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Wengeran Group'S Mini Instructional Online Project
Wengeran Group'S Mini Instructional Online Project
instructors
Table of Contents
Introduction
Over the last year, trainees performance and behaviour has been on the
which led to the institution lowering the entry requirements for new students
of the programme. The veteran and new instructors dont have the
instructors. The training will target new and recent teacher trainees between
the ages of 25 to 50 and will be delivered in a fully online setting. Media such
students time to engage in practical exercises with their tutors in the online
Executive Summary
This knowledge of theory can only be derived from educational, social and
there are different philosophies, theories and findings that provide significant
environment. It can greatly impact the way students behave and their level
subject matter experts, and possess skills applicable to the construction and
of the classroom. The programme will be spread over 8 weeks and will be
are:
Unit 1: Classroom Management Techniques and Learning Theories
Unit 2: Managing Student Behaviour
Unit 3: Methods to Improve Student Performance
Needs Assessment
the instructors.
entering the industrial and or construction fields. There are four (4) training
programs, two social programs which provide construction skills training for
Chamber of Crafts and finally the NEC craftsman programmes. The social
programs are 80% practical and 20% theory. The other two programs are
The students of this programme are aged 16 25 years old, low literacy level
Selected Audience
The selected audience will be the instructors of the training institution. The
The total population of the instructional staff is 100 persons. The teacher
be:
Topic of Instruction
The topic being proposed for the training programme is entitled Classroom
The three main units of instruction under Classroom Management for the
Instructional Leader
are:
Unit 1: Classroom management techniques and learning theories
Unit 2: Managing student behaviour
Unit 3: Methods to improve student performance
Formats
of text, audio, video, color, animation, and various other ways of learning
the Moodle homepage and learning modules links. Each module requires the
forums will all be related to readings, which are provided for more in depth
Wengeran Group - Group Assignment - Instructional Project 8
the content and assignments for each module. Each unit of instruction will be
a 2 hour lesson twice weekly, and will be delivered completely online. The
training session can be completed any time during the week to facilitate the
learners, however the assignments and assessments will be closed off after a
specific allotted time. The training can be accessed via any computer/laptop,
The Optimals
The Actuals
and techniques
Instructor centred training limit trainee participation
Trainee performances have declined over a 1year period
Minor behavioural issues more often than not escalate into major disciplinary
expertise
Minimal use of differentiated teaching strategies
Wengeran Group - Group Assignment - Instructional Project 9
The Feelings
The instructors are not properly equipped to meet the needs of the trainees
their first foray into the online learning realm. They are accustomed to a
classroom setting for both learning and teaching and the online setting may
it affords them more time and convenience as they can engage in their
The Causes
teaching/learning environment
Instructors hesitant or reluctant to participate in professional development
programmes
Laisser-faire attitude towards the job as a result of the previous point
The Solutions
Wengeran Group - Group Assignment - Instructional Project 10
partners)
Review and modification of curriculum to address the needs of the trainees
Greater trainee involvement in the teaching/learning process
Incentives for both instructors and trainees for minimising behavioural issues
the same way. Therefore instructional design must take into consideration
can take place, information about the learner must be gathered so that the
identified the level to which relevant factors affected the learner. The results
designed that can address these areas so as to improve and strengthen the
instruction.
Wengeran Group - Group Assignment - Instructional Project 11
For the Classroom Management for the Instructional Leader course, we have
decided to expand Unit 1 for this mini project. Objectives for Units 2 be found
Terminal objective
By the end of this online training course instructors will have the requisite
Enabling Objectives -
with students.
Prerequisite Analysis
Wengeran Group - Group Assignment - Instructional Project 13
A general procedural task analysis was created for the course (see
Appendix I)
Assessment
the class, the content to study, and their own work (Brookhart 1997). The
see Appendix O and P for the rubrics for Units 2 and Units 3.
alignment.
Objective Assessment
Students will Define a classroom At the end of the unit - Learning forums
management applicable to the reflection discussions
learning environment and create a Peer feedback activities
Wengeran Group - Group Assignment - Instructional Project 14
Students will Identify and discuss At the end of the unit group work to
at least three key classroom create a document on 3 classroom
management strategies and skills management strategies. Students are
appropriate for the learning asked to analyze a case study and
environment. prepare a report generating solutions
Students will Apply at least three At the end of the unit - Students will
classroom management strategies work in groups to create mock
and techniques in the learning classroom management scenarios
environment to affect positive and list 3 strategies. Forum discussions
change. on classroom techniques to affect
positive change in students
Students will conduct online discussions whereby the students are given time
to conduct research and craft their responses. The instructor will assess the
The learning strategies and lessons were created using Blooms taxonomy
The learning goals and content would drive how information is organized,
Six pilot users were identified ages 25 to 50 years. These subjects were
The pilot users were given access to review Moodle cloud and provided with
the programme.
The participants were given 4 days to navigate and interact with the
Moodlecloud site.
Questions for this evaluation were based on the programmes objectives for
Design Process
1. Identify the desired results or goals. What should the learners know or be
need to teach? How should students be grouped? How much time should
activities take? What activities will best help students meet learning
goals? What materials and resources will students need? How much
students?
(Forest, 2017)
Wengeran Group - Group Assignment - Instructional Project 18
teaching
methods"
(1980, p. 3)
way that
knowledge
would be used
in real life
(Goddu, 2012).
classroom on a
given day
(Marzano,
2001)
and comparing
it to that of
experts and
peers (Collins,
1991 .121-138)
14. Analogies first page of Heick (2014, To put the lesson into
moodlecloud para. 6), context for the
Wengeran Group - Group Assignment - Instructional Project 23
Academic student to
analogies are understand.
useful for
teaching and
learning
because they
require students
to analyze a
thing (or
things), and
then transfer
that analysis
that analysis to
another thing.
be structured
around
questions that
encourage
students to
develop
different
perspectives on
and
explanations of
a topic or
scenario (Ke &
Xie, 2009)
problems
together.
Formative assessments
Wengeran Group - Group Assignment - Instructional Project 27
We also looked online to compare this programme with any existing online
programmes of this nature, there were none. We also used peer reviewed
journals and books which can be found in our references section. Using
moodle online also allowed us to search their database for online courses of
Reflections:
group members projects and improving and enhancing it. Each group
member was responsible for certain sections of the project and it was a
page while Marlon provided objectives and Kion and Tamika did the
powerpoint and others did the voicethread. The project at times seemed
endless but we were able to pull through as a group eventually. This project
The time allotted perhaps could have been longer as this project was
This EDID 6505 group project was definitely a learning experience for me.
Wengeran Group - Group Assignment - Instructional Project 29
References
https://www.cuinsight.com/10-essential-leadership-prerequisites.html
Conner, M. L., Wright, E., DeVries, L., Curry, K., Zeider, C., & Wilmsmeyer, D.
Borthick, A. Faye & Donald R. Jones (2000). The Motivation for Collaborative
methods: A guide for effective instruction (pp. 197-204). Malabar, FL: Krieger
Publishing Company.
Chapter 2. Morrison, G.R., Ross, S.M. & Kemp, J.E. (2010), 6th Edition.
http://201620.tle.courses.open.uwi.edu/pluginfile.php/52374/mod_resource/c
ontent/1/Rossett.pdf
http://www.apa.org/education/k12/classroom-mgmt.aspx
http://www.unco.edu/teach/undergraduate/secondary/resources/class_manag
ement_guide.html
from http://mastersed.uc.edu/masters-degree-in-education-online-
programs/masters-education-leadership-administration-degree-
program/program/educational-leadership-degree-program-objectives-for-
educators/
http://www.adprima.com/managing.htm
Wengeran Group - Group Assignment - Instructional Project 31
Retrieved from
https://docs.education.gov.au/system/files/doc/other/enhancing_teacher_lead
ership_through_targeted_professional_development.pdf
https://www.waldenu.edu/masters/master-of-arts-in-teaching/resource/five-
strategies-for-managing-conflict-in-the-classroom
from http://educationaltechnology.net/backward-design-understanding-by-
design/
(Ed.), (p. ).
from
http://aspire.cs.uah.edu/
Proceedings from
Level,
Wengeran Group - Group Assignment - Instructional Project 32
Goel.pdf.
Curriculum Development.
http://www.ascd.org/publications/books/104135/chapters/Classroom-
Management-and-Organization.aspx
http://www.wallacefoundation.org/knowledge-center/Pages/How-Leadership-
Influences-Student-Learning.aspx
http://ddi.cs.uni-
potsdam.de/Lehre/WissArbeitenHinweise/teachingassistant/hand/leader.html
works, research-
http://201620.tle.courses.open.uwi.edu/pluginfile.php/52378/mod_resource/c
ontent/1/needsAssessmentPlanStructure.pdf
skills. Journal of
http://www.ascd.org/publications/educational-
leadership/sept03/vol61/num01/The-Key-to-Classroom-
Management.aspx
Wengeran Group - Group Assignment - Instructional Project 34
http://www.schoolimprovement.com/classroom-management-keys/
http://careerrocketeer.com/2012/12/top-ways-to-improve-your-leadership-
skills.html
http://serc.carleton.edu/sp/library/media/index.html
https://meded.ucsd.edu/index.cfm/ugme/oede/educational_development/curr
iculum_development/how_to_write_goals_and_objectives/
Appendices
Terminal Objective
Enabling objectives
the classroom
environment
control.
behaviour.
Wengeran Group - Group Assignment - Instructional Project 37
Enabling Objectives
performance.
Criteria for Criti Univers Frequen Standardi Difficul Tot Not Priorit
Instructor calit ality cy zation ty al es y
y
Competenc
y in
10 pts 10 pts 10 pts 30 pts
Classroom
40
Manageme
pts
nt skills
Tasks #1 #2 #3 #4 #5 #6 #7 #8
Apply 40 10 10 10 30 100 1
classroom
manageme
nt skills
Select 40 10 8 30 98 2
appropriat
10
e
classroom
manageme
nt
techniques
Resolve 40 10 3 5 30 88 5
conflict in
the
learning
environme
nt
Recognise 40 10 3 3 30 86 6
and
intervene
Wengeran Group - Group Assignment - Instructional Project 41
before a
conflict
arises
Use 40 10 8 8 30 96 4
manageme
nt
techniques
to improve
student
performanc
e
Motivate 40 10 10 7 30 97 3
students
through
classroom
manageme
nt
practices
Competen
40 pts 10 pts 10 pts 10 pts 30 pts
cy in
Classroo
Wengeran Group - Group Assignment - Instructional Project 42
m
Managem
ent skills
Tasks #1 #2 #3 #4 #5 #6 #7 #8
Manage 40 10 10 10 30 10 1
student 0
behaviour
Select 40 10 8 30 98 2
appropria
10
te
strategies
to
manage
student
behaviour
Describe 40 10 3 5 30 88 5
teaching
strategies
to engage
the
learner
Recall 40 10 3 3 30 86 6
goals of
classroom
managem
ent
Identify 40 10 8 8 30 96 4
instructor
responsibi
Wengeran Group - Group Assignment - Instructional Project 43
lities
Apply 40 10 10 7 30 97 3
appropria
te
technique
s to
ensure
classroom
control
assignments.
Practical classroom
management
Predictability
WENGERAN Powerpoint
presentation Classroom
Management
Review assignment
Instructional Units
Wengeran Group - Group Assignment - Instructional Project 48
Wengeran Group - Group Assignment - Instructional Project 49
1. Discuss with students and then agree on classroom rules and procedures.
-2 Greatly
impedes
-1
Slightly impedes
+1
Slightly facilitates
+2
Greatly facilitates
Orienting Context
Learner Factors
Wengeran Group - Group Assignment - Instructional Project 51
Previous experience -2 -1
+1 +2
Attitude -2 -1
+1 +2
Age -2 -1
+1 +2
Educational qualifications -2 -1
+1 +2
Classroom/workshop -2 -1
+1 +2
Organizational Factors
Resources
-2 -1 +1 +2
Instructional Context
Learner Factors
Motivation
-2 -1 +1 +2
Wengeran Group - Group Assignment - Instructional Project 52
Physical comfort
-2 -1 +1 +2
Organizational Factors
Workplace culture
-2 -1 +1 +2
Transfer Context
Learner Factors
Goal
Performance Objectives
classroom. (psychomotor)
7. Manage the use of resources to effectively and efficiently meet the training
The tasks associated with the programme have been identified and rated in
management strategies and a procedural analyses done for the top three
Criteria for Cri Univers Freque Standardiz Difficul Tot Notes Prior
Instructor tic ality ncy ation ty al ity
Competency ali
in Classroom ty 10 pts 10 pts 10 pts 30 pts
Management
Wengeran Group - Group Assignment - Instructional Project 56
skills 40
pt
s
Tasks # #2 #3 #4 #5 # #7 #8
1 6
Apply 40 10 10 10 30 10 1
classroom 0
management
skills
Select 40 10 8 30 98 2
appropriate 10
classroom
management
techniques
Resolve 40 10 3 5 30 88 5
conflict in the
learning
environment
Recognise 40 10 3 3 30 86 6
and
intervene
before a
conflict
arises
Use 40 10 8 8 30 96 4
management
techniques to
improve
student
performance
Motivate 40 10 10 7 30 97 3
students
through
classroom
management
Wengeran Group - Group Assignment - Instructional Project 57
practices
learning.
2. Select appropriate classroom management techniques - the instructor will
classroom.
3. Motivate trainees through classroom management practices - by providing
trainees to have a greater input in their learning; use group work; use
disciplinary policy.
6. Recognise and intervene before a conflict arises- By applying strategies such
1. Discuss with students and then agree on classroom rules and procedures.
serious disruption
1. Classroom environment
2.3. Promote actions for improving such as setting and achieving goals
Terminal Objective
4 3 2 1
learning
used.
Key findings
Challenges for some pilot subjects in trying to complete the readings and
assignments in 4 days.
Some pilot subjects said they were not guided on using moodlecloud