EDU 630 Spring 2016. Week 1: the Beginning

Welcome to The Adult Learner, a graduate course exploring how adults learn. Here you’ll find background on the course, the class guidelines, and the planner.  And soon, writing from the students themselves…

Instructional Design Mash-up

When working with the instructional design models, there were a couple that I liked elements of but did not like the entire model.  I felt that neither of them would completely meet my instructional design needs so I have created my own design model. 

I really liked parts of the ADDIE Model as well as the Universal Design for Learning.  However, I felt that the ADDIE focused more on the logistics of design rather than actually designing a learning plan. The Universal Design for Learning Guidelines were student centered but lacked direction.  The ADDIE Model seemed to have what the UDL lacked.  I used parts of each of these learning designs to create my own, personalized design.

As I consider trying to design or make a plan for something, I feel like it has to flow much like the lyrics of a song. In every song, there is always direction and during the course of the song there are a few basic questions that always seemed to be answered.

Here’s a fun way to illustrate my point.  As you see in this you tube video with lyrics, she answers a few basic questions.  By answering these questions she adequately conveys how her future husband can keep her happy.  

These basic questions are: Who, What, How, When, and Evaluation. 

In this fun video, the who is obviously her future husband.  The what is that he must know how to treat her like a lady.  To answer how, she gives some ideas for him to succeed.  The when is after they get married and the Evaluation is that if he does his job properly, there will be rewards.  

My Instructional Design is the Lyrical Learning Plan. During the course of this plan, we will answer five basic questions.

1)      Who – Analysis of Learners – Determine the skill level of students and how they are best motivated

2)      What – Analysis of Goals – Determine resources, performance goals, and learning goals.

3)      How – Determine how to Convey Information – Determine goals, tools, and assignments.

4)      When – Determine a time line for learning activities – Dates for assignments and learning goal completion.

5)      Evaluation – Determine methods of testing and feedback tools – Use testing to see if goals have been met and student feedback to see how successful learning tools were.

Lyrical Learning Plan

My new “Lyrical Learning Plan” is really easy for me to follow and incorporates parts of the ADDIE Model and the Universal Design of Learning.  As I start to use the model, I know I will discover changes that need to be made or parts that need to be added.  That’s the beauty of creating an individualized learning model.  It gives me the option to change in order to meet my instructional design needs and to meet my student’s needs. 

References

Forest, E. (2014, January 29). The ADDIE model: instructional design | educational technology. Retrieved from http://educationaltechnology.net/the-addie-model-instructional-design/

Meghan Trainor - Dear Future Husband Lyrics [Video file]. (n.d.). Retrieved from https://youtu.be/j9zj3FYdskk

National Center for Universal Design of Learning. (2015, June 14). About UDL | national center on universal design for learning. Retrieved from http://www.udlcenter.org/aboutudl

Diversity and Culture in Learning

I enjoyed reading Jenny Michaels thoughts regarding the differences in learning in Eastern verses Western cultures.  I would like to add that in Eastern thought, the entire being is engaged in learning; this concept is not as common in western cultures and and western thought.  However, because many students come to us from different backgrounds and social construct, it is critical that we incorporate these elements into our classroom instruction.  As educators we must model for students what it looks like to have genuine respect for culture and different ways of thinking.  One way we can accomplish this task is to celebrate customs, traditions and cultures in a way that fosters appreciation and understanding.

In the video below, the message to instructors doing what it takes to  "mind the gap" is broached.  There are many gaps that may be present in our students' learning and understanding their culture is a way of helping to bridge any "gaps" that may exist in the learning process.  There are multiple methods that instructors can use to integrate cultural perspective into their courses.  A few of those include: using multicultural literature, honoring cultural celebrations and giving students an opportunity to share information about their cultures.   As the video points out, as educators we must ask ourselves, how are we minding the gap?

A Resource for Standards Based Grading: Challenges in Changing our Gradiang Culture

 

 

 

 

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Jennifer's post regarding the implementation of standards based grading truly resonated with me this week.  You see, standards based grading is the new grading approach sweeping the nation and prompting an educational culture overhaul. The implementation of standards based grading does not come without challenges. My daughter and I personally experienced the challenges of changing the grading culture to standards based.  Therefore, I would like to share our experience with you and provide a resource which considers the challenges of changing the grading culture within our school systems. 

While my daughter was taking Math II during her Freshman year, the Math department decided to implement standards based grading.  The idea was that each student would be evaluated on their ability to master state Math II standards using a rubric as an evaluation tool.  Questions on the math test were associated with a specific standard.  The idea was that students would be able to identify their strengths and weaknesses as it relates to a particular concept.  Additionally, teachers are able to provide more accurate and personable feedback about their mastery level. 

While I completely understood the advantages of utilizing this grading method, very little thought about the implementation of standards based grading had occurred.  When my daughter received her first test back, I was troubled by the MATH II grading rubric.  There was no concise description of what constituted a four, three, two, or one.  Furthermore, the school used a percentage grading system rather than standards based.  Therefore all grades had to be converted into a percentage grade.  This was not a simple task due to the considerable amount of subjectivity and inequalities among how teachers graded.  We discovered that my daughter's teacher graded the tests more strictly than the other math teachers.  Where was the equity in the evaluation tool?

Jasmine Kullar (2015) blogged about the implementation challenges in standards based grading.  She identifies difficulties in converting a standards based grade to the traditional percentage scale and separating behavior from academics as significant challenges.  She suggests that to effectively implement standards based grading one must abolish the traditional percentage grading system and determine how to report life skills.  Based upon my experience, I would agree with her.  But is the educational community ready for that?

Implementing a standards based grading system while the traditional percentage system is in place is not practical since college acceptance is determined by GPA's and life skills.  Furthermore, one should consider the basic grading assumptions of students and parents before implementing this grading cultural change.  As educators we must consider the impact of such cultural changes prior to implementing a standards based grading system to ensure equity is preserved in education.

References:
Kullar, J., (2015). BLOG POST: Implementation challenges of Standards Based Grading.  Retrieved from http://www.solution-tree.com/blog/implementation-challenges-of-standards-based-grading/

Action vs Theory

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 A theory is a representation of observed or experienced phenomena. Good theory fulfills the purpose of explaining the phenomenon that is experienced but unexplained in our world. 

http://izquotes.com/quotes-pictures/quote-in-theory-there-is-no-difference-between-theory-and-practice-in-practice-there-is-yogi-berra-16840.jpg

 This famous line by Yogi Berra contends that under pressure, practical knowledge is more valuable than theory. Practical knowledge is considered our theories we actually use versus theories we just say. Brookfield’s three conditions that turn practical decisions into practical theories are as follows:

•               Theories go beyond individual experience and allow us to compare experiences
•               Theories are predictions; if you do this, then that will occur
•               Theories allow us to classify events

              Cervero contents that there is a great difference between theory and practice. He offers four viewpoints about this relationship.

1.               The first is Adult Education Without Theory in which educators developed theory by direct experience of a set of ideals and practical knowledge
2.               The second is Theory as the Foundation of Practice and it contends that practical knowledge is not a sufficient basis for practice and that theory is developed to improve practice.
3.               The third, Theory in Practice believes that work is based on theory and theory is derived from work.
4.               The fourth, Theory and Practice for Emancipation suggests theory and practice are united and make up a single, connected reality.

              Even with all of these, Cervero believes that the problem between theory and practice is not one to be solved.  It just needs to be viewed as highly conflicted.  Disagreements between theory and practice  are social and political process handled by real people working with real problems. 

http://www.guydownes.com/2011/05/cartooning-for-a-global-pr-report/more-theory_guy-downes-2011/

References

Merriam, S. B., & Bierema, L. L. (2014). Adult learning: Linking theory and practice. San Fransico, CA: Jossey-Bass.

What Can Teachers Learn from Eastern Culture?

I think that one of the biggest things that jumped out at me when I was reading the chapter about culture and context was the difference between Eastern and Western attitudes toward education. I read a wonderful article called “Struggle For Smarts? How Eastern And Western Cultures Tackle Learning” which talks about the differences in attitude toward struggle. While the article is talking about kids in the classroom, I think that to a certain degree, the concepts being discussed can be applied to all ages. Here in America we tend to have the most respect for people who seem to succeed without really trying. The picture below illustrates this quite nicely.

I think that in Eastern cultures, they see a lot more of the iceberg, and they are ok with that. I love the example in the article about how the Japanese teacher sent the student who was having the most problems to the board to practice in front of the class and that while everyone got to see him struggle, he was rewarded for his perseverance and ultimate success by the applause of his classmates. In an American classroom, I think most teachers avoid calling out students who are struggling because they don’t want to embarrass them or make them feel bad about their struggles. We all tend to forget what a wonderful feeling that succeeding after a struggle can be.

I think that one of the areas in education that really emphasizes the Western attitude toward success is our grading system. Everyone starts out perfect, then gets marked down for every mistake. Although this is the way that it has always been done, it doesn’t promote an atmosphere of learning for those who need more practice to master something. I have recently been investigating standards based grading and am planning to begin using it in my classroom starting this summer. In this approach to grading, the student submits an assignment, and can keep submitting it until they have mastered the material. I know that it will take more work and flexibility on my part, but I hope that it will have much better results. When you teach to a schedule, you have to move forward regardless of whether the material has been mastered or not. With standards based grading, students will not be allowed to move on until they have mastered the material. This video is a good basic introduction to Standards-Based Grading:

 

I feel that as a teacher, part of my job is to do my best to ensure the success of all of my students. I think in the long run, they will be better off having mastery of a small amount of material, than struggling with a whole lot of material, or worse yet, resorting to cheating because they can’t keep up and don’t understand what they are doing. A lot of the way grades are handled in today’s classroom sets students up for failure. I think that we should look to the East for some possible solutions to these problems.

References

Spiegel, A. (2012, November 12). Struggle For Smarts? How Eastern And Western Cultures Tackle Learning. Retrieved April 30, 2015, from http://www.npr.org/blogs/health/2012/11/12/164793058/struggle-for-smarts-how-eastern-and-western-cultures-tackle-learning

[ActiveGrade]. (2012, December 26). Standards-Based Grading Overview  [Video file]. Retrieved from https://www.youtube.com/watch?v=E7m4762pjH8

Learning to Think Critically: My Resource for Critical Thinking & Perspectives

Learning to think critically is a task that seems rather easy, but thinking critically is a process which must be constantly activated. The methods and processes that encourages our critical thinking are mostly obtained in school or obtaining skills training within an occupational trade. Critical thinking is a process within itself that requires steps in order to be an effective thinker as possible. Which include, but are not limited to:



1. Must be able to plan, outline, & summarize information - as well as digest information in order to put in our own words.

2. Must have the need to seek knowledge. It is an innate human trait to be curious, but lacking the drive to seek answers does not encourage critical thinking. (Be Aware!)

3. Must be able to discern information. Being able to discriminate what is valid and reliable is necessary. (Be Curious & Discern!)



These methods can be applied to both academia and practical life. These steps allow us to consider all options and make us better decision makers about life and makes us, as adult learners, more holistic thinkers that considers all options and points of view before making decisions.



Reference:

Hoffman, Mark. 2009. Learning to Think Critically. Retrieved from: https://www.youtube.com/watch?v=R-NGhKc-pjE.