Reflection, Standards and Bibliography
Reflection:
Using the ADDIE template to plan the unit involving simple machines, complex/compound machines, forces, magnetism, electricity and design of the 5th grade Science curriculum was very time consuming!! However, it forced me to take a good look at the entire unit and confirm it aligned to all the standards, as well as engaged the students.
The ADDIE template involves Analysis/Assessment, Design, Development, Implementation, and Evaluation. The first step is to analyze the need for the unit and assess what needs to be taught in the unit. The second step is design, in which the instructional strategy or strategies, the format and the instructional plan are decided upon. After that is development where the actual material is developed. The fourth step is implementation. During implementation, the lessons are taught with the teacher making notes about the individual lessons as they are taught. The final step is evaluation. This is when the teacher evaluates the unit to determine what changes need to be made to make the unit more effective.
Using this template requires the teacher to use a lot of reflection during the process. It helps the lessons to flow and be more effective in the unit. It forces the teacher to examine all portions of the unit and make changes to make it better.
Teachers do many of these things naturally when planning a unit to teach. At the school where I teach, teachers write all their own units as we do not have a purchased curriculum. The ADDIE template is helpful in writing the units and confirming the usefulness of all the lessons. With the adoption of the Common Core State Standards, teachers have much material to cover and the ADDIE template is a great tool to confirm all standards are being met and setting the students up for success.
The ADDIE template involves Analysis/Assessment, Design, Development, Implementation, and Evaluation. The first step is to analyze the need for the unit and assess what needs to be taught in the unit. The second step is design, in which the instructional strategy or strategies, the format and the instructional plan are decided upon. After that is development where the actual material is developed. The fourth step is implementation. During implementation, the lessons are taught with the teacher making notes about the individual lessons as they are taught. The final step is evaluation. This is when the teacher evaluates the unit to determine what changes need to be made to make the unit more effective.
Using this template requires the teacher to use a lot of reflection during the process. It helps the lessons to flow and be more effective in the unit. It forces the teacher to examine all portions of the unit and make changes to make it better.
Teachers do many of these things naturally when planning a unit to teach. At the school where I teach, teachers write all their own units as we do not have a purchased curriculum. The ADDIE template is helpful in writing the units and confirming the usefulness of all the lessons. With the adoption of the Common Core State Standards, teachers have much material to cover and the ADDIE template is a great tool to confirm all standards are being met and setting the students up for success.
Standards:
1. Facilitate and Inspire Student Learning and Creativity
Teachers use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student learning, creativity, and innovation in both face-to-face and virtual environments.
a. Promote, support and model creative and innovative thinking and inventiveness.
b. Engage students in exploring real-world issues and solving authentic problems using digital tools and resources.
c. Promote student reflection using collaborative tools to reveal and clarify students’ conceptual understanding and thinking, planning, and creative processes.
d. Model collaborative knowledge construction by engaging in learning with students, colleagues, and others in face-to-face and virtual environments.
2. Design and Develop Digital Age Learning Experiences and Assessments
Teachers design, develop, and evaluate authentic learning experiences and assessment incorporating contemporary tools and resources to maximize content learning in context and to develop the knowledge, skills, and attitudes identified in the NETS-S.
a. Design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity.
b. Develop technology-enriched learning environments that enable all students to pursue their individual curiosities and become active participants in setting their own educational goals, managing their own learning, and assessing their own progress.
c. Customize and personalize learning activities to address students’ diverse learning styles, working strategies, and abilities to use digital tools and resources.
d. Provide students with multiple and varied formative and summative assessments aligned with content and technology standards and use resulting data to inform learning and teaching.
3. Model Digital Age Work and Learning
Teachers exhibit knowledge, skills, and work processes representative of an innovative professional in a global and digital society.
a. Demonstrate fluency in technology systems and the transfer of current knowledge to new technologies and situations.
b. Collaborate with students, peers, parents, and community members using digital tools and resources to support student success and innovation.
c. Communicate relevant information and ideas effectively to students, parents, and peers using a variety of digital age media and formats.
d. Model and facilitate effective use of current and emerging digital tools to locate, analyze, evaluate, and use information resources to support research and leanring
4. Promote and Model Digital Citizenship and Responsibility
Teachers understand local and global societal issues and responsibilities in an evolving digital culture and exhibit legal and ethical behavior in their professional practices.
a. Advocate, model, and teach safe, legal, and ethical use of digital information and technology, including respect for copyright, intellectual property, and the appropriate documentation of sources.
b. Address the diverse needs of all learners by using learner-centered strategies providing equitable access to appropriate digital tools and resources.
c. Promote and model digital etiquette and responsible social interactions related to the use of technology and information.
d. Develop and model cultural understanding and global awareness by engaging with colleagues and students of other cultures using digital age communication and collaboration tools.
5. Engage in Professional Growth and Leadership
Teachers continuously improve their professional practice, model lifelong learning, and exhibit leadership in their school and professional community by promoting and demonstrating the effective use of digital tools and resources.
a. Participate in local and global learning communities to explore creative applications of technology to improve student learning.
b. Exhibit leadership by demonstrating a vision of technology infusion, participating in shared decision making and community building, and developing the leadership and technology skills of others.
c. Evaluate and reflect on current research and professional practice on a regular basis to make effective use of existing and emerging digital tools and resources in support of student learning.
d. Contribute to the effectiveness, vitality, and self-renewal of the teaching profession and of their school and community.
Teachers use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student learning, creativity, and innovation in both face-to-face and virtual environments.
a. Promote, support and model creative and innovative thinking and inventiveness.
b. Engage students in exploring real-world issues and solving authentic problems using digital tools and resources.
c. Promote student reflection using collaborative tools to reveal and clarify students’ conceptual understanding and thinking, planning, and creative processes.
d. Model collaborative knowledge construction by engaging in learning with students, colleagues, and others in face-to-face and virtual environments.
2. Design and Develop Digital Age Learning Experiences and Assessments
Teachers design, develop, and evaluate authentic learning experiences and assessment incorporating contemporary tools and resources to maximize content learning in context and to develop the knowledge, skills, and attitudes identified in the NETS-S.
a. Design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity.
b. Develop technology-enriched learning environments that enable all students to pursue their individual curiosities and become active participants in setting their own educational goals, managing their own learning, and assessing their own progress.
c. Customize and personalize learning activities to address students’ diverse learning styles, working strategies, and abilities to use digital tools and resources.
d. Provide students with multiple and varied formative and summative assessments aligned with content and technology standards and use resulting data to inform learning and teaching.
3. Model Digital Age Work and Learning
Teachers exhibit knowledge, skills, and work processes representative of an innovative professional in a global and digital society.
a. Demonstrate fluency in technology systems and the transfer of current knowledge to new technologies and situations.
b. Collaborate with students, peers, parents, and community members using digital tools and resources to support student success and innovation.
c. Communicate relevant information and ideas effectively to students, parents, and peers using a variety of digital age media and formats.
d. Model and facilitate effective use of current and emerging digital tools to locate, analyze, evaluate, and use information resources to support research and leanring
4. Promote and Model Digital Citizenship and Responsibility
Teachers understand local and global societal issues and responsibilities in an evolving digital culture and exhibit legal and ethical behavior in their professional practices.
a. Advocate, model, and teach safe, legal, and ethical use of digital information and technology, including respect for copyright, intellectual property, and the appropriate documentation of sources.
b. Address the diverse needs of all learners by using learner-centered strategies providing equitable access to appropriate digital tools and resources.
c. Promote and model digital etiquette and responsible social interactions related to the use of technology and information.
d. Develop and model cultural understanding and global awareness by engaging with colleagues and students of other cultures using digital age communication and collaboration tools.
5. Engage in Professional Growth and Leadership
Teachers continuously improve their professional practice, model lifelong learning, and exhibit leadership in their school and professional community by promoting and demonstrating the effective use of digital tools and resources.
a. Participate in local and global learning communities to explore creative applications of technology to improve student learning.
b. Exhibit leadership by demonstrating a vision of technology infusion, participating in shared decision making and community building, and developing the leadership and technology skills of others.
c. Evaluate and reflect on current research and professional practice on a regular basis to make effective use of existing and emerging digital tools and resources in support of student learning.
d. Contribute to the effectiveness, vitality, and self-renewal of the teaching profession and of their school and community.
Bibliography:
Graybill, G. (2007). Simple Machines - Force and Motion Series. San Diego: Classroom Complete Press.
Komar, M. (1995). Magnets. Niagra Falls, NY: On The Mark Press.
Lawrence Hall of Science, University of California at Berkeley. (2000). Levers and Pulleys: Foss Science Series. Berkeley: Delta Education.
Marsh, C. (2008). Fred Investigates Force and Motion! Gallopade International.
Marson, R. (n.d.). TOPS Learning Systems Electricity. Canby, OR: TOPScience.
Morrison, G. R., Ross, S. M., & Kemp, J. E. (2007). Designing Effective Instruction. Hoboken: John Wiley & Sons.
Sandall, D. J. (n.d.). Simple Machines: Connecting Students to Science Series. Mark Twain Media.
Shevick, E. (1998). Physical Science: Matter and Motion. Carthage, IL: Teaching and Learning Co.
VanCleave, J. (1993). Magnets. New York: John Wiley & Sons, Inc.
VanCleave, J. (1994). Electricity. New York: John Wiley & Sons, Inc.
Komar, M. (1995). Magnets. Niagra Falls, NY: On The Mark Press.
Lawrence Hall of Science, University of California at Berkeley. (2000). Levers and Pulleys: Foss Science Series. Berkeley: Delta Education.
Marsh, C. (2008). Fred Investigates Force and Motion! Gallopade International.
Marson, R. (n.d.). TOPS Learning Systems Electricity. Canby, OR: TOPScience.
Morrison, G. R., Ross, S. M., & Kemp, J. E. (2007). Designing Effective Instruction. Hoboken: John Wiley & Sons.
Sandall, D. J. (n.d.). Simple Machines: Connecting Students to Science Series. Mark Twain Media.
Shevick, E. (1998). Physical Science: Matter and Motion. Carthage, IL: Teaching and Learning Co.
VanCleave, J. (1993). Magnets. New York: John Wiley & Sons, Inc.
VanCleave, J. (1994). Electricity. New York: John Wiley & Sons, Inc.