Towards the end of reading chapter 2 I was already thinking about how similar this was in creating lessons. The chart on page 20 is layed out very nicely. It follows how quality lessons are developed. Assessing the needs of the students, analyzing the learners and contexts, writing objectives, developing your assessment (rubrics), instructional strategies, and then going back and revising (what can I do differently to make this work even better), and evaluating student achievement and finally reflecting on what went well and what needs work (Reiser, Dempsey, 2002, p. 20). All of this holds true for most anything being taught The figure on page 18 also does a nice job of displaying the elements that go into instructional design. I like how revision is labeled on all connecting parts. I find I am constantly revising the work I am doing to improve on my own teaching.
The difference I found was that in actuality I don't go through all of the steps for every lesson. Much of this work has already been done for me. I have science and social studies kits, as well as a developing math curriculum, so the bulk of it has been done for me anything extra that I find is supplementary. Assessments are also already created leaving me with implementing the lessons and revising to meet the students' needs.
Sharon Peterson edited Week 2 Wikis
16 years ago
5 comments:
"I find I am constantly revising the work I am doing to improve on my own teaching."
I am so glad to hear this. So many teachers just stop editing their materials and do the same thing over and over again because it is easier.
Katherine - One of these days I will remember to sign my name in the actual post I wrote.
Darcy,
You know, you are right. For most of us the entire instructional design model is not relevant. From what I understand, K-12 schools are receiving more and more directives from the state concerning curriculum content and objectives. So as you said, most K-12 teachers will work primarily with implementation and revision. I teach postsecondary so I have a little more input on the development side, but there are still objectives set that students must meet before they can advance to the next class in sequence. So in all reality, I don’t know if any classroom teacher would have control over the entire model.
Jeff Tyler
I am somewhat thankful for these "kits". They help with trying to customize things for students with different abilities.
But of course I am happy to still be able to do it the old-fashioned way just in case the wrong "kit" is sent and/or it is damaged or missing things.
I also thinks that it enables you more time to assess; in theory :)
Darcy,
To concur with what Jeff said, it is true that much of the curriculum and lesson design is done for k-12 teachers, especially in certain subjects. I think something we may need to fear is losing the responsibility of the teacher to design its own curriculum. That seems to be part of why we are able to call ourselves professionals. I like the idea of having benchmarks and standards, but I do value the ability to design how my students will reach those goals. Hopefully people with our masters degree will become more in demand as teachers will need more guidance in how to integrate technology into their lessons.
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