Final Facts Design Link

FinalFactsDesign

Design Challenge 2

The Efficiency Model

A Learning Design

Top 10 Principles of the Efficiency Model

10. Individual Learning 9. Subjects are separated 8. Students learn in small, isolated skills and facts 7. Books and teacher are the source of information 6. Assessment based on memorization 5. School is the only place learning is done 4. Mastery learing, students learn in a set amount of time, test, teach, retest, reteach model 3. Learning is done in a single uniform concept. 2. Behavioral objectives 1. Teacher Teaches student listens and learns

Top 10 Challenges to the Efficiency Model

10. Students do not learn form the outside world. 9. Students detract from fully participating in the world today. 8. Subjects are not integrated 7. Students do not learn from their peers 6. No differentiated instruction 5. Follow assessment standards 4. Memorization for feedback 3. Teachers and books only source of information 2. Technology is not integrated 1. Learning is fact-centered

Step One: Define a Learn Goal

The students will learn the different phases of the moon.

Step Two: State Objectives

Given the phases of the moon(b) the student will identify the different phases(a), draw and label each phase correctly(c).

Step Three: Sequence Instruction

First the teacher will introduce a lesson on the phases of the moon. Second the teacher will show a picture of the different phases and the name of the phase. Third the teacher will demonstrate how each phase occurs using a ping pong ball and a flashlight. Fourth the students will then do this demonstration in groups of their own. They will be given a handout in which the students will draw and label each phase they have recreated.

Step Four: Determine Learning Success

Students will be given a worksheet that has the different phases of the moon drawn in different order and not labeled. The students will have to label them correctly and then put them in order. The students who have label them correctly and put them in the correct order have mastered the objective. The students that do not meet the goal will be paired with a student that has master the objective and they will put the phases in order together.

A Reflection and Critique of the Design

* The strengths of my design is that the students interact with each other and their is some hands on learning not just listening to the teacher lecture. * The limitations are the students do not need to problem solve everything is given to them. * I think it is consistent with today's technology users because their is a hands on activity where they manipulate the ping pong ball and the flashlight to show the different phase of the moon. They also collaborate on the drawing and identifying of the different phases they have created. * It is like learning outside of school because they are group with their peers. * I think it reflects constructivist learning because the students work together to think and construct the different phases of the moon.