- A typed description of your verbal discussion of the ID Model
- A link to an attached PowerPoint file, etc.
- A link to an interactive presentation such as an InfoGraphic, Prezi, or Glogster
Friday, September 5, 2014
Unit Two: October Guided Activity One
In this discussion, please post your 5-8 minute Lightning Round material for our Face-to-Face meeting on Friday, October 3rd. This could include but is not limited to the following:
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Here's the url for my piktochart of my Instructional Design Adaptation. Don't see how to make it a hot link.
ReplyDeletehttps://magic.piktochart.com/output/2943837-untitled-infographic-conflict-co
Instructional Design
ReplyDeleteMerrill's 1st Principles of Instruction
For the purposes of my leadership in reading course, I identify with Merrill's plan. In the activation quadrant, I see my grad students' prior experiences and knowledge from other courses in the program--the foundations and best practices in delivering reading instruction to all learners. Moving to the demonstration quadrant, my students must use their writing, reading, speaking, listening, viewing, and thinking skills to demonstrate their knowledge of effective literacy practices. This leads them to the application quadrant where they are expected to try out literacy activities/projects in a safe environment with supervision and feedback from peers in the same graduate course as well as peers in a school setting, and myself. The application stage leads directly to the integration quadrant -- the real world and real work of a reading specialist: writing grants to secure literacy materials and resources, building home/school/community partnerships through literacy, and delivering professional development to colleagues. As I view the center of the diagram and see "problem" I'm not sure that term fits. I see it more as a "new role" with my graduate students emerging finally as a literacy leader and advocate.