For my Tech Integration Training, I chose the Individualized Instruction + Learning Communities Models. The Gray & Herr text talks about "individualized instruction" as self-paced instruction. In my training, individualized instruction is self-paced for every faculty as well as customized for their unique needs. Faculty work on the Technology Integrated Lesson Plan as a shared Google Document with me. We cover several learning outcomes - from developing learning objectives to Backward Planning to Hunter's Model and finally integrating ed-tech tools as per the Pedagogy Hexagon. I meet with the Faculty on a weekly basis for about 4 weeks to cover all the aspects of the lesson, and finally adding the lesson to Schoology. I then evaluate the lesson using a rubric I designed for this exercise and provide my feedback. Each faculty receives unique direction, as they all come from multi-disciplinary backgrounds.
I am currently working on developing a learning community using a platform like Slack to pair and group faculty so that the academic faculty benefit from vocational/professional studies faculty and vice versa.
Since this is a faculty training program, it employs the ISD (Instructional Systems Design) approach to training development. I really like the 8 Steps of Effective Workforce Education Instruction, and it can be applied when consulting individually with faculty and developing learning communities with them.
Motivate the Learner: Adult learners need to understand the professional value of their learning experience, the research-based relevance of the content as well as the recognition they will receive upon completing the training. I talk about how technology integration in their lessons will empower their students by providing them with 21st Century soft skills. We talk a lot about finding their signature pedagogy and they seem to love the idea of the professional relevance of their course in the student's life. I have also promised that we would award them with digital badges that they can add to their email signatures.
Present the Behavior Objective: I have tried to use the Constructivist approach in selecting content for this training. I have selected Bloom’s Taxonomy and Backward Planning as a foundation of this training. Faculty are already familiar with these two concepts. Building on them will be more time-effective.
Provide Information: I have used a Pragmatic approach to this training. The Tech Integrated Lesson Plan is not a blank sheet. Rather it has sections, with placeholder text as well as links to the relevant pages of the Lib Guide I am working on. Faculty are also able to see examples of lesson plans of other faculty to help them with their own.
Demonstrate: Examples of lesson plans on Schoology, developed by other faculty (with their permission) are shared. Faculty also explain their lesson to me in our consultation session. I determine how they are teaching the lesson currently and suggest improvements.
Check for Understanding: Every week, I assign a section of the lesson plan to be filled out by the faculty and shared with me. I review it and make suggestions using comments and colored texts for them to work on before our next meeting.
Provide Supervised Practice
Provide Independent Practice
Assess Mastery: Final lesson plan on Schoology is evaluated using a rubric with feedback.
This is a unique method of training. I chose this method in order to avoid the "lack of time excuse" we hear from faculty all the time. I suspected, if I created an independent online training with modules and a training pathway, many would not complete it. By meeting up and working with me on their lesson plans, we get a whole lot of things covered. And faculty are able to complete the lesson within 4 weeks with major takeaways like the Pedagogy Hexagon that will serve as a Job Aid for them. This training is mostly about attitude change more than knowledge or skill development. My goal is to help faculty change the way they plan their lessons and assessments and create well-aligned experiences for their students.
Gray, K., & Herr, E. (1998). Workforce education. Boston: Allyn and Bacon.
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