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

1.  ADDIE model

 

This model was developed by the Florida State University.  This model consists of five steps. 

Step 1: Analysis Phase.  In this phase the instructional problem is clarified, goals are established, the learning environment is identified, and learner’s previous knowledge is identified.  Questions that will be asked during this phase will identify the learners, what the new behavioral outcome is supposed to be, the learning constraints, and how is the evaluation going to be delivered?

Step 2: Design Phase.  During this phase assessment instruments, learning goals, exercises, and lesson planning are the focus.  This design phase is meant to be systematic (a logical way of identifying and planning strategies to get to the targeted goal) and specific.  The steps in this phase are:  to document the designs instructional/visual design strategy, apply instructional strategies to behavioral outcomes by domain (cognitive, affective, and psychomotor), design the user interface, and create a prototype that includes a visual design.

Step 3: Development Phase.  This is where instructional designers assemble and create content that was blueprinted in the design phase.  This is where the storyboards and graphics will be designed.  Testers debug anything that needs to be fixed according to feedback.

Step 4: Implementation Phase.  During this phase learners are prepared and trained on the new tools that were created during the development phase.  Trainers will cover the curriculum, learning outcomes, the method of delivery, and the testing procedures. 

Step 5: Evaluation Phase.  The evalution phase consists a formative and summative evaluation.  The formative evaluation runs through the whole ADDIE process.  The summative evaluation is designed for criterion-referenced items and providing feedback from the users.

From the ADDIE model’s analysis phase, this is where I as the teacher would gauge where my students are.  I would learn about their previous knowledge to the topic at hand and identify what basics need to be covered before moving on with the concept.  I would also decide how the content would be delivered to my class (video, demonstration, lecture, etc.)   I would then take my materials and construct an engaging lesson, design (if any are used) graphics, or other visual aids that would be needed to teach the content.  I would also decide what printed materials would be needed for my class to practice the skills at hand.  I would then perform a formal and summative evaluation of the content that was taught.

Snyder Evaluation Model

This model is system-based and participatory.  There are three stages that the participants must go through which are called process, outcome, and short-cycle. Each stage builds on the learning that was accomplished during the previous stage.   In this model, activities are performed by the participants, and intended and unintended effects are observed.  The evaluator becomes the facilitator who guides the learners through the whole process.   One of the goals of this model is to allow the project to be understood, improved, and demonstrated.

During the process evaluation participants to discover how the activities contribute to their learning.  This step leads to changes in the way the project is conducted.

During the outcome evaluation participants use understanding created in the process evaluation to identify performance indicators.  Participants are looking for the indicators that show the most achievement of targets and deals that were identified in the previous stage.  These indicators are used to show how effective the project is.

During the short-cycle evaluation participants use the indicators to set up feedback about the project as a whole, so that the project can become a self-improving system.

What I really like about the Snyder Model is that the whole evaluation revolves around the idea of improving the project or activity as a whole.  I would use this model to take a project in class and if it doesn’t work, instead of scrapping the idea, making it better.  I would do this by taking feedback from my students on what worked and what didn’t work.  I think that allowing our students to provide us with feedback on lessons is just as important as us providing them with feedback on work that they’ve turned in.  Instead of just providing a grade, letting them know why they got something wrong or right is just as important.

  


2.   I think that instead of just focusing on comparing the results of which instruction leads to better results, we should be focused on if the new instruction leads to higher order thinking skills for all students.  The whole goal of new assessments across the country is to get students to perform better by thinking and creating their own learning.   

• The question is not are they performing better, but are they performing up to standards? 
•  Are they really where we need them to be and in line with the objectives that they are supposed to be learning?   
• Are we, the teachers, providing them with a quality education that they can take out and apply it in the real world?  
•  Are we connecting everyday learning with students’ lives and making it meaningful to them? 
• Did the teaching model perform the predicted outcome?   
• Was enough feedback provided to the participants?

  

3.   Situational leadership implies that not all situations and workers should be managed in the same way.  There are four phases to situational leadership.   Phase one is where I would clearly define my goals for the team.  I would be detailed in describing to them what I wanted accomplished within a certain amount of time.  For this project my goals for the team would be to create lessons that use technology in the classroom.  Recently our school received a grant that gave us the new TI Npsire calculators.  I would ask that my staff come up with lessons incorporating these calculators to be used in the classroom.  I would let them know that there are already pre-made lessons on the TI website and that they could look at those for inspiration.  I would also demonstrate how the handhelds could be used in the classroom in order to send and receive documents when used with the TI Navigator system, which we also received.   During phase two I would move away from giving directions and clarify any that have already been given.  I would also reward team players if they were innovative.  During phase three and four I would look at what types of lessons my team has created.   They could then describe or model how that lesson was to be used in the classroom.  Each phase would allow the team manager to take one more step away from the team and to let them eventually function on their own.

Managing resources is another important task of the team manager.  It’s important to understand that sometimes resources, money, workers, etc. will be limited.  Managers have to consider that before they work on a project.  The team that I want to create lessons for the TI Nspire calculators is what I will focus on for this discussion.  If resources were limited, in this case, 7^th grade teachers did not receive the calculators, I would have the 8^th grade teachers pair up with 7^th grade and share the calculators.  Students could also be paired up with a partner if resources were limited.    Usually, when schools buy in bulk, they receive a discount on the item’s price as well.