Conceptual Framework Model - Developing Instructional Strategy

Conceptual Framework Model

 

                According to the shared vision in the Conceptual Framework Model, the purpose of the College of Education is to provide coherence for initial and advanced programs of teachers and other professional.  Their focus is on the theme “Educator as Decision Maker,” who must be a reflective practitioner, a change agent, and a lifelong learner.  This means that educators must continually reflect on their practices and seek opportunities to grow professionally.  They must also take initiative to make changes by sharing their vision and practice with others to improve future change to create lifelong learners.  The framework reflects the mission and the goals of the university to help students develop intellectual abilities, to be creative and reflective, as they remain lifelong learners.

                 The framework consists of four components.  The first component, which it the outer circle, represents the prior knowledge and skills that students bring with them as they begin their educational journey.  As students become actively engaged in learning new ideas and skills, they relate it to their prior knowledge to become teachers that are more effective.  These new ideas, practices and resources can help them implement changes to help them succeed in the classroom and provide them with new ways to interact with their students.  This prior knowledge serves as the foundation for learning at the university.

                 The second component represents the setting or the place where the training of the educator will take place.  This component examines knowledge and ability, application through experience, and professional values and dispositions.  The candidate takes classes that train them to become professionals.  They become lifelong learners by working with others staff members. This means they are open to learn new ideas and learning skills that will keep them up to date with all the ever-changing learning opportunities in the world today.

 

The third component represents decision-making terms.  These terms include planning, predicting, implementing, reflecting, evaluating, and revising.  Students improve their knowledge and skills as they plan where they want to begin.  They select and implement their plans as they learn and become decision makers.  They become reflective practitioner as they continually evaluate their choices and others in the learning community.  This evaluation leads to change and revising the plans or start all over again.  The decision-making cycle represented by rotating arrows, that is continuous and promotes professional growth.

The fourth component represents the outcome context that and all the other components lead to one goal, the development of the educator.  The educator is and informed and responsible decision maker.   The decision-maker described as a reflective practitioner, a change agent, and a lifelong learner.  A reflective practitioner can be important in the professional setting where someone is learning from his or her own professional experiences. They also look for opportunities to grow professionally.  Learning takes place all the time and in all places. As lifelong learners, we continue to build knowledge throughout our life as an educator.  Learning takes place all the time and in all places.

Conceptual Framework Model -Ob j e c t i v e s

Conceptual Framework Model

 

 

            According to the shared vision in the Conceptual Framework Model, the purpose of the College of Education is to provide coherence for initial and advanced programs of teachers and other professional.  Their focus is on the theme “Educator as Decision Maker,” who must be a reflective practitioner, a change agent, and a lifelong learner.  This means that educators must continually reflect on their practices and seek opportunities to grow professionally.  They must also take initiative to make changes by sharing their vision and practice with others to improve future change to create lifelong learners.  The framework reflects the mission and the goals of the university to help students develop intellectual abilities, to be creative and reflective, as they remain lifelong learners.

 

            The framework consists of four components.  The first component, which it the outer circle, represents the prior knowledge and skills that students bring with them as they begin their educational journey.  As students become actively engaged in learning new ideas and skills, they relate it to their prior knowledge to become teachers that are more effective.  These new ideas, practices and resources can help them implement changes to help them succeed in the classroom and provide them with new ways to interact with their students.  This prior knowledge serves as the foundation for learning at the university.

 

            The second component represents the setting or the place where the training of the educator will take place.  This component examines knowledge and ability, application through experience, and professional values and dispositions.  The candidate takes classes that train them to become professionals.  They become lifelong learners by working with others staff members. This means they are open to learn new ideas and learning skills that will keep them up to date with all the ever-changing learning opportunities in the world today.

 

The third component represents decision-making terms.  These terms include planning, predicting, implementing, reflecting, evaluating, and revising.  Students improve their knowledge and skills as they plan where they want to begin.  They select and implement their plans as they learn and become decision makers.  They become reflective practitioner as they continually evaluate their choices and others in the learning community.  This evaluation leads to change and revising the plans or start all over again.  The decision-making cycle represented by rotating arrows, that is continuous and promotes professional growth.

 

The fourth component represents the outcome context that and all the other components lead to one goal, the development of the educator.  The educator is and informed and responsible decision maker.   The decision-maker described as a reflective practitioner, a change agent, and a lifelong learner.  A reflective practitioner can be important in the professional setting where someone is learning from his or her own professional experiences. They also look for opportunities to grow professionally.  Learning takes place all the time and in all places. As lifelong learners, we continue to build knowledge throughout our life as an educator.  Learning takes place all the time and in all places.

 

Conceptual Framework Model -Analyzing Learners and Contexts

Conceptual Framework Model

 

 

            According to the shared vision in the Conceptual Framework Model, the purpose of the College of Education is to provide coherence for initial and advanced programs of teachers and other professional.  Their focus is on the theme “Educator as Decision Maker,” who must be a reflective practitioner, a change agent, and a lifelong learner.  This means that educators must continually reflect on their practices and seek opportunities to grow professionally.  They must also take initiative to make changes by sharing their vision and practice with others to improve future change to create lifelong learners.  The framework reflects the mission and the goals of the university to help students develop intellectual abilities, to be creative and reflective, as they remain lifelong learners.

 

            The framework consists of four components.  The first component, which it the outer circle, represents the prior knowledge and skills that students bring with them as they begin their educational journey.  As students become actively engaged in learning new ideas and skills, they relate it to their prior knowledge to become teachers that are more effective.  These new ideas, practices and resources can help them implement changes to help them succeed in the classroom and provide them with new ways to interact with their students.  This prior knowledge serves as the foundation for learning at the university.

 

            The second component represents the setting or the place where the training of the educator will take place.  This component examines knowledge and ability, application through experience, and professional values and dispositions.  The candidate takes classes that train them to become professionals.  They become lifelong learners by working with others staff members. This means they are open to learn new ideas and learning skills that will keep them up to date with all the ever-changing learning opportunities in the world today.

 

The third component represents decision-making terms.  These terms include planning, predicting, implementing, reflecting, evaluating, and revising.  Students improve their knowledge and skills as they plan where they want to begin.  They select and implement their plans as they learn and become decision makers.  They become reflective practitioner as they continually evaluate their choices and others in the learning community.  This evaluation leads to change and revising the plans or start all over again.  The decision-making cycle represented by rotating arrows, that is continuous and promotes professional growth.

 

The fourth component represents the outcome context that and all the other components lead to one goal, the development of the educator.  The educator is and informed and responsible decision maker.   The decision-maker described as a reflective practitioner, a change agent, and a lifelong learner.  A reflective practitioner can be important in the professional setting where someone is learning from his or her own professional experiences. They also look for opportunities to grow professionally.  Learning takes place all the time and in all places. As lifelong learners, we continue to build knowledge throughout our life as an educator.  Learning takes place all the time and in all places.

Designing and Conducting Summative Evaluations

 

Summative evaluation

the process of collecting data and information in order to make decisions about the acquisition or continued use of some instruction. (Dick & Carey, 2005, p. 339)

LiveBinder http://www.livebinders.com/play/play/1218617?tabid=ee3f304f-3549-cc17-c102-703a9ea79aae

Formative evaluation

the collection of data and information during the development of instruction that can be used to improve the effectiveness of instruction. (Dick & Carey, 2005, p. 277)

Live Binder http://www.livebinders.com/play/play/1218617?tabid=cd44480a-7a4d-a31f-e32d-a83845518951

Congruence Analysis

Analyzing the congruence among (1) an organization’s stated needs an goals an those addressed in candidate instruction; (2) an organization’s target learners entry skills and characteristics and those for which candidate materials are intended; and (3) an organizations resources and those required for obtaining and implanting candidate instruction. Conducted during the expert judgment phase of summative evaluation.

LiveBinder http://www.livebinders.com/play/play/1218617?tabid=de6d8b77-08a8-2603-b263-f7f6a5e3df19

Expert judgment evaluation

Judgments of the quality of instructional materials made by content experts, learners specialists, or design specialists.  The first phase of summative evaluation.

LiveBinder http://www.livebinders.com/play/play/1218617?tabid=6aeac2c3-5d78-5385-6075-f03c3db3e769

Instructional Materials

include all forms of instructions such as instructor's guides, student modules, overhead tranparencies, videotapes, computer-based multimedia formats, and web pages for distance learning. (Dick & Carey, 2005, p. 7)

Live Binder http://www.livebinders.com/play/play/1218617?tabid=2046685b-8d04-e331-bc2d-fe01e0f3b428

Conceptual Framework Model – Designing and Conducting Summative Evaluations

 

                 According to the shared vision in the Conceptual Framework Model, the purpose of the College of Education is to provide coherence for initial and advanced programs of teachers and other professional.  Their focus is on the theme “Educator as Decision Maker,” who must be a reflective practitioner, a change agent, and a lifelong learner.  This means that educators must continually reflect on their practices and seek opportunities to grow professionally.  They must also take initiative to make changes by sharing their vision and practice with others to improve future change to create lifelong learners.  The framework reflects the mission and the goals of the university to help students develop intellectual abilities, to be creative and reflective, as they remain lifelong learners.

 

                The framework consists of four components.  The first component, which it the outer circle, represents the prior knowledge and skills that students bring with them as they begin their educational journey.  As students become actively engaged in learning new ideas and skills, they relate it to their prior knowledge to become teachers that are more effective.  These new ideas, practices and resources can help them implement changes to help them succeed in the classroom and provide them with new ways to interact with their students.  This prior knowledge serves as the foundation for learning at the university.

 

                The second component represents the setting or the place where the training of the educator will take place.  This component examines knowledge and ability, application through experience, and professional values and dispositions.  The candidate takes classes that train them to become professionals.  They become lifelong learners by working with others staff members. This means they are open to learn new ideas and learning skills that will keep them up to date with all the ever-changing learning opportunities in the world today.

 

The third component represents decision-making terms.  These terms include planning, predicting, implementing, reflecting, evaluating, and revising.  Students improve their knowledge and skills as they plan where they want to begin.  They select and implement their plans as they learn and become decision makers.  They become reflective practitioner as they continually evaluate their choices and others in the learning community.  This evaluation leads to change and revising the plans or start all over again.  The decision-making cycle represented by rotating arrows, that is continuous and promotes professional growth.

 

The fourth component represents the outcome context that and all the other components lead to one goal, the development of the educator.  The educator is and informed and responsible decision maker.   The decision-maker described as a reflective practitioner, a change agent, and a lifelong learner.  A reflective practitioner can be important in the professional setting where someone is learning from his or her own professional experiences. They also look for opportunities to grow professionally.  Learning takes place all the time and in all places. As lifelong learners, we continue to build knowledge throughout our life as an educator.  Learning takes place all the time and in all places

Revising Instructional Materials

Revising instructional materials empress searight from Zarea22

One-to-One Evaluation

The first stage in formative evaluation, referring to direct interaction between the designer and individual tryout student. (Dick & Carey, 2005, p. 366)

LiveBinder http://www.livebinders.com/play/play/1218617?tabid=605c0f10-cbe4-2c0b-3a7a-d41dbd0cf34f

Media

The physical means of conveying instructional content. Examples include drawings, slides, audio, computer, person, model, and so on.

LiveBinder http://www.livebinders.com/play/play/1218617?tabid=744ec9e5-2b63-8b0f-8beb-d55364531746

 

Instructional Analysis

The procedures applied to an instructional goal in order to identify the relevant skills and their subordinate skills and information required for a student to achieve the goal.

Live binder http://www.livebinders.com/play/play/1218617?tabid=5d5e939e-b138-7fb2-5a23-c2735860b99c

Instructional Materials

Include all forms of instructions such as instructor's guides, student modules, overhead transparencies, videotapes, computer-based multimedia formats, and web pages for distance learning. (Dick & Carey, 2005, p. 7)

Live Binder http://www.livebinders.com/play/play/1218617?tabid=2046685b-8d04-e331-bc2d-fe01e0f3b428

Formative evaluation

The collection of data and information during the development of instruction that can be used to improve the effectiveness of instruction. (Dick & Carey, 2005, p. 277)

Live Binder http://www.livebinders.com/play/play/1218617?tabid=cd44480a-7a4d-a31f-e32d-a83845518951

Conceptual Framework Model - Revising instructional Materials

 

                According to the shared vision in the Conceptual Framework Model, the purpose of the College of Education is to provide coherence for initial and advanced programs of teachers and other professional.  Their focus is on the theme “Educator as Decision Maker,” who must be a reflective practitioner, a change agent, and a lifelong learner.  This means that educators must continually reflect on their practices and seek opportunities to grow professionally.  They must also take initiative to make changes by sharing their vision and practice with others to improve future change to create lifelong learners.  The framework reflects the mission and the goals of the university to help students develop intellectual abilities, to be creative and reflective, as they remain lifelong learners.

 

                The framework consists of four components.  The first component, which it the outer circle, represents the prior knowledge and skills that students bring with them as they begin their educational journey.  As students become actively engaged in learning new ideas and skills, they relate it to their prior knowledge to become teachers that are more effective.  These new ideas, practices and resources can help them implement changes to help them succeed in the classroom and provide them with new ways to interact with their students.  This prior knowledge serves as the foundation for learning at the university.

 

                The second component represents the setting or the place where the training of the educator will take place.  This component examines knowledge and ability, application through experience, and professional values and dispositions.  The candidate takes classes that train them to become professionals.  They become lifelong learners by working with others staff members. This means they are open to learn new ideas and learning skills that will keep them up to date with all the ever-changing learning opportunities in the world today.

 

The third component represents decision-making terms.  These terms include planning, predicting, implementing, reflecting, evaluating, and revising.  Students improve their knowledge and skills as they plan where they want to begin.  They select and implement their plans as they learn and become decision makers.  They become reflective practitioner as they continually evaluate their choices and others in the learning community.  This evaluation leads to change and revising the plans or start all over again.  The decision-making cycle represented by rotating arrows, that is continuous and promotes professional growth.

 

The fourth component represents the outcome context that and all the other components lead to one goal, the development of the educator.  The educator is and informed and responsible decision maker.   The decision-maker described as a reflective practitioner, a change agent, and a lifelong learner.  A reflective practitioner can be important in the professional setting where someone is learning from his or her own professional experiences. They also look for opportunities to grow professionally.  Learning takes place all the time and in all places. As lifelong learners, we continue to build knowledge throughout our life as an educator.  Learning takes place all the time and in all places.

  

Developing and Conducting Formative Evaluation

 

Formative evaluation

the collection of data and information during the development of instruction that can be used to improve the effectiveness of instruction. (Dick & Carey, 2005, p. 277)

Live Binder http://www.livebinders.com/play/play/1218617?tabid=cd44480a-7a4d-a31f-e32d-a83845518951

Small-group Evaluation

The second stage of formative evaluation, referring to the use of a small number of tryout students who study an instructional program without intervention for the designer and are tested to assess the effectives of the instruction. (Dick & Carey, 2005, p. 366)

LiveBinder http://www.livebinders.com/play/play/1218617?tabid=d8f3d8e2-181f-f938-fcf1-f3cd8233be4d

 Field Trial

The third stage in formative evaluation, referring to the evaluation of the program or product in the setting in which it is intened to be used. Also, the second phase of summative evaluation. (Dick & Carey, 2005, p. 364)

Live Binder http://www.livebinders.com/play/play/1218617?tabid=9a7a9349-38bb-84ec-e13d-682ceb79e4e4

 Subject matter expert (SME)

A person knowledgeable about a particular content area. Also known as Subject Matter Specialist. (Dick & Carey, 2005, p. 367

Live Binder http://www.livebinders.com/play/play/1218617?tabid=45b559a8-7d49-cc85-7154-7a8eeb52ed81

 One-to-One Evaluation

The first stage in formative evaluation, referring to direct interaction between the designer and individual tryout student. (Dick & Carey, 2005, p. 366)

LiveBinder http://www.livebinders.com/play/play/1218617?tabid=605c0f10-cbe4-2c0b-3a7a-d41dbd0cf34f

Conceptual Framework Model – Designing and Conducting Formative Evaluations

 

                According to the shared vision in the Conceptual Framework Model, the purpose of the College of Education is to provide coherence for initial and advanced programs of teachers and other professional.  Their focus is on the theme “Educator as Decision Maker,” who must be a reflective practitioner, a change agent, and a lifelong learner.  This means that educators must continually reflect on their practices and seek opportunities to grow professionally.  They must also take initiative to make changes by sharing their vision and practice with others to improve future change to create lifelong learners.  The framework reflects the mission and the goals of the university to help students develop intellectual abilities, to be creative and reflective, as they remain lifelong learners.

 

                The framework consists of four components.  The first component, which it the outer circle, represents the prior knowledge and skills that students bring with them as they begin their educational journey.  As students become actively engaged in learning new ideas and skills, they relate it to their prior knowledge to become teachers that are more effective.  These new ideas, practices and resources can help them implement changes to help them succeed in the classroom and provide them with new ways to interact with their students.  This prior knowledge serves as the foundation for learning at the university.

 

                The second component represents the setting or the place where the training of the educator will take place.  This component examines knowledge and ability, application through experience, and professional values and dispositions.  The candidate takes classes that train them to become professionals.  They become lifelong learners by working with others staff members. This means they are open to learn new ideas and learning skills that will keep them up to date with all the ever-changing learning opportunities in the world today.

 

The third component represents decision-making terms.  These terms include planning, predicting, implementing, reflecting, evaluating, and revising.  Students improve their knowledge and skills as they plan where they want to begin.  They select and implement their plans as they learn and become decision makers.  They become reflective practitioner as they continually evaluate their choices and others in the learning community.  This evaluation leads to change and revising the plans or start all over again.  The decision-making cycle represented by rotating arrows, that is continuous and promotes professional growth.

 

The fourth component represents the outcome context that and all the other components lead to one goal, the development of the educator.  The educator is and informed and responsible decision maker.   The decision-maker described as a reflective practitioner, a change agent, and a lifelong learner.  A reflective practitioner can be important in the professional setting where someone is learning from his or her own professional experiences. They also look for opportunities to grow professionally.  Learning takes place all the time and in all places. As lifelong learners, we continue to build knowledge throughout our life as an educator.  Learning takes place all the time and in all places.