Articulate Rise 360: A Guide for a Successful First Week for the First Year Art Educator

Articulate Rise 360: A Guide for a Successful First Week for the First Year Art Educator

Mitzi L. Igleharte

University of Memphis

IDT 7090-M51: Interactive Learning Environment 1

Kevin Delano Thorn

December 5, 2023
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Articulate Rise 360: A Guide for a Successful First Week for the First Year Art Educator
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Background:

The topic for the Articulate Rise project is titled A Guide for a Successful First Week for the

First Year Art Educator. The purpose of the training module is to give first year art teachers real world

scenarios as well as first-hand knowledge of what to expect during in-service week leading up to the

first day of school. The need is presented by first year teachers with no prior experience in a

classroom except for student teaching. Once the first-year teacher is on their own, many challenges

lie ahead that are important to address to ensure a successful first year of teaching. The objectives of

the modules are to help first year teachers recognize their role in a team, achieve active listening

skills, and create a safe classroom for themselves and their students. The goals of the module are to

recognize their role in the school and when boundaries may need to be set, use active listening skills

with both coworkers and students to create a safe and inclusive environment, and use real world

scenarios and quizzes to test their knowledge about what they have learned in the course. Learners

are assessed through a scaffold of low cognitive multiple-choice questions as well as real world

scenarios that encourage a positive and correct answer with feedback for all answers given.

Design Strategy:

The design strategy used was first to apply Gagne’s 9 Events (Curry et al., 2021) to the module as

follows:

1. Gain Attention

To gain the learner’s attention in the beginning of the module an animated video illustrating

teamwork gains the learner’s attention.

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Figure 1

2. Inform learners of objective:

The learners are informed of the objectives during the introduction at the very beginning of

the course.

Figure 2

3. Stimulate recall of prior knowledge:

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Prior knowledge is recalled when the learner is asked to think back to when they were a

student on the first day of school. The recall of being on a team is also important to the lesson.

Figure 3

4. Present stimulus material:

The stimulus material is presented in a multitude of ways. One way is as an accordion fold

with real world scenarios introducing the learner to first year art teachers in certain situations. The

learner is asked to think about their own responsibilities as they read through.

Figure 4

5. Provide guidance:
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Guidance is provided along the way through the navigation bar along the side that shows

the learner how far along they are in the course and which page they are on the course. Guidance is

also provided through the “Continue” button that the learner is prompted to click.

Figure 5

Figure 6

6. Elicit performance
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Performance is elicited through the accordion fold scenarios as well as during the real-world

scenarios at the end of the course. Multiple choice questions are also given that require the learner

to check for understanding.

Figure 7

7. Provide feedback

Feedback is provided at the end of each question answered or each option chosen for the real-

world scenarios
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Figure 9

8. Assess performance

Performance is assessed at the end of the scenarios by prompting the learner to try again until

the learner chooses all of the correct responses.

Figure 10

9. Enhance Retention and Transfer

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Retention and Transfer is enhanced through the real-world scenarios that allow the learner to

use a higher cognitive load to think through an unknown problem.

Figure 11
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References

Curry, J. H., Johnson, S., & Peacock, R. (2021). Robert Gagné and the Systematic Design of

Instruction. In edtechbooks.org. EdTech Books.

https://edtechbooks.org/id/robert_gagn_and_systematic_design

Gagne’s Nine Events of Instruction | Current Students - The University of Iowa. (n.d.).

Students.tippie.uiowa.edu. https://students.tippie.uiowa.edu/tippie-

resources/technology/instructional-design/models/gagne