Hooks-The short intro moment that captures what's interesting and engaging about the material and puts it out front

e.g

• Story
• Analogy-connect to student's lives
• Props
• Media-pics, sound clip
• Status-describe something about the subject
• Challenge-pose a difficult task to let students try to accomplish.

Name the Steps
1. Identify the steps-gives the students scaffolding techniques to attack similar problems.
2. Make them "sticky'-once steps have been identified, make them memorable
3. build the steps-steps should be clear and simple (no more than 7)
4.Use two stairways- use them two ways.  Recite as problem is being solved and then solve them with problem

Assessments-
In a balanced assessment system formative and summative assessments are necessary.
You can't depend on one other the other too much
Summative: do you know what they need to know
Formative: part of the instructional process. (Observation, review, quick check) Present in every stage in the ADDIE model

Formative:anecdotal records, quizzes and essays
On going, used to adjust instruction.

Summative: evaluation consists of tests designed for domain specific for criterion referenced.  Make judgment on competency.
End of unit, end of chapter, end of semester.

What do I use as formative?
Oral questioning
Walking around
Math Assignments
Progress Monitoring

Summative?
Topic Test


Do students have ability to control their won learning?

Rubrics
1. Clearly delineated points
2. Subcategories that relate to main points
3. 100 total points
4. Total points per section with breakdowns in subsections
5. Include room for comments
Rubric Websites
Teachnology.com
rubistar-account needed
uen.org/rubric

Kirkpatricks Levels:
behavior, reaction, results, learning

Kirkpatrick's Levels of Evaluation
level 1-Reaction
level 2-Learning
= Implementation

Level 1 Reaction
Needs to take place immediately
Take a reaction survey in the first 7-10 minutes.

This is a good idea to try.  Maybe through use of an exit card.  Then you can use the ideas to change for the next time it is being taught.

Questions to ask
Was your time well spent?
Would you recommend this course to other students?
What did you like best?
What did you like least?
Were the objectives made clear to you
Do you feel you were able to meet the objectives?
Did you like the way the course was presented??
Was the room comfortable?
Is there anything you would like to tell us about the experience?

A few questions I would like to ask my students:
Were the objectives made clear to you
Do you like the way this lesson was presented?
What did you like best?
What did you like least?
Is what we learned something you could share with your family?
What was the hardest part of the lesson?
What questions do you still have?

Level 2: Learning
Evaluations at the learning level are tied directly to the objectives
Evaluation tasks that designers develop should match their objectives

Techniques for Management-Teach like a Champion
Chapter 1:
Right is Right-Take what the students says is correct a build on it, so they can feel success

Stretch it- Expand their thinking.  Prove it!

Chapter 6
Strong Voice
Economy of Language-Use Few words
Do not over talk
Do not engage
Square up/Stand still- Face full on and make eye contact
quiet power-don't continue without full attention

Chapter 2
Begin with the End
4 Ms Objectives manageable, measureable, made first, most important on the path to college
Post it-Post objectives where the students can see it
Make it connect to prior
Shortest path-most direct path from point to point
Double plan What teacher does-what teacher does
Draw the map-Make the best situation for the lesson. Set the class up for the lesson

Development phase- It is the link that connects the design process with the implementation of a product.

Course Materials- Use everything you have created up to this point to help you.
Everything that is part of your lesson plan needs to be created
All lesson activities are ready to go
Create scenarios that will interest the learners and promote discussion. Questions?

Tabletop Review-Review Everything you just developed, making sure it looks accurate and complete.

Pilot Session/Testing
Put the course in front of learners and see how they interact with it.
Refer back to your original objectives to assess whether the pilot is successful

Does the lesson plan work?
Are the directions to the educator clear and concise?
Are the educator's materials appropriate and thorough enough?
Are the learner's materials appropriate and thorough enough?
Are the support materials (handouts etc.) what you expected?

Does the timing of each of the segments match your estimates?
Are the technology components (audio, video, computers, and so forth) appropriate?
Do the instructional methods work as planned?
What does not work the way you thought it would?

Train the Trainer?
In some ways, it may be a preferred method of piloting if the content must also be delivered to the facilitators.  This is sometimes the case with mandated training or organization-wide roll outs.

Looks like a finished product
Next steps:
Implementation
Evaluation-How did it work?

Lesson Plans
What is the key factor designers need 

What is the key factor designers need to remember when designing lesson plans?
The key factor to remember as an instructional designer when designing lesson plans is that facilitators must be given the right tools to make your design come to life and successfully implement it.
What happens if a lesson plan does not provide all important information?

How complete should a lesson plan be? 
complete enough for the facilitator to be able to use it easily and successfully.

What should instructional designers consider when designing a lesson plan?
Who the facilitator is going to be and how much depth is needed

Lesson Plan Format
Lesson needs to be written in a way that makes implementing the class/lesson simple
Consistent Format
Each of the nine events is covered in a  separate section of the plan
Include how long each section will take
Elimination of events-eliminate events if necessary

How it looks
Implementation Time
Materials
Equipment
Room arrangement
Gain attention
State content (Objectives)

Instructors guide
Student guide
(These may be the same things)
All Relevant student materials

E-portfolios

Types of e-portfolio

• developmental
• assessment
• showcase

developmental demonstrates the advancement and developemnt of student skills over a period of time

Assessment: demonstrates student competence and skill for well-defined areas.  These may be end of course or program Assessments primarily for evaluating student performance.

Showcase: demonstrates exemplary work and student skills.  This type of portfolio is created at the end of a program to highlight the quality of student work.

Hybrids: Most portfolios are a mix of all three.

Collection:save artifacts that represent the day-to-day results of teaching and learning

Selection:review and evaluate the artifacts saved, and identify those that demonstrate achievement of specific standards or goals.

Reflection-reflect on the significance of the artifacts chosen

Self-reflection is an important component of electronic portfolio development. If you do not require yourself to reflect on the artifacts, you will not learn from them.

Level I: Digital Archiving: A collection of one particular curricular area.  All student work needs to be digital.  Teachers tell students what to put in their portfolio.  (Dropbox)

Level II:Reflective Blog: Creating a blog.  Going beyond the collection.  Reflect on the collection.  Emotions and feelings.  Teacher responds.  Chronological order of what they are doing, and feedback is given. 

Level III: Assessment/Showcase:
What am I most proud of? Why did I choose these pieces? What will I do in the future?

Focus on Product and Achievement. Reflecting on specific outcomes or goals

Should answer the questions: What? So What? and Now What?

Level III: Hyperlink- can be personal linking pages to your portfolio.  Linking your blog so instructions can view it. 

Storytelling: Adding voice through digital narrative-voice over pictures.  Could be used as assessment. Podcasting (used for voice).

ADDIE MODEL-DESIGN
The plan of action

Learning Objectives
Formal vs. Informal
90% of your learning objectives will be formal-include audience, behavior, conditions, degree
10% will be informal- may help you toward your design bridge
     e.g. define a term, give an example

ABCD's of learning objectives

A=Audience
B=Behavior
C=Conditions
D=Degree of mastery

Behavior
"Students will be able to ________."
Behavior=Observable and measurable verbs:

Conditions
1. Context for learning
   
2. creates a framework for evaluating
Add a condition to this objective:
(includes a behavior)

Degree (Mastery)
How will you define mastery?
Must be observable and measureable
objective behavior-verb "jump"
degree=How high?
e.g. at least once without error within three attemps
until completed without error
three or more times
at least five times during a practice session
a grade of 85 percent or better on a qualifying

*use correct spelling of own first and last names

*Kindergarten students will write their first and last names given a piece of paper and a pencil with 100% accuracy by the beginning of November.

Terminal/enabling
Terminal objectives: (Standard)
Enabling Objectives: (objective)

Do's and Don'ts

• Always a statement of what learner should do
• Written for one learner
• If an activity is important enough to be included in a design plan, then it is important enough to have a written objective
• Not to many-Not too few
• Consider degree of difficulty