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FACTS Design Draft 

 

 

The Efficiency Model

 

A Learning Design

 

Design Challenge Two

 

 

Top 10 Principles of the Efficiency Model

10. I can learn any social concept without connecting with other humans.

9. I didn’t learn because it was not presented in the right order.

8. Science made me do it correctly.

7. I’m always productive because I used science to finish my project.

6. I can learn anything as fast as anybody as long as there is no time limit.

5. I knew I should have taken my time to learn, because I have all the time I need anyways.

4. Through instruction that includes external forces aligned with internal events I can be president.

3. Time is always on my side when I am learning.

2. I can learn anything with the right amount of time, even brain surgery.

1. You can always teach a dog new tricks as long as you teach, test, and reteach, as many times as needed.

 

Top 10 Challenges to the Efficiency Model

10. I do not need to identify a goal in order to know when I have learned something.

9. I can learn without understanding how to learn.

8. In the next century it will be so hard to find information I don’t need any new skills.

7. Without a book I can’t learn from anyone else.

6. Multiple topics can’t be taught together without a book in each subject.

5. You can’t read a Social Studies book while learning how to read.

4. The only way to connect books is by confusing book covers.

3. I will be lost when I am out in society, because I only sat in rows in school.

2. I have been at school all day, but The Simpson’s taught me all I really need to know.

1. My teacher talked for an hour, but I only heard ‘time to go to the computer lab’.

 

Step One: Define a Learn Goal

Teachers will log in to (DMAC) the districts data Management and analysis software to run a specific TEKScore module instructional report that will be used to analyze students in the class.

 

Step Two: State Objectives

Given a personal computer with WWW access and a instructions manual (b), the MISD teacher will be able to enter username and password to login to DMAC (a) 100% of the time(c)

 

Given a computer and after accessing the TEKScore module of DMAC (b) Teachers will open correct report in DMAC Solutions TEKScore module. (a) Teachers will correctly order the steps to opening the required reports in TEKScore. (c).

 

Using the opened TEKScore reports on the computer desktop (b) Teachers will use the reports to choose and differentiate items and students in reports. (a) Teachers will correctly fill in a chart that requires the teacher to choose the items that are weak and produce students that have not mastered specific SE’s. (c)

 

Step Three: Sequence Instruction

Step I: (Goal) Teachers access DMAC Solutions and open TEKScore module.

Process Information: (Active Learning)

Video: Interactive web-based video with audio using Photostory that explains how to login to DMAC Solutions

Optional Manual: Learner will use a manual and computer to access TEKScore

A. Type Username

B. Type Password

C. Click LOGIN

D. Click TEKScore to open module

Check for understanding: Learner will order the steps to opening TEKScore?

Assessment: Online assessment that requires the teacher to the number that identifies the order of the step in the process of accessing DMAC Solutions TEKScore module. Data gathered from the online assessment.

 

Step II: (Goal) Teachers will run reports in DMAC Solutions TEKScore module

Process Information: (Active Learning)

Video: Running reports TEKScore is visually demonstrated and described.

Optional Manual: Learner will user manual and computer to run report in TEKScore

A. Click on Reports Tab on Menu Bar

B. Select Diagnostic Reports Link

C. Select Test by click box next to Test ID

D. Select box next Item Analysis & SE Tutorial report options

E. Click View Report

Check for understanding: Learner will order the steps to running specific reports in TEKScore?

Assessment: Online assessment that requires the teacher to the number that identifies the order of the step in the process of running reports in TEKScore module. Data gathered from the online assessment.

 

Step III: (Goal) Teachers will identify items that have not been mastered by class, and students that have not mastered specific SE's

Process Information: (Active Learning)

Video: demonstration of identifying items that have not been mastered by class, and students that have not mastered specific SE's

Optional Manual: Learner will user follow manual that will assist with identifying items that have not been mastered by class, and students that have not mastered specific SE's

A. Teachers will view Item Analysis report to pinpoint each specific item that the class as a whole has mastery percentage below the standard

B. Teacher will view Student expectation tutorial reports and identify students that have not mastered specific SE’s

Check for understanding: Learner will list items and students that meet criteria Assessment: Online assessment that requires learner to first view Item Analysis report to identify items that have not been mastered then you will enter the number of each item that has not been mastered in a data entry box. Assessment: Online assessment that requires learner to first view SE Tutorial report then enter the names of each student that has not mastered an SE. Data gathered from the online assessment.

 

Step Four: Determine Learning Success

Conduct a survey to determine the following. Survey as well as data from assessments will identify student that may have not met learning objectives Summarize and review: repeat key info: This is what you’ve learned so far… or should have learned remotivate and close: How do you feel about being able to target instruction in your classroom based on data? Teachers should be motivated by the fact that they will have instant access to individual student data. Create opportunity to repeat instruction.

 

A Reflection and Critique of the Design

• Design allows learner to lead own learning at their own pace

• Design allow access to instruction to be continuous as needed

• Design allows learner to repeat the instruction as much as necessary

• Although a manual is used the Design is absent of often needed instructor guidance

• Design has multiple methods of instruction text, video, printed materials, that can engage multiple learners

• The Design offers a real world problem to be solved and tries to simulate application of the solution

• The design allows users to access an application similar to those on the  

 

The FACTS Model of Design

 

Design Challenge Three

 

 

Teachers as Designers: A Cinquain Poem

Teacher

Leader, Learner

Facilitating, Educating, Guiding

Nurturing, Cultivating, Enlightenment

Always a Mentor

Teachers as Designers: A Diamente Poem

Coach

Prepared, Organized, Involved

Guiding, Referring, Explaining, while Caring

Task, Drill, Equipment, Tools

Practicing, Needing, Expecting

Eager, Ready

Players

 

The FACTS Model: A Summary

FACTS creates successful students that construct real world activities to build a deeper understanding of something important to their future, while using real world technology.

 

The F is for Foundations

High standards mean high performance skills when something is relevant to the learner and can be used while working with others in today’s society.

 

The A is for Activity

Activities go from acquiring new knowledge to creating real situations that can build framework for problem solving endeavors with the learner finally competent in metacognition.

 

The C is for Content

Although content relevant to learner is important, relevant manageable high standards that are usable in the future create the something of learning.

 

The T is for Tools

Tools used in learning must be relevant to the learning opportunity and aligned with real world learning and problem solving.