Wiley Edid6505 Group Project Final

Group Project: Online Workshop on Effective Homeroom Engagement
Candice Brown (04008579)
Anique J. Edwards (00686064)
Rachel Edwards (308003733)
Shena Faria (808100009)
University of the West Indies (Open Campus)
EDID 6505 – Systems Approach to Designing Instructional Materials
Dr. Leroy Hill
16 April 2018
EFFECTIVE HOMEROOM ENGAGEMENT 2
Table of Contents
Executive Summary……………………………………………………………………………. 3
Needs Assessment ……………………………………………………………………………….4
Selected Audience…………………………………………………………………………. 4
Topic of Instruction……………………………………………………………………...….4
Formats……………………………………………………………………………………...5
Optimals, Actuals, Feelings, Causes and Solutions……………………………………………....5
Performance Objectives and Task Analysis………………………………………………….15
Objectives ………………………………………………………………………………….15
Task Selection Worksheet………………………………………………………………….16
Procedural Analysis……………………………………………………………………….16
Prerequisite Analysis……………………………………………………………………....19
Assessments……………………………………………………….……………………………20
Formative Assessment…………………………………………………………………….20
Summative Assessment…………………………………………………………………....24
Performance Rubric……………………………………………………………………......27
Instructional Strategies and Lesson…………………………………………………………...29
Review…………………………………………………………………………………………...34
Reflections……………………………………………………………………………………….41
References……………………………………………………………………………………….45
Appendix….…………………………………………………………………………………….48
Executive Summary
The following online Instructional Workshop is geared toward the 35 Teaching Staff
members of Mt. Jade Secondary who carry varying ages, and years of teaching experience. There
are also varying levels of qualifications. However, all teachers demonstrate limited knowledge of
effective homeroom practices. The context of this Workshop is an Instructional online
environment, using technological tools geared towards behavior modification and knowledge
enrichment.
The workshop utilized behaviorist and constructivist principles and thus incorporated
teaching strategies such as discussion, lecture, self-directed learning, small group work,
collaborative learning, mentorship, case study and forum. Much of the advantages of online
learning reside primarily with its capacity to utilize and support multiple modes of
communication including a combination of student-faculty, student-student, faculty-student, and
student-others type of cooperation and collaboration.

Needs Assessment
Selected Audience
The selected audience for this Workshop is theTeachers of the Mt. Jade Secondary
School, who teach subjects from the forms 1-6 level. There are 35 teachers: 25 females and 10
males. Only 20 of these teachers have obtained a customized Diploma in Education for their
field, or a Certificate from Teachers’ Training College and so have some degree of mental
understanding of the importance of Effective Homeroom Engagement and its positive impact on
their own professional growth and student performance. The teachers who have obtained these
certificates have an age range from 35 to 55. 6 out of these 20 Teachers are Deans and another 6
out of the 20 are Heads of Department for the various subject groupings and perform
Supervisory roles in the School.
The other 15 out of the 35, who are younger teachers, ranging from ages 23-26 have
only thus far taken very few short seminars during one August Vacation on Pedagogy in
Teaching, which used only the Expository Teaching Instructional strategy, with no practical
activities and limited content. All the teachers have obtained at least a Bachelor’s Degree in their
subject, which is the basic tertiary requirement and are computer literate. Despitethe acquisition
of Teaching certificates and the fact that most of these teachers display an elevated level of
dedication to teaching their subject content, there is still general lack of Homeroom Engagement
as well lack of Homeroom Engagement Training for Teaching Staff. The teaching Staff who are
neither Deans nor Heads of Department can all be assigned a Homeroom in the School.
Topic of Instruction
The topic of instruction is Effective Homeroom Engagement in the Secondary School
Environment. This will be divided into three modules: Ineffective Homeroom Engagement,
Effective Homeroom Engagement, and Motivational Homeroom Activities.
The Formats
The three-hour, three-module workshop will be presented fully online via a learning
management system. In addition, the audience will interact with the Voicethread technological
tool, where video Podcasts and PowerPoint Presentations will be shown, with the use of
speakers. Finally, there will be online forums and surveys answered by the participants.
Canvas was the chosen learning management system as opposed to Moodle or Blackboard
because of its ease of use. On the design end, Canvas was easy to navigate, add content, add
discussions, and create quizzes. The ease of navigation also continued on the student end where
they can easily view the each module, discussions, messages/announcement, and receive
immediate feedback from tests or quizzes taken.
Information Sought:
Optimals
● There is preliminary agreement among Teaching Staff members to apply what they have
learnt from the workshop on Effective Homeroom Engagement to their daily class
routines, to maintain teacher and student motivation.
● There is proper mentoring, encouragement and advice of less experienced Teaching Staff
of the school by more experienced Teaching Staff in maintainingthe practiceof engaging
homeroom activities.
● There is improved open communication between the Teaching Staff and various Heads of
Department and Deans on issues faced in homerooms.
● There is improved open communication and feedback between the Heads of Department
and Deans and Subject Matter Experts about the progress of the impact of Effective
Homeroom Engagement on both student and Teacher motivation.
● There is allocation of a period every day in the morning and after the lunch break
towards recorded and supervised ethical, devotional, informative and motivational
homeroom instruction.
● There is drastic improvement in student performance and success.
The school policy document of Mt. Jade Secondary advocates the recording of supplemental
Student and Teacher educational interaction done outside of the subject content. It must also be
noted that the Principal has stated that “homeroom sessions are an important part of the school
Program.”
The Tools and Techniques used to gather data and information for this are:
● Reviewing of existing manuals and Institutional policy directives of Mt. Jade Secondary
● Conducting interviews with the Heads of Department, Principal, Vice Principal and
Deans, and other certified Teaching Staff
● Conducting observations of the Teaching Staff,
● Focus group Meetings with Head of Department, Deans, Vice Principal, Principal and
Subject Matter Experts
● Surveys and Questionnaires to be responded to by Heads of Department, Deans, Vice-
Principal, Principal and Subject Matter Experts.

These optimals are important to know because they not only provide objectives for the
Instructional Unit itself to be geared towards, but also goals that would guide activities during
and after the instructional unit is completed, which would point towards maintaining Effective
Homeroom Engagement and increase student motivation and performance. In the case of this
Learning Institution, it would provide objectives and goals to work towards during the Workshop
and after to achieve the eventual success of the students.
These Optimals are justified because it is the expectation of both the School Staff and Parents
of the students of Mt. Jade Secondary School that there is remarkable successin CXC and CAPE.
The prolonged motivational effective homeroom engagement and continued mentoring and
support among staff for one another in these activities will help greatly in facilitating this.
It is appropriate to ask the Heads of Department and the Administrative Staff of the school
themselves about what Teacher and classroom objectives they would like to see achieved, as
well as review existing Institutional policy directives and manuals that the Heads of Department
and Vice Principal and Principal have access to, to guide the procedure and goals of the
workshop. Also, an expert in the field of Student Engagement and Motivation should be spoken
with, as well as the Guidance officer, who will be able to give their own advice on Practicing
Homeroom activities for effectiveness. The Experts will also give information on how they will
keep in touch with Heads to keep track of progress of the practice of Homeroom Engagement
activities and its effectiveness. The older more experienced teachers would be questioned as well
because they still have some knowledge and experience of what motivational practices have
made the successful students successful over the years, where the actions of the teacher are
concerned.
Actuals:
The actuals take into consideration the current knowledge and skills of the Teaching Staff in
homeroom practices as well as the current times and opportunities allocated for these practices.
● Acquisition of the Diploma in Education or Teaching Certificate from Teacher’s
Training College by the 20 out of the 35 teachers andtheir mental understanding of what
Effective Homeroom Engagement is and its positive effect on student and Teacher
motivation and performance.
● Limited workshops on aspects of Teaching children attended by less experienced
Teachers during an August vacation.
● Limited time and attention paid to motivational, informative or devotional homeroom
activities besides recording attendance.
● No Planned activities.
● Tardiness of students in returning to class for afternoon session which becomes limited to
marking the attendance roll for students who are present.
● Tardiness of teachers in arrival to class for the afternoon homeroom session.
Actuals are necessary to know because they provide information about the current situation,
skills and abilities of the Staff of an Institution which, when measured against Optimals, provide
the needs of the institution. These needs would then provide a platform from which to go about
seeking a solution. The Actuals measured against the Optimals for the Mt. Jade Teaching Staff
would provide the needs where practice of effective homeroom engagement is concerned, which
would provide a platform for finding a solution to the lack of it.
Tools and Techniques used to gather information about this are:
● Reviewing the most recent Teaching Staff records and reviews

● Conducting Interviews with Heads of Department, Deans, Principal, Vice Principal and
Teaching Staff
● Conducting observations of Teaching Staff, Heads of Department and Deans
● Focus Group Meetings with Teaching Staff, Heads of Department, Principal and Subject
Matter Experts
● Surveys and Questionnaires to be responded to by Teaching Staff, Heads of Department
and Deans.
These actuals are justified because they have been observed and commented upon by a few
observant Teaching Staff members, both certified and uncertified and two or three mature
students. They have made observations and comments especially where morning devotion and
student motivation is concerned, as well as the tardiness of students and teachers in returning to
class for the afternoon homeroom session. It would be most appropriate to get verbal feedback
and existing data from the Heads of Department, Deans and Principal on the certification of the
Teaching Staff members, as well as a general word from the teaching Staff, Deans and Principal
about the current situation of Homeroom practices, based on their knowledge and observations.
It would be most appropriate to use the techniques of surveys and questionnaires, interviews and
observations to have firsthand confirmation of the current knowledge and time and opportunities
allocated for the practice of Homeroom Engagement.
Needs
● There is limited or no homeroom engagement activities for students besides recording
attendance.
● Most of these teachers’ students perform satisfactorily but the school seeks to improve
overall performance through developing motivation, discipline and diligence.

● In interviews reports have been made by Deans, Vice-Principal and Principal that
students are often late to homeroom especially in the afternoon.
● Parents, students and even teachers have reported that many students and teachers do not
see the value of homeroom periods and so choose to miss or not engage in it more than
roll call.
Feelings
● Establish the opinions of each Teaching Staff member, including the Heads of
Department, Deans and Subject Matter Experts about improving effective homeroom
engagement among Teaching Staff members
● Establish the feelings of each Teaching Staff member and Subject Matter Expert about
themselves in the situation.
● Find out how each Teaching Staff member and Subject Matter Expert feels about finding
a solution to the lack of effective homeroom engagement.
The Tools and Techniques used to gather information about this are:
● Interviews and focus group meetings with Teaching Staff, Deans, Heads of Department
and Subject Matter Experts
● Surveys and questionnaires to be responded to by Teaching Staff, Deans, Heads of
Department and Subject Matter Experts.
Feelings are necessary to know because they would give an idea of how open Heads of
Department, Deans, Teaching Staff and Subject Matter Experts are to the idea of enforcing and
maintaining engaging effective homeroom practices according to their point of view, and how
well they are likely to participate in the Workshop, which seeks to provide a solution to the lack
of homeroom practices.
Feelings that people express in a situation are always justified and can be resolved by mutual
understanding among all parties involved. It would be appropriate to use the techniques of
interviews,focus group meetings and surveys and questionnaires to obtain this information
because these would give first hand and confidential information about how staff are feeling
about the present situation and how they would feel about working towards an improvement. It is
appropriate to consult the Teaching Staff, including the Heads of Department and Deans for this
information because these are the target audience for the workshop and one needs to know first if
they will be open to experiencing the workshop to learn effectively to acquire the ability to
practice engaging homeroom activities. It is also appropriate to consult the Subject Matter
Experts to have an idea of how willing they are to lend their expertise for the workshop and
beyond to bring about and maintain change in the target audience.
Causes
● Lack of solid understanding among all Teaching staff members about the importance of
Effective Homeroom Engagement for both teachers and students
● Lack of enforcement of Homeroom practices by the Principal, Heads of Department and
Deans for Teachers and students
● Lack of accountability felt by Homeroom teachers and other Teaching Staff for practicing
and recording engaging homeroom activities in the classrooms
● Lack of control of student and teacher unpunctuality in the afternoon sessions.
The Tools and Techniques used to gather information about this are:
● Conducting interviews with the Principal, Vice Principal, Heads of Department, Subject
Matter Experts and all Teaching Staff members
● Observations of Teaching Staff members, Deans and Heads of Department and surveys
and questionnaires to be responded to by all Teaching Staff and Subject Matter Experts
Causes are necessary to know because they give an idea of why a problem has arisen or
persists and where to proceed with addressing the situation. In this case causes are necessary to
know because it would help the instructor understand how to channel the content of the
workshop to address the concerns from the standpoint of all participants and the advice and
confirmation of the Subject Matter Experts. Identifying and acknowledging the cause is a major
step to change for the better: Practicing Effective Engaging Homeroom activities and mutual
support to ensure overall success for both teachers as professionals as well as student
performance.
Causes are justified because many students complain about feeling unable to cope with
academic requirements. It would be most appropriate to ask the Principal and Vice Principal for
any observations they have made or knowledge about Teacher and student punctuality. The
expert in Student Motivation and the Guidance Officer, as Subject Matter Experts, can also give
confirmation and advice on causes of the lack of student motivation and borderline performance,
through the Techniques of interviews, surveys and questionnaires highlighted.
Solutions
● Having an impactful online workshop on Effective Homeroom Engagement to ensure
that each Teaching Staff member understands the importance of it for both Teachers and
Students and its contribution to overall success.

● Proper mentoring and open communication among staff about issues in the classroom to
foster an atmosphere of staff support and motivation to promote and maintain effective
homeroom engagement practices.
● Proper record taking of homeroom activities done in the morning and after lunch.
● Delivery of motivational, informative and devotional sessions from 8:00 to 8:35 in the
morning and 15 minutes after lunch.
● Monitoring of the sessions, records, as well as the punctuality of Students and teachers
byavailable Deans and Principals.
● Continued rapport among the Subject Matter Experts, Deans, Heads of Department and
Instructor after the workshop on Progress and success of homeroom practices
● Rewarding of teachers for high Performance of their students after the workshop as well
as Teachers’ observed efforts in carrying out outstanding activities during homeroom
sessions.
Tools and Techniques that would be used to gather information about this are:
● Interviews with the Principals and Subject Matter Experts
● Focus Group Meetings with the Subject Matter Experts.
Solutions are important to know because they are the proposed ideas of persons more
experienced and learned in the field for diminishing or eliminating a Problem and provide
another framework for the objectives of a relevant instruction. In this case, the solutions are
important to know because they are formed by Experts and persons more experienced in the field
of Student Motivational practices about how the lack thereof would best be resolved, based on
their interpretation of situations. Solutions would also guide the procedures of the workshop.
The solutions are justified because our aim is to solve the problem: develop Effective
Homeroom engagement practices to greatly improve motivation and overall academic
performance at Mt. Jade Secondary School. It is most appropriate to ask Subject Matter Experts
like the Specialist in Student Motivation and Guidance Officer for advice and solution through
the techniques highlighted to provide a guide for the workshop and beyond.
Performance Objectives and Task Analysis
Terminal (Final) Objective
After completion of an online training program on Effective Homeroom Engagement activities
delivered via the Canvas learning management system, thirty-five (35) teachers; inclusive of
twenty-three (23) homeroom teachers, six (6) Deans and six (6) Heads of Departments would be
able to plan and execute at least one learner centered homeroom engagement activities for
students of forms 1 - 6 daily.
Enabling Objectives
1. Outline at least 5 responsibilities of the homeroom teacher after participating in a group
discussion of the job description of a homeroom teacher at Mt. Jade Secondary School with
100% accuracy.
2. Justify the need for homeroom sessions after examining two case studies demonstrating
effective and non-effective homeroom teacher engagement activities while participating in a
group discussion with 90% accuracy.
3. Recommend at least 4 solutions to 4 named causes of ineffective homeroom engagement
observed after group discussion of social problems impacting secondary learners and lecture on
Leadership in a changing School Environment with 90% accuracy.
4. After a brainstorming and think pair share activity in groups of three formulate 4 engagement
activities for students of grade 7, 9, 11, and 13 within 90% accuracy relevant to standard of the
Mt. Jade Secondary School policy for Student engagement.

Task Selection Worksheet
Criteria for Criticality Universality Frequency Standardi Difficulty Total Notes Priority
zation
Task
Selection 40 pts 10 pts 10 pts 30 pts 100 pts
Worksheet 10 pts
TASKS #1 #2 #3 #4 #5 #6 #7 #8
Outline 30 7 8 9 5 59 2
responsibiliti
es of the
homeroom
teacher
Justify the 10 1 1 0 10 22 4
need for
homeroom
sessions
Recommend 20 1 3 3 20 47 3
solutions to
causes of
ineffective
homeroom
engagement
Formulate 40 5 5 1 30 81 1
homeroom
engagement
activities
Procedural Analysis
Following is a procedural analysis of the four (4) tasks listed in the Task Selection Worksheet
above, in order of priority.
Subject Matter: Homeroom Teacher Training

Task: Teaching Homeroom teachers how to plan and execute effective student engagement
activities
Objectives: Improve participation and attendance of homeroom teachers at homeroom sessions.
1. Formulate homeroom engagement activities.
1.1. Research homeroom engagement activities.
1.1.1. Find examples of homeroom activities.
1.1.2. Compare the context and skills required for the activity to the homeroom
group and students’ abilities.
1.1.3. Select activity if context and skills for the activity match students’ abilities.
1.2. Design homeroom engagement activities.
1.2.1. State the objective of the activity.
1.2.2. Plan the steps of the activity.
1.2.2.1. Write down the steps of the activity.
1.2.2.2. Evaluate each step of the activity.
1.2.3. Gather materials needed.
1.3. Develop homeroom engagement activities.
1.3.1. Create the activity.
1.3.2. Pilot the activity with a small group of students.
1.3.2.1. Carry out the activity.
1.3.2.2. Observe the students’ performance.
1.3.2.3. Ask the students for feedback.
1.3.2.4. Document the findings.
1.3.3. Analyze the results of the pilot.

1.3.3.1. Review what worked and what did not work.
1.3.3.2. Revise the activity as needed.
2. Outline responsibilities of the homeroom teacher.
2.1. List the responsibilities of the homeroom teacher.
2.2. Describe each responsibility listed.
3. Recommend solutions to causes of ineffective homeroom engagement.
3.1. Identify the causes of ineffective homeroom engagement.
3.2. Present solutions for each cause.
4. Justify the need for homeroom sessions.
4.1. Identify advantages and disadvantages of homeroom sessions.
4.2. Develop an argument for the advantages of homeroom sessions.
4.2.1. Make a claim.
4.2.2. Support the claim with evidence.

Prerequisite Analysis
Formulate
homeroom
engagement
activities
Research Design
homeroom homeroom Develop
activities activities homeroom
activities
Select the best Plan

activity for a Write
homeroom
specific group of objectives Create Review
activities
students engaging homeroom
homeroom activities
List the List the steps Evaluate
activities
Compare parts of an
and of the each Revise the
objective homeroom homeroom
contarst Distinguish Refelect on homeroom
different activity in activity what worked activity
chronologica step between
homeroom engaging and and what did plan
activities Define l order not work
non-engaging
'objectives' homeroom
activities
Identify
homeroom
activities
Assessments
Formative Assessments
Case Study #1
Scenario based Activity
Mr. White is a grade 8 homeroom teacher at Mandeville High School. He has 35 students
in his homeroom. On Tuesday February 27, 2018 he learned that one of his students namely
Anthony Chennis father was in a tragic accident and has been hospitalized. He immediately
contacts the family of Anthony and is advised that Anthony will not be attending school for the
remainder of the week because he is currently staying with family out of town while his mother
stays with his father in the hospital. This situation is disturbing for Mr. White, he knows that on
the following day many of Anthony’s classmates will be concerned about the welfare of Anthony
and his father since the story of the accident has been featured in mass media.
On Wednesday morning Mr. White goes to homeroom early. When he arrives, he meets
and greets all students present and comforts them. As he had thought many students have
questions and some have stories which they have heard of the incident and others have been
speaking to Anthony and so they appear to have more information than he does. At 7.45 am the
school bell rings and at that time Mr. White marks the register and conducts a brief uniform
check. He then advises the students that Anthony will not be at school for the reminder of the
week. All students are asked to sit at their seats.
Mr. White encourages the students to think about the words that they would like to
express to Anthony during this challenging time. The students begin writing their thoughts as
Mr. White walks around and provides guidance. He then provides students with cartridge paper
and markers and encourages them to constructs condolence cards for Anthony and his family.
Some students write poems, other letters and drawings. Many students could complete the cards
during the time allotted. Mr. White collects them and indicates that in tomorrow’s homeroom
session they will receive additional time to improve the cards.
It is now 7.58am, being aware that the students have Mathematics classes immediately
after homeroom time. He encourages all students to put away all materials not related to
Mathematics class and prepare for Mathematics class. He advises students that he will return
until the end of the school day to mark the register and encourages them to have a productive
school day and asks the class monitor Corey to record the home assignments for each subject so
that the information can be shared with Anthony.
As the 1st period bell rings at 8.00am he leaves the classroom and sees the Mathematics
teacher; Mrs. Jones on her way to the classroom. He then quietly reminds the Mrs. Jones of
Anthony’s absence and the reason for his absence. Mr. White knows that Anthony’s absence and
the reason for his absence has affected the students and perhaps will affect Mrs. Jones lesson as
well.
Scenario based questions
1. State 5 responsibilities of the homeroom teacher.
2. Explain 2 essential functions of the homeroom teacher.
Case study #2
Video Demonstration: Ineffective Homeroom Engagement
https://www.youtube.com/watch?v=Dd7FixvoKBw
After watching the video featured above answer the following questions
1. Which of the following statements best describe the Mr. Garvey?
a. Effective homeroom teacher
b. Ineffective homeroom teacher
2. Describe Mr. Garvey’s homeroom engagement activity
a. There was no activity
b. Unplanned
c. He effectively instilled respect and order in his classroom
d. Other ________________________
3. How could Mr. Garvey improve his homeroom engagement activity?
a. Preparing a plan for homeroom engagement
b. Seeking advice from peers
c. Trying to listen to the students
d. All the above
e. Other ______________________________
Group Forum
Discussion Post Activity
Local legislation dictates that all teachers by law have a duty of care for their students. Explain 2
ways in which teachers demonstrate compliance and non-compliance in this regard.
Multiple Choice Questions
1. What is the duration of the homeroom session at Mt. Jade Secondary School?
a. 10.35am - 10.45am
b. 8.10am – 8.35am
c. 8.00am - 8.35am
d. 8.00am - 10.35am
2. All the following are essential functions of the homeroom teacher except.
a. Record student attendance
b. Inform students of their classmate’s challenges
c. Conduct student uniform checks
d. Execute learner engagement activities
3. Which of the following is a benefit of student participation in Homeroom session
activities?
a. Student is punctual for school
b. Student is aware of classmate’s personal problems
c. Student receives psychological and emotional support from the teacher
d. Student is well socialized and prepared for the school day
4. Which of the following is an affective objective which can be achieved through effective
homeroom engagement?
a. Students are at school
b. Students are punctual for school
c. Students show concern for the welfare of others
d. Students construct condolence cards.
5. Which of the following strategies is the most effective means of addressing social
problems affecting student’s participation in homeroom sessions?

a. Reporting challenges to administration
b. Contacting parents regarding named problems
c. Creating a plan for homeroom activities
d. Soliciting advice from the guidance counsellor
e. All the above
f. Other _______________________________________________
Summative Assessments
Culminating Activity
You will recall that Mr. White is the name of the homeroom teacher who was assessed in case
study one. His task was difficult to address, however his experiences as a homeroom teacher
allowed him to deal with the situation satisfactorily. In some cases, there are problems which the
homeroom teacher may find greater difficulty resolving, therefore it would be advantageous for
homeroom teachers to plan for each session.
Construct a homeroom engagement plan for a class of students at your school. The plan should
be related to an outlined social problem currently impacting your school. The format of the plan
is as follows;
Introduction/Rational:
- An outline of identified problem and effects
- student demographic information.
Objectives for Engagement Objectives (At least three objectives)

- Cognitive
- Psychomotor
- Affective
Engagement Activities (At least two activities which are relevant and timebound)
- Activities should be associated with the named objectives
Teacher Evaluation
- A reflection on the process of developing the plan, the strengths and weaknesses of the
plan and strategies for improvement.
Post training Survey
All Participants are being asked to answer the following questions after completing the course.
1. What is your age?
a. 20-26 years b. 27-33 years c. 34-40 years d. 41 -47 years e. 48
years or older.
2. What is your sex?
a. Male b. Females
3. Are you familiar with the job description for homeroom teachers?
a. Yes b. No
4. Does the job description for homeroom teachers clearly articulate your role, responsibilities
and job tasks as a homeroom teacher?
a. Yes b. No
5. Which of the following is the greatest benefit of being a homeroom teacher?
a. Non- class interaction with students
b. Familiarity with parents and guardians

c. Opportunities for reinforcement and motivation of students
d. Other
6. How can administrators aid you in your role as homeroom teacher?
a. Promptly provide resources for the teacher and students
b. Communicate with teachers in a timely manner
c. Provide improved guidance for teachers
d. Other
7. Do you think homeroom sessions are necessary?
a. Yes b. No
8. What strategy would you implement to improve the school policy about homeroom sessions?
a. Mandatory annual training for homeroom teachers
b. Duration and schedule for homeroom session
c. Revise teacher role and responsibilities
d. Other
9. Have you benefited from your participation in this workshop?
a. Yes b. No
10. What strategies would suggest improving this workshop?
a. Provide certification for teachers
b. Include face to face activities
c. Revise assessments
d. Other
Performance Rubric
Application Assessment Items - Application Assessment Items for Terminal Objective:
Rubric
Performance Unacceptable Satisfactory Superior Very Good Outstanding T

Criteria performance performance performance performance performance o
(0 points) (1 points) (2 points) (3points) (4 points) t
a
l
Understanding Has not Has Has good Has very Has

demonstrated demonstrated knowledge of good outstanding
any knowledge fair homeroom knowledge of knowledge of
of homeroom knowledge of teacher homeroom homeroom
teacher homeroom responsibilitie teacher teacher
responsibilities teacher s responsibilitie responsibilities
responsibilitie s
s
Planning Has not Has Has Has Has

demonstrated demonstrated demonstrated demonstrated demonstrated
knowledge of knowledge of knowledge of knowledge of knowledge of
planning skills fair planning good planning very good outstanding
in the art skills in the skills in the planning planning skills
homeroom art homeroom art homeroom skills in the in the art
engagement engagement engagement art homeroom homeroom
activities for activities for activities for engagement engagement
diverse learners diverse diverse activities for activities for
learners learners diverse diverse
learners learners
Learner- Has not Has Has Has Has

centered demonstrated demonstrated demonstrated demonstrated demonstrated
Strategies knowledge of fair good very good outstanding
student needs knowledge of knowledge of knowledge of knowledge of
and strategies student needs student needs student needs student needs
for student and strategies and strategies and strategies and strategies
empowerment for student for student for student for student
empowerment empowerment empowerment empowerment
Legislative Has not Has Has Has Has

Awareness demonstrated demonstrated demonstrated demonstrated demonstrated
knowledge of fair good very good outstanding
the relevant knowledge of knowledge of knowledge of knowledge of
legislation for the relevant the relevant the relevant the relevant
teacher legislation for legislation for legislation for legislation for
responsibilities teacher teacher teacher teacher
and child care responsibilitie responsibilitie responsibilitie responsibilities
s and child s and child s and child and child care
care care care
Skill and Has not Has Has Has Has

Practice demonstrated demonstrated demonstrated demonstrated demonstrated
the knowledge fair good very good outstanding
or skill of knowledge knowledge knowledge knowledge and
homeroom and skills in and skills in and skills in skills in
engagement homeroom homeroom homeroom homeroom
activities engagement engagement engagement engagement
relevant to activities activities activities activities
learner needs relevant to relevant to relevant to relevant to
and school goals learner needs learner needs learner needs learner needs
and school and school and school and school
goals goals goals goals
Instructional Strategies and Lesson
The Teaching Staff of Mt. Jade Secondary School was selected as the pilot since behavior
modification was deemed the most obvious solution for its failing homeroom program. The
homeroom sessions needed to be more engaging and inspiring in nature for students to fully
benefit from its engagement. The course “Effective Homeroom Engagement” was delivered
entirely online via the Voice Thread Platform (https://voicethread.com/share/10660760/), and the
Canvas learning management system (appendix B-F).
The course was designed to train and edify homeroom teachers on effective homeroom
engagement strategies and activities that can be utilized to enrich homeroom sessions. The
instructional strategies that were utilized to deliver the online course were discussion, lecture,
self-directed learning, small group work, collaborative learning, case study, mentorship and
forum.
Discussion
Research has shown that adult learners tend to favor discussion since it promotes
interactive participatory learning. It encourages learners to analyze alternatives which impact
their mode of thinking and behaving. Discussions were conducted through social media
discussion threads to facilitate asynchronous communication.
Lecture
The lecture strategy was used to disseminate information since it was found that lack of
knowledge of homeroom functions were the primary cause of program failure. Lecture was used
to build the foundation of the homeroom concept which entailed developing the teachers’
understanding of their roles and responsibilities as homeroom teachers. Lectures were presented
via audio and video using voice thread and YouTube.

Self- Directed Learning
Self-directed learning also known as self-paced learned, self-instruction, individualized
learning, and independent learning is a learner initiated strategy that places the responsibility for
learning directly on the learner. The independent learner is one who is more motivated, involved
and more active during the teaching-learning process.
Small Group Work
Small groups allow learners to share ideas, discuss content and solve problems. Ideas are
put forward and debated allowing for a variety of viewpoints on selected subject matter. The
types of small group formats that were utilized to provide interaction were guided design, role
playing and games.
Collaborative Learning
This strategy involves grouping two or more learners to work together to learn and
accomplish a common objective. Each learner is responsible for learning the content and helping
group members learn also.
Case Study
The case study strategy is a participatory technique that brings to bear the learner’s own
past and future learning experiences on the learning process. The main tenet of case study is
practical thinking and the development of principles after analyzing the case then applying these
principles to new situations.
Mentorship
The aim of utilizing the mentorship strategy is to bring to fore what the learner already
knows but adding value and relevance to it, thereby transforming its traditional limitations into a
present-day paradigm shift that enables situations such as the homeroom experience to be more
meaningful and engaging. The mentors in the audio and video compilations serves as a guide
through the revised homeroom experience that first initiated the learners to the new homeroom
concept then guided them through their effective functioning in the revised homeroom setting.
Forum
Forums are open discussions between one or more resource persons and a group. The
moderator guides the discussion and the group or the audience makes comments, raises and
discusses issues and offers information.
Workshop Schedule
Two-module Workshop: Effective Homeroom Engagement
Instructional Design Strategies (Teaching Strategies):
(Direct Instruction) - Lecture, Video Demonstration.
(Indirect Instruction)- Discussion, Think Pair share, Simulations, ELearning,
Problem Based Learning
Resources: Internet, Canvas learning management system, Voicethread, Smart devices,
and Laptop or Computer system
Environment/Setting: Online and self-paced
Module One:
Specific/Enabling Objectives for Module One:
1. Outline at least 5 responsibilities of the homeroom teacher after participating in a group
discussion of the job description of a homeroom teacher at Mt. Jade Secondary with
100% accuracy.
2. Justify the need for homeroom sessions by discussing at least 2 sound rationales after
examining two case studies demonstrating effective and non-effective homeroom teacher
engagement activities after participating in a group discussion with 90% accuracy.
3. Recommend at least 4 solutions to 4 named causes of ineffective homeroom engagement
observed after group discussion of social problems impacting secondary learners and
lecture on the Leadership in a changing school environment at the Mt. Jade Secondary
with 90% accuracy.
Development:
 Introduction: Students will be introduced to the course and the Canvas platform. Also,
they will introduce themselves to one another.
 Group Discussion: Teachers will access job descriptions found in Module One and
participate in a discussion of each highlighted duty listed on the job description.
 Group Activity: Teachers will be exposed to a video scenario on ineffective homeroom
engagement. After reading the scenario and each participant will report whether they
found the activities effective or ineffective.
 Lecture and Discussion: Teachers will participate in a PowerPoint lecture by a Guest
Speakers on Leadership in a Changing school environment. (Pre-recorded by a remote
lecturer) After viewing the lecture. Teachers will identify at least 3 social problems
reported by the Speaker and develop solutions for each problem. Each participant will
post their findings.
 Group Activity: Teachers will complete a scenario based activity based on Mr. White’s
homeroom experience. Then each group will be given a scenario which will be required
to plan and execute an online simulation of an effective homeroom engagement activity.

Module Two
Enabling Objective:
1. After a brainstorming and think pair share activity in groups of four formulate an
engagement activity for students of secondary level students within 90% accuracy
relevant to standard of the Mt. Jade Secondary policy for Student engagement.
Development:
 Introduction: Teachers will participate in a discussion of the content covered in module
one and complete a multiple choice activity.
 Groups Planning Session: Teachers will work in groups to complete preparations for
simulation.
 Simulation Activities: One member from each group will post their simulations of
effective homeroom sessions. Group members will respond to any questions or comments
posted by other peers.
 Closing Activity: Upon successful completion of all activities inclusive of formative and
summative assessment each teacher will receive a certificate of participation.

Review of the Process
The Pilot
Data was collected from our Pilot Users through online case-based questions, forum
and survey. These Pilot Users were our audience, the Teaching Staff of Mt. Jade Secondary,
who were selected for this workshop because there was a need for drastic improvement in
homeroom practices for greater student engagement and motivation. Data collected for
formative evaluation were the audience’s responses to the questions based on two (2) case-based
scenarios with two (2) separate homeroom teachers. This assessment activity, which tested the
audience’s understanding of the topic, where roles and functions of the homeroom teacher and
shortfalls are concerned, resulted in memorable responses like “What a wonderful way to get our
minds rolling about this.”
The users found that the lessons were effective in that there were scenarios presented that
connected emotionally to them and according to communication theorist Dr. Nick Morgan, “...it
is literally true that if you want someone to remember you, or your ideas, or your pitch-you have
to be emotional.” (Morgan,2012). Even though these scenarios were for the formative
assessments, because of their emotional nature, they were attention-grabbing for the audience. I
agree with the effect that emotions have on an audience according to Dr. Morgan. The use of
technological tools, graphics and speaker was also engaging. The lessons were effective for the
audience because they experienced the content portrayed in ways that not only grabbed their
attention quickly but allowed for quicker understanding from their own emotional and visual
connection with the content rather than listening face to face to the speech of an instructor.
Design Process
The original project was a two day face-to-face workshop and had to be transformed into
an online workshop lasting one (1) to three (3) hours. The ADDIE model was used to develop
the online workshop. ADDIE is the acronym for the phases of the model: analysis, design,
development, implementation and evaluation. Analysing the learners, objectives and skill
required was the first step. Since all participants were computer savvy, the user friendly platform
of the Canvas learning management system would be easy to navigate.
Next the layout of the workshop was determined; the programme was divided into two
(2) modules: Effective and Ineffective Homeroom Engagement, and Motivational Homeroom
Activities. Afterwards, the course was developed by creating instructional units and assessment
items. The units and items were added to the course page on Canvas.
Finally, the course was implemented by piloting it to some of the teaching staff at the Mt.
Jade Secondary. The feedback from the pilot was used to determine where improvements should
be made. The entire design process was an iterative one; each time feedback was received
adjustments were made. Two shortcomings that could not be improved within the time allotted to
this project were:
 There were no synchronous sessions (the guest speaker had to be pre-recorded and the
video uploaded)
 Videos were not embedded (videos opened in a new tab or window)
Instructional Strategies Table
Index Strategy Location in Citation in Readings Rationale for Use

Lesson
1 Case-based Quizzes Allison A. Carr-Chellman and According to the Gwenna

Learning Charles M. Reigeluth(2009) state Moss Centre for Teaching
that Case Based Learning is “A and Learning (2017) from
broad method which organizes the University of
instruction around consideration Saskatchewan, Case-based
of and interaction with a real- learning is connected with
world scenario.”(p.36) effective development of
critical thinking, problem-
According to the Centre for solving, clinical reasoning
Teaching and Learning of the and analysis, which
Yale University(2018),”Case- describe a deep approach
based Learning is an established to Learning.
approach used across disciplines This is the type of learning
where students apply their and skills the
knowledge to real-world Workshop intends to
scenarios, promoting higher levels foster in the Participants
of cognition...”(para. 1) to foster deeper
understanding on the
topic.
Also, according to Dunne

and Brooks(2004), as
cited by Gwenna Moss
Centre for Teaching and
Learning, referring to
Case-based Learning “It
can be used to facilitate a
model of self directed and
reflective Learning that
serves students very well
in future courses and
careers.”(para. 3)
2 Collaborative Discussions Referring to this strategy as Team This strategy was used
Learning Work, Alison Carr-Chellman and because we needed the
Charles M. Reigeluth(2009) state participants to collectively
that this is “A collaborative share their multiple ideas
method that promotes learning and perspectives on the
through the accomplishment of an Duty of a Teacher and
activity, project or task as a group
Effective Homeroom
of learners.”(p. 38) Engagement for broader
understanding for all
According to the Centre for participants. Here we
Research on Learning and wanted participants’
Teaching(2016) of the University learning here to be
of Michigan “Team learning does interdependent on the
not mean that students simply understanding and
work side by side on a problem...a perspectives of each other
well functioning group has
interdependent team members
who effectively communicate

ideas, interact around questions,
analyse data and problem
solve.”(para. 1)
3 Discussion Culminant Peterson and Eeds (1990) claim The discussion strategy
activities that in grand conversations, the was used to generate
unavoidable product of alternative viewpoints to
discussions, learners share their each other ideas on
personal responses, questions and discussion prompts.
theories mirroring “gentle
inquisitions”.
4 Lecture Module One This Instructional Strategy is We used this strategy

and two referred to by Carr-Chellman& because according to
Reigeluth(2009) as Expositiory Lethbridge College
Teaching or Teacher- Centred Learning Connections
Instruction. Carr- Chellman (2018) “… it is an
&Reigeluth (2009) state that efficient way to get across
“Teacher- Centred Instruction is a large amount of
an Instructional Approach in information.” Therefore
which the teacher is the Primary This strategy of Lecture
delivery channel for instructional was used through the
content-often through Power Point Presentation
presentation and lecture”(p. 37) because the participants
needed to be properly
According to Lethbridge College informed about the topic
Learning Connections(2018) the
role of the Instructor in this However, LethBridge
strategy is to “Present the Learning Connections
information” ,“Provide visuals to (2018) goes on to state for
support Lecture”(para. 4) this strategy that “...it is
important to ensure
students are actively
involved in the lecture;
otherwise not much
learning usually takes
place.”(para. 1) Also,
another role of the
instructor is “allow and
encourage participation.”
So therefore, together with

the delivery of large
amount of information
through Power Point,
there are also participatory
activities like discussions
and a quiz in module 1
5 Mentorship Module 1 and Metros and Yang (2006) argue This strategy was used to
2: Content that a critical first step in any guide the mentee through
delivery mentorship is the identification this new initiative. A step
and definition of goals and by step digital outline was
motives of the relationship. The used to educate and train
mentor offered the mentee a learners in effective
visual, auditory guide through the homeroom engagement
techniques and activities that can
be used to motivate students
during homeroom
6 Problem- Assessments According to Carr-Chellman and This strategy was used

based Reigeluth(2009), Problem-based because according to
Learning Learning/Instruction is Cornell University Centre
“Instruction that is organized for teaching Innovation
around helping students to (2012) Problem Based
achieve or arrive at the solution to Learning is a student
a problem.”(p. 36) centred approach, where
the student is active in
According to Cornell University constructing their own
Centre for Teaching meaning from problem
Innovation(2012),“Problem based presented to them.
Learning is According to Blumberg
A student centred approach in (2000), CTGV (1997) and
which students learn about a Maxwell, Bellisimo &
subject by working in groups Mergendoller (2001) from
to solve an open-ended problem.” the Buck Institute for
Education, “PBL
encourages students to
retain newly gained
knowledge and solution
strategies, fosters the
development of self-
directed learning
strategies and enables
them to apply what they
have learned to new and
unfamiliar situations. Our
aim was to have
participants retain
information taught and be
responsible to an extent
for their own learning in
this workshop, develop
problem solving strategies
and apply what they have
learned about Effective
Homeroom Engagement
7 Reflection End of the As cited in Costa and Kallick, Reflection was used to
Workshop 2008, “Reflection has many allow the workshop
facets. For example, reflecting on participants to connect
work enhances its meaning. previous knowledge with
Reflecting on experiences what was learned. That is,
encourages insight and complex it concretes the
learning.” (chapter 12) assimilation and
accommodation process as
put forth by Jean Piaget
8 Scenario- Module One Learning is the process whereby This strategy was used to
based knowledge is created through the provide learners with the
Learning transformation of experience opportunity to apply
(Kolb, 1984 cited in McLeod, acquired knowledge to
2017) real life situations.
9 Self-directed Entire Garland (2018) argue that self This strategy was used
Learning Workshop directed learning gives the because it gave the adult
learners ownership of their learners autonomy over
learning with guidance from the their learning
teacher. The students decide what
and how they will learn
10 Simulation Module Two According to the Sheffield This strategy of

Hallam University(2014), Simulation was used in
“Simulations aim to provide an Module two not only to
experience as close to the ‘real have the learners
thing’ as possible; however a experience a real life
simulated activity has the application of principles
advantage of allowing learners to through collective
‘reset’ the scenario and try motivational activities,
alternative strategies and but offers the participants
approaches. This allows learners the option manipulating
to develop experience of specific the strategies and
situations by applying their wider movements to achieve
learning and knowledge.” development of the same
essential Homeroom
principles of Team
building and
communication.
11 Surveys End of the Stodolsky (1996), summarized Surveys were used to

Workshop surveys “Descriptive information collect data regarding the
about participants experience in
how teaching and learning occur the workshop. This data
in classrooms and about what is can be used to determine
taught what worked and what did
provides the basis for monitoring not work so that
the status of instruction in a large improvements can be
number made.
of settings. Such information can

provide periodic assessments of
stability
and change in instruction,
particularly as changes relate to
deliberate efforts
to reform or alter curriculum and
instruction.” (p. 1-2)
12 Technology- Entire Without some motivating force, Technology was used to

based Workshop students are unlikely to learn, enhance the learning-
Learning computers therefore offer teaching process and to
opportunities for the teacher to provide computer aided
create attractive and engaging assessments.
lessons that will motivate the
students to learn (Benton et al,
1995)
Research and Information Sources
Research and information sources of design for this project included the book Designing
Effective Instruction by R. G. Morrison, S. M. Ross, E. Kemp and K. H. Kalman, First
Principles of Instruction by D.M. Merrill, Instructional Design Theories &Models: Building A
Common Knowledge Base Vol 111 by C.M. Regolith and A.A. Carr-Chellman, other reading
resources provided in the course. There were also references to various useful, engaging and
motivational Team and communication exercises from YouTube videos by Team Exercises.
Students’ misconceptions and prior knowledge of Homeroom Engagement were obtained from
their responses to assessment questions and surveys presented to them.

Reflections
Shena Faria
In my opinion, everyone as an individual tried in fulfilling the requirements of this
project according to their part. There was group communication, which worked and was
understood but the separate tasks for the project were mainly done and shared on the document
on our own individual times because we all had varying times of availability. However, even
though there was not much chance to synchronize group communication with actual work on the
document, the separate group communication on the project and individual additions to the
document still worked because everyone as an individual attempted to do their part and group
communication before and afterward served to channel, correct and confirm progress of work on
the document.
In terms of what I would do differently, the only thing I believe would improve greater
group work collaboration is if it’s possible for group members to meet each other face to face in
person and communicate on work done. However, this was not possible given our locations.
Working as an individual helped my process because I, like everyone else, had my part in
the project to do, which I worked on to the best of my ability, which I believe was also the case
for everyone else. Since this project is heavy and requires so much, group effort to fulfill all
requirements was better than individual.
Candice Brown
This assignment was a very enlightening activity. When I began this course, I was
familiar with concepts and activities related to needs assessments in education, and as a result I
believe I felt a bit too comfortable with the course. As the course progressed I became immersed
readings because I soon found out that I was not as familiar with needs assessments as I had
thought. Working in a group helped me to truly understand the components of a needs
assessment and improve my work product.
After completing assignment one I was pleased to find that my group members were
interested in expanding on the topic of Effective Homeroom Engagement for the Group project.
Some of my team members were also developing instructional activities for teacher development
and so it was agreed that this area was appropriate for all members. I believe we were quick to
come to a consensus because we are all educators and there is a common interest in teacher
development.
In my opinion there is a lot of emphasis on the development of teacher competencies in
content for lesson delivery but limited effort to address soft skills and managing students in this
age of ICT. The group communicated effectively via WhatsApp and google docs. Using
WhatsApp, we could disseminate tasks and on google docs we could access peer contributions
and input our work. This was necessary because the project required could not be completed
without the completion of work divided among team member in the group.
The outcome of this project is evidence that each member of the Wiley group has a strong
interest and commitment to the completion of this program. All members contributed equally and
sacrificed much sleep and personal time for the completion of this assignment. If given the
opportunity I would have tried to finish this assignment earlier to spend more time on revisions
and seek peer feedback from other persons also completing the course outside of the group.
Rachel Edwards
The completion of this group assignment has been an enlightening one. I was always
under the impression that homeroom was a North American concept. However, my collaboration
on this project has revealed that homeroom is a more familiar concept than previously thought.
The workshop was a success as it built awareness among learners of their roles and
responsibilities as homeroom teachers and the activities they were engaging in that contributed to
the failure of the homeroom program. The homeroom teachers were edified with current
information about what homeroom is supposed to be and how to effectively engage students
during homeroom sessions using motivational activities that foster group participation, critical
thinking and team building. The group’s cooperation to deliver this online experience for
homeroom teachers was nothing short of admirable.
At the school where I teach homeroom teachers are called form teachers but have the
same responsibilities as homeroom teachers which are often seen as a burdensome, “run of the
mill” routine. Teachers dread being form teachers because it is additional responsibility to an
already crowded schedule. Thus, the question is asked, are homeroom teachers or form teachers
necessary? By traditional definitions one may be tempted to say it is irrelevant and a waste of
time but collaboration on this project has proposed new insight into homeroom activities and its
potential to be a source of inspiration and motivation for the students as well as the teachers.
For homeroom to be more than just a routine or another task to complete, teachers need
to change their mindset. They need to see homeroom as an opportunity to motivate the students
and get them prepared for the school day, especially students who originate from fractured home
environments. Research has shown that students who are motivated whether intrinsically or
extrinsically exhibit more disciplined behavior and achieve higher rates of commendable
performances than students who are not motivated. For these reasons effective homeroom
engagement is therefore of paramount importance and a prerequisite for student success.
Anique Edwards
This group project was one of my most challenging experiences so far. However, I had an
excellent team to work with. The first hurdle was deciding on a project; we attempted to combine
all our projects into a Teacher Efficacy Workshop, but that proved to be an entirely new project
that could not be completed within the time assigned. Hence, we decided to expand Candice’s
project on Effective Homeroom Engagement. I worked on the task analysis.
What made the experience ultra-challenging was that my aunt was diagnosed with cancer
and during working on the project I had to accompany her overseas to get a third opinion.
Several times I felt like quitting but the energy and enthusiasm of my team members kept me
going. Especially the constant check-ins to see how each member was progressing with their
assigned task.
This project opened my eyes to the importance of having a team when designing and
online unit. There is so much to consider: the learner, content, activities, assessment, and
communication. For the most part we communicated asynchronously via WhatsApp and worked
on a shared document via Google docs. What I would do differently is to have synchronous
communication sessions while we collaborate on the document.

References
Benton, V, Elder, M & Thornbury, H (1995). Early Experiences of MENTORING: Design
and Use of Multimedia Material for Teaching OR/MS Working paper 95/5, Department
of Management Science, University of Strathclyde.
Costa, A. L., & Kallick, B. (2008). Learning and leading with habits of mind: 16 essential
characteristics for success. Alexandria, Va: Association for Supervision and Curriculum
Development.
Garland (2018). Self-Directed Learning: Definition and Strategies. Retrieved from
www.study.com
Lethbridge College Learning Connections.(2018). Lecture as An Instructional Strategy. In
Lethbridge Learning Connections. Retrieved from http://www.lc2.ca/item/132-lecture-
as- An-instructional-strategy
McLeod, S. (2017). Kolb-Learning Style. Retrieved from www.simplypsychology.org
Mergendoller, J. R.(2002). The effectiveness of Problem-based Instruction:A ComparativeStudy
Of Instructional Methods and Student Characteristics. Retrieved from
http://www.coppellisd.com/site/handlers/filedownload.ashx?moduleinstanceid=10245&a
mp;dataid=13508&FileName=TTEpaper.pdf
Merrill, M. D. (2002). First principles of instruction. Educational technology research and
development, 50 (3), 43-59.
Metros, S. & Yang, C. (2006). The Importance of Mentors. EDUCAUSE. Ohio State
University.
Morgan. (2012). The Role of Emotion in Public Speaking. In Public Words. RetrievedFrom
http://www.publicwords.com/2012/09/18/the-role-of-emotion-in-public-speaking/
Morrison, G. R., Ross, S. M., Kalman, H. K., & Kemp, J. E. (2013). Designing effective
instruction. Hoboken, NJ: Wiley
Reigeluth, C. M. & Carr-Chellman, A. A. (2009). Instructional Design Theories &Models:
Building a common knowledge Base, Vol. III – Chap 3-4.
Sheffield Hallam University. (2014). Simulation: An Approach to Teaching and Learning. In
Technology Enhanced Learning at SHU. Retrieved from
https://blogs.shu.ac.uk/shutel/2014/07/23/simulation-an- approach-to- teaching-and-
learning/
Stodolsky, S. (1996). Should SASS measure instructional processes and teacher effectiveness?
(Working Paper No. 96-07). Washington, DC: National Center for Education Statistics
Team Exercises. (Producer). (2017, September 24). Yes, Maybe, No #50. Teaching Lessons.
Podcast retrieved from https://www.youtube.com/watch?v=vWdEG-ok3DU
Team Exercises. (Producer). (2016, December 6). Crossing the Line. Team BuildingActivities.
Podcast retrieved from https://www.youtube.com/watch?v=gFUQV5
Team Exercises. (Producer). (2016, August 29). The Characteristic Game Exercise #5.Team
Bonding Games. Podcast retrievedfrom
https://www.youtube.com/watch?v=IZnB8QsZ8QY
Team Exercises. (Producer). (2016, November 29). Drawing # 22. Communication Games.
Podcast retrieved from https://www.youtube.com/watch?v=8yGhNwDMT-g
University of Michigan.(2016). Strategies for Developing Students' Group Work Skills in
the Laboratory Class. In Centre for Research on Learning and Teaching. Retrieved from
http://www.crlt.umich.edu/gsis/p7_9
University of Saskatchewan Teaching and Learning.(2017). Case-based Learning. In University
Of Saskatchewan. Retrieved from https://teaching.usask.ca/articles/case-based-
learning.php
Vanderbilt University.(2018). Group work: Using Cooperative Learning groups Effectively. In
Vanderbilt University. Retrieved from http://cft.vanderbilt.edu/guides-sub- pages/setting-
up -and- facilitating-group- work-using-cooperative- learning-groups- effectively/
Yale Centre for Teaching and Learning. (2018). Case-based Learning. In Yale Centre for
Teaching and Learning. Retrieved from https://ctl.yale.edu/faculty-resources/strategies -
teaching/case- based-learning
Your Dictionary. Psychosocial. In Your Dictionary. Retrieved from
http://www.yourdictionary.com/psychosocial
Appendix A
Content
Job Description for Position: Homeroom Teacher
Responsibilities:
● Teaching all areas of the curriculum of the specified subject area assigned by your
immediate supervisor.
● Taking responsibility for the progress, involvement and records of attendance and
punctuality of a class of secondary-age students.
● Organizing the classroom and learning resources and creating displays to
encourage a positive learning environment.
● Planning, preparing and presenting differentiated lessons that cater the needs of
the whole ability range within their class.
● Motivating students with enthusiastic, imaginative class activities.
● Preparing, marking and providing feedback to facilitate positive student
development.
● Meeting requirements for the assessment. Records, evaluates and reports student’s
development in academic and extracurricular activities.
● Maintaining records of parents contact information and providing feedback to
parents on student's progress.
● Working collaboratively with others to plan and coordinate work.
● Organizing and taking part for school events, outings and activities.
● Undertake special assignments, ad-hoc functions and related duties as and when
required.
Requirements
● Possess a Bachelor’s Degree in Education/Teaching or equivalent.
● At least 3 year(s) of relevant teaching experience in schools.
● Exposure in international curriculum such as CXC and CAPE/A Level would be
an added advantage.
● Fluency in both spoken and written English.
● Good presentation, communication and interpersonal skills and computer literacy
● Exhibits self-motivation, high work standards and attention to detail.

Appendix B
Appendix C
Appendix D
Appendix E
Appendix F

Wiley Edid6505 Group Project Final

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

Wiley Edid6505 Group Project Final

Uploaded by

Copyright:

Available Formats

Group Project: Online Workshop on Effective Homeroom Engagement

Candice Brown (04008579)

Anique J. Edwards (00686064)

Rachel Edwards (308003733)

Shena Faria (808100009)

University of the West Indies (Open Campus)

EDID 6505 – Systems Approach to Designing Instructional Materials

Dr. Leroy Hill

Needs Assessment ……………………………………………………………………………….4

Optimals, Actuals, Feelings, Causes and Solutions……………………………………………....5

Performance Objectives and Task Analysis………………………………………………….15

Task Selection Worksheet………………………………………………………………….16

Instructional Strategies and Lesson…………………………………………………………...29

effective homeroom practices. The context of this Workshop is an Instructional online

communication including a combination of student-faculty, student-student, faculty-student, and

student-others type of cooperation and collaboration.

Supervisory roles in the School.

The topic of instruction is Effective Homeroom Engagement in the Secondary School

Effective Homeroom Engagement, and Motivational Homeroom Activities.

immediate feedback from tests or quizzes taken.

routines, to maintain teacher and student motivation.

of the school by more experienced Teaching Staff in maintainingthe practiceof engaging

Department and Deans on issues faced in homerooms.

Homeroom Engagement on both student and Teacher motivation.

towards recorded and supervised ethical, devotional, informative and motivational

● There is drastic improvement in student performance and success.

Deans, and other certified Teaching Staff

● Conducting observations of the Teaching Staff,

Subject Matter Experts

● Surveys and Questionnaires to be responded to by Heads of Department, Deans, Vice-

Principal, Principal and Subject Matter Experts.

and after to achieve the eventual success of the students.

● Acquisition of the Diploma in Education or Teaching Certificate from Teacher’s

motivation and performance.

● Limited workshops on aspects of Teaching children attended by less experienced

Teachers during an August vacation.

● Limited time and attention paid to motivational, informative or devotional homeroom

activities besides recording attendance.

marking the attendance roll for students who are present.

● Tardiness of teachers in arrival to class for the afternoon homeroom session.

would provide a platform for finding a solution to the lack of it.

Tools and Techniques used to gather information about this are:

● Reviewing the most recent Teaching Staff records and reviews

● Conducting observations of Teaching Staff, Heads of Department and Deans

● Surveys and Questionnaires to be responded to by Teaching Staff, Heads of Department

allocated for the practice of Homeroom Engagement.

● There is limited or no homeroom engagement activities for students besides recording

overall performance through developing motivation, discipline and diligence.

students are often late to homeroom especially in the afternoon.

engagement among Teaching Staff members

themselves in the situation.

a solution to the lack of effective homeroom engagement.

and Subject Matter Experts

● Surveys and questionnaires to be responded to by Teaching Staff, Deans, Heads of

Department and Subject Matter Experts.

beyond to bring about and maintain change in the target audience.

Effective Homeroom Engagement for both teachers and students

● Lack of enforcement of Homeroom practices by the Principal, Heads of Department and

Deans for Teachers and students

and recording engaging homeroom activities in the classrooms

● Lack of control of student and teacher unpunctuality in the afternoon sessions.

Matter Experts and all Teaching Staff members

through the Techniques of interviews, surveys and questionnaires highlighted.