Personal Reflection 1

Assignment #2

Online Instructional/Workshop Plan

Personal Reflection

Camille Maydonik

36428084

ETEC 530: Constructivist Strategies for E-Learning

Instructor: Dr. Samson Nashon

University of British Columbia

April 15, 2010

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Matthews (1994, p.143) cites from Driver and Oldham (1986) a model for

planning constructivist instructions. The model has 5 elements: Orientation, Elicitation,

Restructuring of Ideas, Application of Ideas and Review. This constructivist-inspired

teaching method inspired the design of my lesson and forms the basis for the teaching

and learning activities of my workshop:

1. Orientation; Introduce the Gallery Tab and the Properties Tab to participants

using VoiceThread. Participants complete Hands-On Practice #1. (Appendix A)

2. Elicitation; Participants will participate in a Think-Pair-Share activity using

VoiceThread. Participants will share their completed example from Hands-On-Practice

#1 and state any questions they may have. The instructors or other participants may reply

using the VoiceThread.

3. Restructuring of Ideas; Introduce the Infinite Cloner to participants using

VoiceThread. Participants complete Hands-On Practice #2. (Appendix B) Participants

will share their completed example using VoiceThread, which will allow them to clarify

and exchange ideas, and construct and evaluate new ideas.

4. Application of Ideas; Participants complete Hands-On Practice #3. (Appendix

C) This will give participants the opportunity to use their new skills to create a 1-2 page

activity for their classroom.

5. Review; Participants will share their completed example from Hands-On

Practice #3 using VoiceThread and will reflect back on how their ideas have changed by

drawing comparisons between their thinking at the start of the workshop, and their

thinking at the end of the workshop.

The design of my workshop incorporates elements of the Constructivist

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Instructional Model (CIM) and Cooperative Learning. This is reflected in the Evaluation

Rubric. (Fig. 1)

Criteria Descriptor Achievement

Prior Knowledge Participant is able to
use their background
knowledge to assist in
the completion of the
workshop.
Individual Participant shares
Accountability their work using
VoiceThread and
comments on other
participant’s work.
Interpersonal skills Feedback given to
other participants and
questions asked are
constructive.
Processing Participant is able to
demonstrate
understanding of the
concepts taught.
Interactivity Participant completed
all three Hands-On
Practice activities.

Achievement

E = Excellent achievement of learner outcomes

VG= Very good achievement of learner outcomes
M= Meets expectation of learner outcomes
NI= Needs improvement in order to meet learner outcomes

Figure 1. Evaluation Rubric

I have not used this lesson in the past, online, or face-to-face. It would be

interesting to try the workshop completely on-line and face-to-face, both with the

VoiceThread component in order to see how it best achieves constructivist instruction. Prior

to this lesson, it would be important to provide instruction on how to use VoiceThread to

enable participants to fully participate.

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Reference

Matthews, M.R. (1994). Chapter 7: Science teaching: The role of history and philosophy of

science. New York, NY: Routledge.