Project+Report

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=Executive Summary: =

==This unit of study follows the ADDIE model of instructional design. During my analysis I determined a need for alternative assessment for children with disabilities in written expression. In the design phase of the project I decided my goals and objectives for example: Students will create a Haiku deck to demonstrate what they have learned about mountain building processes on Earth, and Students will accurately describe how and where volcanic, dome, fault-block, and mountains form. They will also give real world examples of each type of mountain. The next step in the ADDIE model was to develop the instruction to meet the goals and objectives. The sequence of instruction is also determined at this stage of design. The last two steps were implementation and evaluation. These steps were not totally linear; evaluation was really part of each step. A combination of formative and summative assessment was used throughout the unit. At the units conclusion I conducted a survey of the effectiveness of the unit's design. I ask my colleagues to review the unit components and complete a survey in addition my students completed a simple survey about their learning experience. ==

**Objectives:**

__**Goals:**__

 * == Students will demonstrate an understanding of the creation and changing of landforms that have occurred through geologic process, including volcanic eruptions, and mountain-building forces. ==
 * == Students will create a Haiku deck to demonstrate what they have learned about mountain building processes on Earth. ==

__**Objective:**__
==The purpose of this instruction was to narrow the gap between students with written expression and the other students. This was achieved by decreasing the cognitive load created by writing. Students with learning disabilities in written expression have difficulty expressing their ideas on paper. This is compounded by having to write about information that is new to them. By using a media tool like Haiku Deck where a combination of images and limited words are used to express ideas and concepts. Students with learning disabilities should feel comfortable in using this easy tool to share what they know and understand about mountain building.==
 * == Students will accurately describe how volcanic, dome, fault-block, and folded mountains form. ==
 * == Students will accurately describe the locations and conditions where volcanic, dome, fault-block, and folded mountains form. ==
 * == Student will give real world examples of volcanic, dome, fault-block, and folded mountains in relationship to the conditions in which they are formed. ==

=Process used for this analysis: =

==** As I began this process I was not sure what direction it would take. I knew I needed to choose an area I was familiar with to learn the ISD process. Because writing is an important focus for the new CCSS standards and my own children's education has been lacking in this area, I decided this was an issue that needed to be addressed. My original focus was teachers because I believe that is ultimately where the greatest impact lies. I spent hours looking at standardized test data. Our school's test scores are very good and there was not an area of need that jumped out at me. However, I still have very few students who are truly proficient writers. The test scores simply don't match the level at which I think my students should be writing. So the question remains, where are the problems and how do I fix them? What group of students has the greatest needs? **== ==** I began to think back on my personal writing experiences and those of my students. Having a diagnosed learning disability myself gives me a better understanding of what my students are going through. I can empathize with these students. I compose, revise, and edit at the computer. Many of my gifted students have remarked that they prefer to do the same. When I ask my students with disabilities what it is about writing that makes it difficult some say they just don't know what to write, others say that the writing takes so much effort that they forget what they were thinking. **== ==** Writing is as difficult to teach. I require my students to write often in my class and some of my students hate it so much they just flat out refuse to participate. I find myself sitting with them one on one during my planning or after school and hand hold until we get something, ANYTHING on the page. //I keep thinking, "There has to be a better way to do this. How can I teach them to write independently?"// **== ==** My youngest child is LD/Gifted. Like most students with this strange combination of needs there disability is in written expression. One of the accommodations the testing psychologist suggested was teaching him to type and also allow him to use speech to text tools like Dragon Dictate. Everything I have read states that the use of technology will level the playing field for LD/Gifted students. So if it for students’ with duel exceptionalities would it work for kids with just learning disabilities? Several options might work for these kids. Voice to text programs like dragon dictate might be helpful or perhaps a variety of technology like Haiku Deck where the concept is presented using pictures and words to communicate the concepts. **== = = =Needs Analysis: =

==** At the beginning of the year I always have my students answer some questions about themselves. This gives me incite into their attitudes about themselves and school. I learn about their extracurricular activities and outside interests. It is a very informal gathering of information that helps me make connections with my students. I also look at standardized test data, have my students complete a reading comprehension assessment, and a writing sample. Based on this data I develop a tentative plan of instruction for the year. As the year progresses and I get to know the unique needs of my students I am able to monitor and adjust the instruction to meet the needs of my students. For this particular unit I wanted to focus on an instructional design that would enable my students with learning disabilities to show what they know about mountain building without the anxiety that writing an essay might cause. The decisions for what my students learn in science through the year are mandated by state science and common core standards. At first I had a hard time deciding on how I would go about meeting the needs of my students and what kind of product I would have them create. I eventually decided on Haiku Deck because it uses a combination of images and brief descriptions to communicate a concept or idea. The program is very easy to use so I would not have to use a lot of time and resources teaching them the technology. I felt like this also might motivate them to do their best work. **==

=Content Analysis: =

==The content used for my instruction is based on the state standards, I use the supporting document from the State Department’s website to determine which content to teach. The resources I used were accurate, aligned to the state standards and appropriate for 8th grade students. I feel that my analysis was complete. My strengths lie in knowing my students and being able to design lessons that move them forward in knowledge and skill. I am also able to analyze the process along the way and make the minor adjustments necessary for learning to occur. I would like to better integrate technology into my lessons so that it becomes a tool for learning as well as a tool for summative assessment.==

=Learner Analysis: =

==I developed this lesson with the learning disabled student in mind specifically, teens with written expression issues. Writing is one of the most difficult cognitive processes for the average person. The cognitive load for a teen with a learning disability is very much overwhelming. However, these students need to learn how to write with enough efficiency to be productive members of society. Like most overwhelming task in education we break the task into manageable steps. The first step is to learn the content that will be presented in the final product. We achieved this by reading, video clips, graphic organizers, and discussion. Once they have a good understanding of the content then we prepare for the final product. I did this by showing them an example of the product and modeling how I created my storyboard. Comparing the final slide with the storyboard. Students worked in pairs to create a storyboard for the Haiku Deck presentations. The students used their notes and resources to create the storyboards. Once students complete the storyboard we went to the media center to create our Haiku Deck on the iPads. Using the apple TV, I modeled the basics of the application and how to sign into our class account. I move from group to group while the students work and help them revise and edit. When everyone finished I modeled how to publish the Haiku Deck.==

=Context Analysis: =

==This particular product was intended for middle school students with learning disabilities in written expression. The software application (Haiku Deck) used to create the slide presentation was appropriate for middle school students. The technology was easy to use and did not take away from the students’ ability to share what they have learned about mountain building. The students enjoyed using this software application and were able to accurately describe the process by which various mountains are formed. I have since used this with a different topic with all of my students and found that it is appropriate for all learners. Because Haiku Deck limits that number of characters you can use for a slide students are forced to choose the most important information and many found it challenging to decide how to say what was important in the least number of words. It was a pleasant surprise to know that this particular lesson could challenge my students regardless of their academic level.== = = = = =__Design and Development __= =Description of the instruction: =

__**Settings, Activities, and Sequence**__
==This learning experience takes place in an 8th grade science classroom at a small rural public school in the state of South Carolina. The end product will be a Haiku Deck slide presentation created by a pair of middle school students working together.==

The instructional sequence is as follows:

 * 1) ==Students will watch a short video clip on the processes that create mountains.==
 * 2) ==Students will follow this activity with a paired reading assignment in which they will “hold their thinking” on a graphic organizer.==
 * 3) ==Students will read another article on mountain building and we will hold a class discussion on what they learned from the previous reading assignment and the assignment they just finished reading.==
 * 4) ==Students will add appropriate information to their mountain building graphic organizer.==
 * 5) ==Students will write a short summary of how each type of mountain is formed as a formative assessment. Teacher will read these and clear up any misconceptions.==
 * 6) ==Students will take a short quiz on mountain building processes. The teacher will grade these and again clear up any misconceptions.==
 * 7) ==The students will create a storyboard for their Haiku Deck presentations. The teacher will read the storyboards and make suggestion for improvement.==
 * 8) == The students will create their Haiku Deck presentations and share them with the class. The Haiku Deck presentations will be graded for design appeal and content accuracy using a rubric. ==

= = =Development process supporting the instructional approach: =

== For the design process I followed the basic ADDIE model with some design components from Marzano's Essential 9 High Leverage Instructional Strategies and The Universal Design Theory. The following graphic depicts my development process in designing this particular instructional approach: ==



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=Major Components: =

The major components of my instructional or products are as follows:
== 1. Testing and evaluation plans: At the end of the process I had my colleagues review my instructional materials and complete a survey. The students also completed a survey about their learning experience. Throughout the unit I used a combination of formative and summative assessment. ==

2. Grading rubrics: I used a grading rubric to evaluate the Haiku Deck presentation created by my students.
== 3. Practice activities: The purpose of practice activities is to help students gain competency in content and skills necessary to create the Haiku Deck presentation. The interactive PPT quiz and summaries of mountain formation are examples of practice strategies. ==

4. Feedback mechanisms: The purpose of feedback is to correct misconceptions and skills. Constructive feedback that is given often is a highly effective tool.
== 5. Introductory presentation of instruction: The purpose here is to model a skill or present information that is pertinent to the outcome of the lesson. Throughout the unit I modeled skills and facilitated activities that would help students acquire the content information mandated by state standards. == ==6. Motivation strategies: Motivation is a key element in the learning process. Students who have a valid purpose for learning will be more incline to cooperate with the process. Marzano discusses the importance of rewarding effort. I find that when I build the use of technology and choice into my units students are more engaged in the learning process.== =7. List of materials in my instructional package:=
 * == **Two** articles on mountain building of appropriate reading levels for my students==
 * ==Model of a graphic organizer to use for "holding their thinking"==
 * ==Storyboard template for student planning==
 * ==Rubric for grading Haiku Deck Presentation==
 * ==Haiku Deck application downloaded to class iPads/ class Haiku Deck account/ and Class email account.==
 * **PPT interactive quiz on mountain building**

= = =__**Evaluation **__= =Key Development decisions and justification: =

The key developmental decisions made during the design and development of this unit are as follows:

 * 1) ==The first developmental decision was which tool would I use for the student product. I chose Haiku Deck because you are limited in the amount of text you can enter on each slide. I concept behind Haiku Deck is to tell a story or sell a concept with a combination of images and brief words. I thought this might be a way for students with learning disabilities to show what they truly understand without the cognitive overload that often happens with other types of assessments. I like Haiku Deck's simplicity, the images are built into the app so I don't have to deal with the complex issues of copyright.==
 * 2) ==The second developmental decision was to determine what parameters should be met to indicate my students had mastered the concept of mountain building. What should be included in the Haiku Deck Presentation.==
 * 3) ==The third developmental decision was how to assess the Haiku Deck presentations. To do this I created a rubric.==
 * 4) ==The fourth developmental decision was to create a storyboard template for my students to use in planning their Haiku Deck presentations.==
 * 5) ==The last developmental decision was to come up with a plan to teach my students how to use Haiku Deck. I created a training video for my wiki page but in the end decided to teach it in real time using apple TV to mirror the step by step process. I would model a step and then have them do the same thing. We did this for the title slide and then I set them loose to create their presentations.==

==Other key decisions included how to teach the content to be used in the Haiku Deck presentations, how to evaluate the instructional design, what type of survey questions will give me the most accurate feed back?==

=Evaluation: =

==Formative assessment is important because it lets me get a feel for what my students understand and their misconceptions. Formative assessment has many faces in my classroom. It can be as simple as listening in on students as they engage in the content, conversations with students, quick writes, or exit slips. During this unit I used all of these strategies for formative assessment. My formative assessments allow me to plan the next step in instruction. Tests, quizzes, and the Haiku Deck presentation were all forms of summative assessment used during this unit.==

==To evaluate the Haiku Deck presentations I chose a rubric that I created online. It is important to give students the rubric when explaining the project. Show them examples and teach them to self assess their work. I had my students complete an evaluations about their learning experience with Haiku Deck. I ask what they liked about the project. What they didn't like about the project. What they learned. What problems they had and what I could change to make it better for next years students.==

=Overall my product evaluations were positive. My Powerpoint quiz needs some work. I need to add better questions on a variety of levels. I also need 4 answer choices per question. I am planning on using Haiku Deck with all of my students= =Student Evaluations:= =98% of my students said they enjoyed using Haiku Deck and would like to use it again.= =85% of my student said they found the video helpful. It would have been better if they could have watched, paused, worked, then moved to the next step.= =70% of my students said the Powerpoint quiz was helpful. They like the interactive website quizzes better.=

I also ask my colleagues to review my instructional design unit and complete a survey giving me feedback on the design process.
== To insure the product was easy for students and teachers to use I included both visual and verbal instruction on how to create a Haiku Deck. I also created an interact ppt quiz for students to assess what they have learned about mountain building including built in feedback and navigation. I created a rubric for evaluation of the Haiku Deck presentations. This makes the expectations clear to the learner and slo help other teachers understand how to evaluate student learning. ==

=Expected maintenance and distribution requirements: =

==I was pleased with the outcome of this unit and the application of Haiku Deck presentations as a way to assess student understanding of various concepts. I have already shared my storyboard document and rubric with other teachers at my school. I have plans to modify my rubric to add a section for content accuracy and level of understanding. These were not options when I created my rubric online however, I think I will retype it in word so other teachers can make it their own. There is no real maintenance for this particular learning experience. I image we will need to update Haiku Deck on the iPads and perhaps I will learn more and more about this application as I continue to use it with my students. The cost of this learning unit was minimal.The school provided a class set of iPads for our school. Haiku Deck is free for the iPad and paperless. Students will present their Haiku Decks to the class while each student gives feedback I can grade the projects. I was able to put all the student handouts on two sheets of paper. One for storyboard handout and the other contained the grading rubric and instructions. I tend to create lessons that are budget friendly or should I say no budget because that is the reality of my world in public education.== = = =<span style="font-family: 'Comic Sans MS',cursive;">References =

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