Communication
Communicate clearly to achieve professional goals using visual and verbal modes to explain and persuade.
Artifact
Math Facts in a Flash Instructional Package
Project Description
My idea was to create an instructional package that could be used by the technology coaches as a refresher course in using Math Facts in a Flash effectively in their classrooms. When my district first installed Math Facts in a Flash (MFF) on over 400 student computers at my school sites, we trained the teachers in its use. Over time, the correct use of this software has fallen off. Also, many new teachers have come on board since this software was introduced seven years ago, and they have not been trained in its correct use. It was time to reintroduce teachers to the training.
Outcomes
This project began in EDTEC 544 as a design document. This design document began with an needs assessment, which included an environmental assessment, an audience analysis, and an environmental analysis. A goal and task analysis was completed using a content map. Objectives were created from the content map, and instructional strategies were fashioned to create an instructional package that teachers could use to learn how to use the MFF software more effectively with students. In EDTEC 572 the instructional package was created and lesson modules were built. These modules included downloadable printed materials for the trainers as well as handouts for the learners. There were also multimedia in the form of PowerPoint presentations and QuickTime movies. I believe that the creation of this instructional design package demonstrates my communication skills. I can communicate clearly to achieve professional goals using visual and verbal modes to explain and persuade.
Challenges & Opportunities
The major challenge I encountered regarding communication through the instructional design package was how to point out what teachers were not doing correctly with the software without hurting the teacher’s feelings, or having them become defensive. With a knowledge and working experience with MFF software I could easily come out with a long list of teacher behaviors that needed to be improved. Instead of moving in that direction, I chose to ignore the bad behavior altogether, and just focus on what teachers could be doing with this software. I led teachers to believe that the correct use of the MFF software would make their job of teaching math concepts easier, as a solid foundation in basic math facts is created. I was able to preach this, as it was truly what I believed. School site administrator also expressed a high level of willingness to move forward with the training. Our evaluation surveys given out at the end of the training was also a good way to reduce any sensitive feelings of the teachers. Comments submitted by end users pointed out some negative behaviors that needed to be corrected by the learners themselves, without me having to point them out and create embarrassment or anxiety.
Lessons Learned
With the help of TJ Kopcha in 544, I was able to create a well-organized design document. I felt that having a solid design document gave me a head start on creating an instructional design package that was fresh and well received. I have received favorable feedback from the teachers who have gone through the training this instructional package provides. The planning really does pay off when it comes time to create instruction. Without the emphasis on design, the instructional package would have missed the mark in areas of audience and environmental issues.
