Social Bookmarking Sites

Emily ~ http://del.icio.us/emilyheller
Shannon ~ http://del.icio.us/shan2003
Shelly ~ http://edtags.org/bookmarks.php/shellyj
Mike ~ http://guest.portaportal.com/mikea
Tina~http://del.icio.us/tcara5lt
Brigitte~http://edtags.org/profile.php/bmelton
Ryan - http://del.icio.us/mrbayne
Teresa - http://del.icio.us/teresacoffman



Blog Accounts

Emily ~ http://emheller.umwblogs.org/
Shannon ~ http://shan2003.umwblogs.org/
Shelly ~ http://shellyj.umwblogs.org/
Mike ~ http://mikea.umwblogs.org/ (using for reflections)
http://mikeseducationalclassblog.blogspot.com/ (my other ITEC blog)
Brigitte - http://brigmelton.umwblogs.org/
Tina~http://tcaras.umwblogs.org
Ryan - http://mrbayne530.umwblogs.org

Design Documents
After you click Edit This Page > Click on the image icon image.gifat the top of the menu bar to insert your file.

teresa - Problem statements all look good. I really like the comments that each of you are providing to your classmates. This is where real learning takes place. When you can review other's work and critically look at it. Then, reflect on your work and begin to look at it critically.

Problem Statement
Emily ~ Problem Statement ehell0fyassign1.doc
Emily: I like your problem statement. While I am in the Social Studies field and you are in Mathematics, we both seem to be looking at
comprehension issues, where students either do not have or cannot activate previous information. Where we differ, I think, is that I can review
the necessary information (sometimes) with a couple of questions to try and activate the knowledge. I don't know if the same is capable for you
when dealing with math operations??? Mike

Shelly ~ Problem Statement
Shelly: Could it be that your students are not developmentally ready to understand the concepts of latitude and longitude? Just a thought. Brigitte
Shelly: I think your problem is a real one that overlaps with math. A possible strategy might be to work with a math teacher to reinforce the content across both subjects. Coordinate plane mapping has a lot of great interactive stuff online that might be helpful for your class - some of them even go specifically into latitude and longitude. ~Emily

Shannon ~ Problem Statement
Shannon: Great problem statement! I have a very bright six-year-old daughter, and I can't help but wonder if another possible cause is laziness. My daughter is perfectly capable of sounding out words, but she'll pause to see if we'll jump in and help her before trying on her own. Maybe there is some confidence/embarrassment involved with risking making a mistake out loud? Either way, it seems like good problem that will have some interesting instructional solutions. ~Emily
Emily: I would agree, sometimes my students are lazy and want me to sound out words for them.~Shannon

Mike ~ Problem Statement
Mike: I like your problem statement. It seems to me that students need to make connections to real life in order to learn, understand, and apply the concepts/information. Maybe varied instruction could help. Shannon
Mike: I wonder if your problem might also be related to content retention? Perhaps the previous material was taught in a manner that only enabled the students to memorize/regurgitate, but not apply/understand? Is the prior content from a previous class/teacher or from earlier in the course? If it is from a previous class - it's possible that the instructional problem lies with the previous teacher. If that is the case, it will be interesting to try to come up with a strategy to compensate for the problem now, in your class. ~Emily

Brigitte ~ Problem Statement
Brigitte: I like your problem statement. I have found, by teaching my Kindergarten students sight words, that they also need to see the words in context (in leveled readers for example). Shannon
Brigitte ~ Very interesting problem. I wonder if another cause might be that the vocabulary is only presented in one manner repeatedly. Perhaps a variety of instructional approaches that would allow students to not only be exposed to the vocabulary 5 times, but to be exposed to it in 5 different ways. ? ~Emily
Brigitte: Nice job on your statement. I agree with Emily--multiple exposures are more likely to stick and they'll be able to think of it in more than one way. from Ryan

Tina~ Problem Statement ITEC 530 Problem Statement.doc
Tina: I think you have picked a great problem, but I think you don't make the problem clear. It almost seems like you just need to add one sentence to your introduction that assertively states the problem, as in "My students are not ..." I had to read through your whole problem statement before I felt like I understood what the problem was. But, that said, I think you have picked a great problem for this instructional design process. ~ Emily
Emily~ thanks for your observation after looking at my paper again I could see that I need to add that to the introduction and it would make it very clear to anyone reading what was the definite problem.Tina

Ryan - Problem Statement
Ryan: Your problem is probably one that every teacher can relate to. My concern with your problem statement is that you may find it to be too broad or general for our overall project. Perhaps you could narrow the scope or pick a specific problem within this "trend" of teaching basic skills and not encouraging critical thinking. It is an awesome topic - I hope you come up with some strategies we can all use. ~ Emily
Emily: Thanks for the feedback: I was actually going to narrow the topic down to "using photostory and the internet" to teach critical thinking in reading and writing giving two examples of how to use each. I think that will be easier. from Ryan
Ryan~I can fully relate to this problem especially at the high school level. I think by looking for ways to enhance your students learning you will get a more active and engaged classroom. I am interested in learning about some of your instructional strategies to add to your content area. Tina

Needs Analysis Paper

Shannon~

Tina~ Needs Analysis Plan ITEC 530.doc

Shelly~

Mike~

Ryan - (re-did this)

Emily -

Brigitte~
Bayne

Needs Analysis Evaluation Tool

Emily ~ This is a summary of my findings and results.

Shannon ~ Here is my parent survey and pretest/post test.

Shelly ~ Student Survey

Mike ~ Political Party Pretest ~ I have used this with half of my students, and began to collect data from the test where this material was also addressed...this should be interesting!

Tina~This is pretest survey for the accounting students.Student Survey for Needs Analysis.doc~I have collected data from this survey and have used it to help with my instructional design in the classroom.

HyperStudio Stacks
To view stacks you must download the hyperstudio viewer

Hyperstudio Plugin - Windows 3.1
Hyperstudio Plugin - Macintosh

Task Analysis ~
Learner Analysis ~
Objectives ~ I tried...I hope it works...we'll see!!!!!
Needs Analysis ~

to learn more about hyperstudio here is a good tutorial http://www.uen.org/utahlink/tours/tourFames.cgi?tour_id=14179

Needs Assessment Final Report
Shelly ~

Task Analysis
Shelly ~ - Task Analysis Flow Chart
Shelly - Procedural Analysis ~
Emily -
Shannon - Updated task and procedural analysis (Nov 13).
Mike - NEW 11/3
Ryan -
Tina ~
Objectives
Emily - ISD Planning Grid
Shelly - ISD Planning Grid
Mike ~ ISD Planning Grid
Sequencing


Strategies


Evaluation
Shannon- Here are my evaluations used.
Shelly - My evaluations (not sure if they are correct) -
Mike ~ Here are my evaluations...

Slideshow for chapter 11

Real world and performance assessment:
http://www.slideshare.net/guestd0c8f7/real-world-performance-assessment/

Memorization Assessment: http://www.slideshare.net/guest4ed00c/memorization-assessments/


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