Running head: INSTRUCTIONAL MODEL BEST FOR WORKING ENVIRONMENT 1

Instructional model that best describes your working environment

Fitzroy Lewis

University of the West Indies

(Open Campus)

Dr Laura Gray

Instructional Design, Models and Strategies, EDID6503

March 24, 2017

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Instructional model that best describes your working environment

Work environment

H. J. Robinson High School the sole Secondary educational institution located on the

Island of Grand Turk, the capital of the Turks and Caicos Islands.

A co-educational institution with a population of just under four hundred (400) students / pupils

with varied ethnicities, nationalities such as; Turks and Caicos Islanders, Guyanese, Dominicans,

Haitians, Jamaicans, Trinidadians, Canadians, US and UK citizens to name a few. The

hierarchical management structure (Figure1.1).

Figure 1.1
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The physical plant consists of;

main administrative building, that houses special labs, library, resource rooms and senior

students form rooms.

individual block for first form students ( 7th grader)

individual block for Visual Arts and Building and Woods technology respectively

two story block for second and third form students ( 8th and 9th grader)

two story block, Fourth form block on the upper floor, EDPM room and Two computer

labs while lower floor house, Science labs, Home Economic Rooms

isolated music room

tuckshop /canteen

staffroom

mathematics rooms

auditorium

four scattered classrooms

The attitude of learners can and will be molded to a great extent by the physical plant of the

educational institution (Ferreira, 1995). Thus, the overall behaviour, outcomes and attitude by

learners are related to the quality of the physical plants environment (Stockard and Mayberry,

1992). A modern technological classroom facility will thus have a greater impact than an old

classroom with basic Chalk and Talk, Blackboard, desks and chairs.

The survival of a discipline is dependent on is ability to facilitate changes in theory and

practice and thus fostering the addition of value to the discipline (Kuhn, 1972). The

Constructivism instructional Model best describe the working environment at H. J. Robinson

High School. Constructivist theory is on the assumption that knowledge is constructed by the
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learner while an attempt is made to rationalize this experience in relation to ones environment.

The goal of instruction is to map the structure of the world onto the learner (Jonassen,1991b),

Therefore the constructivist approach recognizes learning outcomes as a result of learning within

a contextual framework. It is interesting to note that constructivist do not deny the existence of

the real world however contend that what we know of the world stems from our own

interpretations of or experiences.

The constructivist instructional strategies for memory retention include but not limited to

rehearsal, chunking, mnemonics and advance organizers. Rehearsal deals with relating schema

(prior knowledge, skills and experiences) with new information in working memory. Rehearsal

strategies may include repetition of key points, questions and answers, reviewing, summarizing,

etc. Mnemonics is a technique that utilizes retrieval cues for factual information that is stored in

long-term memory (Kuo & Hooper, 2004). Mnemonics strategies for example to recall Jamaica,

Cuba, Hispaniola, etc. the learner may use COUNTRY as a Mnemonic device. Knowledge is

not abstract but is linked to the context under study and the experiences the participant delivers

to the context.

The constructivist learning environment consists;

problem-project space

related cases

information resources

cognitive tools

conversation and collaboration

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Project Project Space This involves the learner being presented with relevant, engaging and

interesting ill-structured problem to solve or project to conduct under real world conditions.

The problem is normally authentic and engaging and creates the opportunity for manipulation by

the learner.

Related Cases The understanding of the real world requires experiencing it and constructing

conscious models of how it operates. Thus, frequent and more experiences creates great scope

for learning through these activities. Related cases is also use in representing complex learning

environment by providing multiple perspectives or approaches to the problem being analyzed by

the learner.

Information Resources the investigation of a phenomenon, one need find information about

such and can be accessed through a bank. The information bank contains; text documents,

images, audio, videos and animations. The use of hypermedia is also a useful resource for

information accessibility.

Cognitive tools The cognitive tools mediate the activities to be executed by the learner, this

could be visual , auditory or conscious models of the phenomena being addressed. Cognitive

tools include semantic organization, dynamic modeling and conversation tools.

Conversation and collaboration this involves the use of technology to facilitate

communication and collaboration among learners across a myriad of delivery environments (

face to face, online, to name a few). Constructivism instructional model approach to learning, is

the capacity for mental construction of new schema through accommodating new information

along with prior knowledge.

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An exploration into instructional analysis will inevitably show prior skills possessed or to

be acquired in order to realize these outcomes or goals. Instructional design is a process of

planning performance objectives, selecting instructional strategies, choosing media and selecting

or creating materials and evaluation.

New Instruction Design Model The name of the model was conceptualized

M - Memorization

U - Understanding

M - Meta-Analysis

B - Blueprint

A - Application

T - Testing

A - Assessment

Phase 2 Phase 3 Phase 4

Understanding Meta-Analysis Blueprint

P H A S E 1
M E M O R I Z A T I O N

Phase 7 Phase 6 Phase 5

Assessment Testing Application

Figure 2.1
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Memorization Phase

Memory as described by Seel (2008), is the mental faculty of retaining and recalling

past experiences. Three levels of memory have been mentioned by research, Sensory memory,

working memory and long term memory. For the purpose of this paper, reference will be made to

Long-Term Memory, this deals with information that is considered has what was learnt and can

be accessed by the leaner when needed. The instructional designer makes reference to this

Schema theory which focuses on the construction of mental schema or data structures that

represent generic concepts (Smith & Ragan, 2005). Schema exists in long-Term memory and

refers to how our knowledge is arranged memory.

Understanding Phase

The efficacy of understanding through the specs of Concept Attainment, CA is based on

how the human brain works functions and subsequently learns. Schema theory, the environment

affect ones experiences and how he / she interacts with the world around us (Beers, 2007),

experiences are organized into categories based on similar or contrasting attributes. Marzano,

Pickering and Pollock (2001) stated that nine classroom practices produce the most significant

gains in student learning, Concept Attainment uses two such strategies- identifying similarities

and differences and generating and testing hypotheses.

Concept Attainment works effectively when teachers are advised to use three basic

principles.

1. Conceptual Clarity- students to be able to learn the essential attributes of a concept by

differentiation, example of such; discriminating between yes and no . This will

prevent confusion and misdirection.

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2. Multiple Examples- students are presented with a number of both yes and no

examples in order to allow for the formation of an initial hypothesis about a concept and

subsequently go on to refine the essential attributes of the concept.

3. Conceptual Competence- the concept is considered learnt when students can list the

essential attributes of the concept and use them to accurately discriminate between yes

and no examples of increasing difficulty.

Concept Attainment is an inductive process of teaching that enables students to find meaning

in concepts being taught by searching for common characteristics or attributes. By understanding

a concept fully, it is more likely to be clear in their thinking and application.

Meta-Analysis (knowing the learner) Phase

The impact of Meta-analysis in varied applications has been researched at length from a

constructivist approach. Meta-analysis is a quantitative analysis that combines the results of

multiple studies (learner based). The basic tenet on which meta-analysis exists is by identifying

the common fact that is conceptually similar among studies conducted while being measured

against a marginal error scope on an individual study. Meta-analysis compare and contrast and

also identify patterns among study results, relations that may be evident from the context of all

the studies conducted (Wikipedia). A meta-analysis of learners with Demographics, beliefs and

attitudes, diverse ethnicity, nationalities, gender and age differences, socio-economic factors can

be accommodated. As a result the appropriate instructional plan can be developed.

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Blueprint (Instructional Strategic Plan) Phase

This phase of the instructional model deals with design and development of goals and objectives,

contextual content, strategies and media to be used for the development of courseware and tools

for instructional delivery.

Application Phase

This is creating a rich learning environment that will facilitate the demonstration of

authentic tasks which is learner controlled while at the same time is goal oriented.

These strategies include; Problem Based Learning (PBL), Cognitive apprenticeships

computer based collaboration, scaffolding, coaching, guides and supporting documents.

Testing Phase

The review of the effectiveness of the instruction model that has been implement (learner in

particular environment). Review of strength and weakness of approaches and strategies used and

relevant modification can be made to foster more efficient instruction for learners.

Assessment Phase

Assessment is a systematic process by which teachers and educators go about gathering

information from multiple and diverse sources and subsequently reviewing it in depth in order to

develop a deeper and more comprehensive understanding of what the students in their classes

know, understand and can do with that knowledge as a result of their educational experiences.

This knowledge can then be used to improve future learning and development and essentially

result in a better overall learning experience (Erwin 1991). Ongoing assessment is essential for
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student learning and a critical part of a teachers role as an educator (McTighe & Ferrara 1998).

There are a myriad of different assessment methods available to teachers, each with their own

specific criteria that can establish an individuals strength and weakness. As teachers, we must

carefully design and choose the most appropriate assessments such that they augment learning

and not simply sort students in terms of a grade letter.

In the case of summative assessments that simply provide a grade or alternatively record

the level of skill mastery, this information can be used to inform students, teacher and parents of

the progress being made. The intended learning targets must be examined thoroughly such that

an appropriate type of assessment can be designed whether it be via selected-response format

extended written response, performance assessment or personal communication. Student

involvement in the assessment process is highly important as it teaches the pupil to be

accountable for their own learning.

Reflection on creating this model was challenging, while thought provoking thus creating

the scope for further research. As an online learner it is imperative that one must set targets, that

they can clearly understand, such that they may monitor and assess their own progress

throughout their studies. Utilizing self assessment and peer assessment in teaching and learning

encourages students to attain a higher level of understanding and skill in an area.

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References:

Erwin, T. D. (1991). Assessing student learning and development: A guide to the principles,

goals, and methods of determining college outcomes. San Francisco: Jossey-Bass.

Jonassen, D. H., et. al (1999). Activity theory as a framework for designing constructivist

learning environments. Educational Technology, Research and Development; 1999; 47,

1; ProQuest Central

Rita R. C., et al. The Instructional Design Knowledge Base : Theory, Research, and Practice.

Routledge, New York and London (2011).