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