Development

media type="custom" key="7477685" **Guidelines:** 1- to 3-page report on the development phase. This will include a report on the progress of the project. Group Due Date:10/25 (we didn't make this due date. I am shooting for 11/1 instead! - Jen
 * Due Date: **November 4

For our ADDIE Flavor we have that we will do the following for the Development Phase:

**Development of Instruction:** Lesson Plan has already be produced for the design phase. 1. Video for introducing Wiki-Latisha 2. Handout for wiki steps - Jen/Lee 3. Jing Videos - Cindy 4. Powerpoint with questions for teachers to respond to - Cindy 5. Flyer/invitation to wiki sessions - Cindy?
 * Development of instructional tools: **


 * Development of Essential Question: **

> One meaning of “essential” involves //**important questions that recur throughout one’s life**//. Such questions are broad in scope and timeless by nature. They are perpetually arguable – What is justice? Is art a matter of taste or principles? How far should we tamper with our own biology and chemistry? Is science compatible with religion? Is an author’s view privileged in determining the meaning of a text? We may arrive at or be helped to grasp understandings for these questions, but we soon learn that answers to them are invariably provisional. In other words, we are liable to change our minds in response to reflection and experience concerning such questions as we go through life, and that such changes of mind are not only expected but beneficial. A good education is grounded in such life-long questions, even if we sometimes lose sight of them while focusing on content mastery. The big-idea questions signal that education is not just about learning “the answer” but about learning how to learn. > A second connotation for “essential” refers to //**key inquiries within a discipline**//. Essential questions in this sense are those that point to the big ideas of a subject and to the frontiers of technical knowledge. They are historically important and very much “alive” in the field. “What is healthful eating?” engenders lively debate among nutritionists, physicians, diet promoters, and the general public. “Is any history capable of escaping the social and personal history of its writers?” has been widely and heatedly debated among scholars for the past fifty years, and compels novices and experts alike to ponder potential bias in any historical narrative. > There is a third important connotation for the term “essential” that refers to what is needed for learning core content. In this sense, a question can be considered essential **//when it helps students make sense//** of important but complicated ideas, knowledge, and know-how – findings that may be understood by experts, but not yet grasped or seen as valuable by the learner. In what ways does light act wave-like? How do the best writers hook and hold their readers? What models best describe a business cycle? By actively exploring such questions, the learner is helped to arrive at important understandings as well as greater coherence in their content knowledge and skill. **A question is essential when it:**
 * 1) causes genuine and relevant inquiry into the big ideas and core content;
 * 2) provokes deep thought, lively discussion, sustained inquiry, and new understanding as well as more questions;
 * 3) requires students to consider alternatives, weigh evidence, support their ideas, and justify their answers;
 * 4) stimulates vital, on-going rethinking of big ideas, assumptions, and prior lessons;
 * 5) sparks meaningful connections with prior learning and personal experiences;
 * 6) naturally recurs, creating opportunities for transfer to other situations and subjects.


 * Development of Activating Strategy: **

Two Minute Talks Purpose: To activate prior knowledge and focus student learning on the topic about to be addressed. Description: During Two Minute Talks, students will share with a partner by brainstorming everything they already know (prior knowledge) about a skill, topic, or concept. In doing so, they are establishing a foundation of knowledge in preparation for learning new information about the skill, topic, or concept. Procedure: 1. Group students into pairs. 2. Inform students that they will each be talking about topic X for two minutes. They will need to select which student will begin first. An easy way to do this is to say something like: "Find out whose birthday comes first in a calendar year." Then tell students that, "That person gets to go second!" 3. Using a stop watch or other timing device, tell students to begin talking. 4. At two minutes, instruct students to switch. At this point, the other partner begins talking. It is okay for the second person to repeat some of the things the first person said. However, they are encouraged to try and think of new information to share. 5. Have a few groups share some of their responses with the entire class when the activity is done.

Modeling cooperative learning homework/practice
 * Development of Teaching Strategy: **

3-2-1 Draw A Picture or Diagram Ticket to Leave (Exit Card) Think...Pair...Share.
 * Development of Summarizing Strategy: **

For this particular instruction, the instructor will be using the ticket to leave strategy. Students will be asked to write something brief on a note card pertaining to the instruction. As the students are leaving, they will share what they have written on their note card.



Things we must discuss Today!!! (Nov. 3) What I wrote: An essential question is a question that can summarize the “big idea” behind the core content. According to Wiggins, a question is essential when “it helps students make sense of important but complicated ideas, knowledge…and findings that may be understood by experts, but not yet grasped or seen as valuable by the learner.” An essential question should ultimately align directly to the overall goal of the instruction. TechSquad’s performance goal, as stated in the Design phases is: Teachers and faculty will demonstrate competence in utilizing a wiki to assist with instruction and student learning. The essential question for instruction is: **Can teachers and faculty collaborate and communicate using a wiki, in efforts to enhance student learning?** The purpose of this instruction is to teach faculty members how to use a wiki. Once the faculty can use the faculty wiki with confidence, they can begin to share, collaborate and communicate with one another about different teaching methods, ideas, and projects. Cindy wants to change this:

How can a wiki help communicate? Essential questions should be simple. Can teachers and faculty collaborate and communicate using a wiki, in efforts to enhance student learning? The purpose of this instruction is to encourage faculty members to communicate using a wiki to promote collaboration. teach faculty members how to use a wiki. Once the faculty can use the faculty wiki with confidence, they can begin to share, collaborate and communicate with one another about different teaching methods, ideas, and projects. ** Development of Activating Strategy **

According to all of the my research, the essential question needs to align to our goal. Our goal is Teachers and faculty will demonstrate competence in utilizing a wiki to assist with instruction and student learning. Therefore, our essential question should align to this goal. If you want to have our essential question as "Can the faculty at CDS communicate" then we need to change our goal.

Next section: I wrote this:

A short PowerPoint presentation was created to coincide with the Two Minute Talks. The instructor will show the first slide that has the first talking topic “How can I use technology in my teaching or planning for instruction?" Students will talk in partners. Each partner will have two minutes to talk about how they can and currently use technology in their teaching. Once both people have spoken, a few groups will share what they have discussed. This same process will be repeated for the second prompts of “How do you think you could use a wiki to enhance your teaching?” **This prompt will be given after an introduction of the wiki tool has been given and example educational wikis have been shown.**

Cindy changed to this:

This same process will be repeated for the second prompts of “How do you think you could use a wiki to enhance your teaching?” This prompt will be given after an introduction of the wiki tool has been given and example educational wikis have been shown. ( This should come at the end. Teachers will have more knowledge and better understandings at the end of the session to properly address this question.

<span style="color: #008000; font-family: Arial,Helvetica,sans-serif; font-size: 14px;">﻿I put that this same process will be repeated for the second prompts there because it is talking about activating strategies. Cindy can give the prompts where ever she wants in the instruction. However, it still need to be placed in the activating strategies section of the report because that is what it is. Please note the final sentence of the paragraph in bold.

<span style="color: #008000; font-family: Arial,Helvetica,sans-serif; font-size: 14px;">Next Section: <span style="color: #008000; font-family: Arial,Helvetica,sans-serif; font-size: 14px;">I wrote:

Several teaching strategies will be used for instruction. The instructor will model how to use the wiki, breaking instruction into simple steps. The students will follow along with the instructor, repeating the steps that are shown. Then, students will work in small groups to accomplish a task using the wiki. This is an example of cooperative learning, which is one of Robert Marzano’s essential teaching strategies. After the instruction has been completed, teachers will be required to do “homework” and add to the faculty wiki on their own. As Marzano states “homework provides students with the opportunity to extend their learning outside the classroom.” This will allow the students to practice what they have learned which allows for better retention and more confidence in using the tool.

Cindy want to change to: Several teaching strategies will be used for instruction. The instructor will model how to use the wiki, breaking instruction into simple steps. The students will follow along with the instructor, repeating the steps that are shown. Then, students will work in small groups to accomplish a task using the wiki. This is an example of cooperative learning, which is one of Robert Marzano’s essential teaching strategies. After the instruction has been completed, teachers will be required to do “homework” and add to the faculty wiki on their own. As Marzano states “homework provides students with the opportunity to extend their learning outside the classroom.” This will allow the students to practice what they have learned which allows for better retention and more confidence in using the tool. . After the instruction has been completed, teachers will add to the faculty wiki using the information that they brought to the session, their response to “What should people know about what I teach? This will allow the students to practice what they have learned which allows for better retention and more confidence in using the tool.

<span style="color: #008000; font-family: Arial,Helvetica,sans-serif; font-size: 14px;">Essentially what Cindy is saying is what Marzano refers to as homework. In this section we are discussing the teaching strategies that we are using. Because this section focussing on teaching strategies, it might be good to mention actual teaching strategies. Practice and homework on one of the nine best teaching strategies.

One thing that I want everyone to keep in mind as well is that our report must reflect that we did what we were supposed to do according to our ADDIE Flavor. These are the steps that we have in our ADDIE Flavor. They are steps that I am not completely familiar with, but I am trying to do the best I can to get the job done. <span style="color: #000000; font-family: Arial,Helvetica,sans-serif; font-size: 14px;">﻿ So, we need to decide what and where everything should go. I need feedback. I gave you my reasoning for all that I included and where I included the info. -Jen, 11/3

Cindy is the person who is implementing this so she knows more about how she wants to present it. I think that we are all thinking along the same lines but the stress of the semester is beginning to take a toll on all of us. Ladies, the semester is winding down so lets just persevere through this. We need to make some final decisions and move on. Since we previously created essential questions, shouldn't we just use the same ones? What do you think? -Latisha, 11/3

Jen, Latisha, and Lee,

Please feel free to adjust any edits that I made. I made the edits based on my experience, understandings, and current work environment. That doesn't mean that my suggested edits need to be used or that everyone else needs to agree with them.

Jen, please make the changes that you want to make and send it to Lee to do the final edit and submit. You did an excellent job and always work hard. Please let me know if you want any help with this part. I do not want to make anyone in the group feel uncomfortable so Jen, please adjust this how you feel is best for the group. ~Cindy, 11/3

The development report has nothing to do with how the instruction is presented. The report is just reporting what we have developed. However, remember when we chose our steps for the Addie flavor? There were new steps and sections that were added based on Cindy's model that she chose. We need to follow what we chose for the ADDIE flavor so we are consistent. The report reflects the ADDIE sections well. __The report is NOT the sequence of the instruction__. That we determined in the design phase. The development report is simply reporting what we have created/determined and why.

The second prompt is an activating prompt, regardless of where it is put in the instruction. Therefore, it needs to go under the activating strageties portion of our report. Does this make sense?

Second, Cindy, you will have the faculty practice what they have learned by adding to the faculty wiki on their own. This is considered "homework and practice" according to Marzano, which is all about the teaching strategies. While I know that the faculty are not children and do not need "homework" per se, this is essentially what it is. I will try to reword it a little, but we still want to mention a teaching strategy in our teaching strategy section. Does this make sense?

Third, Cindy, I am okay with changing our goal so it better fits the Essential question. Or we can come up with an essential question that relates better to our goal. Usually the second option is the better choice since we have already designed the instruction. Regardless, they both need to match up. We all need to be on the same page here as far as what are goal is. Cindy, if you have a different vision, then we need to adjust to that vision. You are implementing. Therefore, we may have to do a formal evaluation and edit some of our plans.

How about this as an essential question? How can a wiki help the CDS faculty to communicate and collaborate?

-Jen, 11/3

Jen,

I like your proposed essential question, "How can a wiki help CDS faculty to communicate and collaborate?" It works for what I believe we need to do at our school as well as the general purpose of most wikis.

As for the homework part, it seems like a good concept. It just looked to me like we were asking them to do all of the work on their own instead of doing some in the staff development, where they can be easily guided. I like the idea of homework as long as we do initial contributions in the session so that they all have a successful experience adding to the wiki.

Finally, the second prompt sounded more like a summarizing strategy since it was asking them to reflect on how to use the wiki in instruction. That seems like a way to reflect on the lesson--communicating and collaborating with a wiki--and show that they understand and can expand on the concepts presented in the lesson.

~Cindy, 11/3