Section 3: Evaluating, Implementing and Managing Instructional Programs and Projects

 The model I chose were Landamatics and the ASSURE model

Landamatics

 Landamatic is concern with learning objectives and aimed at providing detailed guidelines for developing an educational activity. Lev Landa’s theory is concerned with teaching and learning cognitive strategies or methods, and its main idea is analyzing an expert’s way of solving a problem or performing a procedure, breaking it down to units and configures an instructional unit. For example you would teach a lesson by parts, you will teach students how experts use their learning skills.  For example if you are teaching history, you would teach students to get information as a reporter by using a flowchart to break down questions they may ask historical characters.   I would go over and practice how reporters ask and research their topics for interviews.  Students would have no problems or fears interviewing the historical figures it would be second nature to them.

Landamatic is extremely formal and takes a strong epistemological perspective on the nature of cognitive strategies and procedures. It starts with solving problem means that you have to teach students to look at the problem from an expert standpoint. 

ASSURE

Developed by R. Heinich, M. Molenda and J. Russel (1993), the ASSURE model is an update version of the ADDIE general model. Although they are now six and not exactly corresponding to ADDIE’s five, ASSURE also presents design phases, and shares with it the two main features: the initial focus on analysis and the cyclic structure.

The peculiar feature of this model is that it is focused on “planning and conducting instruction that incorporates media” (Heinich, Molenda & Russel 1993, p.31) – its main perspective is on how to integrate media, any kind of media, into instruction in a proper and effective way in terms of learning outcomes. The ASSURE model incorporates Robert Gagne's events of instruction to assure effective use of media in instruction.  I would use this in a lesson on Factory workers in the early 1800’s. I would figure out what students would and could learn by analyze my students.   I would have look at TAKS objectives for a goal.  Then I would use a variety to media material such as power points, computer games, or video files.  I would require students to be engage and then evaluate and revise if student did not show that they learned the required information. 

ASSURE is also an acronym, and stands for

- Analyze Learners

- State Objectives

- Selects Methods, Media and Materials

- Utilize Media and Materials

- Require Learner Participation

- Evaluate and Revise

Think about a technological innovation within your social system that was recently introduced (social system = place of work, home, etc.). Any innovation has what is known as perceived attributes - relative advantage, compatibility, complexity, trialability, and observability. Describe these attributes of the innovation and which of the attributes assisted and/or hindered adoption of the innovation. For example, was it not compatible with the existing beliefs of the system or was it overly complex to use or understand?

At our school this year we have started to use C-Scope for curriculum.  C-Scope was explained to us in a district meeting as a way for us to all be on the same page in terms of where our progress should be in our subject.  Students would no longer need to have to worry about transferring to different schools because everyone would be on the same page if they were using C-scope.  Lesson would be provided for us, and we would have all the material we needed from C-Scope.  The district was in love with the program and ensure the teacher that we would love it too.

When we first started to use C-Scope teachers saw problems with it from the start.  It was not always compatible with true learning, it seem focused on TAKS information only .   The powerpoints and worksheets were very uninteresting to students and teachers alike.  It was also not received well from teachers due to the fact that it was forced on us without any teacher input.   The district basically said to use this software, while teachers have basically been ignoring C-Scope.    Some first year teachers have use to software because they have nothing else but most teachers in our district are not using this software.

Chapter's 12 & 13 focus on project management and how to manage projects when resources are scarce. You have been assigned to develop a series of professional development sessions focusing on technology use in the classroom for teachers. How will you use Situational Leadership to facilitate this project?

1.       First I would take control of the teachers that I need to train by using direct detailed instructions.  I would be very friendly maybe even cracking a few jokes to help relax teachers who may have some apprehension to the session.  This way people would be at ease to know that I am confident in my knowledge of the subject matter and that they know the training will be fun learning experience. 

2.       Next I would explain the concepts and procedures better and reward teachers who understand concepts and who are following directions.  This way questions can be answered for a true goal of total understand of concept.  Also teachers will work harder with see reward given to individuals and group that are excelling.

3.       Now I will focus on making sure that groups are being self-reliant and understand concepts as a monitor the group to make sure that anyone does not need help in learning.

4.       Now I will step back and let the teachers show what they have learned from the training.