redo before submission. If, I could do things differently, it would be to read the rubrics more
carefully and ask more questions during BBC meetings for a greater sense of clarity regarding
the course content.
At first the group feedback was a bit sluggish, but as time wore on things settled down in the
group and feedback was a much better. Sometimes I got great feedback other times very little
feedback, but overall it helped me; when it was good I could make considerable improvements to
my work, at other times when it was deficient I was encouraged to read a bit more and work on
my own to improve. The peer feedback was good too, it saved me many a time when I was
frustrated and at my wits end, it helped me to refocus and rededicate myself to see it through.
The best part of the peer feedback was the fact that one had the autonomy to choose who they
wished to work with.
36
Appendix A: Rationale for Research Methods
Method Force Field Analysis Participant Observations Personal InterviewsInformation
sought
Problems & causes actuals, optimals, problems and
possible causes.
actuals, optimals, feelings, causes,
solutions and context/backgrounds.
Group size Focus group 6-7
Race et. al., argue persons
can support participants as
they become a forum for
change (as cited in Gibbs,
1997, para.11).
28- 30 persons per group (4 groups) One interviewer & 5 interviewees
Anonymity/
Confidentialit
y
Yes No No
Development
Cost/Ease
Low No Low
Administratio
n Cost/Ease
Low No Low
Scoring/
Analysis
Cost/Ease
Low Minimal Moderate
Probable
Response
Rate; Risks
High
Risk: Subjective
Immediate
Risks: observer bias and
dependency on my perceptions; I
usually make notes and I am
familiar with the students, so I will
not be a distractor.
Good, as I intend to conduct one on
one interviews in a structured
conversation with each colleague,
so it will be a relaxed environment
where I trust I can collect honest
feedback.
Risk: Uncontrollable responder.
Buy
In/Persuasion
Potential
High Good, as the majority of teachers
want to see an improvement, but
some of them have preconceived
notions that the students are not
capable, which I need to get more
information on.
High as the majority of staff wants
to get higher levels of achievement
for all students.
Diversity of
Opinions
Consensus None Medium
37
Sought
Products/
Results
Diagram Report Summary
Problem/
Situation
Complexity
Not complex Not complex Not complex
Objectivity of
Data
Very subjective Opinion and the objectivity of the
data can be mixed.
Very Objective
Advantages Race et. al., argue providing
opportunity to be involved in
the decision making process
to be valued as experts and
Goss & Leinbach postulate
given the chance to work
collaboratively with
researchers are major
benefits to being a
participant in a focus group (
as cited in Gibbs, 1997,
para.10).
- Morgan & Kreuger
contend, “Focus groups are
particularly useful where
there are power differences
between participants and
decision-makers or
professionals, when the
everyday use of language
and culture or particular
groups is of interest, and one
wants to explore the degree
of consensus on a given
topic (as cited in Gibbs,
1997, para.5).
DeWalt & DeWalt, postulates
participant observation increases
the validity of a study, the
observations help the researchers to
understand context and occurrences
under study more thoroughly (as
cited in Kawulich, 2005, p.4).
Personal interviews are flexible that
it leaves little room for
misunderstanding as the interviewer
is on site to clarify and define
questions. At the end of the
interview, the interviewer can recap
what was discussed to ensure the
results reflect exactly what the
interviewee wanted to articulate.
Disadvantages Shy participants may not
feel empowered as they may
feel intimidated (Gibbs,
Subjective data
Schensul, Schensul & LeCompte
(1999) suggests “…observation is
Time-consuming and difficult to
schedule during school hours, so
38
1997, para.12).
According to Morgan
(1988), this method is
subjective, as the researcher
has less control over the data
produced (as cited in Gibbs,
1997, para.12)
-The moderator can only
keep the participants on
topic, the questions, doubts
and opinions and interaction
all comes from participants,
thus the nature of the focus
group research is open ended
and cannot be predetermined
(Gibbs, 1997,para.12).
filtered through one’s interpretative
frames and the most accurate
observations are shaped by
formative theoretical frameworks
and scrupulous attention to detail.”
(as cited by Kawulich, 2005, p.5).
after school hours may be required.
Appendix B: Force Field Analysis Solution:
Provide retraining in lesson planning including technology
Forces for change
Size
Forces against change
Size
management wants to see improved results
5
improve efficiency of teaching-learning process
4
increased productivity of students
4
improved school image
5
teachers resistance to change 3
staff afraid of using technology in the classroom 4
limited technological resources
2
belief that students cannot achieve
4
1
39
18 3
Appendix C: Personal Interviews
All personal interviewees were asked the following ten questions individually, responses were
recorded but names were not recorded.
1. How old are you?
2. How many years have you been in this noble profession?
3. What is the highest qualification you have obtained?
4. How do you feel about your job?
5. If you could make three changes in the classroom, what would they be?
6. Do you create or use lesson plans?
7. What in your opinion causes underperformance in the classroom?
8. Do you use technology in your lessons?
9. What is the most prominent problem faced by teachers in the English Department?
10. What ideas do you have to improve NCSE pass rates?
40
Appendix D: Task Analysis Worksheet
Criteria for Task
Criticality Universality Frequency Standardization
Difficulty Total Priority
Selection Worksheet
40 pts 10pts 10pts 10pts 30pts 100pts
#1 #2 #3 #4 #5 #6 #7Tasks
1.
Create lesson
plans that that
enhance learning and limit
distractions. (in
groups and /or
individually).
35 10 10 8 10 73 1
2.
Use advance
organizers or
introductions that
link previous
knowledge of students
to upcoming
lesson content.
24 7 5 3 15 54 4
3.
Organize the lesson
27 8 7 5 20 67 2
41
content knowledge to provide scaffoldin
g to students to
increase their
understanding and
performance
4.
Develop formative assessment practices that draw
on student’s multiple
intelligences.
25 5 5 4 22 61 3
5.
Incorporate
technological tools into the lesson
20 3 3 4 0 30 6
6.
Recap main
content and link to subsequent topics to provide
clear expectations for next
lesson
18 4 5 5 15 47 5
42
Appendix E: Contextual Analysis
The Learner and Contextual Analysis on English Language teachers in a co-educational
government secondary school in central Trinidad related to providing a workshop to enhance the
effective lesson planning of teachers to promote higher levels of student achievement.
General characteristics of form three teachers: Three females, one male Between the ages of 31- 55 Professional career spans between 7-26 years of service All teachers have a first degree in English Language and two have attained a Master’s degree All teachers are of East Indian descent Training approaches: Workshop, guide sheets & coaching
Specific entry characteristics
Prerequisite skills Undergraduate degree in English Language Base knowledge in educational theory
Attitudes Ability to be a team player Desire to improve current practice within the classroom Limited ethnic biases within the classroom
Learning Styles
Having administered the VAK Learning Styles Self-Assessment Questionnaire it was found that:
Primarily the teachers were visual-auditory learners with one teacher showing a skew towards being a primarily auditory-kinaesthetic learner.
Personal & Social Characteristics
As stated previously the teachers are between the ages of thirty-one to fifty-five and are mature
43
candidates. They welcome the focus on lesson planning as many relied on their experience in the classroom and have to some extent neglected the pedagogy. They are eager to find ways to motivate the students towards greater levels of learning. They all expressed a need to improve the students’ performance.
Contextual Analysis
Orienting Context
When doing informal interviews the teachers were interested in learning more about how to make
their lessons more enjoyable, less disruptive and more productive. They saw the focus of the
workshop to be critical to assisting in the academic development of students at the Form three level
because at this level content knowledge and skills needs to be cemented in preparation for NCSE
(National Certificate of Secondary Education) in the current form and CSEC (Caribbean Secondary
Education Certificate) examinations in fifth form. However, the learners’ perception of
accountability would be an issue for at least one teacher, who I think may demonstrate issues with
transfer due to not being remunerated for the effort, training not providing certification or the
training not counting towards promotion.
Learner Factors:
Learner Profile
Trainees academic self-confidence
+2
Goal setting
Trainees’ goals are to improve academic development of students at the Form three level with the
focus on National Certificate of Secondary Education (NCSE).
+1
44
Perceived Utility
Trainees see this instruction as providing useful information
+1
Perceived accountabilitySome trainees may demonstrate issues with transfer due to not being remunerated for the effort, training not providing certification or the training not counting towards promotion. -2
Immediate Environment Factors:
Social support
Teachers within the English Department, school’s management team and peer support
+1
Organizational Factors:
Incentives
School’s management has pledged support to provide technological resources to execute lesson
plans and planning time has been included in the schedule.
+1
Learning culture
The school’s manager has recently been changed and the school’s culture of learning is in very early
stages of development. -
1
Instructional Context
The training will be conducted in the school’s Library Lecture Room, located on the school’s
compound. The physical environment is good in terms of lighting, limited noise, temperature,
45
available furniture, lunch facilities and equipment (access to multimedia projector). However, the
internet connection is unreliable and thus interactive computer activity sessions including games and
simulations would be impossible. The course will be scheduled for April 6th-8th, 2016.The duration
of the training will be three consecutive days, commencing at 9:00a.m. and concluding at 3:00p.m.
inclusive of a fifteen minute coffee/tea break at 10:00 and a sixty minute lunch break at 12:00 noon.
Three out of four form III teachers will be provided with additional support in the classroom
(resource personnel).
Learner Factors:
Learner role perception +1
Trainees see themselves as receiving and generating knowledge
Learner task perception
Personal relevance and content structure +1
Immediate Environment Factors:
Sensory conditions
The physical environment is good in terms of lighting, limited noise & temperature +2
Seating
Comfortable seating +1
Instructor role perception
Instructor facilitates learning as ‘ the guide on the side’ +1
46
Learning schedules
The course will be scheduled for April 6th-8th, 2016. The duration of the training will be three
consecutive days, commencing at 9:00a.m. and concluding at 3:00p.m. inclusive of a fifteen minute
coffee/tea break at 10:00 and a sixty minute lunch break at 12:00 noon. - 1
Content culture
Trainees’ instructional beliefs and behaviours
-1
Organizational Factors:
Rewards & Values
Verbal acknowledgement at assemblies, tokens of appreciation, and development of a culture of
community of learners.
+1
Learning & Teaching Supports
Time to plan factored into teaching schedule, teaching assistant in the classroom, modernization of
multimedia equipment.
+2
Transfer Context
There will be many opportunities for transferring knowledge and skills gained in this workshop in
the everyday classroom environment/teaching-learning process as its main focus is lesson planning,
which is the basis of teaching. Motivation by the learner to apply it will come when teachers are
exposed to the strategies and can ascertain their value based on discussion among peers and research
based evidence. The management of the school was consulted regarding the training focus and
expectations, as such, the English Department will meet weekly to discuss lesson planning with
special focus on implementing the outlined key areas of the workshop. The teachers will have the
47
social support from other members of the English department to brainstorm and think through the
lesson planning process, as a follow up Heads of Department, Vice-Principal and Principals will be
conducting scheduled and unscheduled visits to lessons to provide feedback on its execution,
students will be informally interviewed and evidence from student assessments will be gathered.
Learner Factors:
Utility perceptions
Trainees are motivated to use the knowledge and skills presented in workshop.
+1
Perceived resources
Trainees are motivated to apply the learned skills because necessary resources are provided.
+1
Transfer coping strategy
Ability of trainees to practice time and stress management strategies
Experiential background
Trainees are knowledgeable and have experience
48
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