Reflection 7: "A New Goal"

In current and future positions I will utilize emerging technologies in the following ways:

·        In E-learning Environments I currently and will continue to provide instruction to faculty, staff students and parents using programs that were purchased by the district as well as those available online for free instruction.  E-Learning environments allow for more student interaction as opposed to the traditional pen and paper method.  I was able to try this using a program we currently operate in the district.  While GAGGLE was only being utilized for student communication, I anticipate utilizing it for a demo “paperless” testing system as well as for written projects.  It has the capabilities of lessons being downloaded and assignments submitted.  Students can complete and submit their tests all on line. On last year as well as the beginning of this year, I was able to train teachers and students in grades 6-8^th on how to log-in and access their student accounts.  Teachers were instructed on how to download assignments and check student emails. While I had no takers for this year’s request, I pitched the idea to my principal and she has agreed for one class in the fall. While it may not be the poster child for e-learning, I was able to receive all clearances from the administration as it is a program they have fully embraced. In addition, as the Professional Development contact, I will be able to set-up campus policies for teacher review and online test completion. 

·        Learning Objectives/Reusable Design will allow me to continue to build academic rapport with both student and teachers.  Learning objectives help me to stay focused on the overall learning goals for the department and ultimately the campus. Understanding learning components and timelines will help me to fully develop supplementary lessons that can be utilized multiple times. This will also benefit new teachers as they will have access to lessons and activities that have been proven to work. I can also see working closely with academic and departmental grade level teachers to teach certain components in the 6^th grade that will be built upon in 7^th and 8^th grade. Reusable Design will allow for chairpersons to ensure that grade level components are all taught during a particular year be requiring teachers to use online lessons. This is an excellent opportunity for me to assist in the selection of programs and the development of programs.

·        Rich Media is one of the most intriguing items on the list. It is one of my professional missions to take academic components and condense them into bite-sized pieces and design them based on the entertainment industry template. Doing so will allow teachers and students to access and process much needed information in an informal way.  This in turn will not make many of the academic areas that require foundational components or steps as complicated to student learning. I can see how, using rich media, many complicated math concepts could be eradicated using this form of technology in the classroom if instructed by the teacher. Examples of how I will utilize this:

o   Basic Algebra Functions and Steps (Math)

o   Historical Timelines and Important Dates & People (History/Social Studies)

o   Literary Elements/Writing Process (English/Language Arts)

o   Parts of Speech/ Sentence Structure (ESL)

·        Emerging Technologies of all the areas this is the area I will focus most of my attention.  I would like to gain a better understanding of it from an instructional design perspective. I think the best way for students to retain information is to make it conducive to not only their learning styles, but relatable to current trends.  I anticipate requesting monies for online academic games to be used not only in tutoring but for mastery as well. 

Section 6: "Getting a Job Doing What I Want to Do!"

I am currently serving as a middle school librarian. I would like to secure my library certification as well as an MLIS.  I am currently enrolled in the MLIS- School Certification program.  I was drawn to that particular program for several reasons.

First, I wanted to prove that it is possible to retain an interest in the library from a secondary standpoint, while maintaining many elementary school practices. Second, I wanted the opportunity to work with every student on campus. And finally, I wanted the opportunity to experience firsthand what it felt like to make a difference in the lives of a family via the library. Access to school libraries makes this possible. It's the access to information that also peaks my interest.

 At present my main concern is retaining my position.  Unfortunately, due to serious health concerns of both myself and my daughter I was not able to provide the attention that I needed in the spring to my courses as well as my inability to take courses in the summer. Because of this I run the risk of losing my position. So that is at the forefront of my mind. If I lose my position, I also lose my health insurance and having access to healthcare is my primary concern, not so much for myself, but for my daughter.  It’s not my goal or desire to be head of a library or department. I believe this would not allow me to make the type of impact I want.  I want to remain in the capacity of librarian for five years and then I would like to serve as a researcher as well as consultant for skills based adult education programs.  I would like to be the equivalent to the "reserves" when it comes to problem solving.  Somewhat of a "martial law" in failing secondary institutions.  At present the only thing preventing me from doing this is an MLIS.

I would eventually like to work in the higher ed. arena in adult or continuing education in the area of program development.  I’ve had the opportunity to start a GED program at my current campus through the library and realize adult programs are really how you change the quality of life in the home. Due to my interest in the family as an institution, I prefer to design and develop relevant instruction that assess need but also measures productivity. I would like to be the consultant that takes a look at what is currently being done and come up with a “best practices” approach.  I’ve had the opportunity to assess, design and develop adult and educational programs for local religious organizations in my area that focused on the family.  I was also able several years ago to develop a tutoring program for my campus with DISD that became a model for departments and teams.  My model increased parental involvement and student productivity by 75% within three months.   I have also been able to develop and maintain a higher education program geared towards students with learning differences that generated monies for the campus and increased student enrollment without having an advanced degree in the area. I also love secondary, so would welcome the opportunity to work with high school programs as well on a consulting basis.  My dream job would consist of going into high schools that are in Stage 4 and collect, interpret and present data and monitor the progress of the campus from start to finish. *That "marshal law" thing.  My old high school is in that situation and I would love to be the person sent my the state and or the federal governement to go there and shake things up.

As far as work is concerned, I like flexibility. I like concrete guidelines, but I also understand the importance of abstract thinking that comes into play with adult education and training. In most cases you have to see it before they get it.  I also like specific and defined goals in relationship to the overall outcome.  If it can be done it can be defined. If it’s defined it can be measured.  If it can be measured it can be productive.  If it’s productive it can make a positive difference. I also love knowledgeable people in the work place.  I think this has more to do with the fact of my belief that people who are passionate about what they do will learn every aspect of their jobs and in turn become resident experts.  Nothing beats learning something from a person that is passionate about. Passionate people always create more knowledgeable people. At the present I do not have a preference where I want work. I can work anywhere and with anybody. I am a chameleon. 

In reference to what I need to learn, I would say I need to learn more versions of programs that would make research easier as far as gathering statistical data. I need the ability to know exactly where to go for data in 10minutes or less. This is crucial to program development.  At present, much to my chagrin, the program has changed at TAMU-Commerce. Many of the classes I need will not be offered until the fall of 2013.  So this of course will place me at a considerable disadvantage when it comes to certification.  I was formally a student at Texas Woman’s University but switched because of the guidance provided by TAMU-Commerce.  Unfortunately, only 6hrs transferred and I am being required to take many courses I have already taken.  I wish there was a way I could take the certification test in January and then continue with the program until I completed it.  Having the certification under my belt would allow me to remain in my current position.  This was my plan prior to the health issues.

 I am currently a member of the Texas Library Association (TLA); Business and Professional Women’s (Tyler Chapter); American Federation of Teachers (AFT).  At present I attend TLA regularly. The benefits for joining these organizations allows me to stay abreast of trends in the industry, networking and simply to be a part of a think tank. 

"A Monster drink, ClaritinD, Fake Hair, Stilettos, Rear-Ends, Prejudice and Male Logic!"

Monster Drinks

I drank my first Monster drink today given to me by my friend, who we shall call the "police officer." I have a one word phrase for that......ugh!" Whatever happened to simply resting and going to sleep? What's wrong with that? What are we doing during a 24hr time period that has us shunning sleep and rest? Why are we drinking things to divert the fact that we need rest? Mind you my friend, "the police officer" has stated to me, "Ain;t nobody got time for rest. No time for no sleep." But I believe we were designed to rest and sleep.  Energy drinks are the new tanning beds.  I can tell you the older I get the more I value sleep and relaxation. Call me insane, but if I don't have to wake up at 5:00 or 6:am "I WON'T!"

I remember as a kid in the summer time, my mom would call us from outside at or around 1:00pm to come in and get this,"TAKE A NAP." I remember kicking and screaming, not wanting to go to sleep because I thought I was going to miss something.  What was I going to miss?  But now, rewind back to 1978. Take me back to "8" and let me here my mother say nap. I'm on it! I wish my boss would come in and say, "Lori, you look like you need a nap. Close your door and take and hour." Do you think I would holler, fuss or scream? Heck no! I would grab my body pillow (hidden in my closet) and be obedient to leadership.

But seriously, why do we do crazy things as adults?  It's like we walk around having out-of-body experiences daily. A part of me hates getting older cause the crazzies follow. When I drank the Monster drink nothing happened......not-a-thing.  Leading me to believe, maybe that boost of energy is all in our minds.  Maybe we need to get somewhere and sit down and rest.  Realize what we really want out of life. Is money that important to where we can't rest because we're so caught up in earning it?  Don't get me wrong, I would love to be wealthy and someday I will be (*When somebody gives me a juvenile fiction book deal) but not at the expense of my health and wellbeing.  I want to be financially secure enough to take a nap during the day from noon-2pm.  FOR REAL!

Claritin D

I have not had a cold or allergies for well over 10yrs. I took a ClaritinD when I came home because I felt like something was on the verge of going down in my nasal cavaties. And sense illness and I do not get along, I wanted to take precautions. Needless to say nothing, just like that Monster drink,nothing happened. My nose is still stuffy!? I'm sitting here now with a small wad of tissue paper, from a box, not a roll, in my nose. I've waited close to 8hrs. I'm miserable! I now fully understand how the sick and elderly overdose on prescription and over-the-counter meds.  I just saw a commercial with my symptoms so now I'm thinking I might need to get tested for diabetes? One pill has spooked me.

 I remember when this stuff first came out it was like medical crack for allergies. One ClaritinD would dry up close to 60%  of the water in your body! It was so powerful until they had to sell it to you from behind the counter.  Remember?  The only thing on the shelf was the cardstock advertisment that you had to to take to the counter and show ID to purchase. It appears at one point in time there was an ingredient used in the production of Meth. But now, in 2012, you can buy it out right again.  So what does that say about Meth? Has it gotten stronger? What does that say about ClaritinD? Is it nolonger effective? There has to be a conspiracy. That lead me to this:  Is society turning us into medicine and energy junkies? These pharmacutical commercials are crazy. There's always one benefit; but 10 warnings. Go figure. You can perform, but all at the risk of having a stroke, a seizure, a bloodclot, blindness, infections, hemmorage, etc. You can grow eyelashes, but you might go blind in the process.  Energy drinks. You get energy...but only for 5hrs. The next 19hrs you're walking around irratible and upset because ya mind is saying it can go the distance but your body is about to crash because it needs rest.  Crazy.

Confusion

At what point do we really realize we're grown? An adult?  Allow me to share what the comunity in my head is talking about at their council meeting right now. 

Whenever I'm at the local mall, why are there more moms in the "tween-teen" stores without their daughters? Who are the people telling them that it's okay for them to dress like they are in high school when their body looks like iti s clearly heading for the AARP discount club? Who!?! What happened to the grown woman code? Was it changed? Revamped and no one told me? There use to be pride in being a grown woman. They dressed different.  Walked different.  Had different conversations. But now. Case in point. I have a friend named Doris. I love Doris- not in a lesbian way-. Everyday Doris comes to work dressed. I mean dressed! She has her own style. She walks like a grown lady. Talks like a grown lady. Handles you like she grown. Will tell you off like she grown. And you know what, her clothes are never too tight, too low- okay one time she did wear a top that was a little too low and when I said something to her she made a comment about my breasts looking like two little boy fists. (*Maybe she didn't say it like that but it was said around two other ladies that had ample breasts so that's how I interpreted it) But anyway, Doris is the epitomy of grown womaness. Thinking about how she carries herself prompted me to thinking about other things I am confused about when it comes to being grown. I am in dire need of someone giving me closure on these five things:

1. Faux Hair (Weave)- Why must we wear it down to our elbows?  Just above the buttocks? What happened to trying to fool people into thinking it was yours?

2. Stilettos - Who has convinced us that these are practical for work? Strippers have won! They have revamped the professional attire to include shoes of ridiculious height around men. Men now get to watch ladies bounce and flounce all day in super high heels without leaving a tip.

3.  Rear Ends- How big is really too big?  How much bottom do men really find attractive as oppossed to repulsive?  And why won't they tell us?

4. Male Logic-  Why won't a man tell you when he doesn't like you anymore but keep grinning in your face? Do they stop to think that not telling you will hurt your feelings even more?

5. Prejudice-  If a racist were told he or she needed blood or a transplant to live, would they accept it from a person of a different race?  At what point is hate worth abandoning?

That concludes my list of confusing things for today- my body just caught up with my mind- I need rest.

Reflection 5:

The reading for this week forced me to evaluate what in fact it is I really want to do in reference to my professional focus.   My professional intentions are to continue working in secondary education as a librarian for the next five years pending budget cuts.  However, after receiving my MLIS degree I intend to work extensively in adult education by way of program development.  For this week’s assignment there were two concepts in particular that really stimulated my thinking and allowed me to see what area I aligned with.

Higher Ed. In Middle School?

Having taught courses in Higher Ed., I like the way college and university departments are structured and maintained.  Although there are different interests, teaching styles and personalities, there is still a one common core. Student performance via effective teaching is crucial in higher education.  Allow me to explain.  Each department has at its head a Dean, followed closely by a chair. This allows the Dean to be informed at all times of the department’s student retention rate.  The chair is made aware of the needs of the faculty and staff members in relationship to teaching, instruction and student performance.   Enter the instructional designer. Instructional designers in the higher ed. arena must be aware of not only the needs of the department, but the students as well from a “foundational knowledge standpoint.”  They must make sure that all learning components align from course one through course four, etc.  Designers in this area must make sure they have a solid command of what is to be instructed. They must get a good understanding before creating anything. They must collaborate with a myriad of educators from teaching faculty to IT persons.  This was a concept I had never given much thought prior to reading the chapter. However, it is an exact representation of how librarians work on secondary campuses. I was able to demonstrate this week’s reading assignment first hand.

As a middle school librarian, there are certain components I must instruct both teacher and student. My first responsibility is to make sure I get a good understanding of what not only the student needs by way of technology or projects, but if in fact the teacher has the knowledge he or she needs to carry the lesson from the standpoint of campus and grade level learning goals.  For example, a  7^th grade Social Studies teacher asked for assistance teaching the Alamo. I asked for a list of her learning goals and the length of and amount of time to be spent on the unit. I then developed a lesson that complimented hers.  This included an-online poster-maker for a creative approach for visual learners as well as a Pre-study Prezi to spark interest that incorporated similar battles from around the world and the US prior to the Constitution.  I also spoke with the other Core teachers on her team and during their teaming time, showed them how to make online tests quizzes, etc.  that complimented the Alamo.  While it was their responsibility to instruct in the classroom, I was given the liberty to work with students in the library. This unit was so successful until it is now a 7^th grade staple.  It was similar to a designer in higher ed. in that I had to overcome different personalities and aversions to the use of technology. I basically had to sell the idea and be there to ensure that I did in fact have a product that could maximize student learning.  I also had to make sure I understood every concept presented by each teacher.  Although this was a lot of work on my part, each lesson reinforced the other.  It also complimented the lesson of the 8^th grade teacher as well. Students gained an understanding of the magnitude of a war, verses a battle, fight, etc.  So that when the American Revolution is taught in 8^th grade, they will fully understand the importance of militias, minutemen, etc.

Health Education: Medical School as a Training Ground 

Medical school has always fascinated me. I like how medical students are assigned, not necessarily based on grades, as they all have been accepted so initially this is not a primary concern.  However, they are then organized based on exposure and a system of rotations. Although, they have different interests, they are placed in a system where they must learn  supervising physician.  Although the lead physician knows the answer, he or she allows the group to theorize, hypothesize and simply guess at many diagnoses.  Each person presenting a theory must justify their choice or decision based on knowledge and deductive reasoning. 

Sadly, it appears to be the focus on the elementary school level because of cooperative group learning, but a complete opposite in middle.  This triggered my thinking. Perhaps instead of the teacher simply providing answers, why not place the students as if in medical school?  I worked with the 6^th and 7^th grade Resource classes on a novel they were reading.  The teacher informed me that she was having a hard time getting them to understand many of the literary elements. After reading the assignments, I asked different higher order thinking questions of each group and then allowed the groups to present their findings to the class as a whole. Questions were based from the standpoint of the outcome as opposed to the immediate.  When given the responsibility of looking at the novel or the character from the end result, students understood more than what the teacher was giving them credit for and was excited because they in fact taught the class.  Their teacher simply facilitated.

I chose Higher Ed. and the Medical School/Health Education because Higher Ed. is not there to teach you how to think, but what in fact to think about as it relates to the person as an individual. The student must take ownership for their learning. While medical school teaches you to draw upon your personal/academic knowledge while using deductive reasoning from within a group setting.  This I believe is true preparation for learning.

Blog Post 4: It Takes a Village or Someone Willing To Make a Difference

I am currently serving as a middle school librarian at a low-income campus.  While teachers do not utilize technology to the fullest, they have an amicable relationship towards in-service training conducted out of the library.  The problem initially was thought to be on the part of the teachers.  However, parental involvement was underlying issue.  Students were coming to school regularly; however, there was a lack of communication with the parents. The source of the problem was a lack of communication via the use and accessibility of technology by parents.  They were unaware as to how to go about getting involved. Many parents wanted to get involved; however they simply did not have direct access to either a computer or internet in the home as well as basic computer literacy skills.  I also discovered that many of our parents did not have high school diplomas and or GEDs.  I first addressed the access issues by creating a parent resource center within the library. Parents were able to take a quick tutorial on internet access and basic computer functions conducted by me.  I was able to instruct them on how to log-in and access their child’s grades, attendance and teacher email.  I was also able to develop and update a weekly on-line newsletter for our campus that can be downloaded to cellphones.  This helps parents keep up with campus activities, deadlines and schedules.  They are able to use the computers, before or after school for a myriad of things from parent-teacher communication to job research and word-processing.  To address the GED issue I partnered with the local Literacy Council and recruited campus teachers and we each received training.   Classes are conducted Monday-Friday from 4:15-6:15pm.  This does not interfere with campus activities and parents receive the privacy they need in order to help not only their child but their family as well.

Performance Support Systems are methods that provide support in whatever capacity or area they are needed.  It also serves as a form of intervention that can affect positive or negative performance.  One particular problem I’ve observed is the turn-around time for GED attendees as well as teacher burnout.  While parents enter the GED program excited they lack in commitment.  And the majority of my Friday and Monday is spent rallying not only the soldiers, but the troops as well.  When student attendance begins to lag, teacher/tutor lose their enthusiasm; resulting in my constant motivational speeches and incentives to all parties involved. A PSS method that I will utilize in the spring concerning the GED program is to present information and coursework in more of a 6week commitment as opposed to the typical work-at-your-own pace method that is common with literacy programs.  Doing so, I believe will help with intervention and retention.  I will celebrate the completion of the 6wks and at the same time push for another 6weeks.  I will also use the weekly on-line newsletter to recruit parents for the program. 

What knowledge would help solve the problem you identified above and how would that knowledge need to be collected and managed to help facilitate problem solving? 

Because literacy is an extremely sensitive subject among adults, the best way to collect information was to simply conduct a basic survey coupled with a brochure advertising the services of the parent center.  The survey did not require parents to sign their names, but it provided me with information of not only their academic goals, but their goals as parent.  I was able to then partner with local parenting organizations to provide parent in-services on everything from dealing with a child that has a learning difference to healthy cooking; all based in part on the identified needs of the parents via the survey.  I issued and collected completed surveys at parent teacher meetings, campus events as well as placing them in the main office along with brochures that contain an application to register for the free services.     The only information I retain are the surveys, which are then complied and placed in a simple chart/graph format, while the applications are logged on campus.  However, because I partnered with the Literacy Council they are faxed to their office and electronically downloaded into the state system for accuracy and records.  This allows the agency to have a record of each student for testing purposes. Having the partnership allows me direct access to other state and national statistics of other literacy programs as well as best practices.

What informal learning experiences have you participated in at your organization? Could those informal learning experiences be shared with others? Could the knowledge gained in those settings be codified and managed? And should it be managed or should the informal experiences be replicated or broadened to include others?

At present our district is very adamant about Professional Learning Communities(PLCS) in which teachers basically are placed in casual setting and learn from the experiences of others and in turn when placed in an environment of other professionals are able to come up with and generate ideas to address whatever targeted areas has been identified.  Of course this is all based entirely on data. While these are referenced as informal experiences, they always lead to discovery.  It would appear to be quite challenging to codify and manage.   However, the information is always replicated within the respected departments.  Because data serves as the driving force, the outcomes are typically what teachers are looking for, so the interpretation of data leads to a more direct approach towards problem solving within each area.  The “Lone Ranger” approach is not possible within PLCS. 

ETEC 561 Fall 2012: Section 3: Evaluating, Implementing and Managing I...

Bloom’s Taxonomy

Benjamin Bloom, an educational psychologist, found that over 95% of test questions students encountered required them to think only at the lowest possible level. Bloom felt like students were simply stuck at simply the recalling information.  He then identified six levels within the cognitive domain.  From the simple recall or recognition of facts, as the lowest level, through increasingly more complex and abstract mental levels, to the highest order which is classified as evaluation.

The Levels are as follows:

1.       Knowledge:  In this level students are simply required to recall information. This is the level at which most students are instructed. In this stage students arrange, define, duplicate, label, list, memorize, name, order, recognize, relate, recall, repeat, and reproduce state.

2.  Comprehension:  In this level students begin the process for true learning.  It is in this stage that students begin to classify, describe, discuss, explain, express, identify, indicate, locate, recognize, report, restate, review, select and translate.

3.  Application: In this level students apply what they have learned.  It is the goal of this stage for students to take not only what they have learned, but also what they have discovered.  This level allows students to choose, demonstrate, dramatize, employ, illustrate, interpret, operate, practice, schedule, sketch, solve, use and write.

4.  Analysis:  In this level students basically analyze what they have learned. It is the goal of this stage for students to decide as to how they will approach their learning.  Doing so allows for more individual accountability.  At this level student appraise, calculate, categorize, compare, contrast, criticize, differentiate, discriminate, distinguish, examine, experiment, question and test.

5.  Synthesis:  This level requires students to merge information.  It requires them to take what they have learned and organize and arrange it.  At this level students assemble, collect, compose, construct, create, design, develop, formulate, manage, organize, plan, prepare, propose, set up and write.

6.  Evaluation:  This is the highest level of learning based on Bloom’s original theory.  Students at this level are asked to take accountability and responsibility for what they have learned.  At this level students appraise, argue, assess, attach, choose compare, defend estimate, judge, predict, rate, core, select, support, value, evaluate.

*Lori Anderson, a former Bloom student, along with other educational psychologist added this 7^th level to accommodate the 21^st century learner.

7. Create:  At this level students are asked to take a more creative approach to their learning.  This level requires them to design, construct, plan, produce, invent, devise, make

Classroom Use:

Bloom’s Taxonomy is excellent for developing and teaching levels of questioning.  I would, and continue to use it as a model for the types of questions should be asking in reference to their learning.  For example, I initially teach Level 1 ne type of questions during the lesson or lecture.  However, for classwork, I present Level 2. Homework questions are always Level 3.  Cooperative learning is an excellent opportunity for me to incorporate Levels 4-5 and Level 6 is excellent for test questions.  Doing so allows me the opportunity to constantly monitor not only what students are learning but what they are retaining.  Incorporating the different levels of questioning in the learning process is also an excellent way to measure my goals as a teacher, my approach to student learning and their interest or comprehension of the topic being studied.  Level 7 allows students to recreate what they have learned in a different medium.  I do this in the form of a project that is usually technology based and computer generated. Students have the opportunity to complete Wordle,  Gloggster, or WEBCASTS, etc.

Gagné's 9 Events of Instruction

Robert Gagné was known as a behaviorist.  His focus was on the outcomes (or behaviors) resulting from training. He identified the mental conditions for learning. As a result of this he created a nine-step process called the Events of Instruction, which link and address the conditions of learning.  The 9 Events of Instruction are as follows:

1. Gain attention- this requires the instructor to generate excitement and or a buzz about what is about to be studied. 

2. Inform learner of objectives- prior to what will be studied, it is here where the instructor tells the learner of not only what is expected, but what will be learned and or discovered.

3.  Stimulate recall of prior learning- this is where the instructor prods the learner to see if he or she retained any information from prior learning or experiences about the topic to be discussed

4.Present stimulus material- This can be through a funny story, a picture, a movie, a speaker, etc.  In most cases a bulletin board or display.

5.Provide learner guidance- as the student is learning, it becomes the mission of the instructor to ensure that they are proceeding in the right direction; that they are in fact heading in the direction of the original goals and objectives

6.Elicit performance- this is where you stimulate the learner to in fact learn based on the activities the instructor has provided

7.Provide feedback- this is where the instructor is readily available to provide comments and or suggestions as to how their learning is progressing or in some cases regressing. Feedback is given to ensure that again the learner is staying true to the goal and objectives.

8.Assess performance- this is really the last step in the process as it requires students to be tested on what they have in fact learned or discovered.

9.Enhance retention transfer-  this is by far the hardest part of the process because the instructor has to develop a method that will not only ensure that students have learned the material, but that it will be readily available for future use.

CLASSROOM USE

This model would be excellent for lower elementary use I believe and or remedial students.  It appears to be a process that suits the needs of more needy students; academic and or emotional.  

REFLECTION 2

In my opinion it would be useful for instructional design to address student interest in a particular topic or subject prior to instruction.  I strongly believe students are more productive if what they are learning is relevant to life.  A pre-learning or pre-inventory would be interesting to complete to see if students are remotely interested in the topic as opposed to simply diving in head first.  While I understand there are some subjects and content we must teach, it would interesting to see how many different approaches and or familiarity each student has with a particular topic.  Doing so would allow those that have a high level of familiarity to assist others.  Allowing them to do this would create higher levels early on in the process.   

REFLECTION 3

 I would use Situational Leadership to facilitate learning by first conducting a survey of what goals and or objectives we are trying to reach as well as the items that are on hand and readily available.  I would also conduct a survey as to the level of expertise in relationship to the goals and the objectives.  Information and people would be based on need and ability. Doing so would allow for working smarter and productively. Those that know become those that teach.  Those that do not know become those that learn from those that know.  With the intention of everyone becoming knowledgeable.  Everyone is empowered and appreciated for their contribution and not for their lack of knowledge.