Julie Parker-Garza:

 

FACTS Design

E-Portfolio

EDTC 6341

 

 

 

 

---

 

 

The FACTS Model of Design

 

 

Teachers as Designers: A Cinquain Poem

 

Educator

brilliant minds

caring, patient, kind

shouting, laughter

Teacher

 

Teachers as Designers: A Diamente Poem

 

Mentor

someone who helps and guides

caring, sharing and helping

teacher, molder, student, trainee

learning, interpreting

someone who needs to put it all together and use it

learner

 

 

The FACTS Model: A Summary

 

Building on the foundation of what is important for students to learn with activities that are educational and include content and tools used to assess.

 

The F is for Foundations

 

Foundations are what the student has been learning and what they need to continue to learn to be knowledgeable in today's education.

 

The A is for Activity

 

Activities are what we engage the students in to keep them interested and keep them questioning what they will be learning next.

 

The C is for Content

 

Content is what we are trying to get the students to understand and keep a grasp of after they have competed their basic education.

 

The T is for Tools

 

Tools are what we use to help the students retain the information that we have introduced and what we need them to know about it.

 

The S is for Systems of Assessment

 

Systems of assessments are the way in which we decide to test the students knowledge and understanding of what we have shown them.

 

---

 

 

The Efficiency Model

A Learning Design

 

 

Top 10 Principles of the Efficiency Model

10. There should be standard schedules that include standard instruction.

 

9. Standard conditions should be available in order to deliver standardized operations.

 

8. There should be some sort of reward.

 

7. There should be plenty of time set aside for teachers to plan.

 

6. There should be some sort of standard records that need to be kept for individuals.

 

5. Everyone should be dealt with fairly.

 

4. Everyone should have a discipline plan in effect, and there should be minimal interruptions for dealing with discipline issues.

 

3. Each adviser needs to be competent in their own area, and should have some knowledge of other areas as well.

 

2. There should be a high regard for common sense.

 

1. The ideas expressed should be of interest to the learner and should have high expectations to deliver and gain knowledge of these ideas.

 

 

Top 10 Challenges to the Efficiency Model

10. Students are involved in too many activities.

 

9. Operations can not be standardized because conditions vary from class to class.

 

8. Not everyone can give the rewards that should be given to students.

 

7. Teachers do not have the amount of time they need to plan a lesson that is rich in information and technology. There is also not enough time with the students.

 

6. Records are not always kept for students and if they are, they are not all accurate.

 

5. Not everyone is dealt with fairly.

 

4. There is no constancy or administration back-up when it comes to disruptive behaviors.

 

3. The people assigned to certain areas are not always the best people for the position. There are not enough evaluations on student progress in some programs.

 

2. There is not enough common sense in administration or in the classroom.

 

1. Not enough educators set expectations as high as they should.

 

 

Step One: Define a Learn Goal

The students need to learn to properly wash their hands in a health care setting.

 

 

Step Two: State Objectives

In a health care setting (b), the HST student should be able to properly perform the hand washing procedure (a) after performing the glow germ activity (c).

 

 

Step Three: Sequence Instruction

The first thing that should be learned is the chain of infection, and the reasons that proper hand washing in the health care setting are important. Then they should be introduced to the step-by-step procedure. Then they should watch a video for enhanced visual aids. Then they should attempt the skill with hands-on practice. Last they should perform the way a health professional would.

 

 

Step Four: Determine Learning Success

I plan on using a reagent called "glow germ" which is a bottle of simulated germs that glow under a black light. The students will perform their activity using the germs and they will see where they need to scrub harder or more with the black light. I will allow for repeated review for those that do not get it. If the students still do not understand they will be instructed to watch more videos, be teamed up with students that are comprehending it and they will be given one-on-one attention until they master the skill.

 

 

A Reflection and Critique of the Design

- A strength to my design is the use of video, text book and hands-on training all in one lesson.

 

- A limitation to my design would be the amount of students that need to perform the task in the allowed time and the amount of time that might need to be spent with the students that do not master the skill.

 

- My design is consistent with today's technology users, because the students will be using different types of technology to acquire this skill. They will be using the textbook (step-by-step) instruction, a video that shows the steps in action and a simulated germ material with a black light to comprehend how germs are washed off the hands and where they need to spend more time scrubbing or washing off the germs.

 

- The students will need this skill outside of the school because they will be attending hospital clinical rotations. They could also use this skill at home and they can teach it to the people in their family.