SECTION 4: HUMAN PERFORMANCE TECHNOLOGY

1)  "The vision of HPI is relatively simple: achieve, through people, increasingly successful accomplishments that are valued by all organizational stakeholders: those who perform, their managers and customers, their peers and colleagues, shareholders, regulatory agencies, and ultimately, society itself" (Reiser & Dempsey 134).
     With the implementation of this current year, our campus has experiences drastic changes, including a new principal, new teachers, and new positions, all due to budget crisis.  I feel as if our campus is not one unit and could use increased support in building our team back up to the closeness we all once felt.
     I chose to use Thomas Gilbert's Behavior Engineering Model to try and achieve this goal.

CELL 1: ENVIRONMENT INFORMATION	CELL 3: ENVIRONMENT INCENTIVES	CELL 5: INDIVIDUAL CAPACITY
·         Team building activities and opportunities are crucial to the success of the campus ·         Teachers must be willing to participate in activities that will better the cohesiveness ·         Monthly meetings with grade level team leaders and administration to evaluate effectiveness	·         Assign teachers a secret buddy to get to know better discreetly and have a big reveal at a holiday party ·         Each teacher could receive a paper chain link for each action taken to build the team together; the teacher with the longest chain at the end of the year, could be rewarded with a special surprise	·         Couple veteran teachers of the campus with newer teachers to the campus to collaborate on issues and compile new ideas together
CELL 2: ENVIRONMENT RESOURCES	CELL 4: INDIVIDUAL KNOWLEDGE	CELL 6: INDIVIDUAL MOTIVES
·         Schedule weekly collaboration activities and include a book study on Who Moved My Cheese? by Spencer Johnson ·         Implement components of Rachel’s Challenge among staff ·         Grade level team leaders will be responsible for leading the book study for their team	·         Hold meetings to discuss effectiveness of implemented ideas and allow teachers to voice their opinions on the issues ·         Allow teachers to organize an activity they feel will benefit the group as a whole	·         Self-appreciation and the cohesiveness of the campus will be each teacher’s motive ·         Each person works together to better themselves, in turn bettering others, and eventually the campus will be one unit

The following table is the same as above, but it wasn't viewable because of the font colors, so disregard!

CELL 1: ENVIRONMENT INFORMATION	CELL 3: ENVIRONMENT INCENTIVES	CELL 5: INDIVIDUAL CAPACITY
·         Team building activities and opportunities are crucial to the success of the campus ·         Teachers must be willing to participate in activities that will better the cohesiveness ·         Monthly meetings with grade level team leaders and administration to evaluate effectiveness	·         Assign teachers a secret buddy to get to know better discreetly and have a big reveal at a holiday party ·         Each teacher could receive a paper chain link for each action taken to build the team together; the teacher with the longest chain at the end of the year, could be rewarded with a special surprise	·         Couple veteran teachers of the campus with newer teachers to the campus to collaborate on issues and compile new ideas together
CELL 2: ENVIRONMENT RESOURCES	CELL 4: INDIVIDUAL KNOWLEDGE	CELL 6: INDIVIDUAL MOTIVES
·         Schedule weekly collaboration activities and include a book study on Who Moved My Cheese? by Spencer Johnson ·         Implement components of Rachel’s Challenge among staff ·         Grade level team leaders will be responsible for leading the book study for their team	·         Hold meetings to discuss effectiveness of implemented ideas and allow teachers to voice their opinions on the issues ·         Allow teachers to organize an activity they feel will benefit the group as a whole	·         Self-appreciation and the cohesiveness of the campus will be each teacher’s motive ·         Each person works together to better themselves, in turn bettering others, and eventually the campus will be one unit

2)  Wikipedia's definition:


An Electronic Performance Support System (EPSS) is any computer software program or component that improves user performance.   


The Free Dictionary By Farlex defines an electronic performance support system (EPSS) as:

A system that provides electronic task guidance and support to the user at the moment of need. EPSS can provide application help, reference information, guided instructions and/or tutorials, subject matter expert advice and hints on how to perform a task more efficiently. An EPSS can combine various technologies to present the desired information. The information can be in the form of text, graphical displays, sound, and video presentations.

     I prefer the Free Dictionary version because it includes all aspects of the term.  Wikipedia's definition is not a complete definition of EPSS because there are many programs designed to improve user performance.  EPSS are specific to user needs to better themselves in the field they choose.

     I believe that EPSS haven't been widely used in the past because of fear of the unknown and obviously the cost to run such programs.  People are almost afraid of technology and the constant changes that evolve.  I think EPSS are likely to become more prevalent in the future as people accept this change and realize that with technology, the possibilities are endless.

3)  As an elementary math teacher for the entire 5th grade, it is difficult for me to keep up all of my students' performance.  Previously, I would evaluate their averages, benchmark scores, and previous year's TAKS results.  This was extremely time consuming and I had so much information to analyze and became increasingly overwhelmed.  Our district has focused on combining all of this information into one program.  DMAC (Data Management for Assessment and Curriculum) is a component that exists to supply Texas educators with the tools and services necessary to develop and improve the quality of education provided to students.  This software provides reliable and current information for each of my students.  I utilize the program for data disaggregation, benchmarking, assessments, student achievement/ progress monitoring, curriculum, and planning.  I consider this tool to be the codification component of knowledge management.

     After reviewing and retrieving all of my students' current data, I can use the collaboration with my principals and interventionists to address the areas of concern where my students are struggling.  Direct instruction is offered and given to these specific students.

     The access component combines both the previous components, codification and collaboration.  I implement this component by keeping an ongoing tracking sheet for each of my students.  Their progress is monitored and updated frequently.  I use color coded keys to differentiate relevant information for each student, such as ESL learners, students who have been previously retained, or any student that has failed a state assessment prior to the current school year.  This tracking sheet is referenced during student intervention team meetings, collaboration meetings, ARD's, and parent conferences.

4)  Six years ago I was approached by my school principal, and he forcefully asked if I would be willing to represent our campus to help train teachers from our district on how to effectively implement Madelaine Hunter's Lesson Cycle in the classroom.  I felt an extreme amount of pressure to comply, but after much hesitation, I agreed.  Little did I know that I would forever be a changed teacher and person.  The other five teachers from different campuses and a principal from another elementary campus, and I met together to begin discussing our plan.  None of us were really sure what was expected or how would people would view training from peers.  We all divided up the material into sections and devised an outline of how our week long session would be implemented.  We entitled the training, TILT: Teacher Instructional Leadership Training, and began preparing our lessons and gathering supplies, materials, props, technology, furniture, decorations, and food.  When the training was first introduced to the district, people were hesitant to sign up.  As a matter of fact, we had no attendees.  So, the campus principals were forced to choose 5 members from their campus and to offer a stipend for them to attend.  After continued reluctance from the few that were chosen, day one of TILT began with our 30 forced members.

     Never would I have imagined that bringing together all facets of education into one room could have such a profound impact on everyone.  We bonded, laughed, cried, and shared so many aspects of our lives, ranging from education to personal issues.  We were all in agreement: we were there to become better teachers for our students because they deserved it.  We better prepared each other to become more successful teachers.  We gained a commadre that will never be broken.  After the first year of TILT implementation, we had overwhelming requests from teachers and administration to continue the training.  We TILTed every teacher in our district and then began a TILT 2 program that focused on differentiated learning.  The informal learning I shared with my peers will always remain a part of who I am.

Section 3: Evaluating, Implementing, and Managing Instructional Programs and Projects

1) A) Instructional Learning Evaluation Model
Some evaluators envision evaluation as a catalyst for learning in the workplace (Preskill & Torres, 1999).  Evaluation criteria and issues are decided by organization members.  This evaluation is ongoing and incorporated into all work practices.
     This type of evaluation model is present in our collaborative learning communities for teachers who are trying to reach the same goals for their students.  These communities are always trying to improve their evaluations.  These collaborative groups can be created for specific subjects or the same grade levels for self-contained classrooms.  Each member's contribution is vital to the success of the model.

B) Empowerment Evaluation Model
Define by Fetterman (2001), this approach is the "use of evaluation concepts, techniques, and findings to foster improvement and self-determination."  The short term goals include intermediate objectives, intermediate outcomes, and benchmarks.  the empowerment model focuses on self-determination, capacity building, and collaboration.
     This model, I believe is already present in evaluating my instruction.  The instruction I give is based on student data received from benchmark testing.  After a benchmark is given, I disaggregate the results to create small group interventions and guide my instruction.  Benchmarks are given three times a year beginning in October, for a baseline, then again in January to evaluate progress.  The last benchmark is given a couple of weeks before the state assessment to further evaluate the students' progression.  Each time, the data is assessed and changes are made to intervention groups and instruction.

2)  My social system is an elementary school that recently adopted SMART Boards.  While most perceived the innovation as a burden, I was ecstatic.  I literally taught myself how to use the SMART Board to further benefit my students.
Relative advantage: interactive
Compatibility: student engagement
Complexity: user-friendly
Trialability: experiment independently before implementation
Observability: immediate engagement and results

3)  I have been involved in training new staff and reluctant staff on use of the SMART Boards.  The Situational Leadership approach involves phases that are present when designing the professional development sessions for this technology implementation in the classrooms.  Phase 1 would require an overview or introduction to the SMART Board.  This would include installing the software and providing direct instruction on how to access and register the software, how to use the pen tray, and all the features/buttons of the program.  Phase 2 would be the introduction of the SMART Exchange program, which is an online help tool that provides teachers with pre-created lessons on numerous grade levels and topics.  Teachers could use these lessons at the beginning until familiarity increases.  Phase 3 will focus on allowing teachers to create their own material for an interactive lesson.  Different examples and methods can be introduced on how to incorporate outside resources, such as pictures, music, videos, and backgrounds.  Phase 4 will allow the teachers to venture on their own to create their own lessons pertaining to their criteria.  I can be available for questions or concerns.

Videos, like the following can be created for Phase 1 of this approach.

Section 2: Theories & Models of Learning & Instruction

1) Specific learning goal: Use place value to read, write, compare, and order whole numbers through the hundred billions place and decimals through the thousandths place.

LEARNING ACTIVITIES	LEARNING THEORY
Teach students a song about place value.  The song is accompanied with motions and music.	Behavioral Learning Theory
Teach the strategy to read large numbers by placing them in periods.  The commas will be assigned titles (thousand, million, and billion); the decimal point will be assigned the name, And.	Cognitive Learning Theory
Students will create their own numbers from the hundred billions to the thousandths place on dry erase boards.  Each table group will read aloud everyone’s number.	Situated Learning Theory
All students in the class will come together with their individual numbers they created and place themselves in order from least to greatest.	Situated Learning Theory
Students will work in small groups to create a rap, poem, skit, etc. to teach a younger grade level what they learned about place value	Behavioral Learning Theory

2)  The link I chose for Gagne's Nine Events of Instruction is http://de.ryerson.ca/portals/de/assets/resources/Gagne's_Nine_Events.pdf

LEARNING ACTIVITIES	LEARNING THEORY	GAGNE’S EVENTS
Teach students a song about place value.  The song is accompanied with motions and music.	Behavioral Learning Theory	Gaining attention
Teach the strategy to read large numbers by placing them in periods.  The commas will be assigned titles (thousand, million, and billion); the decimal point will be assigned the name, And.	Cognitive Learning Theory	Presenting the stimulus
Students will create their own numbers from the hundred billions to the thousandths place on dry erase boards.  Each table group will read aloud everyone’s number.	Situated Learning Theory	Eliciting performance
All students in the class will come together with their individual numbers they created and place themselves in order from least to greatest.	Situated Learning Theory	Assessing performance
Students will work in small groups to create a rap, poem, skit, etc. to teach a younger grade level what they learned about place value	Behavioral Learning Theory	Enhancing retention and transfer

3) The whole task approach is the use of meaningful learning tasks that are based on real-life tasks.  my students' biggest weakness in place value is comparison of decimal values.  They have a difficult time understanding that 11.7 is greater than 9.86 because they don't comprehend the importance of the decimal point yet.  i could relate decimal numbers to money because they understand the values of money.  If I teach them to place a dollar sign in front of every number that contains a decimal, students could connect better and make more informed decisions.
     Scaffolding a lesson about place value is key to student success.  Students need to be taught the skills in isolation to reach mastery.  For example, I need to teach students the order of the place values before we can read numbers aloud.  Next, different digits may be used for extra practice.  Then students should be introduced to writing numbers and breaking each number into expanded notation.  After these skills are taught, then students can begin to understand the values and be able to use numbers in problem-solving situations.
     Mathemagenic methods are of utmost importance.  The author states that this "method pertains to variability of practice, indicating that learning tasks must differ from each other on all dimensions that also differ in the real world, such as the conditions under which the tasks are performed, the way they are presented."  Leading questions throughout the lesson can help students learn how to perform the task at hand.

4) 

TABLE 9.2	MOTIVATIONAL TECHNIQUE
ATTENTION
Perceptual Arousal	Provide a focus for each day’s lesson that will capture their attention.
Inquiry Arousal	Provide journal time for reflections about the focus and ask probing questions to peak their interests more.
Variability	Use songs, videos, pictures, comic strips, random vocabulary words taped to the floor, etc. all pertaining to the topic
RELEVANCE
Goal Orientation	Decide which type of learner the students are: auditory, visual, kinesthetic, or tactile.  Pre-test to see where students are struggling.
Motive Matching	Throughout the lessons, students will develop fluency with efficient procedures, understand why they work, and use them to solve real-life problems.
Familiarity	Create problem-solving situations involving the world around them, including using their names and familiar things or places in our community.
CONFIDENCE
Learning Requirements	Make sure they understand and explain the computational methods they choose and produce accurate answers efficiently.
Success Opportunities	Provide immediate feedback for assessments.
Personal Control	My students understand the importance of their grade.  It is a reflection of their involvement in their learning.
SATISFACTION
Intrinsic Reinforcement	Provide opportunities throughout the year to use the information gained to complete new tasks.
Extrinsic Rewards	Affirmations, whole class celebrations, class competitions, notifying other grade levels of successes
Equity	Reflect on topic with journal writing.  Answer the following questions: What do I not understand?  What do I still want to know about the topic?

5)  The benefits of engaging in design research are as follows:

• Critical variables are identified in the beginning, prior to teaching a lesson.
• Data collection and analysis is key to driving the classroom intervention time; Individual student data is used to form groups and create appropriate activities for each group.
• Analyzing from multiple perspectives will help determine what needs to be revised and what areas need to be re-taught.