Section 3: Evaluating, Implementing and Managing Instructional Programs and Projects

Evaluation Models:
Bates' ACTION Model: This model has four phases and incorporates finding a match with technology and instruction in any given situation. Below is a google explanation of Bates' ACTION Model.

Reflection:  This model is an approach to using technology effectively with instruction. It's focus is on educator and learner accessibility and flexibility, cost effectiveness, instructional approaches and supporting technology, user friendliness, troubleshooting, novelty, and speed.  I would use this model to evaluate my instruction by addressing the seven steps in regards to developing my lesson.  By researching and obtaining answers to the questions in the above explanation, I would increase my confidence that my instruction is at it's highest level and that the instructional design lesson would be both effective and worthwhile to all types of learners. 


Tyler's Objective Model : This model focuses on intended learning outcomes, assessments that meet the learners needs and creating activities for instructional development to meet the intended outcomes.  Below is a google explanation of Tyler's Objective model.

 Reflection:  This model is a guide to evaluating instructional planning for obtaining long term improvements by focusing on the goals/criteria, examination of meeting the goals and developing activities related to the criteria.  I would use this model to focus on the effectiveness of a given lesson.  Stating goals and objectives clearly will provide purpose and understanding to the final assessment.  Implementing real life situations and strategies will provide increased retention levels for learner outcomes. Typical evaluation and regurgitation of original goals and objectives with any lesson and addressing student understanding will develop prior stated goals/criteria.

Technological innovation:

At my school, we recently came up with a new way to incorporate technology within our study lab.  During testing, students with modification needs visit the lab to have test read orally.  Our study lab team started using podcast as a new innovative way for students to work at their own pace and still have the exams read aloud.  Relative advantage: This took the focus off reading to a large group, often with unwanted distractions and put it on individual accommodation needs.  Also, it eliminated the need to find oral readers for each exam.  Compatibility: This innovation increased the ability to accommodate multiple test from multiple grade levels at any given time in the study lab.  Complexity: Time is set aside two weeks prior to testing for helpers to record the podcast of the different exams. Also teachers have the ability to read and record their own test for their students to hear it through a familiar voice. Other than organizing computer files and permissions for student access to the files, this innovation if fairly simple.  Trialability:  There is no doubt that we had to work through the kinks early on, student's logging on to computers and remembering or setting up IDs and passwords took time, however, once the students became familiar with the process that issue soon faded.  Also, the study lab initially took ownership of the podcast but soon developed a file sharing system so that the teachers can upload their podcast even a day prior to the exam.  We are still in the new stages of this innovation so I am sure there is more trail and error ahead.  Observability:  This innovation is observable and open to suggestions and modifications.  I foresee an increase of podcasting in the testing area as well as a jump to daily assignments and lesson modifications.

Professional Development Sessions:
I have been assigned to develop a series of professional development sessions for my sixth grade team.  This series will focus on a newly acquired lesson plan template for submitting plans in our district.  Using the Situational Leadership approach, I would begin the phases of leadership style based on my own knowledge of my team's familiarity with the technology.  In phase 1, I would introduce the expectations of our district and reasons for the change. I would also begin with a visual demonstration of the layout of the template.  Phase 2 would begin with reassuring the team of my availability for one-on-one situational questions throughout the course of the training.  I would describe the training as being gradual and a learning process over the course of a few months and would begin the training by walking the team through the setup phase of the template. I would then leave them with an assignment to complete prior to the next meeting, such has familiarizing themselves with the layout and options. In phase 3,  the meetings would be less informative and more hands on developing skills and troubleshooting of example lesson plans in the template and with practice submissions. Phase 4 would be monitoring on an individual basis the first lesson plan submissions from each of my team members to ensure success.