Task Analysis

Task Inventory
For my project, I will be the one performing the job of Bridging the Gaps, so there is one big job with many tasks.
The primary job will be Performing tutoring for intervention strategies.
Tasks making up the job are as follows;

• Interviewing teachers for student referrals
• determining the weakness of the students
• checking student records for EOG scores and 3rd grade reading quarterlies
• targeting specific intervention strategies
• scheduling times for tutoring

Task Selection

Using the DIF model (Difficulty, Importance, Frequency) and rating from 1-9 (1 being least and 9 being most)

Task D I F

_________________________________________________________________

Interviewing 8 7 1

determining weakness 9 9 2

checking scores 8 9 2

creating intervention lesson 8 9 4

scheduling 7 8 2

Task Analysis

Job < Bridging the gap

Duties- Target Students

Design Instruction

scheduling

Tasks- Check students scores

Interview Teachers

Schedule sessions

Design Instruction for specific intervention

Students will be able to summarize and infer from written text, allowing them to pass a standardized test, allowing them to move to the next grade level and eventually graduate from high school

During the tutoring session the student will

read several passages

orally answer smacking and make predictions about the story, with the aid and under the supervision of the teacher

After the lessons the students ability to

read well and fluently

comprehend

condenses

predict

from a variety of reading passages will improve, increasing the likelihood that they will achieve a higher score on end of grade exams in this area.

Project Definition Learning

My learning on Project Definition began with picking out a few rocks to add to my collection, then sorting out the shiny from the dull.
Given the fact that most of the facts we teach are given to us I find the process of Project Definition highly creative and personal. Beginning with framing techniques the shiny rock was that of Vosniadou when we realize that "The view that learning may require substantial changes in individual cognition is consistent with a dialectical analysis of the relationship between individuals and the culture in which they participate". Change is immanent and predictable and knowing this will help precipitate the infrastructure of any lesson. Learning is also intensely related to the immediate environment of the learner, and thus I feel it is extremely important that we take our culture and environment in account when designing a lesson. Though change is continuous, In my experience Education is a revolving Fad in which we find new ways of reframing the same ideas.
I found new light in the ideas through the Kaufman article when he explores the Mega Macro and Micro aspects of assessment. Kaufman helped me see the whole picture, when sometimes we tend to get and stay focused on one aspect of a situation or a task.
Concept mapping was the shiny rock I most appreciate for the mapping tool. I find the ease of the flow allows for greater creativity as well as the best organizational. (although checking off a todo list is still very satisfying).
Modeling tools are a must and we often use them without realization. Many years I have favored the Stochastic method through singing with my own children. However, as a scientist at heart I favor the research of Bohm and the diamond of my rock is knowing that "haphazard movement conceals highly organized cooperation behavior", he calls "plasma oscillation". We all have at one time felt the "wholeness as implicate order" he describes and the notion of order. Order being something we all need and crave on any level facilitates learning with positive outcomes, that being on a macro level in a productive and positively functional society. This would be the end result or "ideal vision" Kaufman refers to, and my diamond created by rubbing all of my rocks together.

Needs assessment

For my project of Bridging the Gaps, I will be working with a targeted group of students who are "falling through the cracks" of the educational system. These students do not have special needs (EC) or specific disabilities, however they missed information at some point.
For assessment criteria I will target fourth graders at our elementary school who; score in a range of 2.5 to 2.9 in quarterly assessments in reading, have specific deficiencies in summarizing and inferences, score between 180 and 240 on third grade End of Grade Tests. These students should be at an EOG score of 240 and quarterlies of 3.o to pass. (Our greatest deficiencies are in the areas of summarizing and inferences). The end results would be that the targeted students will improve in the specific above tasks and will improve the overall score on the EOG.
The Mega level payoff would be that these students are not held back a grade, leading to greater self esteem, and continued success with knowledge of positive intervention strategies that they may carry through life, making them better productive society members.
The Macro level results would be that the students pass the fourth grade EOG's. Allowing them to move on to 5th grade.
The Micro level results would be that the students master the tasks of summarizing and making inferences.
The ideal vision being that more specific modes of intervention for every student be put into place and that the educational system recognize gaps not ignoring them.

Instructional Design

Possible projects for the course

• How to move the Library Media education into the future.( how are students really using the media centers of our school system, and how can we achieve higher standards?)
• Diversity in the school systems, (not just race, but different learners) no one is on the same page!
• Educational FADS. ( Fear, Achievement, Diversity, Standards)

What I learned and How I learned it.

originally my thoughts on instructional design were more straight forward. I have learned that my view is incorrect, or needs to be more open. (more mindful, with thoughtful possibilities)Thaich Nhat Han. I also already used communicativeness when considering the learners and "what type" of learners they are. However, anticipating the coming weeks and more innovative thought process from the King, I want to know "how do we become better thinkers?"

Bridging the gaps, my framework

I think I have settled on a project that I feel will make a difference, and I have my heart and soul in! My interests are intense in Diversity and bridging the gap. My school recently lost its magnet charter and went from 3% minority to 39%. In Charlotte Mec Schools the students can now choose their school and not just attend the one in their home district. According to the Pea article, which was difficult but most intriguing, the Infrastructure is a framework. I think we can use the framework of the knowledge the students are tested on an define it, or target specific needs for each child, by as he suggests "creating a framework that is useful to learners."

We asses our students Quarterly, then at the end of the year for EOG's I would like to work with a group that does not qualify for other services but are sub par in scores. These are the ones whom in my opinion fall through the cracks. I would be able to set up tutoring and design instruction hopefully where the learner will persevere. I am interested in using more of the strategies from the brain based learning.

I am learning so much about how to do more for all of my students, thanks to this process I found so very foreign. I can't remember when I enjoyed a group of peers as much and I am so sorry I didn't get to the face to face!

My bridge continued

In our public school systems there seems to be help for everything; add adhd and IEP'S. My concern is for those who don't have specific diagnosis, however are just short of making the score for local EOGs. This project is very worthwhile to me because it effects students I see everyday. An important need would be met because due to the environmental or circumstantial learning setting of these students, they have not thrived. Obviously the ideal situation would be that they would have had some type of intervention prior to this point. (point being pass or fail with the EOGs.) Reality of this situation being that there have been some gaps in the learning process. Though some of these gaps are painfully obvious, (knowledge ) the others being motivational and circumstantial can be assumed. Since I have personal knowledge of the students I can say with a fair degree of certainty that they are not self- motivated, nor are they parentally motivated. Circumstantially they have not had consistent school settings or due to the socio economic value system of the home. My goal with the students will be to design instruction only for knowledge skill deficiencies, with strengthening techniques for self-motivation, since obviously the circumstantial is not in our control. This project I feel is feasible and can be successful. My goal is to pull a small group for intervention two days a week until the testing begins in May. I have completed a pre-assessment of quarterlies and will compile a SWOT Analysis for each student. We have a supportive staff and various materials for intervention. Some of the students have been tracked into the mind set that they currently share, therefore I would encourage some of the "reframing" techniques discussed in the Watzlawick article. Furthermore, I found the Vosniadov article very relevant in the montion of "mental models" and how it can constrain knowledge acquisition. I am interested in the exploration of this way of thinking because I have found it to be true without realizing it. Vosniadov also pointed to the fact that it was "Profitable to design instruction that focuses on deep exploration of key concepts". Finding this a profound statement my plan is to target those key concepts of intervention. This being said it begs the question is it best to educate out elementary students in many areas or to focus on reading and math the first few years and then build on that infrastructure? One might not have to bridge many gaps if the foundation of the learning process was stable and accurately measured from the start. My largest disagreement with my current occupation is that the criteria of passing a student to the next grade level has very little to do with the fact that they have achieved the knowledge and can apply that knowledge necessary to do so.