Instructional Module: How to Write a Self-Reflection
Description
This project was designed in ETEC 613 with team members Macy Ring and Eric Hermosura. We created this instructional module for the religion teacher at a local Catholic school. This teacher wanted his students to think more deeply about religious teachings, particularly about the suffering of Job, and the story's relevance to their own lives.
After conducting an analysis of the audience, we created this module by isolating the elements of thoughtful reflection. We began by defining a "meaningful life experience" in practical and concrete ways. We also analyzed the effectiveness of the module by conducting a pre- and post test, and collected attitudinal data.
This project was done in a collaborative design team comprised of Eric Hermosura, Macy Huynh-Ring, and Susan St. John.
You can view the learning module in the appendix of the complete formative evaluation below.
Peer Feedback
From Monica Boon
Excellent overall!
Consider:
· making a figure for learner characteristics
· look at taking out entry level instruction
· add checkmarks to rubrics
From Anuhea Nakahara
What’s not working:
· Abstract is the same as the first 2 paragraphs in introduction
· Audience analysis is missing cognitive, physiological, affective, and social characteristics
· Hierarchy’s numbers should be moved for better understanding
· The order of learning is confusing with the jumping between level concepts
· Some questions pre- and embedded questions are the same, no need to repeat them
· Use emoticons for EL7, just to add some fun. This seems very serious of a topic.
· Judging writing is going to be difficult, emotions are subjective
What’s working:
· Very well-written
· Good information about audience
· Thought-provoking questions
· Good variety of types of questions (boxes, multiple-choice, writing)
· Criterion-referenced test is well-organized, good use of bold and different lines for separation
AECT Standards It Meets
Standard 1: DESIGN
Candidates demostrate the knowledge, skills, and dispositions to design conditions for learning by applyin principles of instructional systems design, message design, instructional strategies, and learner characteristics.
1.1.a Utilize and implement design principles which specify optimal conditions for learning.
1.1.1.a Write appropriate objectives for specific content and outcome levels.
1.1.2.a Create a plan for a topic of a content area (e.g., a thematic unit, a text chapter, an interdisciplinary unit) to demonstrate application of the principles of macro-level design.
1.2.a Apply principles of educational psychology, communications theory, and visual literacy to the selection of media for macro- and micro-level design of instruction.
1.4.b Describe and/or document specific learner characteristics which influence the selection of instructional strategies.
Standard 2: DEVELOPMENT
Candidates demonstrate the knowledge, skills, and dispositions to develop instructional
materials and experiences using print, audiovisual, computer-based, and integrated
technologies.
2.1.4 Produce instructional and professional products using various aspects of integrated application programs.
Standard 3: UTILIZATION
Candidates demonstrate the knowledge, skills, and dispositions to use processes and
resources for learning by applying principles and theories of media utilization, diffusion,
implementation, and policy-making.
3.0.1Assess, analyze and design a media facility for optimal use and functionality to support contemporary educational goals of the school media program.
Standard 4: MANAGEMENT
Candidates demonstrate knowledge, skills, and dispositions to plan, organize, coordinate, and supervise instructional technology by applying principles of project, resource, delivery system, and information management.
4.0.1 Implement and evaluate a micro-level technology plan in an appropriate setting.
Standard 5: EVALUATION
Candidates demonstrate knowledge, skills, and dispositions to evaluate the adequacy of instruction and learning by applying principles of problem analysis, criterion-referenced measurement, formative and summative evaluation, and long-range planning.
5.0.3 Apply theories underlying the five educational technology domains to instructional
projects.
Header artwork by Vittore Carpaccio, "The Mediation on the Passion". ca. 1510. Retrieved from ArtStor on April 27, 2013.
This project was designed in ETEC 613 with team members Macy Ring and Eric Hermosura. We created this instructional module for the religion teacher at a local Catholic school. This teacher wanted his students to think more deeply about religious teachings, particularly about the suffering of Job, and the story's relevance to their own lives.
After conducting an analysis of the audience, we created this module by isolating the elements of thoughtful reflection. We began by defining a "meaningful life experience" in practical and concrete ways. We also analyzed the effectiveness of the module by conducting a pre- and post test, and collected attitudinal data.
This project was done in a collaborative design team comprised of Eric Hermosura, Macy Huynh-Ring, and Susan St. John.
You can view the learning module in the appendix of the complete formative evaluation below.
Peer Feedback
From Monica Boon
Excellent overall!
Consider:
· making a figure for learner characteristics
· look at taking out entry level instruction
· add checkmarks to rubrics
From Anuhea Nakahara
What’s not working:
· Abstract is the same as the first 2 paragraphs in introduction
· Audience analysis is missing cognitive, physiological, affective, and social characteristics
· Hierarchy’s numbers should be moved for better understanding
· The order of learning is confusing with the jumping between level concepts
· Some questions pre- and embedded questions are the same, no need to repeat them
· Use emoticons for EL7, just to add some fun. This seems very serious of a topic.
· Judging writing is going to be difficult, emotions are subjective
What’s working:
· Very well-written
· Good information about audience
· Thought-provoking questions
· Good variety of types of questions (boxes, multiple-choice, writing)
· Criterion-referenced test is well-organized, good use of bold and different lines for separation
AECT Standards It Meets
Standard 1: DESIGN
Candidates demostrate the knowledge, skills, and dispositions to design conditions for learning by applyin principles of instructional systems design, message design, instructional strategies, and learner characteristics.
1.1.a Utilize and implement design principles which specify optimal conditions for learning.
1.1.1.a Write appropriate objectives for specific content and outcome levels.
1.1.2.a Create a plan for a topic of a content area (e.g., a thematic unit, a text chapter, an interdisciplinary unit) to demonstrate application of the principles of macro-level design.
1.2.a Apply principles of educational psychology, communications theory, and visual literacy to the selection of media for macro- and micro-level design of instruction.
1.4.b Describe and/or document specific learner characteristics which influence the selection of instructional strategies.
Standard 2: DEVELOPMENT
Candidates demonstrate the knowledge, skills, and dispositions to develop instructional
materials and experiences using print, audiovisual, computer-based, and integrated
technologies.
2.1.4 Produce instructional and professional products using various aspects of integrated application programs.
Standard 3: UTILIZATION
Candidates demonstrate the knowledge, skills, and dispositions to use processes and
resources for learning by applying principles and theories of media utilization, diffusion,
implementation, and policy-making.
3.0.1Assess, analyze and design a media facility for optimal use and functionality to support contemporary educational goals of the school media program.
Standard 4: MANAGEMENT
Candidates demonstrate knowledge, skills, and dispositions to plan, organize, coordinate, and supervise instructional technology by applying principles of project, resource, delivery system, and information management.
4.0.1 Implement and evaluate a micro-level technology plan in an appropriate setting.
Standard 5: EVALUATION
Candidates demonstrate knowledge, skills, and dispositions to evaluate the adequacy of instruction and learning by applying principles of problem analysis, criterion-referenced measurement, formative and summative evaluation, and long-range planning.
5.0.3 Apply theories underlying the five educational technology domains to instructional
projects.
Header artwork by Vittore Carpaccio, "The Mediation on the Passion". ca. 1510. Retrieved from ArtStor on April 27, 2013.