Instructional Materials & How-Tos
This video highlights the digital tools that were extremely helpful my capstone project.
Watch This Video to Learn More About the "Pebble in the Pond" Design Model
The evolution of my thought and practice became more defined as I applied my area of study to the instructional design model entitled "The Pebble in the Pond." This model states that you start with the, “pebble” which represents the problem. From there you design instruction with procedures based around solving that problem.
The Pebble-in-the Pond design model consists of a series of expanding activities that begins with a pebble. For my capstone project, I identified a problem and then wrote an essential question in order to investigate that problem. The problem is the "pebble.”
The problem is what we will teach the learners to accomplish by the end of instruction. The second ripple identifies a progression of problems. I have identified different, compounding approaches to solving the big problem throughout the course of my action research. The third ripple identifies the knowledge and skills required to complete each task and solve each problem. This represents the knowledge and skills we wanted our students to learn throughout the course of our action research. The fourth ripple determines the instructional strategy that will engage learners in the problems and help them gain the knowledge and skills to solve the problems. The use of instructional strategies was determined at the beginning of our action research, but also have been used consistently throughout our study. The fifth ripple is interface design. This means that the content to be learned and the strategy we have chosen to engage our learners has been adapted to student learningIn regard to my action research, I moved between the different ripples and readjusted to redefine my instruction.
This is how I looked at this design model over the course of my capstone:
Problem = Students lack motivation, the ability to apply inquiry skills, and a positive mindset within the mathematics classroom
Analysis = Summary of learning, obstacles/limits for learning, ways that obstacles were overcome, focus on key learning, looking at the next steps,
Strategy = Think-Pair-Share, applying Arthur Costa’s Level’s of Questioning within mathematics, Google Forms for immediate and individual feedback, interactive technology, Bridges in Mathematics student performance assessments, informal assessments, monitoring student conversation, whole class direct instruction, and small group instruction
Design = Video tutorials, quizzes, polls, open-ended questions, facilitating student conversation based on inquiry and metacognitive thinking, redesign/readjust student learning experiences based on student feedback
Production = Completion of Bridges in Mathematics assessments, the ability to articulate the inquiry process in mathematics, the capacity to display a positive math mindset.