Instructional & Motivational Strategy Plan

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1 Instructional & Motivational Strategy Plan Anthony Saba Dr. Lisa Dawley Edtech 512: Online Course Design 10/18/2009

2 2 Table of Contents Instructional Strategy Plan... 3 Orientation to Learning... 3 Instructional Strategies for Instruction on the Content... 4 Measurement of Learning Overview... 6 Overview of Motivational Strategies... 7 For Orientation to Learning... 7 Instruction on the Content... 7 Measurement of Learning... 7 Summary & Close... 8 Other Factors to Consider... 8 Class Size... 8 Navigation & Learner Control... 8 Feedback... 8 Interactivity... 8

3 3 Instructional Strategy Plan Orientation to Learning Orientation to Learning Overview of Instructional Strategies Week-1 1. Course Overview Learners will be introduced to the WBI-blended environment with the following: An in-class tour of the site with a general overview of course goals, rules and expectations. An in-class one-on-one interview is done, with audio files ed to students. Students are directed to check their for a link to the website and how to begin. An online welcome screen includes a video with a spoken introduction similar to in-class introduction A follow-up video (Camtasia) gives a tour of LMS explaining main features and how to use it. A model of a typical weekly lesson with an explanation of how to navigate it is provided. 2. Objectives and Desired Performance Outcomes Following the tour, the course objectives will be presented with a flow chart that is clickable for more information. Three examples of student work - above, at, and below expectations - are given. 3. Relevance of Instruction A short video made by previous students about the benefits and real-possibility of learning English is shown. Video with statistics and facts about the importance of English follows. 4. Recall of Priori Knowledge, skills & Experiences An in-class ice-breaker in which everyone s names are memorized is played demonstrating current English level and experience- there is an online name quiz follows. Learners post their picture and other biographical information on a class blog. Biographical information includes experiences learning and using English as well as interacting with foreigners, overseas travel, foreign foods tried, etc. 5. Directions on how to start, navigate & proceed through the lesson Learners are given explicit directions on how to start their online and in-class assignments. A link to the site-map is displayed. A link to the first week s assignments is given A link to Gmail is provided

4 4 Orientation to Learning for Lesson Strategies repeated at the beginning of each weekly module. Overview of Instructional Strategies for lessons 1-5 Each week there is an introductory video which captures learner attention with some shocking, comical or otherwise thing. The video then reviews the previous week s lesson and explains the objectives and assignments of the new week. Directions on how to get started are given with a link to that week s module. Measurement of Learning Instructional Assessment Strategies- Week 1 Assess Performance or Progress Toward the Goal Advise Learners of Scores or Progress An initial oral speaking assessment of individual and overall class English level is done through the one-onone interviews Student written ability is assessed using the biographical information provided on the online blog. As an informal formative assessment, students are given positive feedback encouraging them on the strengths of their speaking and writing with some suggestions on how they can overcome weaknesses, both individually and as a class. Instructional Strategies for Instruction on the Content Each lesson is done both online and in class. They each are done in tandem and they are intertwined so as to reinforce and support one another. Overview of Instruction on the Content Present Content Information Course Instructional Strategies In class lectures along with online lectures using Narrated PowerPoint, video, and audio files Online narrated versions of textbook with interactive text- click and listen words, click and see definitions, and pictures to support concepts In class and online role playing Project based learning Modeling of language Online tutorials and quizzes Collaborative, cooperative, and competitive learning activities Student discussions in class and via online text and video messaging using , blogs, Youtube and LMS Provide Learning Cues Socratic method to elicit ideas and thinking

5 5 Ask questions via , video and text messages Send cell-phone messages to bring English to their everyday life Suggest learning and speaking strategies with practice and regular reminders given Provide pictures and videos that are food for thought Tap into previous knowledge and personal experience Provide rubrics and other student examples Provide links to online resources that explain concepts and give online opportunities for speaking and learning English Present Opportunities for Practice Do small group and partner readings of book texts For homework students read text while listening to audio, find unknown language in online dictionaries, answer questions, look for grammar constructs and find evidence for questions, followed by in class discussions. Share ideas in class and in online discussion boards Collaborate on projects in class and online that connect and build on information provided in textbook and conversation topics Do activities in which grammar structures and new vocabulary are practiced Have partner and small group discussions based on conversation topics both related and not related to textbook Hold whole-class and small group Q&A sessions in class and online Do drill and practice grammar and vocabulary activities online Do one-on-one discussion with instructor in class and online using video chatting Do one-on-one discussions with English learners from other countries using Provide Feedback on Practice Performance Peer and instructor feedback in online discussion boards Instructor will address common and reoccurring mistakes, problems and challenges in class and through online videos and written messages in the LMS, on blog and other peripheral sites and via . Instructor will address provide individual feedback through , in person and through phone calls. Provide Review of & Close the Lesson Instructor creates in class and online video and text summaries that: Review lesson objectives and activities High-lights main points

6 6 Addresses recurring difficulties Touches on where we go next. Measurement of Learning Overview Measurement of Learning Assess Performance or Progress Toward the Goal Overview of Instructional Strategies: Assessment Entry assessment of speaking with 1:1 interview (recorded) between student and instructor in the classroom followed by a midterm 1:1 formative evaluation and an end- of-term summative 1:1 interview Short online and in class quizzes at the end of each textbook unit & following grammar lessons Formative assessment through in-class and online projects, discussions and assignments Observations of student-student and student-teacher interactions in the classroom and online Midterm and final exams with writing and listening sections Advise Learners of Scores or Progress Students are ed interview recordings with suggestions on how to improve their language Entry assessment focuses on strategies for speaking better. Midterm & Final assessment focuses on use of learned strategies, pronunciation, voice, style and some specific grammar usages used Final assessment also includes how they ve improved and what they should focus on in future studying. Quizzes are graded with explanations of common mistakes given online and in-class. Links to more information and practice is given. Projects include a rubric and a checklist which is provided on the website. Students are given details of how their project meets and misses the rubric targets. Midterm and Final exams are scored and reviewed in class. Answers and explanations are also provided online. Regular feedback based on observations of studentstudent and student-instructor interaction is provided on the website, on discussion boards, by and in class.

7 7 Overview of Motivational Strategies For Orientation to Learning Include icebreaker to begin forming sense of community Show examples of previous student successes and motivational speeches Include students personal information, pictures, interests, etc. Instruction on the Content Focusing Attention Provide stimulating pictures, videos, stories, and descriptions Use music during activities, break times, discussion periods to simulate public places like coffee shops Use activities that are fun and require working together, talking a lot, moving around Using a variety of methods Switching partners and groups and their construction frequently Using a classroom layout that encourages engagement- circles, islands, horseshoes Establishing Relevance Connect material to personal experience of students Use activities that have real world applications (Youtube videos) Use projects that incorporate student personal interests and abilities Involve participation of students friends and family in learning activities and projects Instilling Confidence Use encouraging words and provide feedback that builds on strengths, especially at first Provide various strategies that encourage students to speak without worry about perfect grammar and pronunciation Demonstrate that communication can be possible and enjoyable even when not perfect Facilitating Satisfaction Involve students in activities which help them to realize they know lots of English already Provide projects that allow students to use English to build skills that allow them to produce and be creative (like making Youtube videos; finding information online) Provide methods and create opportunities for students to make friends with foreigners through spoken English (using Measurement of Learning Instructor will provide in-class and online-video responses that are upbeat, encouraging and humorous Feedback will be given that is always constructive and suggests methods and strategies for practice and improvement Students will be able to see their improvement through recorded interviews, giving them a sense of accomplishment Students will receive peer-review feedback on their work that is fun and builds a sense of comradery.

8 8 Summary & Close Learners will be encouraged to keep in touch with each other and the instructor using social networking sites (while communicating in English) Learners will be encouraged to use to continue to learn English and make friendships with people around the world The instructor will introduce and suggest several ways to continue studying including self study, group study, clubs and content. Learners will be encouraged to continue to build their English Youtube portfolio on their own and in other classes Other Factors to Consider Class Size The class size is limited to between 6 and 12 students for the following reasons: University Regulations The class requires a high level of activity and instructor support The formation of a sense of community is integral for support and providing a feeling of safety Navigation & Learner Control Learner control will be limited in certain aspects, but will generally allow open navigation throughout the site. The design will be consistent on all pages using a standard template. Buttons and links will be located and represented consistently. There will be video guides and tutorials to help in navigation, particularly at the beginning of the course. Feedback There will be a general FAQ section There will be a Q&A board A help link on all pages connects to FAQ section as well as contact information for the instructor Instructor will respond to within 12 hours on weekdays and 24 hours on weekends Students will have contact information for other classmates in order to enlist support and help when confused or stuck Interactivity Participation includes considerable speaking, is frequent and occurs throughout the 15 weeks of the semester and beyond the course Students will be encouraged to open up about their personal lives Students will be required to respect each other without mocking or ridicule

Storyboard & Prototype. Image by : Glenn Batuyong

Storyboard & Prototype. Image by : Glenn Batuyong Storyboard & Prototype Image by : Glenn Batuyong Anthony Saba Dr. Lisa Dawley Edtech 512: Online Course Design 10/18/2009 Edtech 512 Online Course Design - Instructional & Motivational Strategy Plan 2

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