ZOOM-Transitioning from Meeting Rooms to Virtual Professional Development
This Infographic will give readers a synopsis of the ADDIE Model. Please refer back to this graphic as needed.
Conducting professional development for adults is very similar to teaching a lesson to students. In the past, webinars were used very little. Most training took place either at your school board or at the local level. After the recent pandemic, educators understand the importance of virtual meetings using synchronous communication tools such as Zoom, Webex, Google Meets etc. Some educators still struggle with the idea that most instructional strategies that work in the classroom, can work virtually as well. Virtual professional development that is conducted should be conducive to this to model for teachers. In this blog, we will focus on how to incorporate strategies using the ADDIE model. The two strategies that will be tackled in this blog are Fishbowl and Goal Based Learning. Please see the Infographic above to learn more about the ADDIE Model.
Fishbowl
Fishbowl, what in the heck is a Fishbowl? Fishbowl is a strategy for organizing medium to large group discussions (Fishbowl, 2020). Students are separated into an inner and outer circle. In the inner circle, or fishbowl, students have a discussion; students in the outer circle listen to the discussion and take notes. How can you implement this into professional development? The professional development that I was partook in started with the trainers analyzing the number or participants and giving us instructions on the task. According to Ritzhaupt et al. , (2020) creating specific objectives is an important step to help learners achieve the goal. Another source states “Adults need to know why they need to learn something before undertaking to learn it” (Palis & Quiros, 2014). After we learned the objectives we were given a set of words and were told to put them in order of importance on the table in 20 minutes. At the end of the 20 minutes each group member as to discuss two words out loud and why it was important. As defined by the Ritzhaupt et al., (2020) “Formative evaluation is the process of ongoing evaluation throughout the design process for the betterment of design and procedure within each stage”. This evaluation process was ongoing, the coaches used a rubric and evaluated us during our discussions and during our debriefing. Below is a video example of how to use Fishbowl in case you need a visual/ audio representation.
Goal Based Learning sounds obscure, but it’s really what many teachers do anyway, except you add the technology component! This way of learning forces all learners to take control of their own learning. Here are some ways you could plan a virtual PD using the ADDIE Model.
Analyze- Determine what needs to be done in order to know what needs to be accomplished. Pretests or surveys are a great way to start Goal-based learning.
Develop- Write your learner goals or objectives.
Design- Decide which visuals, charts, representations, and web 2.0 tools you want to use, Also think about how the learners will communicate. “Goal-based learning works best when there is a mechanism to allow learners to connect socially and learn from each other” (Hubbard, 2012). Remember, only use necessary content!
Implementation- This is your plug and play component (Ritzhaupt et al., 2020). Allow learners to go through task and practice. Tools such as Twitter will be great for students to learn throughout this process. #goalbasedlearning
Evaluate-Have a rubric and use formative assessments throughout each individual goal. Modules are a great example of this.
Fishbowl. (n.d.). Retrieved July 17, 2020, from https://www.tolerance.org/classroom-resources/teaching-strategies/community-inquiry/fishbowl
Hubbard, R. (2012, October 03). What is goal-based learning? Retrieved July 17, 2020, from https://robhubbard.wordpress.com/2012/10/03/what-is-goal-based-learning/
Palis, A., & Quiros, P. (2014). Adult learning principles and presentation pearls. Middle East African Journal of Ophthalmology, 21(2), 114. doi:10.4103/0974-9233.129748
Ritzhaupt et al., (2020). ADDIE Explained. Wordpress. Retrieved from http://www.aritzhaupt.com/addie_explained/
Ms. Booker,
ReplyDeleteI realize teachers are doing their best to create a digital curriculum for distance learning, but we should understand we have an asset in our students. Today’s students are digital natives, and this is an untapped resource. We can utilize our student’s abilities to create peer-to-peer digital projects. Students divided into groups design videos of assigned content for other students to learn from and provide feedback. Luckily, this design is already proven successful and is grounded in research. “Based upon the typically statistically significant improvement in student quiz scores from watching the student-produced videos, this study provides support for the hypothesis that these student projects can enable asynchronous peer-to-peer learning” (Tally & Smith, 2018, p. 19). Although many students already know how to use video, we must ensure all students can perform the tasks needed to create a video. Our “instruction should follow the simplifying conditions method, which indicates the learner should begin with the simplest task, master this skill, then progress across the increasingly more difficulty continuum of behaviors” (Rithzaupt et al., 2017, Elaboration Theory Sequencing, para. 1). To ensure this first step of instruction, students could create a self-introduction video to the class. Once students have achieved the first step, we can assign creating videos of curriculum-based content, knowing our students are ready for the task.
References
Rithzaupt, A., Lee, B., Eichler., Calhoun, C., Salama, C., Nichols, J., Wilson, M., Hafizah, N., Davis, A., Beatty, O., Yaylaci, S., Sahau, S. & Wildberger, W. (2017, December 12). Design. ADDIE Explained [text]. Retrieved from http://www.aritzhaupt.com/addie_explained/# CC BY license 4.0.
Talley, K. G., & Smith, S. (2018). Asynchronous Peer-to-Peer Learning: Putting Student Projects to Work in Future Classes. Advances in Engineering Education, 6(3).
I enjoyed reading your post with your thoughts and research about these two great strategies! The Fishbowl is also one I researched and found that it also can include a peer feedback portion. De Sam Lazaro and Riley (2019) write, "Fishbowls are a teaching approach that allow students to participate in a structured class discussion with ongoing peer feedback as knowledge is translated. During a Fishbowl discussion, a small group of students initiate the conversation in collaborative learning while on-looking students provide feedback and engage in peer teaching." Regardless of the strategies chosen, it is important to first take "consideration of where the learners are now and where their educational journey needs to take them must happen first" (Salama, Adnan, & Davis).
ReplyDeleteReferences
De Sam Lazaro, Stephanie L., & Riley, Bonnie R.W. (2019). Developing Critical Thinking in OT Education: Effectiveness of a Fishbowl Approach. Journal of Occupational Therapy Education, 3(2). https://doi.org/10.26681/jote.2019.030201
Salama, C., Adnan, N. H., & Davis, R. ADDIE Explained: Design. http://www.aritzhaupt.com/addie_explained/design/.
I enjoyed reading about the strategies you evaluated. I noted one thing you stated at the beginning of your blog and I can't seem to step away from it. You stated, "Some educators still struggle with the idea that most instructional strategies that work in the classroom, can work virtually as well." I couldn't agree more. One of the hurdles I have to work through in my work is that of assisting that transition from traditional instruction to more of an integrated approach. The shifting of an educators thinking relates to their Cognitive Flexibility. A persons ability to shift thinking and adapt to different environments. As nature would have it, not everyone has the same Cognitive Flexibility. The more interesting fact is that people can actually increase their Cognitive Flexibility by implementing changes in their behavior. This is where a trainer, specialist, or coach would begin working with a group of educators to build up the ability to have a tool belt in a virtual classroom. Cognitive Apprenticeship takes place when a person with a master skill teaches someone else that very same skill through a process of learning during a “guided experience” (Chang et al., 2019, p.98). This guided experience is determine by a needs assessment given to a faculty. Ritzhaupt et al state that “instructional designer(s) should ask questions to determine what is necessary for the learner to know” (ADDIE explained: Design, 2017, p.6). Understanding the goal of the training is essential.
ReplyDeleteChang, M., Popescu, E., Kinshuk, Chen, N., Jemni, M., Huang, R., & Sampson, D. G.
(2019). Foundations and trends in smart learning: Proceedings of 2019
international conference on smart learning environments. Springer Singapore.
Rithzaupt, A., Lee, B., Eichler., Calhoun, C., Salama, C., Nichols, J., Wilson, M., Hafizah, N., Davis,
A., Beatty, O., Yaylaci, S., Sahau, S. & Wildberger, W. (2017,
December 12). ADDIE Explained [text]. Retrieved from
http://www.aritzhaupt.com/addie_explained/# CC BY license 4.0.