Instructional Design and Evaluation Martin Kozloff

EDN 301

Instructional Design and Evaluation
Martin Kozloff

Fall, 2012

Moral Obligations

As a teacher, you’ll have a contract with children, families, state, and society to teach well. It’s a moral obligation. AndI have a contract with you, the citizens of North Carolina, and schoolsthat employ you, to fulfill my moral obligation to teach you well.I’ll work hard to ensure that you leave this courseknowing exactly how to (1) design,(2) deliver, (3) evaluate, and (4)improve curriculum materials and instruction. You’ve got my word on it.

Grading is based on attendance, assignments, and participation. Do yourself a favor---Do NOT cut class. Understand that there’s no competition for grades. In addition, we’ll do the course projects together. All YOU have to do is be in class, pay attention, do assignments with due diligence, and ask questions if you don’t understand something---in other words, be SERIOUS. Here are the criteria.

A.The student rarely misses class; turns in all assignments; assignments are on time and cover all that was requested; assignments reveal a lot of work beyond what was requested; assignments have few errors; and the student actively participates in class.

B.The student rarely misses class and turns in all but a few assignments; assignments are on time and cover most of what was requested; assignments reveal a little work beyond what was requested; assignments have few errors; and the student occasionally participates actively.

C. The student rarely misses class; does all but a few assignments with the minimum asked for; some assignments are late; and the student occasionally participates in class.

D.The student often misses class, and/or the student hands in only about half

the assignments and/or many assignments do not do what was asked or do it poorly, and some assignments are late; and the student rarely participates in class.

F. The student often misses class, and/or the student hands in only a few
assignments and makes many errors (does not seem to get it); and the student
rarely participates in class.

A few ground rules.

1. Turn off your cell phones. I’ll leave mine on in case ofa campus emergency, or a family
emergency. For example, my wife may want a piece of pie.

”Here’s the pie, Lady!”
2.You get a lower grade if you hand in assignments late.
3. I’ll be available at least 10 hours a week to talk with you.
Email me at
4. My website is
5. Read this document on professional standards of conduct.

6. See this on violence.
7.On disabilities, go here.
8.Here’s a graphic of the conceptual framework.

Here are some words of wisdom.

1. “…a confusionofthe realwith the ideal nevergoes unpunished.” [Johann Wolfgang vonGoethe, the last person to know everything] In other words, not knowing the difference between what you (or even 200 million persons) believe to be true, and what IS true, will lead to actions that will have BAD consequences.

2. Our world is full of Wars, Revolutions, Riots, Nuclear Armament, Famine, Demographic Shifts, Political Corruption, Eco-scams, Terrorist attacks, Junk Science, and Economic Collapse
It’s NOT smart to be ignorant of these.

3. In fact, “If a nation expects to be ignorant and free, in a state of civilization, it expects what never was and never will be.”

[Thomas Jefferson to Charles Yancey, 1816]

Why? Because:

1. When citizens don’t know what the Constitution says, they don’t know when it’s violated.
2. When citizens don’t know principles of economics, they can’t understand (and can’t critically evaluate)proposals and actions of political candidates and governments.

3. When citizens don’t know history, they don’t see that their civilization is repeating what earlier civilization did as they declined.

4. When citizens don’t know math, science, and logic, they are easily fooled by junk science and propaganda. And YOUR job is to lead future citizens from ignorance to knowledge.

5. “If you tell a lie big enough and keep repeating it, people will eventually come to believe it.” Joseph Goebbels, propaganda minister of the Nazi Third Reich

6. “Speaking the Truth in times of universal deceit is a revolutionary act."

“To see what is in front of one's nose requires a constant struggle."

"Political language. . . is designed to make lies sound truthful and murder respectable, and to give an appearance of solidity to pure wind.”

Anti-fascist and anti-Communist George Orwell (Eric Arthur Blair), author of 1984 and Animal farm….



True believers as far as the eye can see. Dead bodies as far as the eye can see.

Nazi rally, Nuremberg.
City of Desden after firebombing by Allies.

The red pill of reality.
Our federal government---as with other national governments (Greece, Italy, Spain, Argentina, Japan, Portugal, among others)—is broke. More than broke. The federal budget deficit(revenue from taxes minus expenditures) 14 trillion dollars, and is growing by billions of dollars every hour. The interest on this debt puts us OVER 100 trillion in the red.

The same goes for states, counties, cities and towns.

Here’s what this means for you, right now.

1. Many school districts are laying off teachers and are not hiring new ones.

2. You’re competing with ed school students all over the country for a smaller pool of jobs.

3. You can’t depend on governments or private companies to give you jobs, pay your
retirement, or pay your health insurance.

4. No one knows what’s going to happen. For the near future---perhaps much longer--- it
doesn’t look good.

These guys tell it.

And now the good news!

For one thing, you’vechosen an honorable career for which there will always be a demand.

Second,with the right skills,youcan get employment in occupations outside education---designing training programs for businesses, for instance. In contrast, students in sociology, creative writing, English Lit, or journalism will be graduated owingor having spent $50,000, but will have few skills anyone wants to pay for.

Third, if you are smart and RISE to the occasion (REALITY), you’ll become SERIOUS and SELF-RELIANT[if you aren’t already] real quick. Why? Because you get it that you can’t depend on “the system”toprovide jobs and security. The “system” is broken! Slackers are doomed.

My advice to you, Pilgrim, is:

1. Work hard and long to become proficient [know your stuff]---starting now. Employers want to SEE and HEAR that you know how to TEACH. They do NOT care to hear that you like children. So do pedophiles! They don’t want to hear your “philosophy” or read your portfolio. They want hard evidence of what you BRING! So…. Keep a binder---“Procedures Manual”---of important documents on learning, effective instruction, methods for teaching reading, math, etc., assessing learning, tested materials, trustworthy publishers. This is a course assignment. I’ll tell you what some of these materials are.

What to download and save.
Helpful sites Downloads and on-line materials.

2. Learn the technical core of proficient teaching---the absolute essentials you’ll use in ALL your teaching. Put aside everything else. It’s a simple decision. What do you need to survive in the forest? Choose one set: (1) knife, fire starter, water, extra clothing; or(2) umbrella, lace hanky, book on saving the rain forest, shoe shine kit. Choose #1 and live. Choose # 2 and die in a week. [But you have a lace hanky and a shoe shine.]

I will teach you the technical core.

3. Be a tough consumer. There’s NO time to passively receive and believe baloney, fantasy,
untested “innovations” (fads), and poor research.
Ask questions. “Exactly how will I use this method when teaching?”
Do literature reviews, to inform yourself. “Hey! Just a minute! Has this been tested?” A few minutes searching the Web will yield enough information.

Download, save, and watch Telling the difference between baloney and serious claims ppt

4. Get organized.
a. Get and print good research and commentary that tellyou exactlyhow to teach.
For example,

b. Evaluate, select, and improve instructional materials (programs, textbooks, and
supplementary materials).

c. Find opportunities and contacts not only in teaching but in related areas as well (e.g.,
teaching English overseas; companies that hire tutors).

5. Develop a posse of reliable and smart pals who help each other find materials and
opportunities.

Okay, Pilgrims. Let’s Ride!

“Geeeyyapp,Muffinz.”

WE’LL WORK ON FOUR PROJECTS.

1. Go here. Notice all of the documents. I write these for YOU, not for me. [I already know the stuff.] When you leave here, you need a set of tools. These docs are among your tools. So, I will take the essential docs and put them in a folder on the desktop. You will drag the folder to your flash drive.

2. You’ll keep a notebook that includes (1) the finished projects we’ll do; (2) blank copies of these projects that you can use when you are teaching; (3) some of the documents that I ask you to download as part of assignment 1. This the notebookWILL SHOW POTENTIAL EMPLOYERS THAT YOU ARE SKILLED AND SERIOUS! And you will use it as a resource when you work with programs and textbooks---which is most of what you’ll do.

3. You will teach from programs and textbooks. You need to know how to evaluate, select or reject, and improve programs. We will do that.

4. We’ll develop lessons from textbooks, original literature, internet, and your own stock of knowledge.

5. Finally, we’ll design instruction for a whole day. What will you teach first, second third, etc. What are the objectives for each chunk? How will you teach so that students meet the objectives?

Assignments 3-5 apply and integrate all the essential skills that will make you a great teacher.

I. Introduction

Big Idea 1. Good teaching is applied epistemology (theory of knowledge – Greek, episteme’). Here’s why.

1. A curriculum is (1) all of the knowledge to teach (and students to learn):
(2) the objectives that define learning of each bit of knowledge taught, and
(3) the sequence in which knowledge is taught. The sequence must be a logical progression---first teach knowledge elements needed to learn and use more complex knowledge that CONSISTS of the elements. Do a knowledge analysis of the more complex knowledge to see what its elements are. So, teach kids to paddle, kick, and breathe (elements) before you throw them in the pool and expect them to assemble the elements into a routine (complex whole).

2. The knowledge you’ll teach is stored in two places: (1) in your brain, and (2) incurriculum materials, such as programs, textbooks, PPT presentations, internet documents, original documents (plays, poems, letters, constitutions, etc.), and other media that represent (depict, portray) reality (sculpture, paintings, dance, music).

3. But what IS knowledge? Knowledge is a representation of reality. Language is the primary means of representation. Human beings even translate paintings, sculpture, music, and dance into language.
Mary Cassatt
“This painting represents and depicts—and stores knowledge of--the mother-child bond, tenderness, protectiveness, and women’s place in the cosmos.”

Pieta. Michelangelo. What does this say about (what does it represent OF) reality? What BACKGROUND knowledge (pre-skills) do you need to get it? And to translate IT into words?

4. There are ONLY five ways that human beings represent reality, as knowledge, with language. In other words, there are only five KINDS of knowledge.

The five kinds of knowledge are
(a) Concept knowledge---classes of events that share features. The class of
things that are blue, dogs, furniture, political systems, republics. Each
individual thing IN a concept is an EXAMPLE.
(b) Fact knowledge--the connection between an individual thing and one of its
features.
“This table (subject) is blue (predicate).” “This gold coin (subject) cost me
1500 dollars (predicate).”
(c) List knowledge---the connection between an individual thing (Thomas
Jefferson) or a class of things (things that are political systems) and a set of
features.
“Thomas Jefferson was the third president, wrote the Declaration of
Independence, and lived in Virginia.
“Political systems include democracies, dictatorships, republics,
monarchies, aristocracies, oligarchies, and theocracies.”
(d) Rules or propositions knowledge. Connections among classes or categories
of things(that is, concepts).
Two kinds of connections: how categories are part of one another, and how
categories cause changes in one another.
(1) Categorical rules or propositions.
“All things in the class of digs are in the class of canines.”
“Some political systems are prone to corruption.”
“No human invention is perfect.”
(2) Causal rules or propositions.
“As the demand (orders put in) for gold coins increases, the price of gold
coins increases.”
“Whenever events of type X happen, events of type Y happen.”
“The more events of type A happen, the less events of type B happen.”
(e) Routine knowledge---sequences of steps that accomplish something:
solving math problems, sounding out words, describing a process, explaining
an event.
5. The above five kinds of knowledge are the only kinds of knowledge that human beings can GET from reality, and then store and communicate with language and other media.
6. The most efficient and effective way to store and communicate knowledge is with simple declarative statements:
Subject (what the statement is about)…predicate (tells more about the subject).
“This dog’s name (the subject is individual) is Caesar (predicate).” Fact
knowledge.
“Monarchies (the subject is a class) are political systems in which one person
rules, usually on the basis of heredity (predicate).” Concept.
“The six New England states (subject) are Maine, New Hampshire, etc…” List.
“Some mushrooms (subject) are poisonous to humans (predicate). Rule.
“To multiply two parentheses (subject), first multiply the first term in each
parenthesis; next….” Routine.

7. Subject matter does not matter. It always boils down to the five kinds of knowledge. The difference is WHAT the knowledge is about, not what KIND of knowledge (fact, list, etc.) it is.

8. Examples of knowledge stored in text. Here’s the first amendment to the U.S. Constitution.

Article I

Congress shall make no law respecting an establishment of religion, or prohibiting the free exercise thereof; or abridging the freedom of speech, or of the press; or the right of the people peaceably to assemble, and to petition the Government for a redress of grievances.

Concepts: Congress, law, establishment, religion, speech, press, peaceable assembly, the people, the Government, petition, grievances.
List: the six rights enumerated.
Here’s the second amendment.

Article II.

A well regulated Militia, being necessary to the security of a free State, the right of the people to keep and bear Arms, shall not be infringed.

Concepts: Militia, well-regulated, state, the people, arms, keep arms, bear arms, infringed.
List: keep arms and bear arms.

Rules: (a) Stated. A well-regulated Militia is necessary to the security of a free state.
(b) Implied. Whatever is necessary to the security of a free state must not be
infringed.
Keeping and bearing arms is part of a well-regulated Militia.
The people have a right to keep and bear arms that is prior to any
government.

So, if you’re going to teach these amendments [which contain content knowledge], you’d
be teaching what’s IN them---what they say---and what they say IS the concepts, lists, and
rules above. Which means that YOU must know what concepts, facts, lists, and rules are,
and how to teach each kind. Which leads us to...
9. Most skills (sequences of steps) and most materials that store knowledge contain many knowledge parts/elements. Notice all of the knowledge parts in the amendments = the lists, concepts, and rules. Notice all the knowledge parts in decoding a word = reading left to right (rule), the sounds that go with the letters (concepts), saying sounds.
If you analyze a chunk of knowledge (e.g., a rule or routine) or materials into the knowledge parts or elements, it’s called KNOWLEDGE ANALYSIS.
For instance,….

Skills. Students are given a table of X and Y data points. Think of all they must know [all you must teach] to find the values for Y = mX + b. What steps must they learn in order to go from the data points to the equation? What rules must they know and use to do each step?

Summary: Any skill consists of knowledge parts/elements = the steps and all of the concepts and rules needed to do each step.

10. You MUST have a terminal performance (some kind of mastery test), with performance objectives, for every chunk of knowledge in a curriculum---task, lesson, set of lessons, chapter, unit, whole curriculum.

End of Whole Curriculum: Textbooks and/or Program

End of Units or Chapters or Sets of Lessons
| | | | | |

 End of Tasks: Lesson 1.

Task 1. Sound that goes with m. Sound that goes with a
Task 2. Hear Teacher say words slowly. Say those words fast.
Task 3. Hear Teacher say words slowly. Say those words fast.
Task 4. Review sounds that go with a and m.
Task 5. Review say it fast. (Tasks 2 and 3).

 End of Lines of wording and extra cues provided by which Tasks are accomplished and objectives are met; e.g., Task 1, Lesson 1.

1. I’m going to touch under this sound and say the sound. [Touch first ball of the arrow…..] mmmmm [Frame and model]

2. Your turn to say the sound when I touch under it….. Get ready…” [Immediate acquisition test]mmm

3. Yes, mmm [Verification]

If you DON’T test after every little and bigger unit, you WILL make the error of assuming that your students have the knowledge needed to go on to the next task, lesson, set of lessons, chapter, unit, or curriculum, when they are NOT firm. Result = CUMULATIVE DYSFLUENCY. Their learning and performance gets worse and worse and worse the more new material you pile on top of an increasingly large foundation of errors and gaps. And your job gets harder and harder and harder. And the NEXT grades’ teachers are totally wrecked because they have to teach everything the kids don’t know and all the new material. Which is impossible.