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Subjective

Pronouns in

Persian

Farnoush H. Davis

EDTECH 503 (Fall 2009)

Instructional Design Project No. 2

Submitted to: Dr. Ross Perkins

December 8, 2009
http://bit.ly/841q2Lhttp://bit.ly/841q2Lhttp://bit.ly/841q2Lhttp://bit.ly/841q2L


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Table of Contents

Reflection Paper 3

Topic -

Goal 5Audience 5

Rationale 5

Analysis Report -

Learning Context 7

Transfer Context 7

Description of the Learners 8

Planning -

Learning Objectives 9

Objectives Matrix Table 10

ARCS Table 11

Instructor Guide 13

Learning Content -

Learning materials 18

Formative assessment materials 18

Technology tool rationale. 19

Formative Evaluation Plan -

Expert Review 20

One-to-one evaluation 20

Small group evaluation 20

Field trial 21

Formative Evaluation Report -

Evaluation survey or rubric 22

Report of expert review 22Comments on suggested changes 23

AECT Standards Grid 24

Appendix 30


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Synthesis Reflection Paper

Learning used to be simply a process of memorizing facts, applying formulas, and

achieving a correct result. As more research was given into the way people learn, several theories

of how humans acquire and retain knowledge were developed. Instructional design became an

important component of education as instructors tried to incorporate these new theories into the

presentation of their lessons. It is a systematic planning of instruction which takes place through

three major phases ofinstructional analysis, instructional strategy, and evaluation (Smith &

Ragan, 2005). Lesson plans, exercises, and assessments are all designed around these underlying

learning theories so that, no matter the subject, everything fits into that framework.

Instructional design, however, is not restricted to only being a framework that takes into

account an individual learners style, or that only considers the audience. Another major

component is the consideration of the material to be taught. Just as we evaluate a learner when

we design an instruction, we also have to evaluate the subject matter that we will teach, including

the levels of complexity and foundational position. For example, architecture requires drawing

blue prints and plans in a standard way which uses many standard references and formats. The

learners in an architecture course remain the same for every class and if viewed from only that

aspect the instructional design should remain the same for each course to accommodate the

learner. This is obviously not the case, as some aspects, like drawing the plans and buildings,

require different abilities like following geometric and mathematical formulas to determine

engineering factors. An instructional design that includes computer aided drafting software with

its emphasis on an artistic final product would not be appropriate for an engineering course on

structural stability. Even though the learners are the same, the material now plays a more

important role in deciding the important parts of the instructional design.


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In this project I focus on language learning, and teaching one of the basic elements of any

language: subjective pronouns. No matter what educational or intellectual level the learner is at,

the material limits the complexity with which you can present it. This fact was surprising to me

as most of what we have learned about instructional design, student motivation, and making

learning meaningful has focused on the learner and their individual level. But what I have

discovered is that, while these are very important, the content is sometimes just as important to

the decisions you make when you design. This is one of the reasons why Smith and Ragan

(2005) have included philosophical perspectives into the design work, the ability of the designer

to prescribe (page 18) proper designs for the particular circumstances.

To use a metaphor, instructional design is a lot like baking. You need to have the right

amounts of the right ingredients to make a good result. These ingredients and amounts can

change based on what you are trying to bake. This is where you consider the learners, because

they determine what ingredients you use in your instructional design. But you also have to

consider how to treat the ingredients. You may have decided to make a cake but you use flour

differently in a sponge cake than you do in a pound cake. Some bread is made with flour and

water and some uses yeast to make it rise. They are all bread or cake but are treated and

designed to make a different product.

As teaching foreign language is my ultimate goal, determining the best instructional design

is very important for the work I will do in the future. By determining the best approach to

instructional design using both an analysis of the learners and the functional level and level of

difficulty of the material, I hope to find a design model that presents the subjects in the most

appropriate way.


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Topic

Goal

The instructional goal of this project is for the learner to be able to recognize and

understand the role of subjective pronouns and use them in a sentence properly.

Audience

This instructional project is designed for adult English speaking learners of the Persian

language at the beginning level, and it is primarily designed with a focus on quick acquisition of

basic skills.

Rationale

Subjective pronouns in Persian language are the next fundamental grammatical step after

learning the alphabet. The reason is that in Persian language grammar, subjective pronouns are in

direct relation with subjective suffixes to conjugate the verbs and can be omitted from the

sentence. As a result, it is important that the learners have a correct understanding of subjective

pronouns to not be confused later when the subjective pronouns will be omitted from the

sentence.

The strategy used for this lesson is a combination of supplantive and generative strategies.

Since this particular topic is in a grammar area of the language so it initially needs to use a

supplantive strategy within a scaffold structure. The learners need to have a clear definition and

guided step-by-step by the instructor. No special prior knowledge is necessary; the learners know

the subjective pronouns in their native language to compare with the pronouns in the target

language. However, after grammatical clarification, the next phase will be producing the

language, and will follow more generative strategies. The learners need to use their prior

knowledge to produce meaningful statements. This is an open-ended task with the learners


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active participation and creativity. This phase also requires a high level of aptitude of the learner

to put knowledge in practice which is more generative rather than supplantive. In general, to

design the instruction of this topic approximately 40% of the overall strategy is supplantive

and the remaining 60% is generative. The emphasis is on generalizing the rules and producing

the language rather than memorizing the grammatical points.

The learning goal of this project is concept learning, as the focus is on learning the concept

of subjective pronouns and on using them rather than only identifying. Concept learning includes

abstract and concrete aspects. The physical symbols of the subjective pronouns are concrete

concept and the definition of the subjective pronouns and how to use them in sentences are the

abstract concept. However, the concept learning is more intellectual to focus on the depth of the

primary knowledge. Our learning goal here is beyond the subjective pronouns recognition and

definition.


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Analysis Report

Learning Context

This lesson was primarily designed for in-classroom use at the Defense Language Institute

(DLI). This language institution has standards for instructors abilities in both English and their

native language; however, basic English skills and the ability to explain concepts varies greatly

from teacher to teacher. I designed this lesson to use as a standard tool for instructors of any

level of English ability to quickly and thoroughly teach this fundamental subject area. A typical

DLI classroom consists of no more than 10 students and has a smart board which can be used

with a traditional whiteboard feature and also has the capability to display computer related

functions such as video, presentations, and internet applications. Since the individual instructors

computer skills also varies widely, I designed this system to be used either by an instructor with

little computer skill, or in a computer laboratory where each student has their own terminal, and

one instructor is present to oversee the progress of the class, answer questions, and correct the

exercises and the assessments.

Transfer Context

Obviously the purpose of learning a language is using it in a real context to communicate

with the native speakers of that language. The learners of this class are going to use their

knowledge in an actual situation quickly. However, the key point in learning and using a

language is to apply it outside the classroom with real speakers and in real circumstances. Based

on the learners job and position (like linguist, interpreter, correspondent, etc.), they have to

expand their knowledge outside the learning environment. Therefore, the knowledge and the

method that is presented in the classroom will affect the content transfer.


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Description of the Learners

The target learners are a community of military men and women with the age range of 18

to 40 who are native English speakers. Therefore, the whole concept of Persian language

considering alphabet script, reading and writing alignment, structure, etc. is new to them given

to their very low prior knowledge of the language. However, the language is their choice and

based on their interest to the people speaking the language or the culture and history.


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Planning

Learning Objectives

1.0 Define pronouns

1.1 Given a brief explanation learners will understand the function and the placement ofpronouns within a sentence.

1.2 Learners will demonstrate their recognition of pronouns by identifying them inshort, spoken statement.

2.0 Define subjective pronouns

2.1 After a review of the types of pronouns, learners will give examples of subjectivepronouns and their use in English.

3.0 Identify Persian pronouns

3.1 Learners will identify the written Persian pronoun equivalents following theexample presentation.

3.2 Learners will recite the Persian pronoun equivalents following the examplepresentation.

3.3 Compare subjective pronouns in English and Persian

4.0 Apply knowledge in a series of short assessments

4.1 Speaking skill

4.1.1 Answer and respond to simple questions using the correct Persian pronouns

4.2 Listening skill

4.2.1 Interpret short statements using Persian pronouns into English

4.2.2 Interpret short statements using Persian pronouns from English

4.3 Reading skill

4.3.1 Recognize the subjective pronouns in a text

4.4 Employ the correct pronouns for use in short sentences

4.4.1 Learners will use previously learned vocabulary to construct short spokensentences where they will correctly respond to the instructors questions

using each of the Persian subjective pronouns.

5.0 Writing activity

5.1 Create simple statements using Persian subjective pronouns


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Objectives Matrix Table

ObjectiveNumber (1)

Blooms TaxonomyClassification (2)

Strategy to be employedto teach the objective (3)

Type of Learning (4)

1.0 Knowledge S Declarative knowledge


1.2 Application G Concept


2.1 Comprehension S Concept






4.1 Application G Psychomotor

4.1.1 Analysis G Cognitive


4.2.1 Comprehension S Concept

4.2.2 Comprehension S Concept

4.3 Comprehension S Declarative knowledge4.3.1 Comprehension S Declarative knowledge


4.4.1 Application G Concept

5.0 Analysis G Psychomotor

5.1 Synthesis G Psychomotor


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CONFIDENCE

C1. Learning requirements

Avoid presenting the subject matter in an overly complex manner. Keep outcomes andexpectations in line with the learning goal.

C2. Success opportunities

The goals for the lesson are limited and move from simple to moderately challenging tasks.

Students should be able to meet the easier objectives without much difficulty which will let them

approach more challenging sections with confidence based on their earlier success.

C3. Personal control

The outcomes are concrete answers which the students will know immediately if they arecorrect or not. This feedback will allow them to review unclear sections and give them the

opportunity to fully prepare for the application and use of knowledge sections.

SATISFACTION

S1. Natural consequences

The lesson provides the students with opportunities to immediately use their new knowledge in

reading, writing, and verbal communication exercises.

S2. Positive consequences

The use of pronouns will allow students for the first time to express more complex thoughts in

their new foreign language, encouraging them to continue by showing them their own success

in their short study.

S3. Equity

The use of their language skills to express complete thoughts and respond to simple questions

will provide the positive feedback to motivate them to continue.

Keller, J. M. (1987). The systematic process of motivational design. Performance & Instruction,

26(9/10), 1-8.


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Instructor Guide

Introduction

Welcome, attendance and administrative items: 2 minutes.

Use one or a combination of the provided Persian dubbed cartoon clips (direct online access

or provided file) to relax the atmosphere and provide and entertaining introduction to the

lesson. Approximately 3-5 minutes.

Instructor will show the importance of the proper use of pronouns by demonstrating the

improper use of pronouns (sample script provided or the instructor may create their own).

Approximately 4 minutes.

By Farnoush H. Davis


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The instructor will review the definition of pronoun and demonstrate their use of and position

in English sentences. Students will then identify the pronouns in a series of short spoken

statements to refresh and solidify their understanding of pronouns.

The instructor will define subjective pronouns and use the slides as an example to aid the

explanation unique features of Persian pronouns will then be explained to help clarify any

confusing points.

Learners will repeat each Persian pronoun after the example pronunciation. They will also

learn the correct spelling of the pronouns by seeing the written examples on the slides.

This portion of the lesson is mostly supplantive in approach since the material simply needs

to be practice and remembered for use in subsequent activities. The instructor should insure


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that every learner can clearly and correctly pronounce the pronouns, and does not vanish into

the group by not participating.

Reviews the Persian pronouns with side-by-side examples of their English equivalents and

also includes a phonetic spelling to aid in pronunciation.

The instructor will distribute the handout, a chart of subjective pronouns in English and

Persian, as a resource for the learners.

The instructor will use the series of listening activity slides to practice the learners

knowledge of Persian subjective pronouns. The slides are interactive and can be used in

different ways depending on the resources available in the classroom or the laboratory. If

every learner has their own computer terminal then learners can complete the section

individually using headphones, with the slides providing immediate feedback on their correct

or incorrect answers. If the classroom only has one terminal, for example, a smart board, then

the instructor may choose to have the learners individually complete the exercise in front of

the class, work in groups of three to complete the exercise, or create a game where in student

answers wrong they are replaced by the next learner, the one that remains being the winner.


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The method that the slides are used is left up to the instructor, based on the make-up of the

audience.

The instructor will use the series of reading activity slides to practice the learners knowledge

of Persian subjective pronouns. The slides are interactive and can be used in different ways

depending on the resources available in the classroom or the laboratory. If every learner has

their own computer terminal then learners can complete the section individually with the

slides providing immediate feedback on their correct or incorrect answers. If the classroom

only has one terminal, for example, a smart board, then the instructor may choose to have the

learners individually complete the exercise in front of the class, work in groups of three to

complete the exercise, or create a game where in student answers wrong they are replaced by

the next learner, the one that remains being the winner. The method that the slides are used is

left up to the instructor, based on the make-up of the audience.

The instructor will then ask each student a series of short, simple questions which allow the

learner to respond using the appropriate pronouns. Examples are, Q: What are they doing?

A: They are studying. Q: Who is that man? A: He is Babak, etc. This activity will combine

the Application, Analysis, and Synthesis levels of Blooms taxonomy.

Finally, the instructor will distribute an appropriate handout sheet with spaces for the

learners name, class number, and date on which they can create a sentence for each of the

pronouns (possibly more based on the instructors judgment). These can be due at the end of


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the lesson, for example the instructor can give 15 minutes to complete the exercise, or for an

ongoing class this can be used as homework. Learners will be required to turn in their

sentences for correction and the handout will then be returned to them.

Conclusion

The instructor will summarize and review the objectives of the lesson if the writing exercise

is used as homework, this will provide further practical use to reinforce the information

learned in the class. If the writing was used as an in-class activity, then additional instruction

built upon this lesson will show the importance of the concepts discussed. This will also

remotivate the learners to practice what they have learned outside of the classroom so that

they are ready for the next steps in their language study.

The exercises at the end of this course provided a good assessment of the learners

comprehension of the material. If some learners need extra help, they can review the slides

again by requesting the file, which may be emailed or accessed again from the computer

laboratory.

Instructor will provide each learner with a short critique sheet to collect feedback of their

course and suggestions for changes and improvement. This will be an anonymous feedback

to allow the learners to express themselves without concern that their opinions might be used

in a negative way.

* Total time will be 15 minutes.


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Learning Content

Learning materials

Slideshow: This lesson is built mostly around a central slideshow which contains

explanations, examples, exercises, and assessments. It is designed to be used either by the

instructor in a classroom or used individually by the learners at their own computer terminal ( See

Appendix C).

Smart board/Computer/overhead: The easiest tool to use for this lesson is smart board. It

allows you to play and interact with the slideshow lesson and also use the whiteboard feature,

which allows the instructor to be flexible in the way he presents the material. If there is no smart

board in the presentation room, an overhead projector for computers may be used instead. This

requires a laptop and the proper cables to connect them. If the lesson is used in the computer

laboratory then the equipment that is required is the computer terminal for each learner including

a set of headphones.

Handout (chart of subjective pronouns): A chart of subjective pronouns will be provided

for the learners for their use in the class and as a take-home reference guide. For the writing

section students may either use notebook paper or the instructor may provide them with a sheet

of their design for the learners to complete the writing activity on (See Appendix B).

Formative assessment materials

The formative assessment will be done by one-to-one evaluation. The instructor is going to

present a series of quizzes and activities to evaluate the level of learning of the target learner.

Matching games: These exercises will test the learners ability to correctly match and use

the pronouns following an audio statement as well as a written statement. They are self-


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Formative Evaluation Plan

Expert Review

This instructional design project will be reviewed by my husband, Daniel Davis, who is an

English native speaker and has learned Persian as a second language. I chose my husband as my

SME because he used to be a learner and he also teaches Persian, therefore, he better knows the

challenging areas of the language as a learner which cannot be recognized by a Persian native

speaker who learned it naturally and is not aware of some difficulties. My SME also has studied

on history of the Indo-European languages and can compare the two languages and show their

differences and similarities.

A questionnaire is provided for the SME to evaluate this instructional design and focus on

the needed areas. (See Formative Evaluation Report section, page 23).

One-to-one evaluation

In a typical DLI school there are many students at different levels of the language at the

same time. For a one-on-one evaluation, I would ask the department chair or the members of the

faculty to recommend a good student in an advanced phase of the course. This student would

have seen many instructional approaches and would know which were the most useful to them

personally and also for the rest of their classmates. I would arrange a session for the student to go

through the entire lesson and provide feedback to me about the parts which were effective and

the areas that need changing.

Small group evaluation

After the one-to-one evaluation with the student I would get a team of 3-4 beginning

students to go through the lesson as a group. Based on their initial language aptitude

assessments, I would want to have a range of scores from high to the minimum that is accepted.


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The students should be at the appropriate level of their head-start instruction for this lesson. It

will be presented just like it would in a class. Their comments will be asked for at the end, but

their success in understanding the material will be a more important indicator of the quality of

the learning materials.

Field trial

Finally, this lesson will be tried as part of the general curriculum. This can be done quickly

using classes from different departments, or overtime as new classes begin every few months.

Using the scores from the exercises and the graded final activity we can determine if most of the

students have a positive outcome from the course or, if the scores are low, we can find the areas

that need improvement and make the necessary changes.


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Formative Evaluation Report

Evaluation survey

SME Questionnaire

1. Do the learning objectives meet the learners needs?

2. Does the sequence of content match the level of the learners?

3. Are the content and instructions clear to follow?

4. How enjoyable and effective is the instruction (learning material)?

5. Are there any difficulties with performing the activities?

6. Are four language skills (Speaking, Listening, Reading, and Writing) addressed in the instruction?

7. What are the difficulties the instructor may have to use the leaning materials?

8. Is there any cultural aspect which needs to be mentioned for this lesson?

9. How do you evaluate the provided assessment?

10. What are the areas of this lesson that require special attention?

* Find the completed questionnaire in the Appendix A.

Report of expert review

My SME is interested in all aspects of the Persian language and has the knowledge to

evaluate this learning material. He reviewed the materials and completed the questionnaire

(Appendix A). He stated that the material is overall appropriate and well-prepared. However, he

also had some suggestions and modifications to improve the project. The stated suggestions are

as follows: (1) Conduct a pre-test/survey prior to the class to determine the knowledge level of

the learners in order to avoid making the class too low or too high for some. (2) Special emphasis

on the instructors responsibility to point out the cultural aspects of pronoun use. (3) Overcome

the learners hesitation to participate and increase the learners interest and motivation to be

active in the process.


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Comments on suggested changes

The expert reviewer did not have a critical suggestion over the materials and the project.

He found the material interesting with some room for the instructors creativity and authentic

ideas to improve class quality as well as its outcome. The SME found the audio input of the

slides a positive repetitive element for the pronunciation practice. However, the expert reviewer

had some suggestions on the order and sequence of the slideshow, also adding the correct

answer feature for the quizzes. These suggestions have been done on the material.


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AECT Standards Grid

Professional Standards Addressed (AECT)

The following standards, developed by the Association for Educational Communications and

Technology (AECT), and used in the accreditation process established by the National Councilfor Accreditation of Teacher Education (NCATE), are addressed to some degree in this course.

The numbers of the standards correspond to the numbers next to the course tasks show on the list

of assignments. Not all standards are addressed explicitly through student work.

Assignments meeting standard in whole or partStandard 1: DESIGN

1.1 Instructional Systems Design

(ISD) X

ID Projects 1 & 2

1.1.1 Analyzing X ID Projects 11.1.2 Designing X ID Projects 1 & 2

1.1.3 Developing X ID Projects 1 & 21.1.4 Implementing X ID Project 21.1.5 Evaluating X Selected Discussion Forums; ID Project 2

1.2 Message Design

1.3 Instructional Strategies X ID Project 21.4 Learner Characteristics X ID Project 1

Standard 2: DEVELOPMENT

2.0 (includes 2.0.1 to 2.0.8) X ID Project 022.1 Print Technologies X Reading Quiz; ID Projects 1 & 2

2.2 Audiovisual Technologies

2.3 Computer-Based Technologies X (all assignments)2.4 Integrated Technologies

Standard 3: UTILIZATION3.0 (includes 3.0.1 & 3.0.2)

3.1 Media Utilization X (all assignments)

3.2 Diffusion of Innovations3.3 Implementation and

Institutionalization X

ID Project 2

3.4 Policies and Regulations

Standard 4: MANAGEMENT4.0 (includes 4.0.1 & 4.0.3)

4.1 Project Management4.2 Resource Management

4.3 Delivery System Management

4.4 Information Management

Standard 5: EVALUATION


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5.1 Problem Analysis X

5.2 Criterion-ReferencedMeasurement X

ID Project 2

5.3 Formative and Summative

Evaluation X

ID Project 2

5.4 Long-Range Planning

COURSE GOALS & OBJECTIVES

The overall goal for the course is for each student to consider and use the systematic process ofinstructional design to create an instructional product. To achieve this goal, students will engage

in activities that promote reflective practice, emphasize realistic contexts, and employ a number

of communications technologies. Following the course, students will be able to:

1. Discuss the historical development of the practice of instructional design with regard to

factors that led to its development and the rationale for its use

2. Describe at least two reasons why instructional design models are useful

3. Identify at least six instructional design models and classify them according to their use

4. Compare and contrast the major elements of three theories of learning as they relate toinstructional design

5. Define instructional design.

6. Define the word systematic as it relates to instructional design

7. Define learning and synthesize its definition with the practice of instructional design

8. Relate the design of instruction to the term educational (or instructional) technology

9. Describe the major components of the instructional design process and the functions ofmodels in the design process

10. Provide a succinct summary of various learning contexts (declarative knowledge,

conceptual, declarative, principle, problem-solving, cognitive, attitudinal, andpsychomotor)

11. Build an instructional design product that integrates major aspects of the systematicprocess and make this available on the web.

a. Describe the rationale for and processes associated with needs, learner, context,goal, and task analyses


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i. Create and conduct various aspects of a front-end analysis

ii. Identify methods and materials for communicating subject matter that arecontextually relevant

b. Describe the rationale for and processes associated with creating designdocuments (objectives, motivation, etc.)

i. Construct clear instructional goals and objectives

ii. Develop a motivational design for a specific instructional task

iii. Develop assessments that accurately measure performance objectives

c. Select and implement instructional strategies for selected learning tasks

i. Select appropriate media tools that support instructional design decisions

d. Describe the rationale and processes associated with the formative evaluation ofinstructional products

i. Create a plan for formative evaluation

12. Identify and use technology resources to enable and empower learners with diversebackgrounds, characteristics, and abilities.

13. Apply state and national content standards to the development of instructional products

14. Meet selected professional standards developed by the Association for EducationalCommunications and Technology

15. Use various technological tools for instructional and professional communication


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AECT STANDARDS (Applicable to EDTECH 503)

1.0 Design

1.1 Instructional Systems Design

1.1.a Utilize and implement design principles which specify optimal conditions for

learning.

1.1.b Identify a variety of instructional systems design models and apply at least onemodel.

1.1.1 Analyzing

1.1.1.a Write appropriate objectives for specific content and outcome levels.

1.1.1.b Analyze instructional tasks, content, and context.

1.1.2 Designing

1.1.2.a Create a plan for a topic of a content area (e.g., a thematic unit, a text chapter, an

interdisciplinary unit) to demonstrate application of the principles of macro-level design.

1.1.2.b Create instructional plans (micro-level design) that address the needs of alllearners, including appropriate accommodations for learners with special needs.

1.1.2.d Incorporate contemporary instructional technology processes in the development

of interactive lessons that promote student learning.

1.1.3 Developing

1.1.3.a Produce instructional materials which require the use of multiple media (e.g.,computers, video, projection).

1.1.3.b Demonstrate personal skill development with at least one: computer authoring

application, video tool, or electronic communication application.

1.1.4 Implementing

1.1.4.a Use instructional plans and materials which they have produced in contextualizedinstructional settings (e.g., practica, field experiences, training) that address the needs of

all learners, including appropriate accommodations for learners with special needs.

1.1.5 Evaluating

1.1.5.a Utilize a variety of assessment measures to determine the adequacy of learning

and instruction.

1.1.5.b Demonstrate the use of formative and summative evaluation within practice and

contextualized field experiences.

1.1.5.c Demonstrate congruency among goals/objectives, instructional strategies, and

assessment measures.

1.3 Instructional Strategies

1.3.a Select instructional strategies appropriate for a variety of learner characteristics andlearning situations.


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1.3.b Identify at least one instructional model and demonstrate appropriate

contextualized application within practice and field experiences.

1.3.c Analyze their selection of instructional strategies and/or models as influenced by the

learning situation, nature of the specific content, and type of learner objective.

1.3.d Select motivational strategies appropriate for the target learners, task, and learning

situation.

1.4 Learner Characteristics

1.4.a Identify a broad range of observed and hypothetical learner characteristics for theirparticular area(s) of preparation.

1.4.b Describe and/or document specific learner characteristics which influence the

selection of instructional strategies.

1.4.c Describe and/or document specific learner characteristics which influence theimplementation of instructional strategies.

2.0 Development2.0.1 Select appropriate media to produce effective learning environments using

technology resources.

2.0.2 Use appropriate analog and digital productivity tools to develop instructional and

professional products.

2.0.3 Apply instructional design principles to select appropriate technological tools forthe development of instructional and professional products.

2.0.4 Apply appropriate learning and psychological theories to the selection of

appropriate technological tools and to the development of instructional and professional

products.

2.0.5 Apply appropriate evaluation strategies and techniques for assessing effectiveness

of instructional and professional products.

2.0.6 Use the results of evaluation methods and techniques to revise and update

instructional and professional products.

2.0.7 Contribute to a professional portfolio by developing and selecting a variety ofproductions for inclusion in the portfolio.

2.1 Print Technologies

2.1.3 Use presentation application software to produce presentations and supplementary

materials for instructional and professional purposes.

2.1.4 Produce instructional and professional products using various aspects of integratedapplication programs.

2.3 Computer-Based Technologies

2.3.2 Design, produce, and use digital information with computer-based technologies.


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3.0 Utilization

3.1 Media Utilization

3.1.1 Identify key factors in selecting and using technologies appropriate for learningsituations specified in the instructional design process.

3.1.2 Use educational communications and instructional technology (SMETS) resourcesin a variety of learning contexts.

3.3 Implementation and Institutionalization

3.3.1 Use appropriate instructional materials and strategies in various learning contexts.

3.3.2 Identify and apply techniques for integrating SMETS innovations in variouslearning contexts.

3.3.3 Identify strategies to maintain use after initial adoption.

4.0 Management

(none specifically addressed in 503)

5.0 Evaluation

5.1 Problem Analysis

5.1.1 Identify and apply problem analysis skills in appropriate school media andeducational technology (SMET) contexts (e.g., conduct needs assessments, identify and

define problems, identify constraints, identify resources, define learner characteristics,

define goals and objectives in instructional systems design, media development and

utilization, program management, and evaluation).5.2 Criterion-referenced Measurement

5.2.1 Develop and apply criterion-referenced measures in a variety of SMET contexts.

5.3 Formative and Summative Evaluation

5.3.1 Develop and apply formative and summative evaluation strategies in a variety of

SMET contexts.

SMET = School Media & Educational Technologies


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Appendix A

SME Questionnaire

1. Do the learning objectives meet the learnersneeds?

For this introductory level, yes, the objectives meetthe learners needs.

2. Does the sequence of content match the level ofthe learners?

Since the students should all be at the same level,this is a good introductory lesson. It is imperative;however, that a thorough assessment of thelearning levels of the students be conducted priorto the class, as this lesson is not beneficial to thosefor whom it is simply a repetition.

3. Are the content and instructions clear to follow? For the most part. There is room for the instructorto ad-lib in some areas of instruction, which is goodand allows for the creativity of the instructor to alsobe displayed, and hopefully with their increasedinterest in teaching, it will translate into increasedstudent motivation.

4. How enjoyable and effective is the instruction

(learning material)?

Grammar is challenging to make interesting, no

matter the format. This lesson does a good job oftaking a dry topic and giving it flavor through theuse of images and audio.

5. Are there any difficulties with performing theactivities?

Not that I have observed.

6. Are the four language skills (Speaking, Listening,Reading, and Writing) addressed in the instruction?

Yes

7. What are the difficulties the instructor may haveto use the leaning materials?

There are always problems in sequencing andallowing every student to have a chance to takepart. I would make it imperative on the instructor tohave every student participate in the exercises,even if they are hesitant and dont volunteer.

8. Is there any cultural aspect which needs to be

mentioned for this lesson?

There should be an emphasis on the use of the

second person singular and plural pronouns. Whilein English, we use you interchangeably forsingular and plural, in Farsi, there are differentpronouns for the two, and the plural is also used asa respectful form of address. One would never use(tow) to address others of higher stature or lessfamiliarity. This faux pas could be a culturallysignificant mistake that would not be an issue in ourown culture.

9. How do you evaluate the provided assessment? I think that the assessment is a good one, since itseems to be disguised as an innocuous learningactivity. In language learning, students tend tobecome nervous and shy. Combined with test

anxiety, this can be crippling for an accurateassessment. This lesson takes away the testanxiety, and leaves only the hesitation toparticipate as an issue to overcome.

10. What are the areas of this lesson that requirespecial attention?

As mentioned before, the proper use of pronouns insocial settings (not only second person plural, butalso the two options for third person plural). Properpronunciation is also always a key area toemphasize in language learning.


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Appendix B

Subjective

pronouns Singular Plural

I We

You You

She/he They /


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Appendix C

The following is the link to the uploaded Power PointSlideshow into the Adobe Acrobat

Connect Pro

.

http://edtech.na5.acrobat.com/p68186240/
http://edtech.na5.acrobat.com/p68186240/http://edtech.na5.acrobat.com/p68186240/


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References

Smith, P., & Ragan, T. (2005). Instructional Design. John Wiley & Sons, Inc.

Finding Nemo - Persian trailer (Farsi) [Video]. (2008). Retrieved June 20, 2008, from

http://www.youtube.com/watch?v=LxLfF3kHbFk

Sleeping Beauty [Video]. (2007). Retrieved September 7, 2007, from

http://www.youtube.com/watch?v=S2NUDRvFVo8
http://www.youtube.com/watch?v=LxLfF3kHbFkhttp://www.youtube.com/watch?v=LxLfF3kHbFkhttp://www.youtube.com/watch?v=S2NUDRvFVo8http://www.youtube.com/watch?v=S2NUDRvFVo8http://www.youtube.com/watch?v=S2NUDRvFVo8http://www.youtube.com/watch?v=LxLfF3kHbFk

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