Chapter 8

Developing an instructional strategy.
What is an instructional strategy? It is the components in a set of instructional materials and procedures used to enable mastery of learning outcomes.
So basically, it what the instructor does to make sure learning happens. But it is complex!

Table 8.1 Keller's ARCS model of student motivation is really interesting. I have never thought of motivation as having different types- attention, relevance, confidence, and satisfaction. These are things I want to think more about when I'm teaching my 4th graders.  I think a lot of my students that I have currently lack confidence, in particular, and I like that the table addresses what you do with under-confident learners as well as overconfident learners. It also mentions that confidence can inspire them to learn more and that is amazing!
Basically the ARCS model is really, really great!  (see also figure 8.1- I'm in awe!)

I really like these follow-through activities. I think this is something that is commonly overlooked, but transfer is so important!

Table 8.6 is really interesting. I'm definitely gonna use that :)

Chapter 7

Chapter 7 was about Developing Assessment Instruments. This was a really interesting chapter because I deal with this stuff everyday teaching 4th grade, to the point that it's really annoying. Testing is a big deal in public schools, to parents, and to me as a teacher. I liked the table 7.1 on page 141 that breaks down the  different types of assessments and their given objectives. It was nice to see that they all really do have different purposes, I think these ideas have all been in my brain but I've never seen it on paper like that :) . I liked reading about mastery levels and have always wondered how I could teach for mastery in my classroom better. I liked reading about the different test item criteria, and also table 7.2 which shows types of behavior and related test item types. I feel like this whole chapter would be super useful when creating an assessment with varied item types.

chapter 6

Chapter 6 was about writing performance objectives. What stood out to me from this chapter is that there are a lot of things to do to write a good performance objective! What I particularly thought was interesting was when it told about specifying objective conditions. As a teacher, I probably need to think more about the conditions for learning that are taking place in my classroom. In particular, the authenticity of the performance context. Sometimes I think that 4th grade is too basic for the assessments to be authentic, but I want to try harder to think of some assessments that I can make more authentic to real life outside of school.

Analyzing learners/Chapter 5

This chapter was easy to understand for me because these are things that I do all the time as I teach 4th grade, although not as in-depth. I am constantly evaluating what the students do and don't know, and adjusting the instruction to fit needs. One thing that came to mind while reading this is a topic that comes up a lot in our school meetings. It is, focusing on what is within our circle of influence. Our school has a large at-risk population and that is sometimes frustrating. We realized that we can't control things like what the parents do, socioeconomic factors, etc. We also can't control how the media/legislature sees us, new policies that are rolled out, etc. These fall within our circle of concern.  But, we focus on what we can control- such as classroom environment, quality of instruction/instructional strategies, etc., and this is what will help us to reach our goals Really, the whole ID process will help your focus on the circle of influence rather than the circle of concern.
 

Analyzing learners and contexts/ch5

will update later

Task analysis/chapter 4

Chapter 4- Identifying Subordinate and Entry skills
Brown- Conducting Task Analysis, Essentials of Instructional Design

I really enjoyed these chapters and found them to be very informative. Task analysis is the most important part of the instructional design process and forms the basis for the instruction that is being created. I liked how the book talked about different ways that subordinate and entry skills can be identified, but it also mentioned that entry skills are very tentative. I've found this to be a great challenge in my 4th-grade classroom as I have so many students on different levels, particularly in math and reading. It's hard to really ever know where they all are at, and know how to instruct the group as a whole. Modifying instruction is a lot easier said than done! To me, the different models of task analysis were all very similar, and would get you to a similar goal with any that you decided to folllow.

Chapter 3 and readings

Chapter 3 Conducting a goal analysis.
Conducting a goal analysis consists of classifying your goal into one of the 4 domains and then identifying the major steps that learners must go through to achieve the goal. I like the focus that was put on the steps of the process of achieving the goal. It's so important to keep in mind the subskills that are required to reach a goal. I think that considering these subskills will help me more in my teaching, especially in subjects like math which is more linear. This week I found myself teaching basic borrowing in subtraction, a skill my students should have learned years ago, while the subject matter was subtracting numbers up to the hundred thousand's. Many hadn't mastered that subskill or had forgotten so I had to go over that again, which I didn't realize would need to be done until I found many kids consistently missing that skill in their practice. Another thing that I appreciated that in this chapter was that goals were broken into 4 kinds- verbal skills, intellectual skills, psychomotor skills, and attitudes. Perhaps a lot of the goals I have include two or more of these kinds of skills together and I should consider separating them so that my goals are more clear and simple.

Shiffrin- "Instructional systems design- five views of the field"
The main point of this article is to say that ISD is a field that is widely misunderstood. This is because it is very complex. It stressed that it requires Educational theory and research knowledge, systems analysis, diffusion, consulting and interpersonal relations, evaluation and assessment, and project analysis, among other skills. I liked how the article said that there are many names thrown around for programs that teach similar things and we need some standardization. I know that as I have been telling many of my fellow teachers what program they are doing, they assume I'm either writing code and doing things with computers, or learning about curriculum. It's a lot different than that! Both of those skills would be helpful in ISD but there is just more to it!