Intro To Sanskrit Speech Sounds
Intro To Sanskrit Speech Sounds
12-Week Course
12/11/2013 Designed by Kathy Lee Strickland, MET Candidate
This course was designed as a project for EdTech 503, Instructional Design, a core course in the Master of Educational Technology program through Boise State Universitys Department of Educational Technology.
Table of Contents
Synthesis/Reflection Paper .......................................................................................................................................... 3 Part 1. Topic ................................................................................................................................................................. 5 Part 1a. Stated Learning Goal .................................................................................................................................... 5 Part 1b. Audience Description ................................................................................................................................... 5 Part 1c. Rationale ...................................................................................................................................................... 5 Part 2. Analysis Report ............................................................................................................................................... 7 Part 2a. Description of Need ..................................................................................................................................... 7 Part 2a1. Needs Analysis Survey .......................................................................................................................... 7 Part 2a2. Needs Analysis Data Report .................................................................................................................. 8 Part 2b. Description of the Learning Context ............................................................................................................ 9 Part 2b1. Learning Context ................................................................................................................................... 9 Part 2b2. Transfer Context .................................................................................................................................. 10 Part 2bc. Description of the Learners ................................................................................................................. 10 Part 2bd. Learning Task Analysis (the Flow Chart) ........................................................................................... 12 Part 3. Planning ......................................................................................................................................................... 13 Part 3a. Learning Objectives (List) ......................................................................................................................... 13 Part 3b. Matrix of Objectives, Blooms Taxonomy, and Assessments ................................................................... 13 Part 3c. ARCS Table ............................................................................................................................................... 15 Part 4. Instructor Guide ............................................................................................................................................ 17 Part 5. Learner Content ............................................................................................................................................ 20 Part 5a. Learning Materials ..................................................................................................................................... 20 Part 5b. Formative and/or Summative Assessment Materials ................................................................................. 20 Part 5c. Technology Tool Justification .................................................................................................................... 21 Part 6. Formative Evaluation Plan ........................................................................................................................... 22 Part 6a. Expert Review ............................................................................................................................................ 22 Part 6b. One-to-One Evaluation .............................................................................................................................. 22 Part 6c. Small-Group Evaluation ............................................................................................................................. 22 Part 6d. Field Trial .................................................................................................................................................. 23 Part 7. Formative Evaluation Report ...................................................................................................................... 24 Part 7a. Evaluation Survey and Rubric.................................................................................................................... 24 Part 7b. Results of the Expert Review ..................................................................................................................... 25 Part 7c. Comments on Change ................................................................................................................................ 26 Part 8. AECT Standards Grid .................................................................................................................................. 27
Synthesis/Reflection Paper When I started the EdTech503 class, I didnt know what instructional design entailed. Throughout my brief teaching career, I created lesson plans and implemented instruction. But I never thought twice about who had written the instructional materials I usedexcept when I found a typo or a statement that seemed to have been pulled out of thin air. Since becoming marketing editor for a textbook publisher, I continue to seek and find typos but have also begun to understand more about what goes into creating instruction. I am now familiar with the terms differentiated instruction, scope and sequence, and formative and summative assessment (terms I probably should have learned before diving into the deep end of teaching with no training). However, my job as editor is to look at this content after it has been created and summarize for potential customers how all of the components combine to provide effective instruction for a particular audience with specific needs. Until conducting a needs analysis for this class, I had nothing to do with identifying learners needs. Analyze was a term on a test, and the word design referred primarily to the process of laying out pictures and text on a print or digital page. My editorial experience in newspapers, magazines, and marketing has always involved working closely with a Design Department, which is responsible for taking the words I edit, creating informational graphics, choosing relevant images, and arranging it all in a way that conveys the message and, above all, looks good. Ive always admired these creative individuals but never envied themprimarily because, in my experience, they have never been in control of the content. The designs they come up with are too often torn apart because the people who initiate the project either dont know what they are really trying to say or dont know how to explain it to the designer whose job it is to manifest their idea. Many times the project initiators admit to not knowing what the message is until they see it laid out, which puts the designer in a chicken-and-egg predicament. Despite the popular office placards statement that Poor planning on your part does not constitute an emergency on my part, thats often what happens. So you can imagine my surprise and excitement when I read in the first chapter of our EdTech503 text, Instructional Design by Patricia L. Smith and Tillman J. Ragan, an explanation that elevates the role of the designer and gives the position its due respect: Design is related to planning, the difference being that once the expertise and care with which planning is conducted reaches a certain point, we begin to refer to the activity as design (Smith & Ragan, 2005, p.6). The authors go on to explain that the term design implies a high level of care and sophistication and a good amount of specialized knowledge and skill (Smith & Ragan, 2005, p. 6). Reading this gave me fresh hope and perspective on what instructional design could be. It confirmed what I had found while perusing Instructional Design job postings in the first week of the course. The skills, knowledge, and background requirements for an instructional designer were extensive and well-aligned with what I have been learning and expect to learn in Boise State Universitys MET program. If I were to pursue it as a career path, I may have the opportunity to edit and produce video, and hone the web design skills I began to develop in EdTech 502. Taking Multimedia (EdTech 513) taught me more about the podcasting Ive been doing as part of my current job, and I see many possibilities for applying my knowledge of instructional design in the development side of my company. When working on Part 1 of the final ID project, I realized how much goes into the front end of instructional design. I would liken the entire process to the first ski trip of the season. 3
After you have established your goal and timeframe, you must assess what you need to bring. This often involves digging through boxes in storage, just as an instructional designer would pick students brains to determine what background knowledge is already stored there. In Part 1 of the final ID project, I surveyed potential students to determine what they already knew in relation to the Sanskrit curriculum and the technology tools I planned to use. In doing so, I put together the equivalent of a ski trip shopping list (e.g., missing/worn/outgrown gloves, hats, skis, boots, snow pants, socks, etc.). Rather than a list, this stage of the instructional design process required the creation of an information-processing analysis flow chart outlining the steps that must be taken to accomplish the goal. A second flow chart broke down the prerequisite skills or knowledge a learner must have to achieve each step. Another step in planning a ski trip is deciding where to go. You can check the snow reports and weather reports online, draw from past experience on various mountains, and estimate the travel time based on distance and traffic. This is similar to determining the learning context for your instruction, based on the needs, characteristics and skills of the learners. Some conditionslike the temperature and the presence or absence of powderare out of our control. But if we know that someone has never skied before, then taking that person to a mountain dominated by moguls and black diamond trails would not be appropriate. On the other hand, if someone is an experienced skier, you wouldnt want to plan a trip for them to the bunny slope. If you would have to drive a very long way to get to the mountain, then perhaps you should set your sights on a closer destinationin other words, a more easily achievable objective. Designing the learning objectives would be akin to plotting out on the ski map which trails you will take. Whatever you choose should match your objective of having fun, challenging yourself, getting down as fast as possible because your feet are freezing, and so on. It wont be hard to assess your performance based on how sore you are after each particular run (formative) and at the end of your day on the slopes (summative). Based on your assessment, you may choose to do some more squats at the gym before heading out on your next ski adventure. Part 2 of the final ID project involved the development, implementation, and evaluation stages of the instructional design process. You may need to motivate yourself or others in your ski party (ARCS Model) and, particularly on the first ski trip of the season, recall relevant prior knowledge. Is skiing like riding a bicycle? Do you remember the minute you slide off the lift, or is it necessary to relearn to some extent at the beginning of each season? An instructional designer can account for either possibility by developing instruction that is flexible and includes ongoing assessment. On the slopes, this would mean starting out on a green or blue trail and adjusting the next run based on how you did and felt. If the instructional designer has based the teacher and learner materials on research and data from the analysis phase, implementation has a much better chance of being successfuland the skiers are less likely to break any bones. Aprs the day, everyone involved in the trip can talk about what worked and what didntand the cycle of instructional design continues, unbroken.
References Smith, P. L., & Ragan, T. J. (2005). Instructional design. Hoboken, N.J: J. Wiley & Sons.
Part 1. Topic: Intro to Sanskrit Speech Sounds by Kathy Strickland Part 1a. Stated Learning Goal
After three hours of classroom instruction (one 15-minute lesson per week for 12 weeks), learners will be able to sing the Sanskrit alphabet song with correct pronunciation.
The goal of correctly pronouncing the Sanskrit alphabet song involves the two critical components of a psychomotor skill: (1) a demonstration and explanation that leads to the verbal information and procedural rule learning that form the basis for the executive subroutines, and (2) practice with feedback that leads to temporal patterning (Smith & Ragan, 2005, p. 275). Weekly whole-class practice of the speech sounds would be considered massed, with spaced practice sessions to be done individually outside of class. The speech sounds will be practiced in parts, with each lesson ending in the recitation of a segment of the alphabet song. Each verse learned will be practiced at the beginning and end of subsequent lessons, and the culmination of the module will be putting all of the parts together to sing the whole alphabet song. The three phases associated with learning a psychomotor skillcognitive, associative, and autonomous (Smith & Ragan, 2005, p. 278)also apply to the I do, we do, you do approach of instruction and practice in this subject. Students will listen to the teacher pronounce a sound and present associated information, practice pronouncing it with the teacher and their peers, and then practice it on their own, getting feedback on their progress. The three phases described in the text for teaching psychomotor skills prior to practice, during practice, and after practice (Smith & Ragan, 2005, p. 279)also apply to this instruction, which will (1) prepare and engage learners, (2) provide meaningful, supported practice, and (3) provide feedback, observe and assess learning, and remotivate and close each lesson.
Part 2. Analysis Report Part 2a. Description of the Need Part 2a.1 Needs Analysis Survey
The following 22 questions were e-mailed to 10 parents of 13 prospective students. As the learners are minors (ages 7 to 12), my SME and I decided it would be best to survey their parents. Parents were encouraged to answer these questions with their childrens participation, and most of them did involve their kids. We received completed surveys from 8 parents for 11 prospective students (11 total surveys returned). One parent surveyed via e-mail is a colleague of my SME and a potential teacher of the curriculum. The 12th needs analysis survey reported here was conducted face-to-face with a 10year-old girl in the presence of her father. The following explanation was given with the e-mailed surveys: I will be designing Sanskrit instruction as part of a new program to introduce children age 7 to 12 to the Vedic sciences via weekly hour-long classes. We are conducting this survey to get a feel for what students in this age group know, how they learn, and what they are interested in learning. 1) 2) 3) 4) 5) 6) 7) 8) 9) 10) 11) Where does your child go to school (public or private)? What is your childs age and grade? What subjects does your child study in school? In what extracurricular activities is your child involved? What are your childs hobbies/interests? Does your child go to church/temple with classmates? Does your child share any other community ties with classmates? Is your child bilingual? If so, what other language(s) does he/she speak? How does your child feel about school? How does your child feel about tests? What is your childs background in and previous exposure to the following: a. Do they know anything about astrology? b. Have they heard Sanskrit words used before (perhaps in a yoga context)? c. Have they heard Indian music or chanting? How familiar/comfortable is your child with using social media (e.g., YouTube, Facebook)? Does your child currently use any sort of cloud-based platform for sharing/peer collaboration in school or at home (e.g., Google Docs)? What motivates your child? Does your child have any physical or cognitive disability that might affect how he/she learns? (Please include hearing or speech challenges.) Does your child have any behavioral issues that might interfere with learning? Is your child used to doing homework or home study/practice? If yes to #17, for what subject or activity does your child study/practice most? Is your child reading and writing at grade level? How comfortable is your child with word processing (i.e., Microsoft Word or similar)? Does your child like to play video games/computer games? Does your child have any experience with audio or video editing or production?
12) 13) 14) 15) 16) 17) 18) 19) 20) 21) 22)
Grade 3
Grade 4
Grade 6
Grade 7
Figure 1
Although our sample size was quite small, some interesting trends emerged. Of particular interest were the types of technology students used for social and educational purposes and how they were using it; students study habits and feelings about school; and their prior exposure to Sanskrit and other topics in the program curriculum (see Part 2c for learner characteristics).
Part 2b. Description of the Learning Context Part 2b.1: Learning context
This instruction situates in a private learning environment that is not associated with any larger learning system. Although not focused on religion or affiliated with any religious organization, one might describe it as an alternative Sunday School. Class will meet once a week, on Sunday mornings. The Sanskrit instruction will be delivered at the start of each weekly hour-long lesson, followed by subsequent 15- to 20-minute lessons in Vedic astrology and art. Although the group offering this program of study has members across the country, the pilot program will take place in Fort Collins, Colorado. Classes will meet in a yoga studio while parents have the option of attending a yoga class in the same building. The yoga studio has one large yoga room, a small kitchen, two bathrooms, a lobby/office area, and two smaller rooms with doors branching off of the back of the yoga room. These rooms are welllit and open, with hard-wood floors and no furniture. Students will meet in one of these rooms and sit on the floor on yoga mats, bolsters, meditation pillowswhatever makes them comfortable. If there is enough enrollment to justify splitting the students into two rooms, they will be divided according to age (e.g., 7-9 and 10-12). There is currently ample audio equipment (stereo, iPad dock, MP3 port) and Internet access in each room. A computer, projector, laptops, tablets, and any other necessary hardware will be brought in by the teacher. There is a wall suitable for projecting. There will be one teacher in each classroom, who is knowledgeable in all curriculum topics. The teacher I am working withwho is also my Subject Matter Expert (SME)has taught Sanskrit to adults and is currently earning her masters in Religious Studies with Language (Sanskrit) from Naropa University. She is a founding member of a national group of scholars whose goal is to provide instruction in the Vedic sciences to young people. After the pilot program in Fort Collins, the group plans to expand to other locations where members live, as these scholars would be the initial teachers. The teachers, most of whom are U.S. citizens, are highly knowledgeable in their subject areas, but their level of teaching experience particularly with this age groupis generally low. They are comfortable incorporating technology into their classroom instruction and at-home reinforcement/practice.
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39%
46%
15%
Figure 2
None of the students we surveyed reported having a learning disability or behavioral issue that could affect learning, which indicated a stable similarity (Smith & Ragan, 2005, p. 59). Students in the same grades (see Figure 1) typically studied the same subjects, which was a changing similarity and also a stable difference when looking at students across grade levels. Hobbies/interests and extracurricular activities could be viewed as changing similarities or changing differences, and no clear or relevant trend emerged in this area. Although it was a small sample, the 12 surveys we received resulted in the identification of several relevant learner characteristics that represented all four practical categories identified in the textbook: cognitive, physiological, affective, and social (Smith & Ragan, 2005, pp. 69-70).
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12
Knowledge/Imitation
Performance
13
Comprehension/Manipulation
Performance
Comprehension/Manipulation
Performance
Comprehension
Pencil-and-Paper (Recognition)
Comprehension/Manipulation
Performance
Comprehension/Manipulation
Performance
Comprehension/Manipulation
Performance
Comprehension/Manipulation
Performance
10
Knowledge/Imitation
Performance
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Analysis
Performance
Observation (call and response, for participation only) Observation with rating scale
Recognize the vowel symbol and pronounce its sound Recognize the consonant symbol and pronounce its sound Identify which vowel sounds combine to create each dipthong Recognize the dipthong symbol and pronounce its sound Recognize the Anusvara and Visarga symbols and pronounce their sounds Recognize the semivowel symbol and pronounce its sound Recognize the sibilant symbol and pronounce its sound Repeat the song of vowels and dipthongs Distinguish between short/long and guna/vrddhi when speaking each vowel sound Repeat each consonant song
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Knowledge/Imitation
Performance
13
Analysis
Performance
Observation (call and response, for participation only) Observation with rating scale
Distinguish between hard/soft and unvoiced/voiced when speaking each consonant sound
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14
Analysis
Performance
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Knowledge/Imitation
Performance
Observation (call and response and sing together, for participation only)
Distinguish between unaspirated and aspirated when speaking each consonant sound Repeat parts of Sanskrit alphabet song, then sing entire song together with teacher and class
NOTE: In the chart above, some pencil-and-paper assessments will be administered orally.
ATTENTION
A3. Variability
Show an example of a Sanskrit story, retold as an Aesops Fable: http://www.youtube.com/watch?v=Amr76jVVGMY Recite full Sanskrit alphabet song to capture attention again. Bring out props: whisper phones and mirrors. Continue to ask thought-provoking questions. Use movement by practicing yoga poses students are familiar with and saying the Sanskrit names of the poses.
RELEVANCE
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R3. Familiarity
Ask students to recall when they were learning to read and whether they learned any tricks to remember consonants and vowels. Ask students about their prior knowledge of ancient Greece, Greek mythology, Aesops Fables. Ask students to locate India on a world map. Ask students about their experience with yoga; ask anyone who has experience if they would be comfortable demonstrating a pose (name the pose in Sanskrit).
CONFIDENCE
SATISFACTION
S3. Equity
Celebrate as a class the accomplishments of the group as a whole. Consider rewarding students by teaching them a fun Bollywood-style dance or bringing a traditional Indian treat.
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Body
Stimulate Recall of Prior Knowledge ASK students to think back to when they were learning to read. How did they learn their letters and the associated letter sounds? When did they learn the difference between consonants and vowels? How about short and long vowels? Did they learn any tricks for remembering the sounds? Did they learn a song for the vowels? This will be a learner-controlled review of relevant knowledge in which the learner, being aware of the instructional purpose, searches memory for relevant knowledge and abilities (Smith & Ragan, 2005, p. 134).
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Present Information and Examples SHOW color-coded chart of all 48 sound symbols in horizontal lines (without mouth diagram) from the textbook*, p. 1. [See Appendix, Teachers Resource Guide, p. 6.] ASK: Has anyone seen symbols like this before? EXPLAIN that each of these symbols is associated with a sound and that they will recognize many of the same sounds in Sanskrit as in English, even though the symbols look very different from the letters they know. SING the full Sanskrit alphabet song while following the rows of symbols horizontally. SHOW color-coded chart of all 48 sound symbols in horizontal lines (with mouth diagram) from the textbook*, p. 1. [See Appendix, Teachers Resource Guide, p. 7.] EXPLAIN that students will practice making each sound individually by moving their mouth, tongue, and lips in specific ways. Each sound is associated with a certain position of the mouth. At the end of this class, students will be able to sing along with the teacher. Focus Attention or Gain & Direct Attention CIRCLE or HIGHLIGHT the vowels at the top of the chart of Devanagari symbols, as well as the semivowels in the second to last row, and explain that this is the first group of letters students will learn. SING just the vowel verse of the Sanskrit alphabet song. CIRCLE or HIGHLIGHT each row of consonants in order of the syllabus: Row 1, 2, 3, 4, 5, and finally the bottom row of sibilants. Guide or Prompt Use of Learning Strategies SHOW students the whisper phone they can use to isolate the sound of their own voice. SHOW students how they can also watch themselves in their mirrors as they pronounce the sounds and see how wide their mouths are open and how close their tongues are to their teeth. [Each student will have a whisper phone and a mirror to use in class; see Appendix, Teachers Resource Guide, p. 9.] EXPLAIN: They will also listen outside of class to the CDs that come with their textbook (if and when there is a website established for the program, relevant tracks from the CDs for each lesson will be posted there). Explain that they will record themselves practicing call and response at home so that they can play it back to themselves. They will also share some recordings via Sound Cloud. Practice or Provide for and Guide Practice TELL the students you will now practice the call-and-response strategy that they will use every day in class and also on their practice CDs at home. ASK: Who can tell me again the English vowels? Lets practice those, because next week we will be learning the Sanskrit vowels. PRACTICE call and response with English vowels. This should be done in the style Vyaas Houston uses in the Intro to Sanskrit CDs*. Evaluate Feedback or Provide Feedback PRACTICE again, allowing the students to use their whisper phones to better hear their own voices and evaluate how their voices sound as they repeat the English vowels. PRACTICE again, allowing the students to use their mirrors to watch themselves pronounce the sounds and evaluate the shape of their mouths as they pronounce the name of each letter.
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Provide feedback on how the students performed in their first call-and-response activity. Remind them that those were the names of the English vowels, and in Sanskrit there are only sounds, which must be pronounced just right to be recognized.
Conclusion
Summarize and Review EXPLAIN that the students have now learned what they can expect to learn over the course of the semester. Review that Sanskrit is an ancient language that originated in India and has been around for thousands of years. Review that the learning of the Sanskrit alphabet song is the first step in learning the oral language and that learning Sanskrit is easier than learning English in that each symbol corresponds with only one unique sound. Recap the learning strategies to be used in class and at home. Transfer Learning or Enhance Transfer ASK: Now that you have been introduced to the Sanskrit language, what can you tell me about it? What struck you as something interesting that you will want to share with a parent or friend? How is learning Sanskrit speech sounds and the alphabet song similar to or different from learning those things in English? Remotivate and Close TELL the students congratulations for already learning something that not many people know. Tell them that this is just the first step in learning the oldest language in the world! EXPLAIN that in the next lesson students will learn the simple vowel sounds and how to correctly pronounce each sound by moving the mouth in specific ways. Assess Learning Apart from the far transfer questions in the Transfer Learning section, no further assessment will be conducted in the first lesson. Subsequent lessons will begin with review of what was previously learned and end with a performance observation of students repeating the speech sounds taught in that lesson. Starting with Lesson 4, a verse of the Sanskrit alphabet song will be sung and assessed in each lesson, with verses building on one another until the entire song is mastered. Provide Feedback and Remediation EXPLAIN to students that in the future there will be a homework assignment given at the end of each lesson. This will involve listening to specific tracks on their CD and recording themselves in the call and response. The teacher will provide quick feedback on anything that is shared via Sound Cloud, and peers may also provide feedback to one another. As they say, practice makes perfect.
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THE TEACHERS PERFORMANCE OBSERVATION RATING SCALE IS AS FOLLOWS: For Simple Vowels: Is it clear from the students pronunciation that the sound is: Short or Long Formed from proper mouth position* YES YES NO NO
For Consonants: Is it clear from the students pronunciation that the sound is: Hard or Soft (Unvoiced or Voiced) Aspirated, Unaspirated, or Nasal Formed from proper mouth position* YES YES YES NO NO NO
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STUDENTS WILL ALSO ASSESS THEMSELVES USING THE FOLLOWING TECHNIQUES: 1. Hold your hand in front of your mouth to feel whether the sound is short or long (vowels), unaspirated or aspirated (consonants)you should feel your breath if long/aspirated 2. Put your fingers in your ears while saying the consonant sound to see if its hard or soft (voiced or unvoiced)you should feel a resonance if soft/voiced 3. Listen to yourself pronounce the sound into your whisper phonesound will be amplified 4. Observe in your mirror the shape of your lips and the position of your tongue when making the sound (mostly effective with Dental and Labial mouth positions) For explanations of the above terms and techniques, refer to pages 8 and 9 of the Teachers Resource Guide [see Appendix]. Subsequent lessons will begin with review of what was previously learned and end with a performance observation of students repeating the speech sounds taught in that lesson. Starting with the songs foundation in Lesson 3 [see slide 5 in Appendix], a verse of the Sanskrit alphabet song will be sung and assessed in each lesson, with verses building on one another until the entire song is mastered. In evaluating student performance, it may be practical to remind them that in Sanskrit there are no letter namesonly sounds, which must be pronounced just right to be recognized and distinguished from one another. Some sounds are indeed quite similar. A survey will be given at the end of the course to assess students understanding and attitudes about key concepts taught.
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Part 7. Formative Evaluation Report Part 7a. Evaluation Survey and Rubric
I sent the following to my SME via Survey Monkey (https://www.surveymonkey.com/s/ ): Thank you for taking the time to review the Introduction to Sanskrit Speech Sounds instruction. Once you have completed reviewing the instructional design, please take a few moments to fill out this survey. Item Strongly Disagree (1) Disagree (2) Neutral (3) Agree (4) Strongly Agree (5)
1. The learning objectives are appropriate. 2. The instruction addresses student needs, as identified in the needs analysis. 3. The design of the instruction moves students toward achievement of the ultimate learning goal. 4. The steps outlined in the task analysis flow chart align with the actual lesson plan. 5. The instruction is ageappropriate. 6. The practice/homework activities are appropriate and meaningful. 7. The described learning context is appropriate for this instruction. 8. The Instructor Guide is easy to follow. 9. The student materials are accurate and relevant. 10. The pacing of instruction is appropriate.
In addition to the survey, I asked my SME the following questions via e-mail: 1. Is the instruction lacking any important components? If yes, please explain. 2. Considering what you know from the needs analysis survey and learner description, what parts of the instruction do you think will hold their attention, and where might we lose them? 3. What would you add to the instruction to make it more engaging or effective? 4. Are there any alternative teaching methods/strategies you would recommend? 5. Do the assessment criteria match the objectives, and will the assessment methods reliably indicate student learning? If not, how could learner be better assessed?
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X X X
X X
X X X
ID Project ID Project
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2. 3. 4. 5. 6. 7. 8. 9.
10. Provide a succinct summary of various learning contexts (declarative knowledge, conceptual, declarative, principle, problem-solving, cognitive, attitudinal, and psychomotor) 11. Build an instructional design product that integrates major aspects of the systematic process and make this available on the web. a. Describe the rationale for and processes associated with needs, learner, context, goal, and task analyses i. ii. Create and conduct various aspects of a front-end analysis Identify methods and materials for communicating subject matter that are contextually relevant
b.
Describe the rationale for and processes associated with creating design documents (objectives, motivation, etc.) i. ii. iii. Construct clear instructional goals and objectives Develop a motivational design for a specific instructional task 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
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d.
Describe the rationale and processes associated with the formative evaluation of instructional products i. Create a plan for formative evaluation
12. Identify and use technology resources to enable and empower learners with diverse backgrounds, 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 Educational Communications and Technology 15. Use various technological tools for instructional and professional communication
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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 the implementation of instructional strategies.
2.0 Development
2.0.1 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 for the 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 of productions 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 integrated application programs. 2.3 Computer-Based Technologies 2.3.2 Design, produce, and use digital information with computer-based technologies.
3.0 Utilization
3.1 Media Utilization 3.1.1 Identify key factors in selecting and using technologies appropriate for learning situations specified in the instructional design process. 3.1.2 Use educational communications and instructional technology (SMETS) resources in 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 various learning contexts. 3.3.3 Identify strategies to maintain use after initial adoption.
4.0 Management
(none specifically addressed in 503)
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5.0 Evaluation
5.1 Problem Analysis 5.1.1 Identify and apply problem analysis skills in appropriate school media and educational 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.
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Appendix
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References
Egenes, T. (1994). Introduction to Sanskrit: Part 1. Delhi, India: Motilal Banarsidass Publishers. Houston, V. (1991). Intro to Sanskrit: Lesson 1 of Sanskrit by CD. Brick, NJ: The American Sanskrit Institute. Keller, J. M. (1987). The systematic process of motivational design. Performance & Instruction, 26(9/10), 1-8. Paulson, L. H., & Kuhn, L. (2010). LETRS for early childhood educators presenters kit CD-ROM. Longmont, CO: Cambium Learning/Sopris West. Paulson, L. H., & Moats, L. C. (2010). LETRS for early childhood educators. Longmont, CO: Cambium Learning/Sopris West. Smith, P. L., & Ragan, T. J. (2005). Instructional design. Hoboken, N.J: J. Wiley & Sons.
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Lesson Slides
Intro to Sanskrit Speech Sounds 12-week course
Lesson 2
Simple Vowels:
Lesson 3
Dipthongs:
Lesson 3 (continued)
Anusvara and Visarga:
Lesson 3 (continued)
Foundation of Alphabet Song:
Lesson 4
Not-So-Simple Simple Vowels
Lesson 5
Guttural Consonants:
Lesson 6
Palatal Consonants:
Lesson 7
Cerebral Consonants:
Lesson 8
Dental Consonants:
Lesson 9
Labial Consonants:
Lesson 10
Semivowels:
Lesson 11
Sibilants and Aspirate:
Table of Contents
Course Sequence..3 Charts from Sanskrit by CD4 Sound Symbol Chart by Lesson...5 Sound Symbol Chart Master..........6 Sound Symbols/Mouth Positions Master.7 Alphabet Characteristics..8 Whisper Phone Technique 9 Extensions to English Speech Sounds..10
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Course Sequence
Lesson 1: Introductionsee Instructor Guide VOWELS: Lesson 2: Simple Vowels (Part 1) Lesson 3: Dipthongs, Anusvara, Visarga Lesson 4: Simple Vowels (Part 2) CONSONANTS: Lesson 5: Guttural Consonants Lesson 6: Palatal Consonants Lesson 7: Cerebral Consonants Lesson 8: Dental Consonants Lesson 9: Labial Consonants Lesson 10: Semivowels Lesson 11: Sibilants Lesson 12: Complete Alphabet Song
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Lesson 2: Lesson 3: Lesson 4: Lesson 5: Lesson 6: Lesson 7: Lesson 8: Lesson 9: Lesson 10: Lesson 11: Lesson 3:
American English contains a set of 44 speech sounds called phonemes. We refer to speech sounds, not alphabet letters.
How many sounds are there in the English language?
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Figure 2.1: English Vowel Phonemes by Order of Articulation (Adapted from Moats, 2009b)
about itch apron echo book apple ice cream octopus umbrella up paw prints boat book
book
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Consonant Characteristics: Place Place: where sounds are madein the front, middle, or back of the mouth
Lips (front of mouth) Tongue between the teeth Tongue behind top teeth Tongue on roof of mouth Tongue in back of mouth Way in back of mouth /p/, /b/, /m/, /f/, /v/, /w/, /wh/ /th/ (as in thumb), /th/ (as in the) /t/, /d/, /n/, /l/, /s/, /z/ /sh/, /zh/, /ch/, /j/, /r/, /y/ /k/, /g/, /ng/ /h/
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Consonant Characteristics: Manner Manner: how sounds are formed with lips, teeth, tongue, or vocal tract
Stops /p/, /b/, /t/, /d/, /ch/, /j/, /k/, /g/
Fricatives /f/, /v/, /th/, /th/, /s/, /z/, /sh/, /zh/, /h/ Nasals Glides Liquids /m/, /n/, /ng/ /w/, /y/, /wh/ /l/, /r/
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When you ask young children to isolate a beginning sound in a word, which of these two would be easier for them to identify? The /t/ in the word top. The /s/ sound in the word sun.
The /s/ sound in the word sun. Sounds that are said for a longer period of time give young children a better chance at perceiving the presence of the sound; /s/ is easier to perceive than /t/.
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The Sounds of English Provide the Building Blocks for the Words We Say
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How many graphemes (letter patterns and spellings) represent the speech sounds in American English?
over
250
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