Design Challenge 2
Top 10 Principles of the Efficiency Model
Top ten quotes from principals in a Efficiency Model district:
10.“We care about each of our kids and make sure they get Individualized Instruction.”
9. "My teaching staff are the managers, our students are the workers, information is our material, and knowledge is our product."
8."If the teachers aren’t sure what they are teaching and the students don’t know what they are supposed to learn then learning won’t happen."
7."Our secret to success is simple and was passed down to me from my grandpa Thorndike—Practice, Practice, Practice."
6."Instruction must go beyond practice to gain the student’s attention, stimulate recall, provide a path to deep meaning, etc."
5."Our programmed instruction program helps the kids learn through small steps that require the students to respond. This really helps our students learn important facts. It’s like having a teacher for each student."
4."Of course we use computers for instruction. The kids go to the lab and practice their reading on the computer. The teacher gets a great report that shows what objectives they have mastered…"
3."Our new ILS has saved us lots of money from worksheets we not longer have to print. The licenses only cost $50,000 for 1 lab."
2."Our teachers are very inspiring and can often be heard shouting our campus cheer. 'We test, we teach, we retest and then reteach, Go Mastery!'."
1."Our school mascot is named ADDIE. This is short for Analysis, Design, Development, Implementation, and Evaluation. We tried the long name first but it didn’t catch on."
Top 10 Challenges to the Efficiency Model
10.Fact based
9.Disregards the “covert curriculum”
8.Not authentic “real world” learning
7.Doesn’t lend itself to original thought
6.Emphasis on print as primary source of info
5.Completely discounts the power or social learning
4.Not dynamic which is in contrast with life outside of school
3.Teachers are in complete control of content—not student centered
2.Learning occurs in “silos” with few connections between content areas
1.Success often stems from memorization
Step One: Define a Learn Goal
Students will learn the 50 states and their capitol cities.
Step Two: State Objectives
Given a paper map, students will be able to: 1.Label each state 2.write the capitol city
Step Three: Sequence Instruction
1.Students get a blank paper map.
2.Students use colored pencils, their textbook and other print resources to label the map.
3.Teacher provides direct instruction to cover 5 states each day.
4.Students make flashcards to help them remember the capitol cities.
5.Students take maps and flashcards home to study.
Step Four: Determine Learning Success
1.Student exam is to completely fill in a blank map with at least 90% of answers correct.
2.Students who do not pass will get small group reviews of the states they missed and will retest again.
3.Additional strategies such as the use of mnemonics, etc. will be incorporated
A Reflection and Critique of the Design
- This assignment is not real world.
- This information memorized isn’t very relevant given the fact that it can be found by any elementary kid with access to a computer.
- Memorizing doesn’t make the info more meaningful.
- Students have no choice in this assignment.
- Extremely low level thinking required.
- No opportunity for social learning.
- There is absolutely no opportunity for creativity.
Design Challenge 3
The FACTS Model of Design
Teachers as Designers:
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A Cinquain Poem
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Designer
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Student-Centered Creator
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Growing, Enlightening, Engaging
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Impassioned about Learning
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Teacher
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A Diamente Poem
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Innovator
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Creative, Dynamic
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Evolving, Empowering, Thinking,
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Growth, Challenge, Boredom, Rules
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Unchanging, Impeding, Limiting
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Mundane, Traditional
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Imitator
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The FACTS Model: A Summary
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| FACTS is a system that helps teachers construct better learning opportunities for students. The components of this design system are: Foundations, Activities, Contents, Tools, Systems. |
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The F is for Foundations
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Foundations involve what students most need to know. This goes beyond the obvious content to include "habits of mind" which relates to student values, etc.
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The A is for Activity
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Instructional design should be anchored in a real-world problem. A variety of activities are then offered that provide opportunities to solve the problem.
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The C is for Content
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Contents are driven by state standards. Although there may be a stigma associated with testing, deep understanding can still occur...
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The T is for Tools
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There are a wide variety of tools available to enhance student learning. Tools should be selected that fit appropriately with the learning task.
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The S is for Systems of Assessment
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| A system of assessment requires a variety of strategies. Assessments need to go beyond facts, etc. and evaluate student problem solving. |
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