Section 3: Evaluating, Implementing and Managing Instructional Programs and Projects

Chapter 10 discusses evaluation in instructional design and provides you with two evaluation models, the CIPP and Kirkpatrick models for evaluation. Search for at least two other models used for evaluation and summarize these models. Describe how you would use them to evaluate your instruction.

Another model for evaluation is the ADDIE method.  ADDIE stands for Analysis, Design, Development, Implementation and Evaluation.  This method is used to ensure that the evaluation phase is used in response to each of the other phase.  Evaluation should not just be at the end of the process or lesson, but it should be throughout all of the phases.    When using this method within the classroom, the instructor should ensure that the learner is actually meeting all of the standards and that the goal is actually being met.

The Kemp model focuses on the learner’s perspective rather than the content.  The Kemp model consists of nine elements in a circular motion.  They are: identifying the instructional problems and specify goals, examine the learner characteristics, identify subject content and analyze task components, state instructional objectives, sequence content, design instructional strategies, plan and delivery of the instructional message, develop evaluation, and selecting  resources.  This model does not have a predetermined starting point; therefore, the instructor can begin at any point.  This main focus of this model is that the learner’s needs and goals are the strengths. 

 Reflect on what other questions that instructional design evaluation should address besides whether the instructional design leads to comparable amounts of learning and learner satisfaction as traditional methods. What else would be useful to know?

I feel some important questions would be “Are the students learning what they should be learning?”, “Are the students going to be able to transfer this knowledge to life situations?”, “Is this method easy to use?”, “Do I have the technology or necessary resources to implement?”.

Chapter's 12 & 13 focus on project management and how to manage projects when resources are scarce. You have been assigned to develop a series of professional development sessions focusing on technology use in the classroom for teachers during a time of economic decline. How will you use Situational Leadership to facilitate this project and manage scarce resources?

 In today’s world, when technology is everywhere, we need to be teaching our students how to effectively use technology.  Unfortunately, many districts are going through rough economic times and do not have the resources to do this effectively.  Scarcity is when the demands exceed the supply.  One way many districts, including the one I am currently working in, are getting around the lack of resources is implementing BYOD (Bring Your Own Device). 
For professional development sessions, I would first find out what types of training the teachers would feel most beneficial.  I would also use any technology that is already on the campus and train teachers how to use those resources.  Many times there are resources already on campus, that either teachers do not know are there or do not know how to use properly.
By using the situational leadership approach, the first phase would be to instruct those teammates who are inexperienced or unsure.  The second phase is where the team is still learning but gaining confidence.  As the instructor, you are explaining, clarifying decisions, and rewarding improvements.  The third phase is focusing on the results and rewarding your teammates for their improvements.  The last phase is where you, as the instructor, steps back and monitors what the team has learned.  The most important part of situational leadership is how you communicate with your teammates.