Spencer's+Write-Ups

**__Memorable Teaching Moment__**
One of the best teaching moments occurred during my second year teaching at Hancock Middle School. It was the first time I had taught consecutive years to the same students. Over the process of the study in American History I developed a great report with the classes, and set aside “discussion time” with the students. During this time I would ask students questions about U.S. history, and if a correct response was given they could choose the next subject, school appropriate. At one point I mentioned the fact that I enjoy eating big cookies, the kind that are so big that the edges are crunchy and the middle is a soft, warm gooey mess. I thought nothing of the matter and shortly thereafter ended class. A few weeks later we were approaching Thanksgiving that same class persuaded me to have a Thanksgiving. The criteria was each student can create something for the event such as place settings, drinks, food, music or a story telling and it was to be as authentic as possible. There were ideas in our text and we found others in related only sources. There was a good deal of preparation for the event and had to complete it in a short amount of time. After planning the event with each of my three classes of U.S. History, preparing clean up with the custodians, checking with the nurses for any medical concerns, and research for the students projects. When the last class before the Thanksgiving break came each class had 15 minutes for preparation, 25 minutes for presentations, 30 minutes for eating and discussion and then 20 minutes for clean up and exit ticket. The question for the ticket was “What have you learned about Pilgrims while completing the Classroom Thanksgiving Project. One of the students I really bonded with throughout the year even made me a 12 inch diameter cookie that was crispy on the edges and a gooey mess in the center. The administration and a few teachers even stopped by and partook in the festivities and enjoyed themselves. One of which commented that our classroom Thanksgiving would probably end up being a better time for some of our students than their Thanksgiving with their families. Later I reflected on that comment and tried to make it a large factor in my decision making and teaching style and habits and can remember it like it was yesterday.

Response: Nice :) This is what makes teaching such a fulfilling professions! (And yay for the cookie!) Quick question: do you mean "rapport" - I developed a great //report// with the class...

Class Goals

I have not established clear goals for this course at this time. I do know that I am always looking for an innovative way to capture the attention of the audience of which I am presenting to a greatly enjoy it. I have even considered changing careers in order to allow for more freedom in this area. Additionally, I think that there is always something to new to learn when dealing with technology. I genially feel a great sense of satisfaction when I create something that others enjoy. = = = Write Up # 2 = Ironic, I have used Understanding by Design but did not know I was doing it. I started this year in response to the looming Common Core. In Social Studies we will be making a shift to acquiring literacy standards for non-fiction text and writing. Additionally, we will move away from chronological history to a yearlong focus on certain historical skills which are based on a preselected number of case studies on historical events and figures. On a side note I can see a lot of similarities between UbD and the common core standards and wonder if Wiggins and McTighe had a role to play in its creation, if not what they think about the common core? The UbD framework for these units is created by the D.B.Q. Project ([|www.dbqproject.com]) and for middle school they are called Mini Q’s or Mini Document Based Questions. They are referred as mini because they contain only four primary source whereas a normal D.B.Q. contains eight to ten primary sources. Lessons presented this year using this framework are Early Jamestown: Why did So Many Colonists Die?; Valley Forge: Would you have Quit?; How did the Constitution Guard Against Tyranny; How Free Were Free Blacks in the North?; Was the United States Justified in Going to War with Mexico?; The Battle of Gettysburg; Why was it a Turning Point in the Civil War? ; and Progressivism Where Will You Put You Million Dollars? At the beginning of each of these lessons I always think of a quote that I often use when coaching young athletes or teaching in the classroom which is “He who fails to plan is planning to fail” ~Winston Churchill. When I read “In teaching students for understanding we must maintain the key thought that we are coaches of student ability to play the game of performing with understanding not explainers of our understanding to them on the sidelines.” (Understanding By Design By Grant P. Wiggine, Jay McTighe page 1) I immediately went back to the prior quote and feel that they are one in the same. At this time I will cite how I have used the UbD framework in “How Free Were Free Blacks in the North” and “Was the United States Justified in Going to War with Mexico”.

For Stage One: Identify Desired Results What should they know all mini q’s are similar as they are designed to engage student thinking, develop literacy skills, develop debate skills, develop analysis skills for primary and secondary source document, identifying biases and development of fact based opinions through essay. Stage Two: Determine suitable evidence: What will be satisfactory evidence of students understanding will also be very similar if not the same for all Mini Q’s. The most important assessment is the Mini Q Essay which is graded on a scale from four to one, four being the best, and the rubric is handed to students before we even start the mini q which I will describe in part three for each. The next determination of suitable evidence is a student debate in which students are given Debate preparation sheets and a side that they will take (sometimes they can pick but when most students are feeling a similar way a teacher needs to select who is taking what side). With each of these assessments memorization is not enough, a student must understand the event or leader and assess, using the facts, to create an opinion. I often explain to the students that a good journalist can argue both sides of a debate because they study both sides of the argument. Each debate is graded through a debate rubric which is again given at the beginning of each mini q. assignment. Lastly; students complete a traditional multiple choice assessment which normally covers the entire theme. Stage Three: plan learning experiences and instruction is where each of the mini q’s are different, as they are on different subjects. With “How Free Were Free Blacks in the North” we first began by examining the differences between the Antebellum North and South especially in the areas of politics, economics and human rights. Whereas “Was the United States Justified in Going to War with Mexico” We focus on Manifest Destiny through politics, media, and westward expansion. For both we complete two to three activities which are not graded and one quiz to check to see if students have acquired background information. With this part we use the text and other text based sources, handouts related to the theme and graphics from the time period and on the subject at hand. Next we watch a movie on the subject at hand and look for issues such as bias, themes or what I like to call I.D.K.’s or I Didn’t Knows and the students discuss these with each other as a reflection process. After an enriched and well developed background is established students begin the mini q with a hook exercise, Free Blacks deals with the abolition of slavery between 1777 and 1865, and War with Mexico deals with a map of disputed territory in the Texas territory. Next students read a background essay and discuss what they already knew and did not know and answer a few written questions. Then understanding of the question is cemented and pre-bucketing commences (bucketing is a type of graphic organizer used to organize documents.) Then they are presented with four primary source documents which they have to analyze first in groups and produce handouts on each of the documents then they present the findings with the class and I supplement any additional information through a discussion. Then we complete a finial bucket and chicken foot (thesis) and produce a outline guide sheet. Lastly the students will complete an essay of predetermined length citing documents and adding their opinion of the issue based on fact. Followed by classroom debate mentioned earlier and assessment to close each mini q. Due to our current curriculum being a mile wide and an inch deep the twin sins of design; activity focused teaching and coverage focused teacher neither case provides an adequate answer to the key questions at the heart of effective learning. (-Understanding By Design By Grant P. Wiggine, Jay McTighe) usually appear. More often than not coverage being the leading offender due to county benchmarks, but I again think the common core will change a lot of that!

Response: The observation you made between Common Core and UbD is very interesting. There were states that were strongly influenced by Ubd and entire schools systems that embrace UbD. Depth is really emphasized in UbD. Do you think the move towards the Common Core would help prepare students for college and the world of work?

** Write Up #3 **
Dr. Merrill’s comments were short, simple and vastly overlooked. His main message is to keep basic instruction to three steps which are first show people what is trying to be taught don’t tell them, second give students an opportunity to practice what was first shown to them and lastly motivate students with substance which is best applied with use of real world problems or tasks. Later in the video he stated it must simpler as demonstrate, apply and use of real world problems. Dr. Merrill also discussed how the educational internet sites are turning into information dumps and “Shovel Sites” or places where instructors dump course information thus rendering them ineffective. Through watching the video I could instantly tell that Dr. Merrill’s forty years of working in instruction design has provided him with a extensive knowledge of what works and what does not. After reading “Instructional Design A.D.D.I.E. Model” I learned that A.D.D.I.E. stands for the five phases of instruction design according to the model which are analysis, design, development, implementation and evaluation. The beginning of the article comes with a disclaimer that this is a generic process traditionally used and the most common design tool but there are many weaknesses and spin-offs. I feel that its base is good but it is no UbD which I feel is its superior. A.D.D.I.E. and UbD are more similar than the Gagne’s nine steps which seem to be much older being developed in 1985. A.D.D.I.E. and UbD both start with clarifying what learning objectives or goals are desired. All three are designed to follow an education procedure through planning and extension of actives that are based on student understanding by application of knowledge. Lastly, all three are not step by step models to be used as automated instruction they require individualization by each educator who uses them. The differences between A.D.D.I.E., U.b.D. and Gagne’s nine steps are vast and there are a myriad of them, I will simply try to discuss the most obvious. I feel that U.b.D. is the best of the three and something that I will make a conscious effort to incorporate in my education process. U.b.D. begins with creating the desired results of the lesson or unit A.D.D.I.E. generically states analysis of objections and goals what was is desired vs what is already present in the learner and big difference from A.D.D.I.E. starts with gain attention through a problem or new situation. U.b.D. next identifices assessment evidence or how you will determine what the learner has acquired. Gagne informs the learner and simulates recall of knowledge. A.D.D.I.E. begins a design phase and development phase. All three are different at this stage U.b.D. has not even started anything with the learner, A.D.D.I.E. from what I can tell doesn’t mention the learner until stage five and Gagne discusses the learner from the beginning. Lastly they all have different phases used to achieve learner understanding. U.b.D. has three stages which are desired results, assessment evidence and learning plan which is very different from Gange has nine steps which are gain attention, inform the learner, stimulate recall of prior knowledge, present the material, provide guidance for learning, elicit performance, provide feedback, assess performance and enhance retention and transfer. Lastly, A.D.D.I.E has five phases which are analysis, design, development, implementation and evaluation. Showing they all have different lingo, ideas, visions, objectives and goals but are used to achieve learning through planning. I myself prefer U.b.D. as I feel it will be the most effective for Common Core instruction.

Response:

If ADDIE goes this way: 1 > 2 > 3 > 4 > 5 Ubd goes this way: 5 > 4 > 3 > 2 > 1 Though they are not exactly perfect opposites.

ADDIE begins with your objectives and ends with, "Well, what assessments will you create to check if the objectives were met?" This makes perfect sense in designing instruction. UbD on the other hand begins with performance assessments. So it is called "backwards design."

UbD is an eye opener in that Wiggins and McTighe are responding to the autopilot mode that teachers often get trapped in. Teachers get the minimum learning competencies or learning objectives or whatever the state has determined need to be taught. And then they move from there. Instruction becomes coverage-focused. <span style="font-family: 'Eras Medium ITC','sans-serif'; font-size: 16px;">Wiggins and McTighe wants us to ask a big question first: What exactly are we trying to accomplish? What do we want our students to know and be able to do, and WHY?

<span style="font-family: 'Eras Medium ITC','sans-serif'; font-size: 16px;">It's like trees vs the forest. When we go tree by tree by tree, sometimes students miss seeing the forest. And each tree by itself does not really make much sense since the bigger context is absent. My experience with history was that we learned it by periods of time and also by places. In my case, it was Philippine history, then Asian History, then World History. Then by periods. The different Chinese dynasties, for example, during Asian History. Then the Dark Ages, Medieval times, etc, during World History. One day, however, and ironically, too, that it was in a college course called Science, Technology, and Society, that I came across an eye opener. The faculty member being sent on a mission by the university president, the president decided to do the lecture for him. And he started talking about the big picture of technology development with an historical but also global perspective. He said, "During the Dark Ages, it wasn't the Dark Ages everywhere. There was a lot of technology being produced in China.... " And I was seating there, totally fascinated about this new picture that I was seeing.

<span style="font-family: 'Eras Medium ITC','sans-serif'; font-size: 16px;">For course development, UbD will be awesome. For modules, ADDIE will be great, when we already have the essential question and the big picture. Gagne's is awesome for developing specific lessons.

Write Up # 4
<span style="background-color: #ffffff; color: #000000; display: block; font-family: inherit; font-size: 12px;">**Instructional Design Notes** I. The Gaps - Which gaps do you need to think about for your audience? Discuss presence or absence of gaps in terms of knowledge, skills, motivation & attitude, environment, and communication. II. The Learners - Discuss in as much detail as possible your target learners. Demographics. Motivation. Likes and dislikes. Skill level. How can you best support construction of knowledge? III. The Goal - Set the destination. State problems you've identified. Determine learning goals. State your objectives and elaborate why you are aiming for these.

I will be completing a mini unit on Colonial America and will mainly focus on the regional differences that develop during the colonial period in the United States. Areas of study will include but not be limited to items such as geography, economy, religion, culture, and government. It is designed to build background knowledge required for understanding later issues in American History such as establishment of the Articles of Confederation, U.S. Constitution, placement of the nation’s capital, Manifest Destiny and the Civil War era. Knowledge of regional differences will also aid in the acquisition of skills such as knowledge, skills, environment and communication in politics as well as current events. This lesson also helps students to develop a cultural identity due to the fact that Maryland is a boarder state with many blended elements of the three cultures.
 * __ I. Gaps: __**
 * __ Knowledge: __** The learner will need to acquire knowledge about the establishment of the colonies and the development of regional differences in order to recognize New England, Middle and Southern differences. Most of the learners will have a gap of knowledge for the American Colonial system.
 * __ Skills: __** Learners will continue to develop skills necessary for analyzing documents. This skill will be practiced throughout the year and for most learners will be a gap.
 * __ Motivation: __** This is a difficult on to evaluate as each set of classes is very different. I will suspect that the learners will maintain high motivation levels due to unit structure (online) and class grading leaving little to no gap.
 * __ Environment: __** Lack of quality internet access for all students will limit variation of environment creating a gap in the areas of retrieval and application of skills.
 * __ Communication: __** The goals or objectives being clearly established will leave no gap in the communication between instructor and learners.
 * __ II. The Leaner’s: __**
 * __ Demographics: __** Learners will be between the ages of 13-16 and will be students attending eighth grade at Hancock Middle School. The Students job or goal will be to pass the American Journey Social Studies class with an 80% or higher. Learners are residents of a rural area and majority do not have internet access at home. Learners will have the same teacher for a new course establishing expectations, background knowledge and educational relationships developed between instructor and learners.
 * __ Motivation: __** Majority of the motivation for majority of the learners will be extrinsically created through grades earned through course completion. Students will also find use of the American Journey text book online includes e-reader technology; assistance in reading greatly increases motivation in most students. Intrinsically, motivation may occur through interest or use of laptops along with unit web site as well as use of I-pods while working as an additional reward. Completion of a “Hook” exercise will build some early success and create a safe place for students to fail which are also key elements of motivation.
 * __ Likes/Dislikes __** : Learners enjoy a relaxed environment which has quick response to technical problems and continual assistance with factual information and comprehension of information. Learners also like the ability to learn at their pace with the use of a unit themed web site. One of the main goals of the instructor is to give instant feedback in order to increase motivation. Additionally examples and group demonstration encourages learner buy in. Additionally, showing but not requiring the learner supplementary materials will give intrinsic learners additional motivation, and showing the extrinsic learner they are focused on the basics. Learners dislike stress produced my formal assessment such as multiple choice exams and micromanagement by established module submission dates.
 * __ Knowledge/Skill Level: __** Knowledge levels will be built through the use of visuals in PowerPoint presentations, creation of colleges and primary sources. Stories acquired mainly through primary source documents will help build interest as well as skill level through document interpretation. Data organizers will be used to categorize information in a way that works best for the learner. Interaction between learners and instructor will allow the learner to explore ideas that he or she finds interesting.
 * __<span style="color: black; font-family: 'Cambria','serif'; font-size: 16px;">III. The Goal __**
 * __ Destination __** : Students will gain knowledge and skills related to Colonial America and apply knowledge to pass unit assessment.
 * __ Problems __**
 * 1) How to establish and maintain motivation?
 * 2) How to bridge knowledge gaps?
 * 3) How to encourage use and development of primary and secondary source skills.
 * __ Objectives __** :
 * __ Unit __**
 * Students will analyze reasons for settlement of the New England, Middle and Southern colonies. This will give students a background or foundation of knowledge need to store information on the colonial regions.
 * Students will be able to explain how the New England, Middle and Southern colonies varied in economics, government, religion and culture. This knowledge will allow students to apply opinions created to United States History and current events within the county.
 * __ Ongoing __**
 * Students will continue to develop skills to analyze primary and secondary documents. This is a valuable skill needed to study history. These skills will also easily transfer to real work application within the workplace in many professions.
 * Students will develop literacy skills through rereading; referencing, interpreting or analyzing historical text. Literacy skills need to be built in all subject areas to build skill application in a many different environments.
 * __ Essential Questions __**
 * What is the main reason for the settlement of the New England, Middle and Southern colonies?
 * How are the New England, Middle and Southern colonies different in the areas of geography, economy and government?
 * How can historical document aid in the creation of factual based opinions of the learners?

<span style="display: block; font-family: 'lucida grande',arial,verdana,sans-serif; font-size: 12px;"><span style="background-color: #ffffff; color: #000000; display: block; font-family: inherit; font-size: 12px;">[|Course Web Site]

Write Up # 5
<span style="color: black; font-family: 'Lucida Bright','serif';">Strategy to gain attention for this lesson: The Story of the Lost Colony of Roanoke, then the students will use investigative literacy skills to answer a critical thinking question on colonial clues left behind by the Jamestown residences before disappearing. <span style="color: black; font-family: 'Lucida Bright','serif';">Information to be retained: Reasons for establishment of English settlements in North America such as religious freedom, profit from resources and political freedom. <span style="color: black; font-family: 'Lucida Bright','serif';">Strategy/ies for supporting retention of information: <span style="color: black; font-family: 'Lucida Bright','serif';">Students will create a collage using a word document or word publisher of the key reasons for establishment of the American Colonies.
 * __<span style="color: black; font-family: 'Lucida Bright','serif';">The Background __**

<span style="color: black; font-family: 'Lucida Bright','serif';">Strategy to gain attention for this lesson: Students will be presented with a question for the attention getter for this lesson. How does where you live effect how you live? Students will also be presented with a collage of different activities segmented into colonial regions. <span style="color: black; font-family: 'Lucida Bright','serif';">Information to be retained: <span style="color: black; font-family: 'Lucida Bright','serif';">The idea that geography effects how make a living, spend their leisure and develop an individual culture. <span style="color: black; font-family: 'Lucida Bright','serif';">Strategy/ies for supporting retention of information: Students will post a response to the question of “Which of the three regions presented in the graphic would you choose to live and why? Students will post responses on their MyBigCampus ([] )discussion board and reply to one other students comments.
 * __<span style="color: black; font-family: 'Lucida Bright','serif';">Hook __**

<span style="color: black; font-family: 'Lucida Bright','serif';">**__Lesson 1:__** <span style="color: black; font-family: 'Lucida Bright','serif';">Strategy to gain attention for this lesson: A Prezi ([] )will be used to introduce different statists, images and stories of the Middle Colonies <span style="color: black; font-family: 'Lucida Bright','serif';">Information to be retained: <span style="color: black; font-family: 'Lucida Bright','serif';">Strategy/ies for supporting retention of information:
 * 1) <span style="color: black; font-family: 'Lucida Bright','serif';">New England colonies were established for religious freedom and a representative government.
 * 2) <span style="color: black; font-family: 'Lucida Bright','serif';">Geographic Characteristics influenced New England Colonial life.
 * 3) <span style="color: black; font-family: 'Lucida Bright','serif';">Subsistence farming due to rocky soil and a short growing season.
 * 4) <span style="color: black; font-family: 'Lucida Bright','serif';">Large shipping and fishing industries develop.
 * 5) <span style="color: black; font-family: 'Lucida Bright','serif';">New England colonies are Massachusetts, Rhode Island, Connecticut and New Hampshire.
 * 1) <span style="color: black; font-family: 'Lucida Bright','serif';">Primary Source document with questions
 * 2) <span style="color: black; font-family: 'Lucida Bright','serif';">Students will create an Anamoto video ([] )incorporating two or more key features of the Middle Colonies

<span style="color: black; font-family: 'Lucida Bright','serif';">**__Lesson 2:__** <span style="color: black; font-family: 'Lucida Bright','serif';">Strategy to gain attention for this lesson: Students will watch a video clip which describes how New York became part of the English Middle Colonies and development of New York as a city. <span style="color: black; font-family: 'Lucida Bright','serif';">Information to be retained:
 * 1) <span style="color: black; font-family: 'Lucida Bright','serif';">Geography attracted European immigrants in large numbers to the middle colonies.
 * 2) <span style="color: black; font-family: 'Lucida Bright','serif';">Geographic Characteristics influenced the Middle Colonies
 * 3) <span style="color: black; font-family: 'Lucida Bright','serif';">Creation of large cities due to deep ports.
 * 4) <span style="color: black; font-family: 'Lucida Bright','serif';">Ability to produce some cash crops such as wheat and corn.
 * 5) <span style="color: black; font-family: 'Lucida Bright','serif';">Mining iron produced factory jobs colonists.
 * 6) <span style="color: black; font-family: 'Lucida Bright','serif';">New England and Middle Colonies live a very similar lifestyle.
 * 7) <span style="color: black; font-family: 'Lucida Bright','serif';">Middle Colonies are New York, Pennsylvania, New Jersey and Delaware.

<span style="color: black; font-family: 'Lucida Bright','serif';">Strategy/ies for supporting retention of information: <span style="color: black; font-family: 'Lucida Bright','serif';">Primary Source Document with questions <span style="color: black; font-family: 'Lucida Bright','serif';">Students will use Voki ( [] ) to share information on the founding, economics and immigration of a city in the Middle Colonies.

__**<span style="color: black; font-family: 'Lucida Bright','serif';">Lesson 3: _ **__ <span style="color: black; font-family: 'Lucida Bright','serif';">Strategy to gain attention for this lesson: Creation of a Wordle ([]) using one or two word descriptions of southern geography, culture and economics and complete a survey using W.C.P.S. Google Doc’s. <span style="color: black; font-family: 'Lucida Bright','serif';">Information to be retained:


 * 1) <span style="color: black; font-family: 'Lucida Bright','serif';">Geographic Characteristics influenced the Southern Colonies
 * 2) <span style="color: black; font-family: 'Lucida Bright','serif';">Fertile soil with long growing season allowed for production of rice, tobacco, cotton and indigo which were major cash crops.
 * 3) <span style="color: black; font-family: 'Lucida Bright','serif';">Few cities develop due to agrarian lifestyle and produces self-sufficient plantations or farms.


 * 1) <span style="color: black; font-family: 'Lucida Bright','serif';">Slavery becomes embedded in the southern culture as a cheap labor source and economic staple.
 * 2) <span style="color: black; font-family: 'Lucida Bright','serif';">The Southern Colonies were Maryland, Virginia, North Carolina, South Carolina and Georgia

<span style="color: black; font-family: 'lucida bright','serif';">Strategy/ies for supporting retention of information: <span style="color: black; font-family: 'Lucida Bright','serif';">Primary Source Document with questions <span style="color: black; font-family: 'Lucida Bright','serif';">Students will create a Prezi on southern economic, culture and slavery.

=**Write Up # 6**=


 * __<span style="font-family: 'Californian FB','serif'; font-size: 16px;">Chapter 6 - Design for Knowledge __**

**__<span style="font-family: 'Californian FB','serif'; font-size: 16px;">Idea 1: __**

__<span style="font-family: 'Californian FB','serif'; font-size: 16px;">Quotation __


 * <span style="font-family: 'Californian FB','serif'; font-size: 16px;">….feedback that **__shows__** learners what happens as a result of their choice; learners draw conclusions from the result vs. feedback that explicitly tells learners “correct” and “incorrect;” learners aren’t allowed to draw conclusions. **Page # 2380 of 4178**

__<span style="font-family: 'Californian FB','serif'; font-size: 16px;">Application __<span style="font-family: 'Californian FB','serif'; font-size: 16px;">: This idea is already incorporated into my mini course by the use of primary source document questioning. There usually is not one correct answer but a method of detecting bias, emotion and main idea and due to this students have to show learners what happens as a result of their choices.

**__<span style="font-family: 'Californian FB','serif'; font-size: 16px;">Idea 2 __**<span style="font-family: 'Californian FB','serif'; font-size: 16px;">:

__<span style="font-family: 'Californian FB','serif'; font-size: 16px;">Quotation __


 * <span style="font-family: 'Californian FB','serif'; font-size: 16px;">The first part of helping ensure that your learners will understand what you want to teach them is to start with the right content. The right content is:
 * <span style="font-family: 'Californian FB','serif'; font-size: 16px;">Less than you think it is
 * <span style="font-family: 'Californian FB','serif'; font-size: 16px;">Enough detail but not more
 * <span style="font-family: 'Californian FB','serif'; font-size: 16px;">Relevant to the learners
 * <span style="font-family: 'Californian FB','serif'; font-size: 16px;">Stuff that can fit in their closet with some expansion or rearranging
 * **<span style="font-family: 'Californian FB','serif'; font-size: 16px;">Page 2443 of 4178# **

__<span style="font-family: 'Californian FB','serif'; font-size: 16px;">Application: __<span style="font-family: 'Californian FB','serif'; font-size: 16px;">This is a good way to reflect on the information/assignments placed in the mini-course. Constantly reviewing the objectives and keeping only the important items will allow the learners to become more focused on what matters and develop opinions and understandings.

**__<span style="font-family: 'Californian FB','serif'; font-size: 16px;">Idea 3: __**

__<span style="font-family: 'Californian FB','serif'; font-size: 16px;">Quotation __

<span style="font-family: 'Californian FB','serif'; font-size: 16px;">Unless they (learners) have prior knowledge to tap into they don’t really have any way to troubleshoot issues that don’t run true to the given path. One way to address that is to make sure that the learner has a higher-level sense of what’s going on. **Page # 2593 of 4178**

__<span style="font-family: 'Californian FB','serif'; font-size: 16px;">Application : __<span style="font-family: 'Californian FB','serif'; font-size: 16px;">Prior to the introduction of this mini course students will have completed similar assignments with common expectations A background section was added to the mini course to give the students a common understanding. And tips for leaner success will be added to the site.

**__<span style="font-family: 'Californian FB','serif'; font-size: 16px;">Idea 4: __**


 * __<span style="font-family: 'Californian FB','serif'; font-size: 16px;">Quotation: __**

<span style="font-family: 'Californian FB','serif'; font-size: 16px;">Use strategies like recall of prior knowledge and metacognition to help support memory and encoding and retrieval

<span style="font-family: 'Californian FB','serif'; font-size: 16px;">Some friction is necessary in learning. Just telling the learner is too smooth and won’t stick. Learners frequently need to engage with the material to retain it. **Page** 2747 of 4178


 * __<span style="font-family: 'Californian FB','serif'; font-size: 16px;">Application __****<span style="font-family: 'Californian FB','serif'; font-size: 16px;">: **<span style="font-family: 'Californian FB','serif'; font-size: 16px;">I found these static like write ups in the Chapter Six Summary. I feel these are things I need to be aware of when building the mini course and providing feedback in an encouraging way. Metacognition is important when a learner is trying to assess what they know and what they should know, where as friction in learning provides an encouraging spark for learning excitement.

**__<span style="font-family: 'Californian FB','serif'; font-size: 16px;">Chapter 7 - Design for Skills __**

**__<span style="font-family: 'Californian FB','serif'; font-size: 16px;">Idea 1: __**

__<span style="font-family: 'Californian FB','serif'; font-size: 16px;">Quotation: __

<span style="font-family: 'Californian FB','serif'; font-size: 16px;">Learners need to practice with the relevant skills and information before they can develop proficiency but all too often, they just get a single dose of training on a topic or skill. **Page2783 of 4178.**

__<span style="font-family: 'Californian FB','serif'; font-size: 16px;">Application: __<span style="font-family: 'Californian FB','serif'; font-size: 16px;"> For each of the four main lessons the students will analyze primary source documents which give several does of training on the skill. The easier it is for students to complete the lesson assignments the better they will be able to focus on the real objectives and create an authentic learning experience.

**__<span style="font-family: 'Californian FB','serif'; font-size: 16px;">Idea 2 __**

__<span style="font-family: 'Californian FB','serif'; font-size: 16px;">Quotation: __

<span style="font-family: 'Californian FB','serif'; font-size: 16px;">Keeping people on the edge between challenge and ability is one of the fundamental principles of flow (A Csikszentmihalyi model which compares ability with challenge for learning purposes.). Ideally, learning practice would allow learners a balance of challenge and satisfaction. **Page**2833 of 4178

__<span style="font-family: 'Californian FB','serif'; font-size: 16px;">Application: __

<span style="font-family: 'Californian FB','serif'; font-size: 16px;">I will add extra credit assignments and supplementary readings for students who wish to challenge themselves in the grade level classes but will require most of them for the merit classes this way I will be able to maintain an optimum level of flow as well as not have to create two different sites to use with the mini course. Other tactics may be applied as well such as removal of the question from primary source documents, less detailed directions or presentation of assignments.

**__<span style="font-family: 'Californian FB','serif'; font-size: 16px;">Idea 3 __**

__<span style="font-family: 'Californian FB','serif'; font-size: 16px;">Quotation __<span style="font-family: 'Californian FB','serif'; font-size: 16px;">:

<span style="font-family: 'Californian FB','serif'; font-size: 16px;">In order for practice to be effective, learners need to be able to tell how they are doing. This is particularly important for skill development because practicing something incorrectly can be worse than not practicing at all. The incorrect skill can become ingrained, and then correcting that skill later will require unlearning behavior that has become automatic.

__<span style="font-family: 'Californian FB','serif'; font-size: 16px;">Application __<span style="font-family: 'Californian FB','serif'; font-size: 16px;">:

<span style="font-family: 'Californian FB','serif'; font-size: 16px;">I will use three kinds of feedback methods discussed in “Design for How People Learn” by Julie Dirksen.


 * 1) <span style="font-family: 'Californian FB','serif'; font-size: 16px;">Frequency of Feedback: For learners who struggle this is very important to keep them afloat with a new or challenging task. Frequent feedback gives confidence after completing as task or stops them before they go too far in the wrong direction.
 * 2) <span style="font-family: 'Californian FB','serif'; font-size: 16px;">Variety of Feedback: sitting down to write feedback for each student after each less is very demanding and difficult. I think a variety of feedbacks is just as good. Some feedbacks can be written or typed but others such as verbal or individual recognition are very useful as well and do not take as much time.
 * 3) <span style="font-family: 'Californian FB','serif'; font-size: 16px;">Follow-Up Coaching: Or feedback that happens after the experience will be used as well for the primary source documents and the mini document based question. As well as a student self-assessment sheet to reflect on learning from the mini course.

**__<span style="font-family: 'Californian FB','serif'; font-size: 16px;">Idea 4 __**

__<span style="font-family: 'Californian FB','serif'; font-size: 16px;">Quotation __<span style="font-family: 'Californian FB','serif'; font-size: 16px;">:

<span style="font-family: 'Californian FB','serif'; font-size: 16px;">The accomplishments of short-term goals are necessary to achieve the longer-term goals, which in turn follow up to accomplish the overarching goals. ~Sebastian Deterding: video game researcher. **Page** 2,999 of 4178

__<span style="font-family: 'Californian FB','serif'; font-size: 16px;">Application: __

<span style="font-family: 'Californian FB','serif'; font-size: 16px;">The accomplishments of the short term goals of each lessons assignments are necessary to achieve the longer term goal of completing the longer-term goal of efficiently completing the mini course which follows the overarching goals of primary document skill and generating a non fictional writing based on fact based opinion.

**__<span style="font-family: 'Californian FB','serif'; font-size: 16px;">Chapter 8 - Design for Motivation __**

**__<span style="font-family: 'Californian FB','serif'; font-size: 16px;">Idea 1: __**

__<span style="font-family: 'Californian FB','serif'; font-size: 16px;">Quotation: __

<span style="font-family: 'Californian FB','serif'; font-size: 16px;">It’s not a complicated idea – if you want someone to use something, they need to believe that its actually useful, and that it won’t be a major pain the ass to use. **Page** 3118 of 4178

__<span style="font-family: 'Californian FB','serif'; font-size: 16px;">Application __<span style="font-family: 'Californian FB','serif'; font-size: 16px;">:

<span style="font-family: 'Californian FB','serif'; font-size: 16px;">Showing students that the skills they are developing are important for all areas of education will be an important start. Also, the added bonus of using digital based forms of assessments seems to engage most of the student population. I have noticed that some students really struggle with typing for example so things like Wordle will be good for them. We will have also already used all of the programs before so the students can focus on the information in the objectives.

**__<span style="font-family: 'Californian FB','serif'; font-size: 16px;">Idea 2: __**

__<span style="font-family: 'Californian FB','serif'; font-size: 16px;">Quotation __<span style="font-family: 'Californian FB','serif'; font-size: 16px;">:

<span style="font-family: 'Californian FB','serif'; font-size: 16px;">You can assert usefulness until you’re blue in the face, and you won’t get nearly as much buy-in as you will if learners are able to try it, or to hear positive endorsements from trusted peers. **Page** 3123 of 4178

__<span style="font-family: 'Californian FB','serif'; font-size: 16px;">Application: __

<span style="font-family: 'Californian FB','serif'; font-size: 16px;">Students will try programs used for assessment and will get previews of the program. Usually, when I am introducing something new I give extra credit when the first two groups talk to students in the last section about the day’s class then the students come to class and explain who they talked with and what they discussed. I give extra credit to all involved. I will do this for the introduction of the mini course.

**__<span style="font-family: 'Californian FB','serif'; font-size: 16px;">Idea 3 __**

__<span style="font-family: 'Californian FB','serif'; font-size: 16px;">Quotation: __

<span style="font-family: 'Californian FB','serif'; font-size: 16px;">By creating opportunities for the learner to see behaviors modeled and to practice them, you greatly increase the likelihood that those behaviors will continue later. **Page** 3236 of 4178

__<span style="font-family: 'Californian FB','serif'; font-size: 16px;">Application: __

<span style="font-family: 'Californian FB','serif'; font-size: 16px;">By creating examples for students to see as well as having recognizing students who have produced quality work followed by group discussion to add a social environment will allow for better understanding as well as use of acquired skills on future Document Based Question writings.

**__<span style="font-family: 'Californian FB','serif'; font-size: 16px;">Idea 4 __**

__<span style="font-family: 'Californian FB','serif'; font-size: 16px;">Quotation: __

<span style="font-family: 'Californian FB','serif'; font-size: 16px;">Have people describe successes with the process, procedure, or skill. These descriptions can be presented on an intranet, a discussion forum, e-mail blasts or through any delivery methods already available in an organization.

__<span style="font-family: 'Californian FB','serif'; font-size: 16px;">Application: __

<span style="font-family: 'Californian FB','serif'; font-size: 16px;">This gave me an idea to set up a discussion board on My Big Campus to allow students to share success, give advice or as each other for help during the completing of the less. The main goal is to achieve student learning of the objectives if it comes by way of communication between students then it’s just as good as if given by a teacher. This will also allow for breaks in the learning and for students to vent frustration.

**__<span style="font-family: 'Californian FB','serif'; font-size: 16px;">Chapter 9 - Design for Environment __**

**__<span style="font-family: 'Californian FB','serif'; font-size: 16px;">Idea 1: __**

__<span style="font-family: 'Californian FB','serif'; font-size: 16px;">Quotation __<span style="font-family: 'Californian FB','serif'; font-size: 16px;">:

<span style="font-family: 'Californian FB','serif'; font-size: 16px;">Improving the environment is about clearing our as much of the stuff that leaner’s don’t really need to carry around in their heads, and instead letting them focus on the things that only they are able to do. **Page:** 3377 of 4178

__<span style="font-family: 'Californian FB','serif'; font-size: 16px;">Application __<span style="font-family: 'Californian FB','serif'; font-size: 16px;">:

<span style="font-family: 'Californian FB','serif'; font-size: 16px;">I will made sure not to include unrelated side stories or events that may confuse the learners and stay on the main objectives.

**__<span style="font-family: 'Californian FB','serif'; font-size: 16px;">Idea 2: __**

__<span style="font-family: 'Californian FB','serif'; font-size: 16px;">Quotation: __

<span style="font-family: 'Californian FB','serif'; font-size: 16px;">Job aids are typically prompts, instructions, or memory aids that are readily available to help people accomplish tasks. **Page** 3385 of 4178.

__<span style="font-family: 'Californian FB','serif'; font-size: 16px;">Application: __

<span style="font-family: 'Californian FB','serif'; font-size: 16px;">Creating a card with items like usernames and passwords, keyboard shortcuts, do’s and don’ts and other helpful information will aid in the task completion for students as well as job aids embedded within the mini course. This will not help everyone but it will certainly aid some of the students in the process.

**__<span style="font-family: 'Californian FB','serif'; font-size: 16px;">Idea 3: __**

__<span style="font-family: 'Californian FB','serif'; font-size: 16px;">Quotation __<span style="font-family: 'Californian FB','serif'; font-size: 16px;">:

<span style="font-family: 'Californian FB','serif'; font-size: 16px;">Environment is a very powerful regulator of behavior, and if people aren’t doing the right thing, it’s important to look at ways to improve the environment. **Page** 3522 of 4178

__<span style="font-family: 'Californian FB','serif'; font-size: 16px;">Application: __

<span style="font-family: 'Californian FB','serif'; font-size: 16px;">It will be very important to reflect after each time I use the mini course. Keeping it fresh with new programs and updates will better engage the learners. As well as, taking things out that do not work well or adding things need to close knowledge gaps will be important. Nothing is ever perfect but perfect is the goal.