3-1_설계과목_교수설계2_과제샘플

Instruction for Food Additive0746007 김원주│ 0846040 강유진 │ 0946008 김아연 │ 0946031 정유인

2010, springInstructional Design Project

Prof. Lee, Jung min

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CONTENTS

1. Analyzing the Learning Context2. Analyzing the Learner3. Analyzing the Learning Task4. Assessing Learning from Instruction5. Strategy6. Learners’ assessment of the instruc-

tion7. Evaluation & Revision

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ANALYZING THE LEARNING CONTEXT

Analyze │ Assess │ Strategy │Learner’s assess │ Re-vise

1) Food additives teaching in10st grade is not currently provided

• These days food’s stability is quite important factor in our life, however instant foods added too much food additives are eaten frequently therefore food additives make hot issue.

• The adolescence is 2nd period of growth which shows drastic growth in physical and mental. In that period nutrients are signif-icant but knowledge of food additives is deficiency level.

• Also, in regular science contents, there isn’t any food additives teaching.

• Innovation Model

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2) Does the learning context seem to require the par-ticular capabilities of a particular medium?

• Our project may use computer for students and teacher. We will conduct to show video which will help students to motive their in-terest about food additives.

3) What is the existing philosophy, strategy, or theory behind the currently food additives?

• → Teachers teach not only giving students knowledge of food additive’s list, but also giving them real experience about the negative effect of the food additive.

Food additives are sub-stances added intention-ally to foodstuffs to per-form certain technological functions

Food additives are not suitable to children and students, because all these ADI is provided in criteria of adult not fit for adolescence.

vs

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4) What types and quantities of hardware are available in Seo in-cheon high school in In-cheon districts?

• According to In-cheon school research, 100% of classes have enough computers, which teacher can use (can play power point, video, flash etc) Besides School has beam project, project TV.

5) Do teachers/administrators plan to use mediated instruction as the cen-tral portion of instruction? What experiences have the teachers had with media-based systems?

• Teacher think new media-based instruction is quite hard, because they are not familiar with that and they don’t have sufficient multi- ma-terials about food additives.

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ANALYZING THE LEARNER


S high school 38 Female students

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37%

53%

11%

이과문과예체능

23%

28%21%

14%

14% 전혀그렇지 않다그렇지 않다보통이다약간그렇다아주그렇다

1. 2 학년 때 어느 쪽으로 지원 할 예정인가요 ?

2. 과학 교과의 학습이 꼭 필요하다 고 생각하나요 ?

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3% 5%

26%

38%

28%

전혀그렇지 않다그렇지 않다보통이다약간그렇다아주그렇다

7. 식품첨가물에 대해 들어본 적이 있나요 ?

8. 식품 첨가물에 대한 학습이 필요 하다고 느끼나요 ?

5% 8%

26%

39%

21%전혀그렇지 않다그렇지 않다보통이다약간그렇다아주그렇다

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Cognitive characteristics

Students have low cognition to science since they are almost going to liberal arts. They feel difficulty not only science but also lesson nutrition. Besides they think lesson nutrition is useful and effective for real context. Science classes are just proceeded by providing lecture, which are not do experimen-tal work. Physiological characteris-

tics

Students are all 17 years old girls. All of them have not big problem but there are some people who aren't feeling well

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Affective characteristics

Social characteristics

Students are not interested in science but they are a little bit interested in lesson of nutrition. They feel the need to study of Food additives. They think knowing Food additives is impor-tant and essential. They feel awkward about experiment since they have rarely experienced of experimental work in science class.

Students haven't almost helped each other to do their task, Since basically they have low interest in science, they don't feel necessity of helping. Students feel the need to do team activity in class. Thus they want to do things which become intimate as well as help each other.

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ANALYZING THE LEARNING TASK


Expert

Sun Mi, Hu

S high school chemistry teacherCharging chemistry labora-tory

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1st : students can explain the effect and type of the food additive

Students can define the mean-ing of food addictive

Students can explain the purpose of the food

additive

Entry level

Students can clearly explain that the FDA manages all criteria for the acceptable daily

intake of the each type of food addi-

tive

Students can classify the

food addictive through each

purpose

Students can explain the type of the

food additive .

Students can give ex-planations about the negative effect of the

food additive.

Students can iden-tify acceptable

daily intake of the each type of food

additive

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2nd : students confirm through the eyes how much coupler is now using in the real world.

Add the 1g of N-1-hydrochlo-ride into a mortar and also add the 10g of sulfa acid and 89g

of tartaric acid.

After Mixing the con-tain , pour it into the

bottle ‘A’.

Entry level

Take the various type of sausage and ham

and chop these mate-rial

Put the 1g of the chopped ham and

sausage into beaker

Warm up the beaker in double boiler for

20min.

Put the 99ml wa-ter into the

beaker

M

Pour the water into a bowl

Put the beaker into the bowl

Light the alcohol lamp

Students can ex-plain the matters that require when using the alcohol

lamp

Take the 2ml of water by using the pipette , and put the liquid into

the test tube

Put the 0.5g of reagent of the bottle ’A’ into

the test tube and check the color change of the

tube

Set up the dis-posable device

on the top of the pipette.

Decide the vol-ume of the liquid by using the yel-

low button

Push the yellow button and make sure all the vol-

ume of liquid comes out

Remove the pipette.

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ANALYZING LEARNING


• The Plan of Formative Evaluation – 1st lesson : Using the aid book which students can write

down in the middle of instruction what they are learning.– Example :

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ANALYZING LEARNING


• The Plan of Formative Evaluation – 1st lesson : Using the aid book which students can write

down in the middle of instruction what they are learning.– Example :

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ANALYZING LEARNING


• The Plan of Formative Evaluation – 2nd lesson : Making students to fill out the experimental

report in the lesson to assess their experiment process and result

– Example :

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ANALYZING LEARNING


• The Plan of Summative Evaluation– 1st lesson : After the first time lesson, an examination is

taken to ascertain if the students understood well what they learned

– The examination contains both subjective and objective questions

– Example :

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ANALYZING LEARNING


Students can define the meaning of food addictive

Object 1

Students can ex-plain the purpose of the food addictive

Object 2

Students can give explanations about the negative effect

Object 3

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ANALYZING LEARNING


• The Plan of Summative Evaluation– 2nd lesson : We plan to evaluate 2nd lesson in 3 sector by

rubric – Such as process of observation, attitude of observation

and Result of observation– Example :

Field of Evaluation ○ ×

Process of Observation

1. Add the appropriate quantity of the 1g of N-1-

hydrochloride into a mortar, 10g of sulfa acid and 89g

of tartaric acid?

2. After Mixing the contain, did they pour it into the bottle

‘A’.

3. Take the various type of sausage and ham and chop

these material ...

Attitude of

Observation

9. Did every team member participate in?

10. Did the student keep order?

11. Did the student keep in mind of safety?

(ex. Did the student blow out the alcohol lamp?)

Result of observation

12. Was the prepared ham's color changed properly?

13. Is there difference in color of each product's sausage?

14. Did the student explain the relationship of the amount

of coupler and the density of color?

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STRATEGY


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STRATEGY


• Instruments Materials– 1st lesson

PPT slides A song(with changed lyrics)

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STRATEGY


• Instruments Materials– 1st lesson

Games with reward(fruits)

Mind mapping

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STRATEGY


• Instruments Materials– 2nd lesson

PPT slides Materials for experiment

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STRATEGY


• Instruments Materials– 1st and 2nd lesson

Aid book

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STRATEGY


Pocket book

• Instruments Materials– 1st and 2nd lesson

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LEARNERS’ASSESSMENT OF INSTRUCTION

• We analysis our instruction with these survey to students

• Result2. Especially ‘song’ is the most interest-

ing3,4. good5. PPT added video media didn’t work

occasionally. 6,7. Questions and feedback are all

good

• However, problem is bor-ing normal explanationSo we want to revise into energetic activity


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EVALUATION & REVISION

• 1st lesson– Contents( in Process information)

Give definitions of the food additives by using PowerPoint presentation

– After instrumentDuring the process, learners seemed to be bored and felt it difficult to understand

– Revision① To make the blanks on the PowerPoint slide② Give the students time to think about the blanks ③ Give students a chance to speak out the an-swer


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• 1st lesson– Contents( in Practice)

Students find the certain food additive among the real product mark

– After instrumentTheir materials generally were limited on the sweets or hams or dairies

– RevisionBefore the class, Notice that try to bring the labels on the various type of products

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• 1st lesson– Contents( in remotivate and close )

Emphasizing that the students should monitor the food additives from now on

– After instrumentConveying this message only through a saying was not that appropriate

– RevisionMake the students write a reflection paper about their life related to the food additives

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• 2nd lesson– Contents( in recall prior knowledge)

Teacher points out this prior knowledge about how to use the laboratory

– After instrumentStudents don’t heard carefully how to use the laboratory.

– RevisionDemonstrate or show the material is more likely to get their attention, such as showing the alcohol lamp and show how to use it.

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• 2nd lesson– Contents( in remotivate and close)

Students will informally presentation about the chances of food purchasing attitude

– After instrument There were 2 types of students. One group was moti-vated through the presentation, but the other group wasn’t.

– Revision To motivate every student, there should be at least 2 types of ways to stimulate the motiva-tions.

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QUESTION AND ANSWER


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3-1_설계과목_교수설계2_과제샘플

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