Design Challenge Two:

Veronica Baca

EDTC 6341: Design Challenge #2:

The Efficiency Model

A Learning Design

Top 10 Principles of the Efficiency Model

1. Sequential series of small steps 2. Observable behaviors 3. Test, teach, retest, reteach model 4. Systematic approach 5. Drill and Practice 6. Exact time for learning 7. Designed learning programs 8. Predetermined Goals 9. Measurable standards 10. Different levels of learning and instructional strategies implemented

Top 10 Challenges to the Efficiency Model

1. Time contraints 2. Disengagement from students 3. Appropriate assessment for reinforcing learning 4. Limited environment association 5. Distancing from print-oriented practices 6. Teacher's role 7. How students transfer knowledge 8. Avoiding textbook facts to authentic information 9. Constructing higher level thinking/learning 10. Keeping up to date on factual information

Step One: Define a Learn Goal

Students will be able to use an appropriate software program, PowerPoint, to express ideas and use technology applications to facilitate their work.

Step Two: State Objectives

1. Upon viewing a PowerPoint tutorial on how to open a new project, students will be able to identify the steps to open and select a new project on any school computer. 2. Given the directions on how to add features onto a PowerPoint slide, students will be able to enhance their projects by adding text, video, or animation.

Step Three: Sequence Instruction

1. How to open a new project with the PowerPoint program. 2. Identify the components/applications within PowerPoint. 3. How to add graphical tools to slides such as video, text, and animation. 4. How to save PowerPoint project and view final product.

Step Four: Determine Learning Success

Students will be given a rubric to follow standards that need to be completed on developing a PowerPoint project. Steps will include: 1. Open a new project 2. Add text to slide 3. Add a video clip to slide 4. Add an animation to slide 5. Save project 6. Able to view slide show If students are unable to perform one or more of the standards, they will be retaught on that step and then create another project with the assistance of a peer.

A Reflection and Critique of the Design

The strengths of my design is that the project allows students to interact with technology and are able to learn how to use it with their learning. Limitations of my design may be limited computer skills among students and unable to teach students the extensive benefits of the software. My design benefits the use of technology students have in today's generation. PowerPoint program is used for students to present their projects and teachers are using the tool within their instruction. Also, students are becoming creative users within the program when adding animation, video, and audio. Students are able to use PowerPoint in any class or as a creative method of note taking and study by creating their own method of organizing their notes for better understanding. Students are able to construct their own learning by designing their own projects based on the methods they have learned and enhancing their projects by adding creative design on their own. They use their experience on working with different programs in enhancing their PowerPoint projects such as adding other animations using the Internet clip art or adding their own personal audio or video.

EDTC 6341: Veronica Baca

Design Challenge #3

The FACTS Model of Design

Teachers as Designers: A Cinquain Poem

Teacher

Attentive, Helpful Facilitating,

Planning, Guiding Caring,

Energetic, Motivating, Enthusiastic

Designer

Teachers as Designers: A Diamente Poem

Designer

Patience, Creative

Leading, delegating, facilitating

Empathetic, passionate, inspired, motivated

Teacher

The FACTS Model: A Summary

F is for the founding knowledge students must learn and have.

A is for the activities that will construct ideas and produce results.

C is for the something that must be associated towards learning.

T is for all the tools that will assist in students’ learning.

S is for the method of assessment performed by students to evaluate learning among all students.

The F is for Foundations

Foundations of Learning:

What students need to learn and know,

to link the world with meaning,

to grow beyond with feeling, to problem solve with methodology,

and prepare for the use of technology.

The A is for Activity

Students becoming actively engaged,

exploring authentic practices,

relating to their cultural tactics, while connecting ideas and producing results,

and sharing their success to their adults.

The C is for Content

The something of learning can be yearning,

Students’ interests can be an option,

However, highly recommended standards became an adoption,

Creating something must having meaning,

or you and your colleagues will be convening.

The T is for Tools

Tools that support learning in creative ways,

Books and films were the good old days,

Drill and practice one of these days,

Software preparing to take aim,

Emailing doing the same,

Internet and technology taking their claim.

The S is for Systems of Assessment

Preparing assessment for determining learning,

Which form can be concerning,

Teacher made objective tests create no results,

Standardized tests are an insult,

Rubrics support individual and collective production,

Portfolios support students’ overall construction,

Assess with new through the course of instruction