Alexander N - Edid6505 - Wengerangroupassignment

WENGERAN GROUPS
MINI INSTRUCTIONAL PROJECT

MSc Instructional Design & Technology
University of the West Indies -Open Campus
A Paper Presented in Partial Fulfilment of the Requirements for
EDID 6505 Systems Approach to Designing Instructional Materials
Group Members - Student Numbers -
Marlon Jaimungal - Student Number - 310102448
Renaldo Grayson - Student Number - 01703779
Tamika Wright-Howell - 316101902
Yolande Samuels - Student Number -004022944
Kion Orr - Student Number - 308003563
Natasha Alexander - Student Number 316103983
Training programme to improve the classroom management skills of instructors
Moodle password information -

Link - https://instructionaldesign.moodlecloud.com/
User name - admin
Password - WENGERAN GROUP
Wengeran Group - Group Assignment - Instructional Project 1
Table Of Content
Overview and Context of Instructional System 3

Executive Summary 4
Needs Assessment 5
Selected Audience 5
Topic of Instruction 6
Formats 6
Information Needed: Optimals, Actuals, Feelings, Causes, Solutions 7
Learner and Contextual Analysis 10
Performance Objectives and Task Analysis 10
Assessment 13
Instructional Strategies and Lesson 14
Data and Feedback from Using Materials with Pilot Users 14
Design Process 15
Instructional Strategies Table 16
Research and Information Sources 22
References 24
Appendix A - Method and Grading of Evaluation 31
Appendix B - Objectives for Unit 2 31
Appendix C - Prerequisite Analysis for Unit 2 32
Appendix D - Objectives for Unit 3 33
Appendix E - Prerequisite Analysis for Unit 3 34
Appendix F - Learner and Contextual Analysis 35
Task selection worksheet for Unit 1 35
Task selection worksheet for Unit 2 36
Appendix G - Course schedule: 38
Appendix H - Snapshots of Moodle Website 40
Appendix I - Procedural Analysis 42
Appendix J - Contextual Analysis Worksheet 43
Appendix K - Performance Objective 45

Appendix L - Task Analysis 47
Appendix M - Procedural Analysis 49
Appendix N - Assessment Rubric for Programme 51
Appendix O - Assessment Rubric for Unit 2 53
Appendix P - Assessment Rubric for Unit 3 54
Appendix Q - Summary of Pilot Findings 58
Overview and Context of Instructional System
Introduction
Over the last year, trainees performance and behaviour has been on the decline. Initial
investigation has identified a decrease in student enrolment which led to the institution lowering
the entry requirements for new students of the programme. The veteran and new instructors dont
have the theoretical knowledge to handle the new classroom dynamics. In an effort to decrease
incidences of unacceptable behaviour and improve trainees performance, an Instructional
Designer has been contracted to design a training programme to improve the classroom
management skills of the instructors. The training will target new and recent teacher trainees
between the ages of 25 to 50 and will be delivered in a fully online setting. Media such as video
presentations, powerpoint and other instructional media will be employed. Merrills first
principles, as well as the Constructivist method of teaching will be heavily employed to engage
in deep and meaningful learning with the learners. Opportunities to demonstrate, integrate, and
assimilate their new knowledge will be provided to the learners as practical exercises that will
require them to engage their students in a classroom setting will be provided. Assessments will
be done online to allow the students time to engage in practical exercises with their tutors in the
online classroom and to provide extra convenience and ease of use.

Executive Summary
No other dimensions of teaching causes more concerns for teachers than managing the classroom
and class discipline. As with most complex teaching skills, classroom management requires a
thorough understanding of theoretical knowledge and research findings, as well as, practical
experience.
This knowledge of theory can only be derived from educational, social and humanistic
psychology . There is no single most effective approach; however there are different
philosophies, theories and findings that provide significant new knowledge about classroom
management.
Classroom management is the key component of the teaching and learning environment. It can greatly
impact the way students behave and their level of performance in the classroom. The training programme
was designed to ensure that instructors become proficient in Classroom Management techniques and
strategies. The audience consists of instructors who are subject matter experts, and possess skills
applicable to the construction and industrial sectors, but do not have any formal training in classroom
management. This theoretical knowledge about learning and human behavior will equip the instructor to
draw on concepts from psychology, anthropology, sociology and other disciplines to interpret the
complex reality of the classroom. The programme will be spread over 8 weeks and will be conducted
within an online training environment to maintain context.
The three main units of instruction under Classroom Management for the Instructional Leader
are:
Unit 1: Classroom Management Techniques and Learning Theories
Unit 2: Managing Student Behaviour
Unit 3: Methods to Improve Student Performance
Needs Assessment
The purpose of this needs assessment is to determine what instructional strategies are needed to
improve the classroom management practices of the instructors.
The work environment is that of a manufacturing and educational institution. The education
department provides skills training for persons desirous of entering the industrial and or construction
fields. There are four (4) training programs, two social programs which provide construction skills
training for persons and the Journeyman programme which is accredited by the German Chamber of
Crafts and finally the NEC craftsman programmes. The social programs are 80% practical and 20%
theory. The other two programs are more theoretical in nature and there are examinations to complete
for certification. Recently, student performance and classroom behaviour has deteriorated
significantly due to the change in student admission policies. The students of this programme are
aged 16 25 years old, low literacy level and considered at risk youth.
Selected Audience
The selected audience will be the instructors of the training institution. The instructors hired by the
institution are skilled in respective technical fields with years of experience either in the construction or
the industrial sectors. The total population of the instructional staff is 100 persons. The teacher population
consists of 75 males and 25 females. The targeted persons will be:
One hundred (100) instructors.
The age group of the instructors are between the ages of 25 to 50.
Educational level of the instructors undergraduate or postgraduate degree
Experience level all the instructors are subject matter experts

The focus will be on empowering the instructors with the necessary knowledge and skills to successfully
implement classroom management techniques to improve their class performance.
Topic of Instruction
The topic being proposed for the training programme is entitled Classroom Management for the
Instructional Leader. The units of instruction will focus on classroom management techniques,
behaviour management of trainees and methods to improve trainees performance.
The three main units of instruction under Classroom Management for the Instructional Leader
are:
Unit 1: Classroom management techniques and learning theories
Unit 2: Managing student behaviour
Unit 3: Methods to improve student performance
Formats
Mode web-based -Online courses (e-learning) using Moodlecloud. (see H - snapshots
of Moodle Website)
Participants will require computers/tablets, Internet and Web 2.0 tools.
Media - Multimedia - Online videos, text, Online media. The combination of text,
audio, video, color, animation, and various other ways of learning afforded by
multimedia may effectively address teachers individual learning styles and their "frames
of knowing" (Gardner, 1983)
Format - Asynchronous. No set time for students going on-line, at students

convenience. Assignments to be submitted by the due date given.
Students will be required to complete three online modules as outlined on the Moodle homepage
and learning modules links. Each module requires the completion of specific readings
assignments, application projects, viewing of videos and student discussion forums.
Additionally, the student discussion forums will all be related to readings, which are provided for
more in depth understanding and practice by the student. Moodlecloud provides a map of the
content and assignments for each module. Each unit of instruction will be a 2 hour lesson twice
weekly, and will be delivered completely online. The training session can be completed any time
during the week to facilitate the learners, however the assignments and assessments will be
closed off after a specific allotted time. The training can be accessed via any computer/laptop,
smartphone or tablet with internet access. Methods of student evaluation can be seen in Appendix
Information Needed: Optimals, Actuals, Feelings, Causes, Solutions
The Optimals
Instructor's knowledge of classroom management techniques
Instructor's ability to use different classroom management techniques
Adaptation and or modification of the curriculum to meet the needs of the trainees in an
online environment.
Opportunities for further instructor development
Instructor's knowledge of learning theories
The Actuals
Some instructors do not have any training in classroom management skills and
techniques
Instructor centred training limit trainee participation
Trainee performances have declined over a 1year period
Minor behavioural issues more often than not escalate into major disciplinary issues as a
result of inadequate classroom management knowledge and expertise
Minimal use of differentiated teaching strategies
The Feelings
Instructors are challenged to motivate students to perform and the general feeling is the
intake of trainees is not up to the standard as in previous years.
Therefore the behavioural challenges and sub-par performances are issues which must be
dealt with urgently.
The instructors are not properly equipped to meet the needs of the trainees because of
their lack of formal teacher training and specifically classroom management knowledge
and skills.
There is a feeling of resistance among the older instructors as this would be their first
foray into the online learning realm. They are accustomed to a classroom setting for both
learning and teaching and the online setting may be intimidating for them.
On the other hand, the younger instructors welcome this mode of learning as it affords
them more time and convenience as they can engage in their learning in the comfort of
their own homes or offices or wherever may be convenient for them.
The Causes
Lack of proper training in the skills necessary to effectively function in a

teaching/learning environment
Instructors hesitant or reluctant to participate in professional development programmes
Laisser-faire attitude towards the job as a result of the previous point
The Solutions
Instructor development programmes which will allow instructors to function effectively
in the classroom/workshop.
Provision of convenient and accessible online instruction
Greater involvement of the stakeholders (parents and guardians, industry partners)
Review and modification of curriculum to address the needs of the trainees
Greater trainee involvement in the teaching/learning process
Incentives for both instructors and trainees for minimising behavioural issues and
maximising performance
Learner and Contextual Analysis
As teachers/instructors we are aware that all learners do not learn in the same way.
Therefore instructional design must take into consideration the different learning styles and
characteristics of the learner, especially if that Instruction is going to be delivered online. Before
instructional design can take place, information about the learner must be gathered so that the
appropriate strategies to facilitate learning can be implemented and the appropriate online
approaches can be employed. The Learner analysis worksheet ((Appendix F) and Contextual
analysis worksheet (Appendix J) identified the level to which relevant factors affected the
learner. The results showed that teaching experience and educational qualifications presented the
greatest challenge to instruction and as a result online instruction will be designed that can
address these areas so as to improve and strengthen the instruction.
Performance Objectives and Task Analysis
Classroom Management for the Instructional Leader
Performance Objective and Task Analysis
For the Classroom Management for the Instructional Leader course, we have decided to expand
Unit 1 for this mini project. Objectives for Units 2 be found in Appendix B. Objectives for Unit 3
can be found in Appendix D.
Unit 1 - Classroom management techniques and learning theories
Terminal objective
By the end of this online training course instructors will have the requisite knowledge and skills of
classroom management, which when applied in the learning environment will encourage improved trainee
performance and behaviour. Please see Appendix K for the performance objective.
.Unit 1: Classroom management techniques and learning theories
Enabling Objectives -
After completing the training programme, instructors will be able to:
Define 1 specific classroom management technique applicable to the learning
environment and create a classroom management plan using various learning theories.
Identify at least three key classroom management strategies and list 3 ways to implement
them in the classroom
Apply at least three classroom management strategies and techniques in the learning
environment and identify 3 methods to build effective relationships with students.
Prerequisite Analysis
The Task Analysis Worksheet for unit 1 can be viewed in Appendix L
A general procedural task analysis was created for the course (see Appendix I)
The prerequisite analysis for unit 2 can be viewed in Appendix C
The prerequisite analysis for unit 3 can be viewed in Appendix E
The contextual analysis worksheet for Unit 1 can be found in Appendix J

Assessment
Formative assessments will be used to guide the instructor on the students progress, their change
in understanding, and progress with completing the learning objectives for the class.
How the lecturer approaches assessment impacts on how students identify the class, the content
to study, and their own work (Brookhart 1997). The assessment rubric for the programme can be
viewed in Appendix N. Please see Appendix O and P for the rubrics for Units 2 and Units 3.
The units course objectives, assessments and activities have to be in alignment.
Objective Assessment
Students will Define a classroom At the end of the unit - Learning forums reflection
management applicable to the learning discussions
environment and create a classroom Peer feedback activities
management plan Parallel problem solving
Students will Identify and discuss at least At the end of the unit group work to create a
three key classroom management strategies document on 3 classroom management strategies.
and skills appropriate for the learning Students are asked to analyze a case study and
environment. prepare a report generating solutions
Students will Apply at least three At the end of the unit - Students will work in
classroom management strategies and groups to create mock classroom management
techniques in the learning environment to scenarios
affect positive change. and list 3 strategies. Forum discussions on
classroom techniques to affect positive change in
students
Students will conduct online discussions whereby the students are given time to conduct research and
craft their responses. The instructor will assess the quality of the students original postings and responses
to fellow students. Please see Appendix A, method of grading and evaluation
Instructional Strategies and Lesson
The learning strategies and lessons were created using Blooms taxonomy and Constructivist
learning theory. Bloom arranged five levels of cognition in a hierarchical order, beginning with
the simplest: knowledge, comprehension, application, analysis, synthesis, and evaluation (Goel,
2011). The online course mirrors Blooms five levels of cognition.
The learning goals and content would drive how information is organized, presented, and
assessed by the students.
Some learning strategies used:
Learner centred approach Instructional strategy
Collaborative learning Group work, case studies, group oral presentations, self
and peer assessments
Inquiry-based learning Discussion format, Problem based learning, effective

questioning
Please refer to the course schedule located at Appendix G
Data and Feedback from Using Materials with Pilot Users
Six pilot users were identified ages 25 to 50 years. These subjects were selected to mirror the
demographics of the students for this class. A formative evaluation was conducted where we
focused on the process and the learning material being produced.
The pilot users were given access to review Moodle cloud and provided with a questionnaire of
closed and open ended question to get their feedback on the programme.
The participants were given 4 days to navigate and interact with the Moodlecloud site.
Questions for this evaluation were based on the programmes objectives for example: Questions
based on 1st objective - Define 1 specific classroom management technique applicable to the
learning environment and create a classroom management plan using various learning theories
Students rate this instructional unit as valuable in terms of:

Quality of Instruction?
Relevance of the online Content?
Amount of Instruction and explanations?
Organization of online lectures into a coherent sequence
A summary of feedback from the pilot study can be found in Appendix Q.
Design Process
A backward design approach was used to create the instructional units, whereby we started with the end
in mind.
Backward design has three stages:

1. Identify the desired results or goals. What should the learners know or be able to do as a
result of this learning experience?
2. Determine acceptable evidence. How will instructors know that learners have achieved
desired results? What kind of formative and summative assessment should be built into the
activity?
3. Plan learning experiences and instruction. What exactly will teachers need to teach? How
should students be grouped? How much time should activities take? What activities will best
help students meet learning goals? What materials and resources will students need? How
much should be lecture? How much should be self-discovery on the parts of students?
(Forest, 2017)
Instructional Strategies Table
Online instructional strategies

Strategy Location in Citation in Readings Rationale for Use

Lesson
1. Learning 1st class Knowles (1991) p.46 helps the educator and learner
contracts Moodlecloud supports the use of share the responsibility for
contract learning as learning
an instructional
strategy to bring
about many practical
benefits, including
deeper involvement
of the learner in the
learning activities
which they
themselves have been
involved in planning.
2. Lecture format 1st class Broadwell (1980, p. readily available for students
Moodlecloud 3) "an efficient way to reread or listen to again and
APA Practical of imparting again as needed
classroom information in a
management scheduled way
without interruption,
and with less planning
than in most other
teaching methods"
(1980, p. 3)
3. Self-directed End of lesson, defined by Conner, format encourages student to

learning Moodlecloud Wright, DeVries, take the initiative in their
students asked to Curry, Zeider and learning experience and
submit links of Wilmsmeyer as prompts intrinsic motivation
their discussions "Learning initiated
and directed by the
learner" (1995, p. 62).
4. Small group 1st week in Allows learners to format encourages learners to

work moodlecloud "think about a subject "think logically, communicate
under discussion and ideas, and apply steps in a
present their views decision-making
Kemp et al., 1994, p. process"Kemp et al. (1994) p.
150 150
5. Project based Knowles (1950), enables the students to obtain

learning method 1st week of projects are tasks that practical experience and to
moodlecloud "grow out of the gain a sense of

training being carried accomplishment" (p. 45)
on in a course" (p. 45)
6. Case study 3rd week in Experiential learning To engage adult learners by

moodlecloud allows adult learners tapping into their experiences
to make practical use
of their knowledge
and apply it
in a context similar to
the way that
knowledge would be
used in real life
(Goddu, 2012).
7. Graphic 3rd week in The instructor who to improve student

organizers - moodlecloud uses organizers is comprehension of lessons
Concept map stating explicitly
where new
information fits in
relation to the
material the learner
already knows
(Ausubel, 1978)
8. Effective Throughout the Questions are an provides an opportunity for

Questioning duration of the important part of learners to express themselves
course communication. It is
probably safe to say
that questioning is at
the heart of classroom
practice. Research in
classroom behavior
indicates that cueing
and questioning might
account for as much
as eighty percent of
what occurs in a
given classroom on a
given day (Marzano,
2001)
9 . Oral 1st week in As noted by Parvis To improve students oral

Presentations moodlecloud (2001), to speak communication skills
effectively in front of
a group is a skill
that has to be taught
to students and needs
to be
honed throughout
college life and into
the job market (p.
44).
10. Advance 1st week in Organizers tell the To encourage reception and
Organizer moodlecloud learner how to relate meaningful learning.
(KWL chart) the new material to
what he or she
already knows rather
than having to
discover that context
(Ausubel, 1968)
11. Reflection last class in Reflection involves To encourage students after

moodlecloud students reviewing completing a task to reflect on
what they have done, what they learnt and what
analyzing their methods they used to learn
performance, and
comparing it to that of
experts and peers
(Collins, 1991 .121-
138)
12. Self and Peer 3rd week Boud and Falchikov

Assessment moodle cloud (2006), active
participation by
students in
assessment design,
choices, criteria and
making judgments is
a more sustainable
preparation for
subsequent working
life
13. Drill and Practice throughout Drill and practice To help the student master
(In online Classroom) Moodlecloud uses repeated basic skills
exercises and
individual feedback to
master a specified
learning objective.
Tomei, L. (1998).
14. Analogies first page of Heick (2014, para. 6), To put the lesson into context
moodlecloud Academic analogies for the student to understand.
are useful for teaching
and learning because
they require students
to analyze a thing (or
things), and then
transfer that analysis
that analysis to
another thing.
15. Overt Practice Throughout the Holland giving opportunities to the

moodle classroom (1965).argues that trainees to practice what
overt practice they have learned in their
responses may be online classrooms.
expected to
facilitate learning
only when certain
specified conditions
are satisfied.
16. Online Discussion All sessions in highly collaborative, students apply their
moodlecloud integrative knowledge from the course
(synthesizing ideas content to answer and discuss
and facts), self- questions
reflective, and
application-centered,
discussion tasks
should
be structured around
questions that
encourage students to
develop different
perspectives on and
explanations of a
topic or scenario (Ke

& Xie, 2009)
17. Problem based All sessions of Students Cooperative teaming:

learning moodlecloud learn best when they Learners work together in a
are engaged in the team to solve a problem.
learning process and
discover for
themselves the
meaning of
knowledge (Gentry,
2000, pg. 3).
18. Discussion format All sessions of Brookfield (1990p. Assists learners in exploring
moodlecloud 192) The discussion their own experiences so that
format encourages they can become better critical
learners to analyze thinkers
"alternative ways of
thinking and acting"
19. Chunking Throughout the Chunking information assists learners as the

sessions of involved organizing information is broken up into
moodlecloud learning tasks in a smaller chunks
lessons way that they can be
easily "chunked" by
the learner (Driscoll,
2000).
20. Discovery learning Throughout the Borthick & Jones learners use their prior
sessions of (2000:181): In knowledge
moodlecloud discovery learning, creates active engagement
lessons participants learn to from student
recognize a problem,
characterize what a
solution would look
like, search for
relevant information,
develop a solution
strategy, and execute
the chosen strategy.
In collaborative
discovery learning,
participants,
immersed in a
community of
practice, solve
problems together.
21.Self-questioning Week 1 of Self-questioning assist learners with

moodlecloud provides learners with incorporating new information
a way to "encode
information they hear
in lectures or read in
printed instructional
materials" (Driscoll,
2000, p. 92).
Research and Information Sources
In researching this topic we looked at the following:
Characteristics of the Best Learning Designs
Conducted research on delivery of online classes
Developing content for online classes
Developing content for adult learners
Read blogs and looked at YouTube videos
Formative assessments
Developing Communities of Practice
We also looked online to compare this programme with any existing online programmes of this nature,
there were none. We also used peer reviewed journals and books which can be found in our references
section. Using moodle online also allowed us to search their database for online courses of this nature,
there were also no courses of this nature.

Reflections:
Natasha
This assignment involved the selection of another peers assignment to build into the group assignment. I
was able to review assignment and adopt a neutral stance on the selection of what I believed was a strong
assignment. This exercise allowed me to conduct a SWOT analysis, which in the end indicated Marlons
assignment as a strong one.
The method which was used for this assignment involved, pulling it apart and rebuilding it, with
additional sections. Once again the strong parts of the assignment were selected. In conducting research
on the units, selection of the working unit was based on the quantity of research/information collected.
Moodle was selected based on its ease to use and the fact that it was free. One major challenge
encountered was time between the individual assignment and the group assignment. This made
conducting a pilot study on the moodlepage rushed. Two strengths of this assignment are the detailed
research for the instructional strategies and the moodlepage created, this contains all units of instruction. I
also learnt to publish a moodle page means putting it up for review by a subject matter expert, therefore,
the page is unpublished. Everything learnt in class laid the foundation for this assignment.
Reflections:
References
10 essential leadership prerequisites Retrieved from
https://www.cuinsight.com/10-essential-leadership-prerequisites.html
Boud, D. & Falchikov, N. (2006) Aligning assessment with long-term learning. Assessment and
Evaluation in Higher Education, 31(4), 399-413.
Conner, M. L., Wright, E., DeVries, L., Curry, K., Zeider, C., & Wilmsmeyer, D. (1995).
Learning: The critical technology, a white paper on adult education in the information age. St.
Louis: Wave Technologies International, Inc.
Borthick, A. Faye & Donald R. Jones (2000). The Motivation for Collaborative Discovery
Learning Online and Its Application in an Information Systems Assurance Course, Issues in
Accounting Education, 15 (2).
Broadwell, M. M. (1980). The lecture method of instruction. Englewood Cliffs, NJ: Educational
Technology Publications.
Brookfield, S. D. (1990). Discussion. In M. W. Galbraith(Ed.), Adult learning methods: A guide
for effective instruction (pp. 197-204). Malabar, FL: Krieger Publishing Company.
Chapter 2. Morrison, G.R., Ross, S.M. & Kemp, J.E. (2010), 6th Edition.
Chapter Two: Training Needs Assessment. Retrieved from

http://201620.tle.courses.open.uwi.edu/pluginfile.php/52374/mod_resource/content/1/Rossett.pdf
Classroom management. Retrieved from http://www.apa.org/education/k12/classroom-
mgmt.aspx
Classroom Management guide. Retrieved from
http://www.unco.edu/teach/undergraduate/secondary/resources/class_management_guide.html
Collins, A. (1991). Cognitive apprenticeship and instructional technology.Educational values and
cognitive instruction: Implications for reform, 121-138.
Driscoll, M. (2000). Psychology of learning for instruction. Needham Heights, MA: Allyn & Bacon.
Educational Leadership Degree Program Objectives for Educators. Retrieved from
http://mastersed.uc.edu/masters-degree-in-education-online-programs/masters-education-
leadership-administration-degree-program/program/educational-leadership-degree-program-
objectives-for-educators/
Effective classroom management. Retrieved from http://www.adprima.com/managing.htm
Enhancing teacher leadership through targeted professional development. Retrieved from
https://docs.education.gov.au/system/files/doc/other/enhancing_teacher_leadership_through_targ
eted_professional_development.pdf
Five strategies for managing conflict in the classroom.
https://www.waldenu.edu/masters/master-of-arts-in-teaching/resource/five-strategies-for-
managing-conflict-in-the-classroom
Forest, E. (2017). Backward Design and Backward Course Design - Educational Technology.
Educational Technology. Retrieved 17 April 2017, from
http://educationaltechnology.net/backward-design-understanding-by-design/
Gentry, E. (2000). Creating Student-centered, Problem-based Classrooms. In (Ed.), (p. ).
Huntsville: University of Alabama in Huntsville. Retrieved February 10, 2003, from
http://aspire.cs.uah.edu/
Goel, S. (2011). An overview of selected theories about student learning. Proceedings from
Indo-US Workshop on Effective Teaching and Learning at College/University Level,
Delhi, India. Retrieved from http://iiitd.edu.in/indo-us/papers/Paper_Sanjay Goel.pdf.
Guskey, T. R. (2010, October). Lessons of mastery learning. Educational Leadership 68(2), 53
57. Alexandria VA: Association for Supervision and Curriculum Development.
Handbook for Qualities of Effective Teachers. Chapter 3. Classroom Management and
Organization. Retrieved from
http://www.ascd.org/publications/books/104135/chapters/Classroom-Management-and-
Organization.aspx
Holland, J. G.Research on vrograming variables,In R. Glaser (Ed.), Teachim machines and
programed learning, vol. 2data and direction.Washington, D. C.:National Educa-tion
Association, 1965.Pp. 66-117.
How leadership influences student learning. Retrieved from
http://www.wallacefoundation.org/knowledge-center/Pages/How-Leadership-Influences-
Student-Learning.aspx
Kemp, J. E., Morrison, G. R., & Ross, S. M. (1994). Designing effective instruction. New York:
McMillan College Publishing Company.
Knowles, M. S. (1950). Informal adult education: A guide for administrators, leaders, and
teachers. New York: Association Press.
Knowles, M. S. (1991). Using learning contracts: Practical approaches to individualizing and
structuring learning. San Francisco: Jossey-Bass Publishe
Leadership in the Classroom. Retrieved from
http://ddi.cs.uni-potsdam.de/Lehre/WissArbeitenHinweise/teachingassistant/hand/leader.html
Marzano, R., Pickering, D. & Pollock, J. (2001). Classroom instruction that works, research-
based strategies for increasing student achievement. ASCD, Alexandria, VA.
Needs assessment plan structure. Retrieved from
http://201620.tle.courses.open.uwi.edu/pluginfile.php/52378/mod_resource/content/1/needsAsse
ssmentPlanStructure.pdf
Parvis, L. F. (2001). The importance of communication and public-speaking skills. Journal of
Environmental Health, 63, (pp. 44, 35).
The Key to ClassroomManagement. Retrieved from

http://www.ascd.org/publications/educational-
leadership/sept03/vol61/num01/The-Key-to-Classroom-Management.aspx
The keys to classroom management. Retrieved from
http://www.schoolimprovement.com/classroom-management-keys/
Tomei, L. (1998). Learning theories -- A primer exercise. Excerpts from Educational
Psychology, a course taught by Dr. Lawrence Tomei, Duquesne University and Applying
educational psychology in the classroom, a text by Myron H. Dembo, University of Southern
California. Retrieved August 18, 2002, from
http://www.duq.edu/~tomei/ed711psy/b_cai.htm
Top ways to improve your leadership skills. Retrieved from
http://careerrocketeer.com/2012/12/top-ways-to-improve-your-leadership-skills.html
Using Media to enhance Teaching and Learning. Retrieved from
http://serc.carleton.edu/sp/library/media/index.html
Writing instructional objectives. Retrieved from
https://meded.ucsd.edu/index.cfm/ugme/oede/educational_development/curriculum_developmen
t/how_to_write_goals_and_objectives/
Wiggins, G. and J. McTighe. (2005). Understanding by Design (2nd ed.). Alexandria, VA:
Association for Supervision & Curriculum Development

Appendices
Appendix A - Method and Grading of Evaluation

Evaluation Method of Student Learner Objectives Grade
Percentage
Classroom management techniques 35%
Managing student behaviour 35%
Methods to improve student performance 30%
Appendix B - Objectives for Unit 2

Unit 2: Managing Student behaviour
Terminal Objective
On completion of the training programme participants will demonstrate the effective use of
strategies to manage student behaviour and be able to utilize this knowledge in the classroom
Enabling objectives
1. Recall five goals of classroom management and practice these goals in the classroom
2. Define classroom management and create an adult classroom learning environment
3. Identify at least three instructor responsibilities.
4. Apply at least three appropriate techniques to ensure classroom control.

5. Describe at least three teaching strategies to engage the learner.
6. Select at least three appropriate strategies to manage student behaviour.
Appendix C - Prerequisite Analysis for Unit 2

Appendix D - Objectives for Unit 3
On completion of the training programme, the participants will use appropriate methods to
improve student performance.
Enabling Objectives
1. Identify at least three methods to improve student performance.
2. Assess students performance before and after teaching.
3. Select the appropriate strategies needed to improve student performance.
4. Create evaluation criteria to determine level of improvement.

Appendix E - Prerequisite Analysis for Unit 3

Appendix F - Learner and Contextual Analysis
Task selection worksheet for Unit 1
Criteria for Critic Universalit Frequency Standardizati Difficulty Total Note Priority
Instructor ality y on s
Competency in
Classroom 10 pts 30 pts
Management 40 pts 10 pts 10 pts
skills
Tasks #1 #2 #3 #4 #5 #6 #7 #8
Apply 40 10 10 10 30 100 1
classroom
management
skills
Select 40 10 8 30 98 2
appropriate
classroom 10
management
techniques
Resolve 40 10 3 5 30 88 5
conflict in the
learning
environment
Recognise and 40 10 3 3 30 86 6
intervene
before a
conflict arises
Use 40 10 8 8 30 96 4
management
techniques to
improve
student
performance
Motivate 40 10 10 7 30 97 3
students
through
classroom
management
practices
Task selection worksheet for Unit 2
Criteria for Criticalit Universali Frequen Standardizat Difficult Tot Note Priorit
Instructor y ty cy ion y al s y
Competency
in
Classroom 40 pts 10 pts 10 pts 10 pts 30 pts
Managemen
t skills
Tasks #1 #2 #3 #4 #5 #6 #7 #8
Manage 40 10 10 10 30 100 1
student
behaviour
Select 40 10 8 30 98 2
appropriate
strategies to 10
manage
student
behaviour
Describe 40 10 3 5 30 88 5
teaching
strategies to
engage the
learner
Recall goals 40 10 3 3 30 86 6
of classroom
managemen
t
Identify 40 10 8 8 30 96 4
instructor
responsibiliti
es
Apply 40 10 10 7 30 97 3
appropriate
techniques
to ensure
classroom
control
Appendix G - Course schedule:
Classroom Management for the Instructional Leader
Unit 1: Classroom management techniques and learning theories

Unit 2: Managing student behaviour
Curriculum Design & Time Requirements
Classroom Management for the Instructional Leader is a professional development course taught
online over an 8 week period. The following methodologies will be used during the course: watching
videos, lectures, readings, group and individual discussions/assignments, applied practice
assignments.
Unit Date Lesson
Overview - Classroom 1st day of logging Learning and teaching approaches

Management for the into the classroom
Instructional Leader Learners contract
Practical classroom management

Classroom management 25 April 5 May Traditional learning theories

techniques and learning
Classroom Management Webinar series
theories
Structure and Predictability
WENGERAN Powerpoint presentation
Classroom Management
Review assignment
6 May 12 May What is a learning environment

Ineffective classroom management
Managing student behaviour Motivating students

13 May 27 May Intrinsic and Extrinsic motivation
Methods to improve student Case study scenarios
performance
Select the correct answer
Assessment 28 May 9 June Discussion
Final assignment
Appendix H - Snapshots of Moodle Website
First log in of Moodle page

Instructional Units
Appendix I - Procedural Analysis
Task: Employ classroom management techniques
1. Discuss with students and then agree on classroom rules and procedures.
1.1. Identify rules and procedures
1.2. List the rules and procedures
1.3. Discuss pros and cons of rules and procedures
1.4. Agree on classroom rules and procedures
2. Intervene as soon as possible to prevent a minor incident from escalating into a larger
issue.
2.1. Review classroom rules and procedures
2.2. Outline consequences of unwanted behaviours

2.3. Observe student behaviour during class time
2.4. Intervene at first sign of behaviour
3.Praise students for acceptable performance.
3.1. Record student performance, good or bad
3.2. Discuss with student his or her performance
3.3. Reward student for acceptable performance
Appendix J - Contextual Analysis Worksheet
-2 Greatly impedes
-1 Slightly impedes
+1 Slightly facilitates
+2 Greatly facilitates
Orienting Context
Learner Factors
Previous experience -2 -1 +1 +2
Attitude -2 -1 +1 +2
Age -2 -1 +1 +2
Educational qualifications -2 -1 +1 +2
Immediate Environment Factors
Classroom/workshop -2 -1 +1 +2
Organizational Factors
Resources -2 -1 +1 +2
Time allocated for staff to attend training -2 -1 +1 +2
Instructional Context
Learner Factors
Motivation -2 -1 +1 +2
Physical comfort -2 -1 +1 +2
Relevance of training programme -2 -1 +1 +2
Classroom /workshop dynamics -2 -1 +1 +2
Workplace culture -2 -1 +1 +2
Organizational support for training -2 -1 +1 +2

Transfer Context
Learner Factors
Ability to use new knowledge -2 -1 +1 +2
Availability of tools and equipment -2 -1 +1 +2
Experience in specific skill area -2 -1 +1 +2
Application of new knowledge -2 -1 +1 +2
Use of various teaching/learning strategies -2 -1 +1 +2
Culture of the organization -2 -1 +1 +2
Appendix K - Performance Objective
Goal
To provide teachers with the knowledge and skills of classroom management, which, when
applied in the learning environment will encourage higher student performance and improved
behaviour.
Performance Objectives
After completing the training programme, teachers will:

1. Define a working definition for classroom management applicable to the learning
environment. (knowledge)
2. Identify and discuss at least three key classroom management strategies and skills
appropriate for the learning environment. (comprehension)
3. Apply at least three classroom management strategies and techniques in the learning
environment to affect positive change. (application)
4. Differentiate between types of classroom management strategies and use effectively in
the learning environment. (analysis)
5. Create and maintain a learning environment which promotes and supports higher trainee
performance. (synthesis)
6. Demonstrate the use of different classroom management strategies in the classroom.
(psychomotor)
7. Manage the use of resources to effectively and efficiently meet the training needs of the
students. (synthesis)
8. Reflect on personal leadership and recognise how it affects effective classroom
management. (evaluation)
Appendix L - Task Analysis
The tasks associated with the programme have been identified and rated in accordance with
priority, as seen on the task selection worksheet. These tasks are components critical towards the
achievement of the objectives. To complete the task analysis, a prerequisite analysis has been
prepared to illustrate the knowledge and skills required to implement classroom management
strategies and a procedural analyses done for the top three tasks from the task selection
worksheet. Apply classroom management skills, select appropriate classroom management
techniques and motivate students through classroom management practices are these three tasks.
Task selection worksheet
Criteria for Cri Universalit Frequenc Standardizatio Difficulty Tot Notes Priorit
Instructor tica y y n al y
Competency in lity 30 pts
Classroom 10 pts 10 pts 10 pts
Management 40
skills pts
Tasks #1 #2 #3 #4 #5 #6 #7 #8
Apply classroom 40 10 10 10 30 100 1

management skills
Select appropriate 40 10 8 30 98 2
classroom 10
management
techniques
Resolve conflict 40 10 3 5 30 88 5
in the learning
environment
Recognise and 40 10 3 3 30 86 6
intervene before a
conflict arises
Use management 40 10 8 8 30 96 4
techniques to
improve student
performance
Motivate students 40 10 10 7 30 97 3
through classroom
management
practices
1. Apply classroom management skills the instructor will use classroom management
skills to create and maintain an environment conducive to learning.
2. Select appropriate classroom management techniques - the instructor will select the
appropriate strategies to manage the daily functioning of the classroom.
3. Motivate trainees through classroom management practices - by providing guidance,
support, and behaviours essential to change overall performance.
4. Use management techniques to improve trainee performance allow trainees to have a
greater input in their learning; use group work; use positive feedback to facilitate
improved performance
5. Resolve conflict in the learning environment By establishing a specific process to deal
with conflicts in the classroom and applying organization disciplinary policy.
6. Recognise and intervene before a conflict arises- By applying strategies such as
compromising and withdrawing the instructor can effectively deflate any volatile
situation in the classroom.

Appendix M - Procedural Analysis

Task: Apply Classroom Management Skills
1. Discuss with students and then agree on classroom rules and procedures.
1.1. Identify rules and procedures
1.2. List the rules and procedures
1.3. Discuss pros and cons of rules and procedures
1.4. Agree on classroom rules and procedures
2. Intervene as soon as possible to prevent a minor incident from escalating into a larger
issue.
2.1. Review classroom rules and procedures
2.2. Outline consequences of unwanted behaviours
2.3. Observe student behaviour during class time
2.4. Intervene at first sign of behaviour
1. Praise students for acceptable performance.
3.1. Record student performance, good or bad
3.2. Discuss with student his or her performance
3.3. Reward student for acceptable performance
Task: Select Appropriate Classroom Management Techniques
1. Setting expectations for behaviour
1.1. Identify expectations for student behaviour

1.2. Communicate expectations for student behaviour to students
1.3. Outline consequences for inappropriate behaviour
2. Managing student academic work
2.1. Hold students accountable for their work
2.2. Give clear and understandable instructions
2.3. Create a learner centred environment rather than teacher centred
3. Managing inappropriate behaviour
3.1. Monitor students to detect inappropriate behaviour before it becomes a serious disruption
3.2. Redirect the student to appropriate behaviour by stating what the student should be doing
3.3. Stop inappropriate behaviour in such a manner as to not disrupt the instructional activity
taking place
Task: Motivate Students Through Classroom Management Practices
1. Classroom environment
1.1. Create a democratic classroom
1.2. Create a positive working atmosphere
1.3. Create a classroom code of conduct
2. Teach positive actions
2.1 Encourage students to participate actively
2.2. Emphasize the importance of group collaboration
2.3. Promote actions for improving such as setting and achieving goals
3. Teacher classroom practices
3.1. Establish a rapport with students
3.2. Always be prepared for class

3.3. Give constructive criticism
Appendix N - Assessment Rubric for Programme
Terminal Objective
On completion of the 8 weeks training programme in Classroom Management for the

Instructional Leader participants will demonstrate the effective use of classroom management
techniques to elicit improved trainee performance and behaviour.
Excellent Good Fair Inadequate
4 3 2 1
Learning Creates and Sometimes Hardly creates Does not create

environment maintains a creates and and maintains the environment
learning maintains a the environment to foster
environment that learning for improved improved
improves trainee environment for trainee performance
performance and improved trainee performance and and behaviour
behaviour. performance and behaviour.
behaviour
Resources Manages the Manages the Moderate to high Does not

resources to resources but has level of wastage manage the
maximise trainee a bit of wastage affects resources.
performance and availability of
minimise losses. resources for
trainees use.
Self-analysis Uses reflection as Sometimes uses Hardly uses Does not use
a means of reflection as a reflection to self- reflection as a
analysing means of self- assess which self- assessment
performance and assessment. affects tool.
making performance.
adjustments if
necessary.
Strategies Uses a variety of Uses some of the Hardly uses the Hardly uses any
leadership strategies and leadership variety in the
strategies and management strategies and classroom.
management techniques. management
techniques to techniques.
elicit improved
trainee
performance.
Impact Demonstrates a Does not always Has difficulty in Has no idea how
clear demonstrate a demonstrating to function as an
understanding of clear and instructional
leadership and understanding of understanding of leader.
how it impacts the impact of leadership and its
personal and leadership on impact on
trainee personal and performance.
performance and trainee
behaviour. performance
Appendix O - Assessment Rubric for Unit 2
Rubric for Classroom Management Plan Assignment
Excellent = 5 pts. each Pass = 3 pts. each Fail = 1 pt. each Score
Personal This section is stated Personal theory of Is clear that the

theory with clear, concise Classroom Management teacher does not
personal beliefs and is somewhat evident by have a Personal
theories about classroom brief descriptions Theory of
management included in this Classroom
assignment Management
Classroom This section includes two Teacher includes one It is evident that
Environment to three examples of example of evidence the teacher does
evidence that the teacher that there is not appreciate the
understands importance understanding of the importance of a
of providing a safe importance of providing safe environment
environment for learning a safe learning for learning.
environment
Discipline This section includes Teacher has provided There is no

ample evidence of limited samples of evidence of
incentives, evidence that she/he behavior/
consequences, and understands behavior discipline
documentation for both management management
students and parents. styles/disciplines. styles/strategies.
Response to student
behavior is thoughtful to
individual students'
needs.
Rules, Teacher provides Managing time during Planning or

Routines, effective evidence that is the instructional duty consistent rules
Procedures well planned and day is somewhat well- and routines as
consistent with the planned and consistent. well as time
instructional day. management is
not evident
Instructional There is indication of Understanding of Understanding of

Strategies clear understanding of instructional strategies instructional
instructional strategies is somewhat detached strategies that
that contribute to and unclear. contribute to
classroom management. classroom
management are
unclear and non-
existent.
Evaluation It is clear that the teacher Teacher reflection is not Reflective

and is capable of reflective complete enough to thinking is not
Reflection thinking to evaluate evaluate classroom effective for
classroom management. management. evaluation of
classroom
management.
Appendix P - Assessment Rubric for Unit 3

Rubric for Managing Students Behavior
Excellent = 5 pts. each Pass = 3 pts. each Fail = 1 pt. each Score
Goals of Ability to correctly list Ability to list at least 3 Ability to list at

classroom five goals of classroom goals of classroom least 1 goal of
manageme management. management. classroom
nt management
Define Sophisticated definition A brief definition of Definition lacks

classroom of classroom classroom management clarity and hardly
manageme management is given. was provided. mentions
nt Definition goes beyond classroom
the basic meaning. management
Instructor Three or more instructor States two instructor States one

responsibil responsibility clearly responsibilities clearly. instructor
ities. stated. responsibility
Classroom Provides evidence of the Provides evidence of Evidence of only

control. application of three or only two techniques one technique
more techniques to being used to ensure being used to
ensure classroom control classroom control is ensure classroom
is maintained. maintained. control is
maintained.
Engage the Clear description of three Clear description of two Described one
learner. or more teaching teaching strategies used teaching strategy
strategies used to engage to engage learners that was able to
learners. engage learners
Manage Selected three or more Selected two or more Selected one or

student strategies appropriate for strategies appropriate more strategies
behaviour managing students for managing students appropriate for
behaviour behaviour managing
students
behaviour
Excellent = 5 pts. Pass = 3 pts. each Fail = 1 pt. Score

each each
Identify Clearly list of three Clearly list of two methods Clearly list of
at least or more methods that can be used to improve one method
three that can be used to students performance. that can be
methods improve students used to
to performance along improve
improve with supporting students
student evidence. performance.
performa
nce.
Assess Provide and Pre and Provide and Pre and Post Provide and
students Post test for test for students. Use a Pre and Post
performa students. Use a graph to summarize test for
nce graph to summarize collected data. students.
before collected data along
and after with a brief
teaching. summary of
conclusions.
Improve Provides at least Provides two appropriate One

student three appropriate intervention strategies appropriate
performa intervention needed to improve student intervention
nce. strategies needed to performance. Gives a brief strategy
improve student explanation about one. needed to
performance. improve
Explains how student
strategies will be performance.
used. Explains how
strategies will
be used.
Create Creates appropriate Creates evaluation Creates

evaluatio evaluation materials material to assess students material but it
n criteria with corresponding performance. is unable to
to rubric to assess provide any
determine students level of information on
level of performance. student
improve performance.
ment.
Appendix Q - Summary of Pilot Findings
Data and Feedback from Using Materials with Pilot Users
Key findings
1. The majority of pilot subjects responded favourably to the online classroom layout.
50% of pilot subjects said they liked the layout.

33% of pilot subjects said the layout worked very well.
17% of pilot subjects said courses easy to find
Difficulties raised by respondents included
Challenges for some pilot subjects in trying to complete the readings and assignments in 4 days.
1. The majority of pilot subjects indicated that the instructions for students were clear.
83% of pilot subjects said the instructions were clear
Difficulties raised by respondents included
Some pilot subjects said they were not guided on using moodlecloud

Alexander N - Edid6505 - Wengerangroupassignment

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Alexander N - Edid6505 - Wengerangroupassignment

Uploaded by

Copyright:

Available Formats

WENGERAN GROUPS

MINI INSTRUCTIONAL PROJECT

A Paper Presented in Partial Fulfilment of the Requirements for

EDID 6505 Systems Approach to Designing Instructional Materials

Group Members - Student Numbers -

Marlon Jaimungal - Student Number - 310102448

Renaldo Grayson - Student Number - 01703779

Tamika Wright-Howell - 316101902

Yolande Samuels - Student Number -004022944

Kion Orr - Student Number - 308003563

Natasha Alexander - Student Number 316103983

Training programme to improve the classroom management skills of instructors

Moodle password information -

Overview and Context of Instructional System 3

Appendix K - Performance Objective 45

Overview and Context of Instructional System

incidences of unacceptable behaviour and improve trainees performance, an Instructional

online classroom and to provide extra convenience and ease of use.

within an online training environment to maintain context.

Unit 3: Methods to Improve Student Performance

improve the classroom management practices of the instructors.

consists of 75 males and 25 females. The targeted persons will be:

One hundred (100) instructors.

Educational level of the instructors undergraduate or postgraduate degree

Experience level all the instructors are subject matter experts

implement classroom management techniques to improve their class performance.

behaviour management of trainees and methods to improve trainees performance.

Unit 2: Managing student behaviour

Unit 3: Methods to improve student performance

Mode web-based -Online courses (e-learning) using Moodlecloud. (see H - snapshots

Participants will require computers/tablets, Internet and Web 2.0 tools.

of knowing" (Gardner, 1983)

Format - Asynchronous. No set time for students going on-line, at students

convenience. Assignments to be submitted by the due date given.

assignments, application projects, viewing of videos and student discussion forums.

Information Needed: Optimals, Actuals, Feelings, Causes, Solutions

Instructor's knowledge of classroom management techniques

Instructor's ability to use different classroom management techniques

Opportunities for further instructor development

Instructor's knowledge of learning theories

Instructor centred training limit trainee participation

Trainee performances have declined over a 1year period

result of inadequate classroom management knowledge and expertise

Minimal use of differentiated teaching strategies

intake of trainees is not up to the standard as in previous years.

dealt with urgently.

their own homes or offices or wherever may be convenient for them.

Lack of proper training in the skills necessary to effectively function in a

Instructors hesitant or reluctant to participate in professional development programmes

Laisser-faire attitude towards the job as a result of the previous point

Instructor development programmes which will allow instructors to function effectively

Provision of convenient and accessible online instruction

Greater involvement of the stakeholders (parents and guardians, industry partners)

Review and modification of curriculum to address the needs of the trainees

Greater trainee involvement in the teaching/learning process

Learner and Contextual Analysis

address these areas so as to improve and strengthen the instruction.

Performance Objectives and Task Analysis

Classroom Management for the Instructional Leader

Performance Objective and Task Analysis

can be found in Appendix D.

Unit 1 - Classroom management techniques and learning theories

.Unit 1: Classroom management techniques and learning theories