A behind the scenes look at developing an instructional design.
I have really learned a lot about instructional design during this class. I was having second thoughts regarding my ability to create one. I felt intimidated as I began reading the ebook assigned to us, for the class. However, as I continued completing the readings and the Pinterest posts, I realized I had nothing to worry about. As long as I remembered to use the stages explained by ADDIE,coupled with engaging tech tools, I felt ready. I know that teachers need training and refreshers on tech tools and classroom management, in order to keep up with this generation. This is an ongoing process and
can only be effective if it meets the needs of the participants.
So I began my journey with the end in mind. According to Rithzaupt et al. (2017) the first stage of developing an instructional design is the analysis. “The analysis stage focuses on WHAT tasks should be accomplished for WHOM (i.e. learners) and HOW these learners will accomplish the tasks by specifying WHERE (i.e. the environment) they need to be able to perform the tasks,” wrote Rithzaupt et al. (2017, para. 1) So I worked on the Model outline assignment, and it helped me organize my thoughts and pinpoint exactly what I wanted to create. After I did the analysis step I started designing and developing the structure of my PD. I chose Google Slides as my delivery platform. I looked carefully at the rubric and the requirements, making sure that I included every necessary element. Then I read the implementation stage and realized that this stage was just as important to the PD as the others were. The implementation stage is defined as “ the phase of instructional design in which the instructional plan is put into effect,” wrote Rithzaupt et al. (2017, para. 4). That is exactly what I did, I did a trial run last week. I wanted to do a trial run because according to Svendsden, (2020) "to be effective and successful, teacher professional development must be of high quality and relevant to teachers needs" ( p. 113). Additionally, in 2019, Nelson and Bohanon wrote that “effective professional development is ongoing, includes training, practice and feedback, and provides adequate time and follow-up support” (p. 6).
As a new Assistant Principal, I am in charge of instruction and staff development. So this class and the assignment has really helped me with my newly assigned administrative responsibilities. I was happy that I was able to do a trial run with teachers at my current school. During my trial run, I only introduced a few slides to the participants. I expressed my desire to receive immediate feedback regarding the PD. I asked if any teacher or teachers would be willing to send me an email regarding how they felt the PD went. I received positive feedback.
In addition, one of my former colleagues and I had began a conversation about her newly hired staff at her school. When she began explaining her desire to create a PD on classroom management and tech tools, I let her know about my instructional design assignment. We even discussed how this is a perfect time to introduce teachers to new tech tools, considering we are in the midst of a pandemic. With the uncertainty of schools reopening in the fall, we need teachers comfortable using online platforms and tech tools that can be easily implemented with their instruction. She has volunteered to present it to her fellow teachers during a PD next week. So I will have even more feedback, and suggestions of any changes that may need to be made. I am nervous and excited at the same time.
References
Edutopia. (2009, August 26). An introduction to teacher development {Video]You Tube. https://youtu.be/wDdC8_e3Aog
Nelson, J., & Bohanon, H. (2019). Blue Ocean Shift: Evidence-based practice in the professional development of teachers. International Journal of Advanced Corporate Learning, 12(2), 4–20. https://doi-org.ezproxy.montevallo.edu/10.3991/ijac.v12i2.10688
[Photo]. Giphy. Retrieved July 24,2020, from
Rithzaupt, A., Lee, B., Eichler., Calhoun, C., Salama, C., Nichols, J., Wilson, M., Hafizah, N., Davis, A., Beatty, O., Yaylaci, S., Sahau, S. & Wildberger, W. (2017, December 12). ADDIE Explained [text]. Retrieved from http://www.aritzhaupt.com/addie_explained/# CC BY license 4.0
SVENDSEN, B. (2020). Inquiries into teacher professional development--What matters? Education, 140(3), 111.
I am so glad that this assignment helped you with your new endeavor. Congrats, by the way! I think it is great that you are wanting to have a good training for your staff. I know our principle always tries to make trainings engaging and worth our time. I think the ADDIE model is a great guide. I'm so glad we got to learn about it. Like Rithzaupt et al (2017) said, "The whole point of a well designed instructional strategy is to motivate the learner to actively engage with the material and make connections between what he or she already knows and the new information, building upon previous knowledge to become even more proficient". An interesting thing I found from Svendsen (2020) was that teachers and learning communities that continuously go through and share their training, will be more likely to actually apply the learning. I think the key to successful PD is actually getting to share what teachers have learned.
ReplyDeleteReferences:
Rithzaupt, A., Lee, B., Eichler., Calhoun, C., Salama, C.,
Nichols, J., Wilson, M., Hafizah, N., Davis, A., Beatty, O.,
Yaylaci, S., Sahau, S. & Wildberger, W. (2017, December
12). ADDIE Explained [text]. Retrieved from
http://www.aritzhaupt.com/addie_explained/# CC BY
license4.0.
SVENDSEN, B. (2020). Inquiries into Teacher Professional
Development--What Matters? Education, 140(3), 111.
For professional development to be effective it must be high quality, meet the needs of teachers, and offer practical solutions and resources for where they are in their discipline (Svendsen, 2020). Your thorough completion of the analysis stage of the ADDIE model addressing the what, who, and how of your training (Rithzaupt et al., 2017) seems to have provided something that is relevant and of need to your teachers. Hopefully, providing this training early on will make your position as an administrator easier and encourage deeper collaboration with your faculty in regards to integrating tech with classroom management.
ReplyDeleteReferences
Rithzaupt, A., Lee, B., Eichler., Calhoun, C., Salama, C., Nichols, J., Wilson, M., Hafizah, N., Davis, A., Beatty, O., Yaylaci, S., Sahau, S. & Wildberger, W. (2017, December 12). ADDIE Explained [text]. Retrieved from http://www.aritzhaupt.com/addie_explained/# CC BY license 4.0.
Svendsen, B. (2020). Inquiries into Teacher Professional Development--What Matters? Education, 3, 111.
Comments by: Suzy Colley
ReplyDeletescolley@shelbyed.org
I am sure you were encouraged by receiving great feedback from your training! When we were speaking about your hands-on training during our conference, I thought I would sure learn more in an active learning environment during a professional development session like you were planning. According to Bertsch & Pesta, “information is more likely to be remembered when it was studied under conditions that required learners to produce (or generate) some or all of the material themselves, versus reading what others had prepared” (2014, p. 71). Because teachers had opportunities to use the new tools and practice with them, they are more likely to remember than if you simply lectured.
In the implementation phase of our training, we, as educators, need to remember that not all of our fellow teachers will want to jump on board and use the tool or strategy about which they just learned. Our text speaks about teachers having to weigh whether or not the tech tool is compatible with their teaching mind-set. “Compatibility is in reference to how well the innovation incorporates into the adopter’s schema. This schema could include the adopter’s professional, pedagogical, and socio-cultural ideologies” (Rithzaupt, 2017, p. 6). If the innovation does not fit, we should not take it personally or be offended. However, because we carefully analyzed our faculty and their needs ahead of time, we are providing timely instruction on excellent tech tools in order to engage their students in this interesting time of distance learning. Many teachers will see that this new idea or innovation applies to their classroom and students and will be glad to have all the assistance they can get!
References
Bertsch, S. & Pesta, B.J. (2014). Generating active learning. In V. A. Benassi, C.E. Overson, & C. M. Hakala (Eds.). Applying science of learning in education: Infusing psychological science into the curriculum. Retrieved from the Society for the Teaching of Psychology web site: http://teachpsych.org/ebooks/asle2014/index.php
Rithzaupt, A., Lee, B., Eichler., Calhoun, C., Salama, C., Nichols, J., Wilson, M., Hafizah, N., Davis, A., Beatty, O., Yaylaci, S., Sahau, S. & Wildberger, W. (2017, December 12). ADDIE Explained [text]. Retrieved from http://www.aritzhaupt.com/addie_explained/# CC BY license 4.0.