Running head: MAXIMIZING INSTRUCTION 1

Maximizing Instruction

Ariana Gervasio

Grand Canyon University: EAD-523

February 16th, 2021

Maximizing Instruction

Introduction: Maximizing time spent on quality instruction needs to relate to effective

classroom engagement and align to our vision and mission. All students are at different levels

and learn based on original structures. That could include different learning styles like visual,

kinesthetic, and auditory types of learners. “The issue with traditional class structure is that a

single instructor utilizing a single teaching method is very likely to be ineffective to at least some

of the students in the class; not all students learn in the same way, nor do they require the same

instruction methodologies” (Tang, et al., 2020, p. 352).

Learning Objectives:

 To provide professional development for teachers in grades 7th-8th to maximize

instructional time by integrating technology.

 To provide professional development for teachers in grades 7th-8th to differentiate for all

types of learners with the use of technology.

Expected Outcomes: Teachers will be able to identify and use structures of personalized

learning of flexible content and tools, targeted instruction, student reflection and ownership,

and data-driven decisions.

Timeline of Activities

Like anything, teaching only develops when we practice. I expect that the use of these structures

will take time, practice, and patience.

 A week before training:

o Survey the staff on what teachers already know about these structures and what

areas we could focus more on to maximize our time

o
MAXIMIZING INSTRUCTION 3

 What tools do you use?

 How are you flexible in your content area?

 How is instruction targeted to the needs of your students?

 How are these needs identified?

 Do students reflect on their work in a structured manner?

 How is data used to make decisions?

o Survey our students on how they see these structures in their classes

 What resources are used in your classes?

 What choices do you have?

 How do you own and reflect your work?

 5-Minutes- Share the results from the survey

 10-Minutes- Define the roles of Personalized Learning with the emphasis of integrating

technology to do so

o Flexible Content and Tools: the use of materials allow for differentiation, pace,

and the intended performance tasks.

o Targeted Instruction: aligning to specific needs and learning goals of each student.

o Student Reflection and Ownership: promoting student ownership of learning by

having ongoing reflection.

o Data-Driven Decisions: collecting data frequently to inform instructional

decisions.

Examples of Technology Integration using Personalized learning:

 Math related:

o Khan Academy, Mangahigh, Delta Math, Desmos, and Big Ideas

 Science related:

o DiscoveryEd, Listenwise, Achieve3000, PhET lab simulations, and Brain Pop

 ELA related:

o Listenwise, Achieve3000, Readworks, Common Lit, and News ELA

 Social Studies:

o Listenwise and Achieve3000

 All content:

o Google Suite, Beyond Textbooks, Kahoot, Gimkit, Quizziz, Quizlet, Canvas,

Jeopardy Labs, etc.

 Other accommodations:

o Extended time, breaking up testing, varied instructions, small groups, foldable,

calculators, highlighting material, modeling, positive reinforcement, frequent

breaks, shortening assignments, checks for understanding, study guides, varied

assessments, etc.

 10 Minutes- What do modifications look like?

o One study assessed teacher readiness for inclusivity based upon the factors of

modification principles.

 Modifications “…were brought to the models by deleting certain items

based on low factor loadings and high cross-loadings” (Moosa, et al.,

2020).

 This could mean taking out distractions from multiple-choice, providing a

word bank, and providing additional directions.

 The point of modifications is to change the expectation, not the content.

o Additional Examples

 Reteaching courses

 Giving students the power of choice of how they learn the content. That

could be a presentation, demonstration, modeling, videos, etc.

 Involving rubrics to show students how and what assessments look like

 Adaptation of materials

 Simplifying directions, eliminating distractions, including word

banks, etc.

 20 Minutes- Ways to Differentiate

o Content can have differentiation based on designing activities for students based

on their various levels.

o ARCS Model of Motivational Design Theories shows and helps to differentiate.

One study based on sports statistics suggests that ARCS “… can effectively

promote students’ learning motivation, correct their learning attitude, and thereby

achieve a positive teaching effect” (Menglong Li & Yujia Ren, 2018, p. 15).

 Attention

 Examples: real-world examples, humor, providing opposite views,

participation, inquiry, videos, strategic grouping, lectures, and

collaboration.

 Relevance

 Examples: goal-driven, explaining the why, whether it is the

content or application of knowledge, assessing students to see

achievement, providing students with the power of choice,

establish connections through scaffolding, and modeling content.

 Confidence

 Examples: communicate what the objectives and prerequisites

necessary, setting positive expectations to achieve success, varying

learning experiences, provide feedback on how they improve and

how they can improve, and provide students the opportunity to

control their learning based on internal rather than external factors.

 Satisfaction

 Examples: encouraging intrinsic enjoyment of learning, positive

feedback, reinforcements, rewards, maintain consistency of

standards/consequences, and be consistent through rubrics.

 Each student learns differently, and we can see how we already use our resources to

motivate students. The most important thing is that we are fair, firm, and consistent.

 Differentiation process can look like:

o Visual learner: providing content through the technology source, but also

providing paper copies. Assignments like creating a graphic organizer are ideal

for these students.

o Auditory learner: items like Listenwise are useful because students can just listen

to whatever the content is. Assignments like giving an oral report using a program

like Flipgrid.
MAXIMIZING INSTRUCTION 7

o Kinesthetic learner: thrive with the access of interactive technological resources

and having that choice. Assignments like going through a Desmos activity model

would be ideal.

 Learning is both a psychological and physical experience. Classrooms must be flexible,

vary assignments/assessments, and give choice to students.

 10 Minutes-Quizizz

o To make sure my staff has an overall understanding of the material presented, I

will check their understanding by playing a game of Quizizz.

 5 Minutes- Wrap up and Questions

o I will give staff a plan where they will choose one aspect of Personalized

Learning to focus on. They will list three different things they will do to create the

technology integration. We will discuss these items through pre and post

observations with each staff member.

References

Menglong Li, & Yujia Ren. (2018). A Multimedia Teaching Model for “Sports Statistics” Based

on ARCS Motivation Theory. International Journal of Emerging Technologies in

Learning,  13(9), 15–28. https://doi-org.lopes.idm.oclc.org/10.3991/ijet.v13i09.8972

Moosa, V., Shareefa, M., Adams, D., & Mohamed, A. (2020). Assessing Teacher Readiness for

Inclusive Education in Maldives: Instrument Modification and

Validation. INTERNATIONAL JOURNAL OF DISABILITY DEVELOPMENT AND

EDUCATION. https://doi-org.lopes.idm.oclc.org/10.1080/1034912X.2020.1837355

Tang, Y., Liang, J., Hare, R., & Wang, F. (2020). A Personalized Learning System for Parallel

Intelligent Education. IEEE Transactions on Computational Social Systems,

Computational Social Systems, IEEE Transactions on, IEEE Trans. Comput. Soc.

Syst, 7(2), 352–361. https://doi-org.lopes.idm.oclc.org/10.1109/TCSS.2020.2965198