Bloom and Krathwohl's taxonomy

When I considered about the Complexity of the tree dimensions of the objectives, there are some taxonomy cited such as Bloom, Krathwohl, or Gagne. As for me Gagne's nine events is very familiar to me due to the application in the IDE 631 couse. However I have little sense about the other two taxonomies. Therefore I searched for some information online, and found a website which provides very clear matrix to demenstrate. These are very good taxonomy that I can apply depending on different instructional condition. Here is the website about the taxonomies of Bloom and Krathwohl. http://www.uwsp.edu/education/lwilson/curric/newtaxonomy.htm

My ID Model updated

Based on my Assistants training for the Foreign English Course context, my model should include the following steps:

1) Context Analysis:
a) Communication: TA- foreign teacher; TA-head teacher; TA-students; students-foreign teacher-headteacher-school administrator
b) Problem/Gap: after the analysis of the context, problem/gap will be identified and defined.
c) Needs Assessment
d) Identify the causes of the problem
f) Chose the approach to close the gap

2) Design and Development: training materials and resources; time; instructional methods

3) Assessment: formative evaluation

Module #3 reflection

1. Considering my ISD model context, the training for teaching assistants of Foreign English course, there are multiple communication channels involved that I can consider. First of all, the lecture delivered by the instructor and the hand outs is a communication channel which can disseminate knowledge to the learners. Next, the online social networking where students and the instructor can discuss and obtain learning materials is a kind of communication channel. The social networking can be including email, wiki space, blackboard, blogging, ect.
2. Innovation – Decision Process
For my ISD model context, the potential adopter is the administrator of Wanquan Primary School who’s taking in charge of the course curriculum and also the human resource issue. It is important to introduce the training program and let him/her have an idea of how this project works and what it does.

Then show the administrator more detailed information about the benefit and necessity of having this project.

The relationship between FEA and ISD Model

In the third class, I asked Jerry a question that what is the relationship between Front-End Analysis which confused me from the first begining of the course. Whether FEA is part of the model, and if it is, what the role it is playing in the model. Then he gave me the answer that it depends on what kind of model it is. Sometimes FEA does play part of the role in the model, while in some other models there's even no FEA at all. For example, the ADDIE model we are familiar with, FEA is the A-analysis part of the model. As for Gentry's Instructional Project Development and Managment Model, there's even no FEA envolved in, but only development components and supporting components communicate with each other. So, maybe in my ISD model, I have flexble choice whether include FEA or not depend on my way of solving the problem.

Model Reflection 2

Considering my ID model, although I haven’t constructed a concrete eventual “model”, some critical and indispensable steps are already in my mind. In my ID model the “gap” human performance problem needs to be identified firstly. That means it should be figured out that what it is (the current condition) and what it should be (the desired condition). Without the clarification of the performance discrepancy, there might be a waste of time on collecting data of irrelevant issues. And the goal/objective of the FEA is vague and uncertain. Besides the clarification of the “gap”, possible causes needs to be hypothesized before seeking out possible solutions. The more comprehensive the designer considers the fewer loopholes will be left when solve the problem. Also, selecting appropriate approaches is essential.

Identification of the “needs” in my model context and the priority of the needs:

My model context is the foreign English class in elementary school. The school administer then found 10 volunteers as teaching assistants for this course. However, there are some “needs” (the gap between the current outcomes and required outcomes)

1.The teaching assistants need to know clearly about the curriculum of Foreign English course. a) it will enhance the assistants’ understanding of the whole semester’s course plan which helps them arrange the teaching material in an appropriate speed and good quality. b) the assistants cannot prepare sufficient and appropriate teaching materials if they are not certain about the curriculum;

2.The teaching assistants need to communicate with the foreign teacher before and after every class, in order to know well of every class activity that created for students. a) assistants and the foreign teacher can cooperate well on every step and activity. b) the assistants may misunderstand the teachers’ objective of each activity if they don’t have enough communication.

3.The teaching assistants need to correctly translate the foreign teachers’ directions every time making activities in class. a) the students can actively participate in the class activity when they are clearly understand the direction. b) it may waste time and decrease students’ interests if this problem is ignored.

4.The teaching assistants need to record the students class performance completely and correctly with a standard provided by the school English office. a) the teacher will know every students learning level and class performance clearly to provide different materials and use diverse teaching method for students in different condition. b) some students who are not learning well at this class may feel isolated and lose their interests if this problem is ignored, and

5.The teaching assistants need to know clearly about the standard and procedure of how to evaluate students’ homework. a) the students will get unbiased evaluation with standard criterion which helps the teacher know clearly about every students English level. b) the score of the homework may not justly reflect students’ English ability if the assistant evaluate them with varied criteria.

From the perspective of front-end analysis, I need to know what cause these problems as well. What’s more, I should consider what approach I need to use, what kind of data that are in need and how these data represent the problem.