Competency 7: Apply Instructional Design Principles
To demonstrate Competency 7, I selected the Tawl Senbetto case study from EDCI 672 and the Instructional Product Design from EDCI 577.
Identifies and analyzes learning and performance problems
In my analysis of the Frank Tawl and Semra Senbetto case in EDC 672, I evaluated learning design and implementation challenges which required sensitivity and adaptation to the cultural mores of Singaporean trainers. In the Tawl Senbetto case, the IDers faced the challenge of working with trainers who were unwillingly pressed into the role through the dictates of a heavy handed top-down management style.
Although the settings are very different, these lessons are highly applicable for teachers within the United States K – 12 system. The implementation of technology without adequate support and training paired with minimal teacher buy-in has been an ongoing theme throughout the LDT program discussion forums. Implementation of technology and evolving standards may involve a fraught balancing act between the visions of starry eyed administrators and the boots on the ground concerns of practitioners. The Tawl Senbetto case study offered guidance and insight into that process and the skills required.
The Tawl Sebetto case analysis also highlighted the importance of working collaboratively while treading lightly in respect of others’ perspectives. Awareness of and the ability to adapt to cultural differences of instructional assistants in the classroom while designing and delivering instruction was a further lesson drawn from Tawl Sebetto.
Design, plans, and develops instructional interventions using appropriate strategies and techniques
The Tawl Sebetto case further informed my instruction as a teacher in designing instructional interventions which are sensitive to and inclusive of student cultures. My students are identified with special needs and, in many cases, English is not the primary home language. Being attuned to the students’ backgrounds and interests led to materials based on WWE (World Wrestling Entertainment) while cooking instruction focused on salsa and sopa.
Develops an evaluation plan for a project based on stated goals and recognized standards
In my evaluation of the instructional product Learning Maps for EDCI 577, I provided Level 1 and Level 2 evaluations based on the Kirkpatrick method. I designed Reaction Sheets as well as a Performance Test Rubric. This experience has informed my practice in the task analysis and assessment of materials which I create for my classroom.
Kirkpatrick, D. L. & Kirkpatrick, J. D. (2006) Evaluating training programs: The four levels. San
Francisco: Berrett-Koehler Publishers, Inc.