My Project Information
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Client: Dr. Sue Fieg, Learning Specialist, The Galloway School
Learners: Upper Learning (high school) Faculty, The Galloway School
Title: Working with Dyslexia and Executive Functioning Accommodations
Scope: I plan to use Articulate Storyline to create a pick-your-own-path module to help teachers practice decision-making when it comes to implementing different types of accommodations for students with IEPs (individual education plans). I plan to cover at least two topics: dyslexia and executive functioning. I may cover a third topic depending on the time and available resources. I would like for this to be interactive and real world (though the student characters will be fictional) so that teachers get practice with decision-making during various lifelike scenarios, instead of only memorizing the list of accommodation actions. I will be implementing this with a small group (3-5 learners) before giving it to the client to use with the entire faculty. My client is the SME and will be providing me with current resources she uses to teach/reteach faculty about these particular accommodations.
Instructional Model: Simulation
Learning Theory: Constructivism
Instructional Design Model: ADDIE
Abstract: I will be using Articulate Storyline to create an module to help teachers practice decision-making for implementation of accommodations for students with individual education plans. This module will first focus on dyslexia and will, time permitting, be expanded to also include about handout design (executive functioning). The module will be scenario based and interactive. One example in the module could include a scenario where a student with dyslexia is asked to answer a question in class and is stumbling over a pronunciation of a vocabulary term while providing the answer; the learner will be asked to evaluate the scenario and choose how to handle it given a set of options. The instructional e-model can be found here: Dyslexia Workshop
Instructional Goal/Objective: Learners will be able to generate strategies for implementing common accommodations for high school students with dyslexia.
Instructional Content Task Analysis: Because there are best practices for creating classroom materials that best fit the needs of students with dyslexia, the instruction will focus on learners choosing the best practices. Likewise, because the learners will be using the information from instruction, the types of scenarios presented in the asynchronous instruction will mimic impromptu scenarios that might occur in the implementation context. The current plan is for learners to be given asynchronous material to practice individually, combined with a synchronous discussion session where learners can discuss how and why certain best practices were considered as such in the asynchronous material. The goal is for the learners to feel comfortable choosing best practices when faced with students with IEPs for dyslexia – including how to design classroom materials and how to handle in-class scenarios when dyslexic students are struggling.
Learner Analysis (Profile): The test learners who took the needs assessment survey have some prior knowledge about the content if they attended a training presentation in 2014. Learners have not, however, had explicit instruction on issues of executive functioning or dyslexia. There are 6 females and 2 males in the test group. Three learners have doctorates, four have masters and one has a bachelor degree. Three teach English, three teach Math, one teaches Social Studies, and one teaches Health & Wellness. The learners range in high school teaching experience from 0-22 years, but in overall teaching experience from 3-22 years. Six of the learners have been at The Galloway School for four years or less; the other two learners have been at The Galloway School for 10 and 22 years. The youngest learner is 33 years old and the oldest learner is under 60 years old.
Summary of Lesson: Learners will be introduced to a fictional teacher as well as two fictional students with dyslexia. Then, the fictional characters will explain a variety of scenarios that relate to common accommodations for students with dyslexia. In each scenario the learner will be asked to pick from 2-3 choices for what the fictional characters should do. These choices are ranked in a branched module that will eliminate the learner after multiple lowest-level choice selections. The scenarios include: choosing a font, choosing a font size, using font enhancements, communicating announcements and assignments, providing space for answers, testing environments, and reading aloud in class. At the end, if the learner has not yet been eliminated, the learner will be given a general assessment of A+, A-, B, or C as to how well they did. If the learner earned any assessment other than A+, then the learner will be asked to take the e-module again until an A+ assessment is earned. Learners will be exposed to both effective an ineffective choices during the e-module. Through the e-module, learners will come to make decisions that follow best practices for implementing accommodations for students with dyslexia.
Rationale of Web Format: The interface is planned to include an on-screen agent that will guide the learner through a series of branched scenarios. Each scenario will begin with an animated or video of a situation that has come up, then the on-screen agent will ask the user what s/he would like to do for a choice. Then, the results or next move in the scenario will be displayed/animated depending on the choice. Soon, another choice will be offered.
Formative Evaluation Plan: See the document here.
Client: Dr. Sue Fieg, Learning Specialist, The Galloway School
Learners: Upper Learning (high school) Faculty, The Galloway School
Title: Working with Dyslexia and Executive Functioning Accommodations
Scope: I plan to use Articulate Storyline to create a pick-your-own-path module to help teachers practice decision-making when it comes to implementing different types of accommodations for students with IEPs (individual education plans). I plan to cover at least two topics: dyslexia and executive functioning. I may cover a third topic depending on the time and available resources. I would like for this to be interactive and real world (though the student characters will be fictional) so that teachers get practice with decision-making during various lifelike scenarios, instead of only memorizing the list of accommodation actions. I will be implementing this with a small group (3-5 learners) before giving it to the client to use with the entire faculty. My client is the SME and will be providing me with current resources she uses to teach/reteach faculty about these particular accommodations.
Instructional Model: Simulation
Learning Theory: Constructivism
Instructional Design Model: ADDIE
Abstract: I will be using Articulate Storyline to create an module to help teachers practice decision-making for implementation of accommodations for students with individual education plans. This module will first focus on dyslexia and will, time permitting, be expanded to also include about handout design (executive functioning). The module will be scenario based and interactive. One example in the module could include a scenario where a student with dyslexia is asked to answer a question in class and is stumbling over a pronunciation of a vocabulary term while providing the answer; the learner will be asked to evaluate the scenario and choose how to handle it given a set of options. The instructional e-model can be found here: Dyslexia Workshop
Instructional Goal/Objective: Learners will be able to generate strategies for implementing common accommodations for high school students with dyslexia.
Instructional Content Task Analysis: Because there are best practices for creating classroom materials that best fit the needs of students with dyslexia, the instruction will focus on learners choosing the best practices. Likewise, because the learners will be using the information from instruction, the types of scenarios presented in the asynchronous instruction will mimic impromptu scenarios that might occur in the implementation context. The current plan is for learners to be given asynchronous material to practice individually, combined with a synchronous discussion session where learners can discuss how and why certain best practices were considered as such in the asynchronous material. The goal is for the learners to feel comfortable choosing best practices when faced with students with IEPs for dyslexia – including how to design classroom materials and how to handle in-class scenarios when dyslexic students are struggling.
Learner Analysis (Profile): The test learners who took the needs assessment survey have some prior knowledge about the content if they attended a training presentation in 2014. Learners have not, however, had explicit instruction on issues of executive functioning or dyslexia. There are 6 females and 2 males in the test group. Three learners have doctorates, four have masters and one has a bachelor degree. Three teach English, three teach Math, one teaches Social Studies, and one teaches Health & Wellness. The learners range in high school teaching experience from 0-22 years, but in overall teaching experience from 3-22 years. Six of the learners have been at The Galloway School for four years or less; the other two learners have been at The Galloway School for 10 and 22 years. The youngest learner is 33 years old and the oldest learner is under 60 years old.
Summary of Lesson: Learners will be introduced to a fictional teacher as well as two fictional students with dyslexia. Then, the fictional characters will explain a variety of scenarios that relate to common accommodations for students with dyslexia. In each scenario the learner will be asked to pick from 2-3 choices for what the fictional characters should do. These choices are ranked in a branched module that will eliminate the learner after multiple lowest-level choice selections. The scenarios include: choosing a font, choosing a font size, using font enhancements, communicating announcements and assignments, providing space for answers, testing environments, and reading aloud in class. At the end, if the learner has not yet been eliminated, the learner will be given a general assessment of A+, A-, B, or C as to how well they did. If the learner earned any assessment other than A+, then the learner will be asked to take the e-module again until an A+ assessment is earned. Learners will be exposed to both effective an ineffective choices during the e-module. Through the e-module, learners will come to make decisions that follow best practices for implementing accommodations for students with dyslexia.
Rationale of Web Format: The interface is planned to include an on-screen agent that will guide the learner through a series of branched scenarios. Each scenario will begin with an animated or video of a situation that has come up, then the on-screen agent will ask the user what s/he would like to do for a choice. Then, the results or next move in the scenario will be displayed/animated depending on the choice. Soon, another choice will be offered.
Formative Evaluation Plan: See the document here.
