eboney module 5.docx

7/24/2019 eboney module 5.docx

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PROJECTPROPOSAL MODULE2

Project Title: Learner Engagement the Blene! Online! an "ace to "ace Cla##room

S$on#oring Organi%ation

Alexandria City Public Schools is sponsoring a project to provide professional development to

new and seasoned educators. The mission of this project is to provide meaningful professional

development to teachers and staff on learner engagement.

Project De#cri$tion

The opening of a new school year begins with excitement and rejuvenation from educators andstudents. However somewhere along the way this feeling turns sour if students are not

encouraged to find meaning in the tas!s created. This professional development loo!s to explore

strategies that the educator may use in order to engage all learners.

Aim"#uip educators with strategies that will promote student engagement in all classrooms within

Alexandria City Public Schools.

Target A&ience#

Teachers

Curriculum

$uture classroom teachers

%nline $acilitators

&uidance Counselors Administrators

Deli'er( O$tion#

This project will be delivered online so that educators are able to access professional

development that ta!es in account their busy schedules.

"RO)T*E)DA)AL+S,S: ,)STRUCT,O)AL)EED MODULE-

,n#tr&ctional )ee

The goal statement of Alexandria City Public Schools state that it will set the international

standard for educational excellence where all students achieve their potential and actively

contribute to our local and global communities. Currently the district has '( schools that servenearly ') *** students in the city. Students from the district come from over '+* countries in the

world and spea! nearly (* languages. There are ',') teachers serving in the district with --


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of holding graduate degrees. The district superintendent has the final say with the responsibilities

to the school district. Currently school administrators evaluate teacher performance and has the

final authority on the responsibilities within the school. School administrators as well as districtcurriculum specialists build professional development opportunities to meet the needs of

educators in the district. The School administrators and district superintendent have expresseda

feltneed for additional professional development opportunities in student engagement foreducators to address the needs of students in the district. After the Elementary Student

Satisfaction Survey was conducted for all 5 thand 6thgrade students in the district, all areas

failed to meet the 80% enchmar! set y the district. "istrict administrators identified this to ea critical needfor further professional development in student engagement.

Pha#e ,: A decision was made to collect data on five types of needs/ comparative feltexpressed anticipated and critical incident. This decision was made to gather more data on the

critical needs of schools in the district. The target audience was teachers and curriculum

specialists. A teacher survey was the primary method of data collection. This was a +* #uestion

survey on implementation of student engagement in their classrooms.

Pha#e ,,/ A fre#uency count of needs was created from the teacher survey. The needs were next

characteri0ed as teacher centered and student centered. A group of curriculum specialists

participated in ran!ing the needs based on research based strategies.

Pha#e ,,,/ Another decision was made to get further information after the survey to ma!e face

to face interviews with selected populations of teachers. Three teachers of different s!ill levels of

experience were chosen at each school to represent the selected population. $rom this selectedpopulation '( group interviews were conducted over the course of 1 days.

Pha#e ,./ The final report revealed + training issues. '2 Teachers needed to practice with

application of student engagement strategies. +2 Teacher needed a professional community to

offer suggestions and feedbac! to discuss issues related to student engagement. +2 Students needto be led to ta!e responsibility for their own learning.


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"ri!a 3oney

"RO)T*E)DA)AL+S,S: LEAR)ERC/ARACTER,ST,CS MODULE-

Learner Anal(#i#

Primar( A&ience

"lementary Teachers

Secondary Teachers

Seconar( A&ience

School Administrators

4istrict Administrators

Curriculum Specialist

0eneral Learner Characteri#tic#

Age/ ++56)

&ender/ 1) 7ale 6) $emale 8primary audience/ +) 7ale -) $emale2

Countries of origin/ 9) of learners were from the :nited States ) of learners were

born in countries other than the :nited State

"ducation/ 3achelor;s degree through doctorate degree from an accredited university

8 All participants have met education credentialing process with the


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All learners also have some classroom experience in the Alexandria City Public

Schools.

Conte3t&al Anal(#i#

Orienting Conte3t

All learners would li!e to learn effective strategies to foster student engagement in

Alexandria City Public Schools.

earners will directly use strategies in their classrooms daily.

earners understand their understanding of the content discussed will be evaluated by the

building administrator. B=hat is the learners; perception of accountabilityD

Common Mi#conce$tion#:

St&ent# #im$l( choo#e hether or not the( ill or ill not $a( attention4 Studies

have shown that brain systems effect a person;s ability to pay attention.

Engagement i# e5&i'alent to a 5&iet cla##room4 Eesearch reveals that students are

most engaged when they explore material and find solutions for themselves

.i#&al Ai# are the 6e#t engagement tool4 Although visuals are very useful words may

be more effective than images alone

,n#tr&ctional Conte3t

This project will be delivered online blended and face to face so that educators are able

to access professional development that ta!es in account their busy schedules.

The noise will be variable to learner;s preference.

The temperature of the environment will be variable to learner;s preference.

Seating will vary due to whether the student.

$or learners who have special needs the course design can be modified to include

asynchronous discussion to not overwhelm the learner. A use of very simple consistent

navigable course design will also be used. earners will be given ample time to complete

assignments and show understanding within their classrooms. This format also allowslearners to ta!e fre#uent brea!s can be ta!en to meet student need.

The use of personal computer with word processing software and access to the internet.

7ode of transportation will be the responsibility of the student.

Technolog( ,n'entor(

Students have basic computer s!ills. They are able to access the internet use word

processing and presentation software.

Tran#7er Conte3t

The strategies learned in the course are expected to be transferred applied into each

learner;s classroom.


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earners will practice using strategies in problems solving projects as well as in the daily

during classroom or blended instruction

4istrict and school administrators will support this training with testing its effectiveness

with classroom observations to monitor student engagement.

,)STRUCT,O)AL,MPACTBASEDUPO)LEAR)ERC/ARACTER,ST,CS

A$$lication o7 Learning Theorie#

'. Learner# ill 6e in'ol'e in the $lanning in the e'al&ation o7 their in#tr&ction .

earners will participate in a !inesthetic activity at the beginning of the training to self5assess their expertise on the content from expert to novice. The use of a ?par!ing lot@ will

also be used to assist learners in obtaining the !nowledge that they would need in order

the implement the training in their classrooms.

+. The 6a#i# o7 the learning e3$erience ill $ro'ie learner# ith e3$erience . earnerswill be presented with particular scenarios throughout the training where students will

role play and discuss different solutions to solve everyday problem based on researched

theories on student engagement.1. The learning ill 6e $ro6lem centere rather than content ri'en . Throughout the

training learners will be presents with problems that occur in their daily lives and

research supported solutions to encourage student engagement.,. St&ent# ill ha'e man( o$$ort&nitie# to or8 in colla6orati'e gro&$# . 4uring the

training students will wor! in collaborative groups and teams as they would in their daily

wor!. They will have many opportunities to discuss researched based theory and how to

practically apply these theories in their classrooms.). Learning e3$erience# ill 6e rele'ant to the learner9# e'er(a( li'e#. $or the final

project students will create a unit plan based the district Fwide pacing guide that

encourages student engagement. The leaner will present this project to peers where

feedbac! will be given from peers as well as the instructor.

A$$lication o7 Moti'ational Theorie#

4 Create an attention getting intro&ction4 The learning will begin with a video story of

an unengaged classroom. The students will be encourage to discuss the ramifications of

this.

24 ,n7orm #t&ent# o7 the o6jecti'e# 7or the co&r#e4 The objective of the course will beclearly stated.

-4 Learner9# e3$erience# ith the content ill large re#o&rce# in hel$ing #t&ent#

connect ith the content4 Teachers in Alexandria City Public Schools use principles ofstudent engagement constantly. Students will be encouraged to share their experiences

with other professionals and discuss things that have wor!ed and have not wor!ed basedon their own experiences.

,. Learner# ill acti'el( $artici$ate in learning goal# thro&gho&t the training4 Students

will be as!ed about what it is that they would li!e to learn from the course before during

and after the training. The facilitator will guide students through getting the informationthey would li!e to !now throughout the training and offer resources on where they can

received additional information after the training.


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). Learning ill enco&rage colla6oration among#t $eer#. "ducators typically collaborate

with peers to wor! on products and thin! of practical solutions to benefit student

learning. This is something that will be encouraged throughout the training.6. Learner ill create $ro&ct# that can 6e e in their classrooms. earners will

create a unit plan and will be provided meaningful feedbac! from other educators.

,m$act o7 a Di'er#e A&ience on ,n#tr&ction

;hich c&lt&ral imen#ion# are mo#t im$ortant to con#ier in aa$ting in#tr&ction

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eboney module 5.docx