Portfolio Project

EDUC 765: Trends and Issues in Instructional Design

By: Rozina Ghebreab

21/01/2018
 Project Proposal – Module 2

PROJECT TITLE
Design Document for Effective Activity Co-ordination

SPONSORING ORGANIZATION
Santa Maria EOTC is a non-profitable organization which provides spiritual service to its
followers (Eritreans) in Stockholm. It has a Sunday school division which organizes
youths to provide spiritual preaching and psychotherapy. It has also a kids section
which provides kids with several activities such as teaching mother tongue language,
songs and other activities. The mission of Santa Maria EOTC is to avoid identity crises
that youths and kids may face and develop a society with people who have internal
peace and high self-esteem.

PROJECT DESCRIPTION
The kids section of the Sunday school had started with 80 kids ranging from age 4-7.
However, the number of kids decreased by 40% when the kids became 8-15 years old
and puts the sustainability of the section in doubt. This project is to address the problem
by assessing the needs of the kids and the performance problem to increase the
number.

AIM
The aim is to reduce the high turnover the participants and increase the enrollment of
new participants.

TARGET AUDIENCE
 The Teachers (activity coordinators) of the kids section
 Deacons from the youth department

DELIVERY METHOD
The delivery method will be blended; presentation, self-paced and group discussion
because it will open the opportunity for open discussions

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 Front-End Analysis: Instructional Need – Module 3

INSTRUCTIONAL NEED

The basic orthodox Christian theology and the Tigrigna language (mother tongue)
course is offered for kids within the kids section of the Sunday school in St. Maria EOTC
in Stockholm. The kids department has two section which is grouped based on the age
of the kids ; the beginners ( kids ranged from 4-7 years old) and the juniors (kids ranged
from 8-15year old), 6 Coordinators who teaches the kids and engage them with different
activities.

When they fill the age of 15, to be transferred to next section which the youths
department, the kids in the junior section are expected to pass the exam on the basic
orthodox theology, and be able to communicate in their mother tongue Tigrigna.
The need for the project was determined when 40% of the kids drop the course before
they take the evaluation test and those who complete the course did not perform well on
the evaluation test. Moreover the kids do not communicate using their mother tongue
(Tigrigna) effectively.

As a member and volunteer organizer in the youth department of the Sunday school, I
casually supervise the junior section, interviewed some of the dropouts and I have
discussed with the coordinators and some of the kids parents on the possible causes
for the dropouts.
Based on the assessment I did, the coordinators have adequate knowledge on the
subject matter. However, they do not create an interesting teaching environment to

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make the kids engage and interested, focus on few kids who speak the language
(Tigrigna) fluently and could not manage the class properly. This is because the
coordinators are not practiced or certified teachers who have knowledge on classroom
management and pedagogy. Besides they use the traditional way of teaching which
they inherited from their former teachers.

If the kids could not understand their mother tongue and follow the course properly, it is
likely that they will not understand the course hence an increase on dropout students.

The problem identified is something that can be solved by the intervention of instruction.
At the end of the training, the trainees are expected to demonstrate effective teaching
method and classroom management skills that involve teaching practice and be able to
prepare a lesson plan.

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 Front-End Analysis: Learner Characteristics – Module 3
LEARNER ANALYSIS

Primary Audience
 Coordinators

Secondary Audience
 Deacons from the youth department

General Learner Characteristics

 Age range: 25-37
 Gender: three female five men.
 Ethnicity: Eritrean.
 Language: Tigrigna, Swedish.
 Education: from high School certificate to Undergraduate degree
 Teaching experience: no
 Physical fitness: All able bodied.

Entry Characteristics
 All have certificate on basic Orthodox theology.

 Only three proficient in Swedish. Five have very limited mastery of Swedish.

 All have no teaching experience.

Attitudinal and motivational characteristics:

 Most believe the training will enable them to improve their teaching skills.

 Most believe they will get certified by the church.

 Some think the training is not necessary.

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CONTEXTUAL ANALYSIS

Orienting Context
Aiming to be exemplary teachers (coordinators), with a capacity to manage and

create an interactive and interesting teaching environment, the trainees are

curious on getting knowledge on pedagogy which helps them to build their

confidence on teaching. Most of the learners feel that they will utilize the skill in

their section to motivate and increase the number of participants. Since the

learners are volunteers, some of them don’t think they will stay long in the section

and have less perception of accountability.

Instructional Context
 [Scheduling] : The training will be conducted 3-5 Pm before weekly the Sunday
school program started; convenient time for the participants
 [Lighting]: The church’s hall has good light.
 [Noise]: The wall is sound proof.
 [Temperature]: the room has good ventilation and heater.
 [Seating]: There are enough seats in the hall
 [Equipment]: Papers and pens will be served by the church, and the office

computers and projector will be used. Coffee breaks will be given and it will be

served by the church.

 [Transport]: learners will use their own car.

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Technology Inventory
 Computers and overhead projector.

Transfer Context
 Audio, practical demonstration.
 The kids section will provide them the opportunity to apply the knowledge they
get.
 The head of the youth’s department will supervise them.

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 Instructional Impact Based Upon Learner Characteristics

APPLICATION OF LEARNING THEORIES

[How will you apply learning theories to your project? Complete during Mod 4. However,
begin in Module 3 if your target audience is adults; please specifically address adult
learning theories from Mod 3.]
Since all the trainees are adults, they will be provided with course outlines and expected
to comprehend the content based on their experience. Learners will be asked to reflect
their idea, think and assume critically on the topic provided based on their prior
knowledge/experience.

APPLICATION OF MOTIVATIONAL THEORIES

[How will you apply motivational theories to your target audience – mod 4]
Motivational theories to be used will be Endowed progress effect and Cognitive
evaluation. Since learners need to see success on their learning activities, the task
sequence will be designed from the easiest (simple) to difficult (complex). Moreover,
learners will be provided with the basic ideas of the topic before engaging them with
challenges to show that the training is not beyond their competency. .

IMPACT OF A DIVERSE AUDIENCE ON INSTRUCTION

[Primary Audience – mod 3 add to detail here]
As my audiences are from the same country having the same background, language
(Tigrigna), culture and religion, there will not be any impact of diversity.

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 Task/Goal/Performance Analysis – Module 5

[Select and conduct a method or methods of content/task analysis as described in Chapter 4 of

the textbook (Topic Analysis, Procedural Analysis, or Critical Incident). An example of one kind
of Task Analysis can be found starting on page 418.] ONLY complete ONE method of analysis.

TASK ANALYSIS METHOD

My topic provides facts and definitions on the basic pedagogical components and it also
has some procedures that the trainees need to follow. Therefore I have chosen to do
topic analysis for the project.

TASK ANALYSIS
[Expectation: Based on your method selection, use the structure for that method to
detail your task analysis here.]

1. Classroom managment
Classroom management is a skill teachers use to keep students organized, focused,
attentive, on task, and academically productive during a class.
I. Environment
a. Seating
- Select seating arrangement that can work within the space and church
furniture you have.
- Select seating arrangement that enhance your teaching method before the
kids come in to the class. For example;
 Circle for group discussion
 Raw/column or u-shape for presentation
b. Light
- Make sure that the classroom has is well- lit

c. Decorate the classroom with stimulating learning materials (spiritual icons,

Bibles) to support the learning activities.

II. Expectation

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 Expectation is about what teachers expect students to do, how they expect students to
behave among themselves, the agreements that teachers make with student.

a. Inform the Kids to be seated on their seat.

b. Inform the Kids that they are expected to speak in Tigrigna (their mother tongue).
c. Inform the kids to raise their hand in case of questions or needs (visiting toilet
and drinking water).
d. Prepare an initiative reward for those who behave good during the class.
 Spiritual icons
 Candies

III. Behaviour

a. Minimize the behaviors that disrupt learning.

-Do not use discouraging statements.
-Tell the kids to leave their phones or other electronic devices in their
locker.
b. Maximize behaviors that facilitate learning.
- Treat students/kids respectful with love.
- Use encouraging statements.
- Show kids happy facial expressions
- Positive attitude.
IV. Material

Types of texts and Instruments that teachers use to teach the kids.
a. White board and marker.
b. Use the church’s theology book to teach the basic orthodox theology.
c. Use the church’s song lyric book and the church’s traditional drum and flute
to teach them songs.

V. Activities
Are the kinds of learning experience that teachers design to keep students active,
interested, and intellectual curios
- Ask the kids to tell stories from bible.
- Let the kids sing spiritual songs they know.
- Group the kids to act the stories they learned.

2. Teaching Approaches
Teaching approach is a general principles, pedagogy and management strategies used
for classroom instruction.
a. Teacher centered
- Teachers role is to transfer knowledge or information
- Students receive knowledge passively from the teacher through
presentation (lecture)

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 b. Student Centered
- Teachers and students participate equally in the learning process
- Teacher’s role is to facilitate the learning by
 Giving the students a topic to discuss on
 Supervising the students

3. Lesson plan
Prepare a lesson plan which has detailed description of a course for running a lesson.
a. Topic;
Chose the topic of the lesson you planned to teach.
b. Goal;
State what you expected your students/ kids should know or do at the end of the
lesson.
c. Objectives;
Write what you expect the students/ kids be able to do during this lesson.
d. Time
Allocate the time required to do each activities and to complete the lesson.
e. Teaching materials
List the materials going to be used during the lesson.
f. Teaching method
Select the teaching method going to be used.
g. Deliver your lesson.
1. Brain storming
Ask the students what they know about the previous topic .
2. Introduce your new topic
Ask students what they know about the topic.
3. State the objective of the course to the students
4. Deliver the lesson
5. Summarize the lesson
h. Assessment
Ask questions from the topic you teach.

GOAL ANALYSIS
[Expectation: According to Morrison, Ross, Kalman, and Kemp (2011), a Goal Analysis
is “a process used to identify the initial outcomes or intents of an instructional
intervention.” Information about conducting a Goal Analysis can be found in Chapter 2
of your textbook and an example Goal Analysis can be found starting on page 416 or p.
40. Please use the Goal Analysis Tool provided in module 5.]

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 Instructional Objectives – Module 5
[Goals, Terminal Objectives, and Enabling Objectives – Check Rubric & Don’t forget to
map the domains and level of Bloom’s Taxonomy with the objectives]

Instructional Need/Aim

To minimize number of turnover from the kids section of Santa Mariya EOTC Sunday
school by giving a training on pedagogy to the activity coordinators/teachers of the kids
section.
Goal Analysis
Step 1 - Write down the goals.

Original goals: provide training to the activity coordinators/ teachers of the kids section of the
Sunday school in order to make them aware of the basic pedagogical elements.

Step 2 - Write down everything a learner would have to say or do for you to agree that the
learner has achieved the goal. This is not a list of what you will need to do as the
instructional designer or teacher.

 I Understand what classroom management is.

 I understand how to maximize behaviors that facilitate learning.

 I understand how to create an interesting class room environment.

 I know how to engage the kids.

 I know the teaching approaches.

 I understand what a lesson plan is.

 I learn the steps of designing a lesson plan.

 The training increases my confidence on teaching.

 I feel the training was helpful.

Step 3 - Sort the items listed in step 2.

Task related

 Understand what classroom management is

 I understand how to maximize behaviors that facilitate learning.

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  I understand how to create an interesting classroom environment.

 I know how to engage the kids.

 I know the teaching approaches.

 I understand what a lesson plan is.

 I learned the steps of designing a lesson plan.

Procedural related

 I understand how to create an interesting classroom environment.

 I learned the steps of designing a lesson plan.

Training delivery

 The training increases my confidence on teaching.

 I feel the training was helpful.

Step 4 - Write a complete sentence to describe each of the items on your final list.

After the training I understand how to be an efficient teacher who can manage a classroom and
design a lessonplan to deliver a lesson effectively.

Goal

After the training the activity coordinators/teachers will be able to follow the classroom
management systems and design a lesson plan.

Objectives

Terminal Objective: given the training, the trainees are expected to be able to
demonstrate the pedagogical components used for effective teaching.
Enabling Objectives:
Learners will be able to describe the elements of effective classroom management.
Learners will be able to list the teaching approaches.
Learner will be able to demonstrate elements of effective lesson plan.
Terminal Objective:
By the end of the training learners will be able to design a daily lesson plan.
Enabling Objectives:
Learner will be able to follow the steps of lesson planning.
Learner will be able to select learning material.

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 Enabling Objectives Matrix & Supporting Content – Module 6

Title of the unit/module: Module 6, Activity 2

Brief description of target audience: The target Audience are six coordinators
(teachers) and two deacons, who have no pedagogical knowledge from the youth’s
department of Santa Maria EOTC, They have the same background and can speak
Swedish and Tigrigna (their mother tongue.).
List Terminal Objective Here: The trainees are expected to be able to
demonstrate the pedagogical components used for effective teaching.
Pre-instructional strategy: pretest and advance organizer
List Pre-Instructional Strategy:
What is an effective classroom management for you?
What techniques do you use to manage your classroom?
Considering a topic, design a daily lesson plan for your topic.

Enabling Level on Learner Activity Delivery Method Fact, concept,

Objective Bloom’s (What would (Group principle, rule
Taxonomy learners do to presentation/lecture, procedure,
master this self-paced, or small interpersonal,
objective?) group) or attitude.
Learners will understand Learners will Prepare Self-paced/ presentation Interpersonal
presentation
describe
describing effective
elements of classroom
management.
effective
classroom
management.
Learners will Remember Reflect their idea on Group discussion/ concept
the two types presentation
list the
teaching approaches
teaching through discussion.
approaches.

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 Enabling Level on Learner Activity Delivery Method Fact, concept,
Objective Bloom’s (What would (Group principle, rule
Taxonomy learners do to presentation/lecture, procedure,
master this self-paced, or small interpersonal,
objective?) group) or attitude.
Learner will Understand Learners will discuss presentation/Small procedure
in pairs about lesson groups
be able to
plan and design their
demonstrate own lesson plan.
elements of
effective
lesson plan.

Feel free to include your instructional content here or attach it as another document in
the dropbox, as appropriate. It could be a PowerPoint, Word doc, video, etc.

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 References

Reference one – Please replace this text with the text of the first reference that use
outside of our course textbook.

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 Final Project Rubric

Please see the final project rubric and the reflection paper rubric within the course
content.

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