Alexander N - Edid6505 - Wengerangroupassignment
Alexander N - Edid6505 - Wengerangroupassignment
Alexander N - Edid6505 - Wengerangroupassignment
Table Of Content
Introduction
Over the last year, trainees performance and behaviour has been on the decline. Initial
investigation has identified a decrease in student enrolment which led to the institution lowering
the entry requirements for new students of the programme. The veteran and new instructors dont
have the theoretical knowledge to handle the new classroom dynamics. In an effort to decrease
Designer has been contracted to design a training programme to improve the classroom
management skills of the instructors. The training will target new and recent teacher trainees
between the ages of 25 to 50 and will be delivered in a fully online setting. Media such as video
presentations, powerpoint and other instructional media will be employed. Merrills first
principles, as well as the Constructivist method of teaching will be heavily employed to engage
in deep and meaningful learning with the learners. Opportunities to demonstrate, integrate, and
assimilate their new knowledge will be provided to the learners as practical exercises that will
require them to engage their students in a classroom setting will be provided. Assessments will
be done online to allow the students time to engage in practical exercises with their tutors in the
Executive Summary
No other dimensions of teaching causes more concerns for teachers than managing the classroom
and class discipline. As with most complex teaching skills, classroom management requires a
thorough understanding of theoretical knowledge and research findings, as well as, practical
experience.
This knowledge of theory can only be derived from educational, social and humanistic
psychology . There is no single most effective approach; however there are different
philosophies, theories and findings that provide significant new knowledge about classroom
management.
Classroom management is the key component of the teaching and learning environment. It can greatly
impact the way students behave and their level of performance in the classroom. The training programme
was designed to ensure that instructors become proficient in Classroom Management techniques and
strategies. The audience consists of instructors who are subject matter experts, and possess skills
applicable to the construction and industrial sectors, but do not have any formal training in classroom
management. This theoretical knowledge about learning and human behavior will equip the instructor to
draw on concepts from psychology, anthropology, sociology and other disciplines to interpret the
complex reality of the classroom. The programme will be spread over 8 weeks and will be conducted
The three main units of instruction under Classroom Management for the Instructional Leader
are:
Unit 1: Classroom Management Techniques and Learning Theories
Unit 2: Managing Student Behaviour
Wengeran Group - Group Assignment - Instructional Project 5
Needs Assessment
The purpose of this needs assessment is to determine what instructional strategies are needed to
The work environment is that of a manufacturing and educational institution. The education
department provides skills training for persons desirous of entering the industrial and or construction
fields. There are four (4) training programs, two social programs which provide construction skills
training for persons and the Journeyman programme which is accredited by the German Chamber of
Crafts and finally the NEC craftsman programmes. The social programs are 80% practical and 20%
theory. The other two programs are more theoretical in nature and there are examinations to complete
for certification. Recently, student performance and classroom behaviour has deteriorated
significantly due to the change in student admission policies. The students of this programme are
aged 16 25 years old, low literacy level and considered at risk youth.
Selected Audience
The selected audience will be the instructors of the training institution. The instructors hired by the
institution are skilled in respective technical fields with years of experience either in the construction or
the industrial sectors. The total population of the instructional staff is 100 persons. The teacher population
The age group of the instructors are between the ages of 25 to 50.
The focus will be on empowering the instructors with the necessary knowledge and skills to successfully
Topic of Instruction
The topic being proposed for the training programme is entitled Classroom Management for the
Instructional Leader. The units of instruction will focus on classroom management techniques,
The three main units of instruction under Classroom Management for the Instructional Leader
are:
Unit 1: Classroom management techniques and learning theories
Formats
of Moodle Website)
Media - Multimedia - Online videos, text, Online media. The combination of text,
audio, video, color, animation, and various other ways of learning afforded by
multimedia may effectively address teachers individual learning styles and their "frames
Students will be required to complete three online modules as outlined on the Moodle homepage
and learning modules links. Each module requires the completion of specific readings
Additionally, the student discussion forums will all be related to readings, which are provided for
more in depth understanding and practice by the student. Moodlecloud provides a map of the
content and assignments for each module. Each unit of instruction will be a 2 hour lesson twice
weekly, and will be delivered completely online. The training session can be completed any time
during the week to facilitate the learners, however the assignments and assessments will be
closed off after a specific allotted time. The training can be accessed via any computer/laptop,
smartphone or tablet with internet access. Methods of student evaluation can be seen in Appendix
The Optimals
Adaptation and or modification of the curriculum to meet the needs of the trainees in an
online environment.
The Actuals
Some instructors do not have any training in classroom management skills and
Wengeran Group - Group Assignment - Instructional Project 8
techniques
Minor behavioural issues more often than not escalate into major disciplinary issues as a
The Feelings
Instructors are challenged to motivate students to perform and the general feeling is the
Therefore the behavioural challenges and sub-par performances are issues which must be
The instructors are not properly equipped to meet the needs of the trainees because of
their lack of formal teacher training and specifically classroom management knowledge
and skills.
There is a feeling of resistance among the older instructors as this would be their first
foray into the online learning realm. They are accustomed to a classroom setting for both
learning and teaching and the online setting may be intimidating for them.
On the other hand, the younger instructors welcome this mode of learning as it affords
them more time and convenience as they can engage in their learning in the comfort of
The Causes
teaching/learning environment
The Solutions
in the classroom/workshop.
Incentives for both instructors and trainees for minimising behavioural issues and
maximising performance
Wengeran Group - Group Assignment - Instructional Project 10
As teachers/instructors we are aware that all learners do not learn in the same way.
Therefore instructional design must take into consideration the different learning styles and
characteristics of the learner, especially if that Instruction is going to be delivered online. Before
instructional design can take place, information about the learner must be gathered so that the
appropriate strategies to facilitate learning can be implemented and the appropriate online
approaches can be employed. The Learner analysis worksheet ((Appendix F) and Contextual
analysis worksheet (Appendix J) identified the level to which relevant factors affected the
learner. The results showed that teaching experience and educational qualifications presented the
greatest challenge to instruction and as a result online instruction will be designed that can
For the Classroom Management for the Instructional Leader course, we have decided to expand
Unit 1 for this mini project. Objectives for Units 2 be found in Appendix B. Objectives for Unit 3
Terminal objective
Wengeran Group - Group Assignment - Instructional Project 11
By the end of this online training course instructors will have the requisite knowledge and skills of
classroom management, which when applied in the learning environment will encourage improved trainee
performance and behaviour. Please see Appendix K for the performance objective.
Enabling Objectives -
environment and create a classroom management plan using various learning theories.
Identify at least three key classroom management strategies and list 3 ways to implement
Apply at least three classroom management strategies and techniques in the learning
Prerequisite Analysis
Wengeran Group - Group Assignment - Instructional Project 12
A general procedural task analysis was created for the course (see Appendix I)
Assessment
Formative assessments will be used to guide the instructor on the students progress, their change
in understanding, and progress with completing the learning objectives for the class.
How the lecturer approaches assessment impacts on how students identify the class, the content
to study, and their own work (Brookhart 1997). The assessment rubric for the programme can be
viewed in Appendix N. Please see Appendix O and P for the rubrics for Units 2 and Units 3.
Objective Assessment
Students will Define a classroom At the end of the unit - Learning forums reflection
management applicable to the learning discussions
environment and create a classroom Peer feedback activities
management plan Parallel problem solving
Students will Identify and discuss at least At the end of the unit group work to create a
three key classroom management strategies document on 3 classroom management strategies.
and skills appropriate for the learning Students are asked to analyze a case study and
environment. prepare a report generating solutions
Students will Apply at least three At the end of the unit - Students will work in
classroom management strategies and groups to create mock classroom management
techniques in the learning environment to scenarios
affect positive change. and list 3 strategies. Forum discussions on
classroom techniques to affect positive change in
students
Students will conduct online discussions whereby the students are given time to conduct research and
Wengeran Group - Group Assignment - Instructional Project 14
craft their responses. The instructor will assess the quality of the students original postings and responses
The learning strategies and lessons were created using Blooms taxonomy and Constructivist
learning theory. Bloom arranged five levels of cognition in a hierarchical order, beginning with
the simplest: knowledge, comprehension, application, analysis, synthesis, and evaluation (Goel,
The learning goals and content would drive how information is organized, presented, and
Collaborative learning Group work, case studies, group oral presentations, self
and peer assessments
Six pilot users were identified ages 25 to 50 years. These subjects were selected to mirror the
demographics of the students for this class. A formative evaluation was conducted where we
Wengeran Group - Group Assignment - Instructional Project 15
The pilot users were given access to review Moodle cloud and provided with a questionnaire of
closed and open ended question to get their feedback on the programme.
The participants were given 4 days to navigate and interact with the Moodlecloud site.
Questions for this evaluation were based on the programmes objectives for example: Questions
based on 1st objective - Define 1 specific classroom management technique applicable to the
learning environment and create a classroom management plan using various learning theories
Design Process
A backward design approach was used to create the instructional units, whereby we started with the end
in mind.
1. Identify the desired results or goals. What should the learners know or be able to do as a
2. Determine acceptable evidence. How will instructors know that learners have achieved
desired results? What kind of formative and summative assessment should be built into the
activity?
3. Plan learning experiences and instruction. What exactly will teachers need to teach? How
should students be grouped? How much time should activities take? What activities will best
help students meet learning goals? What materials and resources will students need? How
much should be lecture? How much should be self-discovery on the parts of students?
(Forest, 2017)
1. Learning 1st class Knowles (1991) p.46 helps the educator and learner
contracts Moodlecloud supports the use of share the responsibility for
contract learning as learning
an instructional
strategy to bring
about many practical
benefits, including
deeper involvement
of the learner in the
learning activities
which they
themselves have been
involved in planning.
2. Lecture format 1st class Broadwell (1980, p. readily available for students
Moodlecloud 3) "an efficient way to reread or listen to again and
APA Practical of imparting again as needed
classroom information in a
management scheduled way
without interruption,
and with less planning
than in most other
teaching methods"
(1980, p. 3)
effectively in front of
a group is a skill
that has to be taught
to students and needs
to be
honed throughout
college life and into
the job market (p.
44).
10. Advance 1st week in Organizers tell the To encourage reception and
Organizer moodlecloud learner how to relate meaningful learning.
(KWL chart) the new material to
what he or she
already knows rather
than having to
discover that context
(Ausubel, 1968)
13. Drill and Practice throughout Drill and practice To help the student master
(In online Classroom) Moodlecloud uses repeated basic skills
exercises and
individual feedback to
master a specified
learning objective.
Tomei, L. (1998).
14. Analogies first page of Heick (2014, para. 6), To put the lesson into context
moodlecloud Academic analogies for the student to understand.
are useful for teaching
and learning because
they require students
to analyze a thing (or
things), and then
transfer that analysis
that analysis to
another thing.
16. Online Discussion All sessions in highly collaborative, students apply their
moodlecloud integrative knowledge from the course
(synthesizing ideas content to answer and discuss
and facts), self- questions
reflective, and
application-centered,
discussion tasks
should
be structured around
questions that
encourage students to
develop different
perspectives on and
explanations of a
Wengeran Group - Group Assignment - Instructional Project 21
18. Discussion format All sessions of Brookfield (1990p. Assists learners in exploring
moodlecloud 192) The discussion their own experiences so that
format encourages they can become better critical
learners to analyze thinkers
"alternative ways of
thinking and acting"
20. Discovery learning Throughout the Borthick & Jones learners use their prior
sessions of (2000:181): In knowledge
moodlecloud discovery learning, creates active engagement
lessons participants learn to from student
recognize a problem,
characterize what a
solution would look
like, search for
relevant information,
develop a solution
strategy, and execute
the chosen strategy.
In collaborative
discovery learning,
Wengeran Group - Group Assignment - Instructional Project 22
participants,
immersed in a
community of
practice, solve
problems together.
Formative assessments
We also looked online to compare this programme with any existing online programmes of this nature,
there were none. We also used peer reviewed journals and books which can be found in our references
section. Using moodle online also allowed us to search their database for online courses of this nature,
Reflections:
Natasha
This assignment involved the selection of another peers assignment to build into the group assignment. I
was able to review assignment and adopt a neutral stance on the selection of what I believed was a strong
assignment. This exercise allowed me to conduct a SWOT analysis, which in the end indicated Marlons
The method which was used for this assignment involved, pulling it apart and rebuilding it, with
additional sections. Once again the strong parts of the assignment were selected. In conducting research
on the units, selection of the working unit was based on the quantity of research/information collected.
Moodle was selected based on its ease to use and the fact that it was free. One major challenge
encountered was time between the individual assignment and the group assignment. This made
conducting a pilot study on the moodlepage rushed. Two strengths of this assignment are the detailed
research for the instructional strategies and the moodlepage created, this contains all units of instruction. I
also learnt to publish a moodle page means putting it up for review by a subject matter expert, therefore,
the page is unpublished. Everything learnt in class laid the foundation for this assignment.
Wengeran Group - Group Assignment - Instructional Project 24
Reflections:
Wengeran Group - Group Assignment - Instructional Project 25
References
https://www.cuinsight.com/10-essential-leadership-prerequisites.html
Boud, D. & Falchikov, N. (2006) Aligning assessment with long-term learning. Assessment and
Conner, M. L., Wright, E., DeVries, L., Curry, K., Zeider, C., & Wilmsmeyer, D. (1995).
Learning: The critical technology, a white paper on adult education in the information age. St.
Borthick, A. Faye & Donald R. Jones (2000). The Motivation for Collaborative Discovery
Learning Online and Its Application in an Information Systems Assurance Course, Issues in
Broadwell, M. M. (1980). The lecture method of instruction. Englewood Cliffs, NJ: Educational
Technology Publications.
for effective instruction (pp. 197-204). Malabar, FL: Krieger Publishing Company.
Chapter 2. Morrison, G.R., Ross, S.M. & Kemp, J.E. (2010), 6th Edition.
http://201620.tle.courses.open.uwi.edu/pluginfile.php/52374/mod_resource/content/1/Rossett.pdf
mgmt.aspx
http://www.unco.edu/teach/undergraduate/secondary/resources/class_management_guide.html
Driscoll, M. (2000). Psychology of learning for instruction. Needham Heights, MA: Allyn & Bacon.
http://mastersed.uc.edu/masters-degree-in-education-online-programs/masters-education-
leadership-administration-degree-program/program/educational-leadership-degree-program-
objectives-for-educators/
https://docs.education.gov.au/system/files/doc/other/enhancing_teacher_leadership_through_targ
eted_professional_development.pdf
https://www.waldenu.edu/masters/master-of-arts-in-teaching/resource/five-strategies-for-
managing-conflict-in-the-classroom
Wengeran Group - Group Assignment - Instructional Project 27
Forest, E. (2017). Backward Design and Backward Course Design - Educational Technology.
http://educationaltechnology.net/backward-design-understanding-by-design/
http://aspire.cs.uah.edu/
Goel, S. (2011). An overview of selected theories about student learning. Proceedings from
http://www.ascd.org/publications/books/104135/chapters/Classroom-Management-and-
Organization.aspx
http://www.wallacefoundation.org/knowledge-center/Pages/How-Leadership-Influences-
Wengeran Group - Group Assignment - Instructional Project 28
Student-Learning.aspx
Kemp, J. E., Morrison, G. R., & Ross, S. M. (1994). Designing effective instruction. New York:
Knowles, M. S. (1950). Informal adult education: A guide for administrators, leaders, and
http://ddi.cs.uni-potsdam.de/Lehre/WissArbeitenHinweise/teachingassistant/hand/leader.html
Marzano, R., Pickering, D. & Pollock, J. (2001). Classroom instruction that works, research-
http://201620.tle.courses.open.uwi.edu/pluginfile.php/52378/mod_resource/content/1/needsAsse
ssmentPlanStructure.pdf
http://www.ascd.org/publications/educational-
leadership/sept03/vol61/num01/The-Key-to-Classroom-Management.aspx
http://www.schoolimprovement.com/classroom-management-keys/
Psychology, a course taught by Dr. Lawrence Tomei, Duquesne University and Applying
http://www.duq.edu/~tomei/ed711psy/b_cai.htm
http://careerrocketeer.com/2012/12/top-ways-to-improve-your-leadership-skills.html
http://serc.carleton.edu/sp/library/media/index.html
https://meded.ucsd.edu/index.cfm/ugme/oede/educational_development/curriculum_developmen
t/how_to_write_goals_and_objectives/
Wiggins, G. and J. McTighe. (2005). Understanding by Design (2nd ed.). Alexandria, VA:
Appendices
Terminal Objective
On completion of the training programme participants will demonstrate the effective use of
strategies to manage student behaviour and be able to utilize this knowledge in the classroom
Enabling objectives
1. Recall five goals of classroom management and practice these goals in the classroom
On completion of the training programme, the participants will use appropriate methods to
Enabling Objectives
Criteria for Critic Universalit Frequency Standardizati Difficulty Total Note Priority
Instructor ality y on s
Competency in
Classroom 10 pts 30 pts
Management 40 pts 10 pts 10 pts
skills
Tasks #1 #2 #3 #4 #5 #6 #7 #8
Apply 40 10 10 10 30 100 1
classroom
management
skills
Select 40 10 8 30 98 2
appropriate
classroom 10
management
techniques
Resolve 40 10 3 5 30 88 5
conflict in the
learning
environment
Recognise and 40 10 3 3 30 86 6
intervene
before a
conflict arises
Use 40 10 8 8 30 96 4
Wengeran Group - Group Assignment - Instructional Project 35
management
techniques to
improve
student
performance
Motivate 40 10 10 7 30 97 3
students
through
classroom
management
practices
Criteria for Criticalit Universali Frequen Standardizat Difficult Tot Note Priorit
Instructor y ty cy ion y al s y
Competency
in
Classroom 40 pts 10 pts 10 pts 10 pts 30 pts
Managemen
t skills
Tasks #1 #2 #3 #4 #5 #6 #7 #8
Manage 40 10 10 10 30 100 1
student
behaviour
Wengeran Group - Group Assignment - Instructional Project 36
Select 40 10 8 30 98 2
appropriate
strategies to 10
manage
student
behaviour
Describe 40 10 3 5 30 88 5
teaching
strategies to
engage the
learner
Recall goals 40 10 3 3 30 86 6
of classroom
managemen
t
Identify 40 10 8 8 30 96 4
instructor
responsibiliti
es
Apply 40 10 10 7 30 97 3
appropriate
techniques
to ensure
classroom
control
Wengeran Group - Group Assignment - Instructional Project 37
Classroom Management for the Instructional Leader is a professional development course taught
online over an 8 week period. The following methodologies will be used during the course: watching
assignments.
Classroom Management
Review assignment
Final assignment
Wengeran Group - Group Assignment - Instructional Project 39
Instructional Units
Wengeran Group - Group Assignment - Instructional Project 41
1. Discuss with students and then agree on classroom rules and procedures.
2. Intervene as soon as possible to prevent a minor incident from escalating into a larger
issue.
-2 Greatly impedes
-1 Slightly impedes
+1 Slightly facilitates
+2 Greatly facilitates
Orienting Context
Learner Factors
Previous experience -2 -1 +1 +2
Attitude -2 -1 +1 +2
Wengeran Group - Group Assignment - Instructional Project 43
Age -2 -1 +1 +2
Educational qualifications -2 -1 +1 +2
Classroom/workshop -2 -1 +1 +2
Organizational Factors
Resources -2 -1 +1 +2
Instructional Context
Learner Factors
Motivation -2 -1 +1 +2
Physical comfort -2 -1 +1 +2
Organizational Factors
Workplace culture -2 -1 +1 +2
Transfer Context
Learner Factors
Organizational Factors
Goal
To provide teachers with the knowledge and skills of classroom management, which, when
applied in the learning environment will encourage higher student performance and improved
behaviour.
Performance Objectives
environment. (knowledge)
2. Identify and discuss at least three key classroom management strategies and skills
3. Apply at least three classroom management strategies and techniques in the learning
5. Create and maintain a learning environment which promotes and supports higher trainee
performance. (synthesis)
(psychomotor)
7. Manage the use of resources to effectively and efficiently meet the training needs of the
students. (synthesis)
management. (evaluation)
Wengeran Group - Group Assignment - Instructional Project 46
The tasks associated with the programme have been identified and rated in accordance with
priority, as seen on the task selection worksheet. These tasks are components critical towards the
achievement of the objectives. To complete the task analysis, a prerequisite analysis has been
prepared to illustrate the knowledge and skills required to implement classroom management
strategies and a procedural analyses done for the top three tasks from the task selection
techniques and motivate students through classroom management practices are these three tasks.
Criteria for Cri Universalit Frequenc Standardizatio Difficulty Tot Notes Priorit
Instructor tica y y n al y
Competency in lity 30 pts
Classroom 10 pts 10 pts 10 pts
Management 40
skills pts
Tasks #1 #2 #3 #4 #5 #6 #7 #8
Select appropriate 40 10 8 30 98 2
classroom 10
management
techniques
Resolve conflict 40 10 3 5 30 88 5
in the learning
environment
Recognise and 40 10 3 3 30 86 6
intervene before a
conflict arises
Use management 40 10 8 8 30 96 4
Wengeran Group - Group Assignment - Instructional Project 47
techniques to
improve student
performance
Motivate students 40 10 10 7 30 97 3
through classroom
management
practices
1. Apply classroom management skills the instructor will use classroom management
2. Select appropriate classroom management techniques - the instructor will select the
greater input in their learning; use group work; use positive feedback to facilitate
improved performance
compromising and withdrawing the instructor can effectively deflate any volatile
1. Discuss with students and then agree on classroom rules and procedures.
2. Intervene as soon as possible to prevent a minor incident from escalating into a larger
issue.
3.1. Monitor students to detect inappropriate behaviour before it becomes a serious disruption
3.2. Redirect the student to appropriate behaviour by stating what the student should be doing
3.3. Stop inappropriate behaviour in such a manner as to not disrupt the instructional activity
taking place
1. Classroom environment
2.3. Promote actions for improving such as setting and achieving goals
Terminal Objective
4 3 2 1
Self-analysis Uses reflection as Sometimes uses Hardly uses Does not use
a means of reflection as a reflection to self- reflection as a
analysing means of self- assess which self- assessment
performance and assessment. affects tool.
making performance.
Wengeran Group - Group Assignment - Instructional Project 51
adjustments if
necessary.
Strategies Uses a variety of Uses some of the Hardly uses the Hardly uses any
leadership strategies and leadership variety in the
strategies and management strategies and classroom.
management techniques. management
techniques to techniques.
elicit improved
trainee
performance.
Impact Demonstrates a Does not always Has difficulty in Has no idea how
clear demonstrate a demonstrating to function as an
understanding of clear and instructional
leadership and understanding of understanding of leader.
how it impacts the impact of leadership and its
personal and leadership on impact on
trainee personal and performance.
performance and trainee
behaviour. performance
Wengeran Group - Group Assignment - Instructional Project 52
Excellent = 5 pts. each Pass = 3 pts. each Fail = 1 pt. each Score
Classroom This section includes two Teacher includes one It is evident that
Environment to three examples of example of evidence the teacher does
evidence that the teacher that there is not appreciate the
understands importance understanding of the importance of a
of providing a safe importance of providing safe environment
environment for learning a safe learning for learning.
environment
Excellent = 5 pts. each Pass = 3 pts. each Fail = 1 pt. each Score
Engage the Clear description of three Clear description of two Described one
learner. or more teaching teaching strategies used teaching strategy
strategies used to engage to engage learners that was able to
learners. engage learners
Identify Clearly list of three Clearly list of two methods Clearly list of
at least or more methods that can be used to improve one method
three that can be used to students performance. that can be
methods improve students used to
to performance along improve
improve with supporting students
student evidence. performance.
performa
nce.
Assess Provide and Pre and Provide and Pre and Post Provide and
students Post test for test for students. Use a Pre and Post
performa students. Use a graph to summarize test for
nce graph to summarize collected data. students.
before collected data along
and after with a brief
teaching. summary of
conclusions.
improve performance.
ment.
Wengeran Group - Group Assignment - Instructional Project 57
Key findings
1. The majority of pilot subjects responded favourably to the online classroom layout.
Challenges for some pilot subjects in trying to complete the readings and assignments in 4 days.
1. The majority of pilot subjects indicated that the instructions for students were clear.
Some pilot subjects said they were not guided on using moodlecloud