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Meeting Standards with Integrated Instructional Design

Meeting Standards with Integrated Instructional Design. By Dottie Myatt, Tom Rosebrough and Ann Singleton UNION UNIVERSITY. INTRODUCTION By Tom Rosebrough. Questions. We seek to answer these questions: Why did we make the change? What is its theoretic/research base? How is it working?

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Meeting Standards with Integrated Instructional Design

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  1. Meeting Standards with Integrated Instructional Design By Dottie Myatt, Tom Rosebrough and Ann Singleton UNION UNIVERSITY

  2. INTRODUCTIONByTom Rosebrough

  3. Questions We seek to answer these questions: • Why did we make the change? • What is its theoretic/research base? • How is it working? • How does it meet NCATE standards? • What is its value as a reform idea?

  4. Rationale for the Instructional Design Core • 21st Century demands imagination and problem-solving • New ways of seeing role of instruction • Making ideas more accessible to elementary teacher candidates • Integration of pedagogical strands: cognitive learning theory, assessment, diversity, technology

  5. Context and Driving Force • NCATE Unit Standards 1-4 (2001) • Union University’s Conceptual Framework for the TEP • Context created by a faith-based institution: personal qualities • Personalized approach to instruction: finding instruction that is appropriate (Vygotsky’s zone) • Focus on learner characteristics • Emphasis on hierarchy of field experiences

  6. Reflection and Sensitivity • Dewey’s model of problem-solving • Role of teacher is critical • Facilitating learning for all students • A challenging classroom climate emphasizing process: brain research shows physiological change in brain due to challenging experiences • Sensitive teachers discern too easy or too difficult: challenging yet nurturing

  7. Diversity • A. Schlesinger, Jr. quote • Our most compelling strength and our greatest challenge • Teacher candidates must learn that differences in students are significant • Issue of sensitivity: communicate clearly that you value all children • Understanding: we are all Americans regardless of our backgrounds

  8. Technology • Potential of technology and its impact • Role of teacher is changing: from instruction to construction & discovery; from teacher-centered to learner-centered education (Seymour Papert) • Focus on how learning opportunities can be expanded • Look to children—they are the first to grow up surrounded by digital media • From school to life-long learning

  9. INTEGRATED ID COREAND ITS FOUR STRANDSHow is it working?By Ann Singleton

  10. Paradigm Shift • Current Research Discussed • Current Curriculum Examined • New Structure Developed • Essential Strands Identified

  11. Instructional Design Courses • ID I Early Childhood Education • ID II Language Arts, Literature • ID III Reading • ID IV Math, Classroom Mgmt. • ID V Science, Social Studies • ID VI Middle Grades Instruction

  12. Essential Strands • Cognitive Learning Theory • Assessment • Diversity • Technology

  13. Cognitive Learning Theory

  14. Assessment

  15. Diversity

  16. Technology

  17. How is it working? • Concerns • Testimonies

  18. NCATE STANDARDS AND THE ID COREHow does it meet NCATE standards?By Dottie Myatt

  19. NCATE Standard 1: Knowledge, Skills and Dispositions • Response from principals of first year teachers • Content • Pedagogical • Professional

  20. Responses from Principals(Mean scores)

  21. Responses from Principals(Mean scores)

  22. Final Evaluations of Student Teachers • University supervisors • Cooperating teachers • Student teachers’ self-evaluations

  23. Results from 2002 Student Teacher Evaluations(Mean scores)

  24. NCATE Standard 2: Assessment System and Unit Evaluation • Professional portfolios • Tennessee State Licensure Standards • Aligned with INTASC, NCATE, and professional organizations standards

  25. NCATE Standard 3: Field Experiences and Clinical Practice • EDU 150-Found. of American Educ. • EDU 233-Personal Qualities of Effective Teachers • ID I Early Childhood Education • ID II Language Arts, Literature • ID III Reading • ID IV Math, Classroom Mgmt. • ID V Science, Social Studies • ID VI Middle Grades Instruction

  26. NCATE Standard 3: Field Experiences and Clinical Practice • Progression of responsibilities in the classroom: observation to teaching • Range of grades • Range of content areas • Student teaching • Responses from teacher candidates

  27. NCATE Standard 4: Diversity • Higher education and school faculty • P-12 students • Fellow candidates

  28. Value as a Reform Idea

  29. ANY QUESTIONS?

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