Running head: EXPERIENTIAL INSTRUCTIONAL APPRAISAL 1
Experiential Instructional Appraisal (ExpIA) Model
Cynthia Crump
University of Phoenix
February 14, 2011
Experiential Instructional Appraisal 2
Experiential Instructional Appraisal (ExpIA) Model
Educators suggest more collaborative, reflective, frequent assessment to replace the
traditional evaluation procedures, in order to promote school-based professional development
(Hooker, 2009; Marshall, 2009; Nolan & Hoover, 2008). Despite dissatisfaction voiced by
critics, the observation tool continues to be the most important instrument to assess validly and
objectively teacher performance (Marshall, 2009). From the many choices, an educator might
have difficulty to find one applicable to a specific content area and/or theory of learning.
Following, is a presentation of a curriculum and instruction appraisal model. Experiential
learning provides the theoretical framework to guide the identification of domains and resulting
characteristics. The outline gives a rationale for the development of the instrument, and
procedures, which could assist the user during the various stages of observation. Other
supportive, reflective procedures will show the importance of collaborative approach. The rubric
will provide an objective tool to assess planning, execution and reflection of a lesson, expected
to address the experiential methodology outlined in the social studies curriculum.
Theoretical Underpinning
Influential educators such as Rogers, Dewey, and Kolb promoted experiential learning as
a philosophy and method of learning by experience – “… a process through which a learner
constructs knowledge, to foster skills and values from direct experience” (Ives & Obenchain,
2006, p. 65). Educators must use differentiated approaches to meet the learners’ needs,
(Wormeli, 2006). Teachers are responsible for planning and executing varied experiences so
students can participate and achieve competencies (Marsh & Willis, 2003).
Experiential Instructional Appraisal 3
Experiential learning theory (ELT) is one model or theory that could influence
differentiated procedures during instruction (Helms-Stevens & Griego, 2009). ELT supports
student-centered, activity based learning that guides students to do, apply, and reflect (Dewey,
1997). During the teaching-learning experiences, the facilitator promotes experience and self-
discovery, understanding a problem, and potential solutions (Kolb & Kolb, 2005). Kolb and
Kolb named the four stages, which could influence planning and instruction: (a) concrete
experience; (b) observation and reflection; (c) forming abstract concepts; and (d) active
experimentation.
Experiential Instructional Appraisal (ExpIA) Form
ExpIA tool (Appendix B) will be an instrument to assess school-based professional
development training of teachers to improve social studies teachers’ instructional skills outlined
in the curriculum (Ministry of Education, 2009a). Dissatisfaction with the low level of
competence of teacher planning and delivery of social studies (Ministry of Education, 2009b)
triggered interest in a plan to improve the experiential instructional skills of novice and
experienced teachers. University of the West Indies (UWI) assessment tool (Appendix C) is a
general tool; supplementing said tool with ExpIA, which specifically addresses best practice in
experiential teaching in social studies, could fill a void (See Reflection, Appendix D).
The support of mentor or coach is an important feature of the process; complemented by
ongoing instructional correction and adjustment to promote learner engagement (Carroll, 2009;
Onchwari & Keengwe, 2008). The domains include:
1. Planning and Preparation for Instruction
Experiential Instructional Appraisal 4
a. Organization
b. Goals and objectives
c. Student characteristics
d. Learning environment
2. Teaching
a. Concrete experiences
b. Observation and reflection
c. Concept formation
d. Active implementation
3. Self-monitoring
a. reflection
b. self-improvement
Several levels of proficiency outlined by Boston Public Schools Dimensions of Effective
Teaching and North Star Academic charter School (Marshall, 2009), and the University of the
West Indies (UWI) Assessment Tool for Teachers influenced the application of the following
rating scale: 4 Exemplary, 3 Mastering, 2 Inexperienced, 1 Beginning.
Administration
ExpIA signifies a paradigm shift in teacher preparation in social studies, focusing on
learner-centered approaches and constructive alignment between curriculum and pedagogy
(Harvey & Kamvounias, 2006; Lu, 2009). Facilitators could administer ExpIA weekly in the
first few weeks. As the teachers’ instructional skills improve, facilitators could expand the
Experiential Instructional Appraisal 5
timeline to bi-weekly, then monthly; relying more on snap shots and mini observations (Hooker,
2009; Marshall, 2009). Sometimes, the facilitator could apply the instrument to observe selected
domains, based on the observed and stated needs of the teacher (Marshall, 2009; Nolan &
Hoover, 2008).
Procedures. The main facilitator could create a collaborative team to include other
teachers, principal, and supervisor (Campbell & Brummett, 2007; Lu, 2009). In-class
observation might include (pre-observation conference, observation, and post observation
(Hooker, 2009). The pre-observation form (Appendix A) will have evidence of simple
biographic data to identify the teacher, and focus questions about the objective/outcomes,
expectations of students’ behavior, pre and post topics, and sharing the observation rubric
(Appendix B). Post conference will emphasize teacher’s reflection of practice, emphasizing
teacher’s strengths, and areas for improvement. A reflective journal could register teachers’
reflection of the impact of the professional development on practice, and influence the
development of an improvement plan (Hooker, 2009; McCabe, 2008).
Feedback. Sharing and feedback are crucial components of the model, to develop
quality instructional practice (Darling-Hammond, 2010; Hooker, 2009). Performance feedback
is useful for teachers’ insight into their practice (McCabe, 2008). Reflection promotes awareness
of the materials and methods they need to adjust their practice to be effective (Hooker, 2009).
Modes of feedback could include (a) face to face assessment of teacher performance during the
post observation sharing; (b) short notes of specific shortcomings and strengths, written and
given to the teacher; but following up as soon as possible instead of waiting for the teacher to
Experiential Instructional Appraisal 6
make contact (Marshall, 2009). Figure 1 (Appendix B) represents the assessment form which
supports the ExpIA model.
The ExpIA model has implications for leaders at the Ministry of Education (MOE) and
Department of Teacher Education (DTE), and schools, including principals and teachers. The
procedures and feedback outlined could benefit stakeholders when applied to school-based
professional development, especially improving social studies experiential instructional practice
and ultimately learners (Darling-Hammond, 2010; Hooker, 2009; McCabe, 2008). A forum
(Appendix D) is necessary to persuade the leaders in the Ministry of Education to support the
application of ExpIA to assess social studies instruction and complement other assessment tools.
.
Experiential Instructional Appraisal 7
References
Campbell, M. R., & Brummett, N. M. (2007). Mentoring pre-service teachers for development
and growth of personal knowledge. Music Educators Journal, 93(3), 50-55.
doi:10.1177/002743210709300320
Carroll, T. (2009). The next generation of learning teams. Phi Delta Kappan, 91(2), 8-13.
Retrieved from http://www.pdkmembers.org/members_online/members/orders.asp?action
Darling-Hammond, L. (2010). Teacher education and the American Future. Journal of Teacher
Education, 61(1-2), 35-47. doi: 10.1177/0022487109348024
Dewey, J. (1997). Experience and education (1st Touchstone ed.). City ST: Kappa Delta Pi.
Harvey, A., & Kamvounias, P. (2006). Bridging the implementation gap: A teacher-as-learner
approach to teaching learning policy. Higher Education Research and Development,
27(1), 31-41. doi:10.1080/07294360701658716
Helm-Stevens, R., & Griego, O. (2009). Evaluating experiential learning in organizational
behavior: Taking measure of student perception regarding group experience. American
Journal of Economics & Business Administration, 1(2), 138-140. Retrieved from
http://www.scipub.org/fulltext/ajeba/ajeba12138-140.pdf
Hooker, M. (2009). Models and best practice in teacher professional development. Retrieved
from
http://www.gesci.org/old/files/docman/Teacher_Professional_Development_Models.pdf
Experiential Instructional Appraisal 8
Ives, B. & Obenchain, K. (2006). Experiential education in the classroom and academic
outcomes: For those who want it all. Journal of Experiential Education, 29(1), 61-77.
doi: EJ740929
Kolb, A. Y., & Kolb, D. A. (2005). The Kolb learning style inventory-Version 3.1: Technical
specifications. Retrieved from
http://www.learningfromexperience.com/images/uploads/Tech_spec_LSI.pdf
Lu, H. L. (2009). Joint effect of peer-coaching and the student teaching triad: Perception of
student teachers. South Eastern Teacher Education Journal, 2(2), 7-18.
doi:10.1016/j.tate.2009.10.015
Marsh, C. & Willis, A. (2003). Curriculum: Alternative approaches, ongoing issues (3rd ed.).
Upper Saddle River, New Jersey: Pearson.
Marshall, K. (2009). Rethinking teacher supervision and evaluation: How to work smart, build
collaboration, and close the achievement gap. San Francisco, CA: Jossey-Bass.
McCabe, H. (2008). Effective teacher training at the autism institute in the people’s Republic of
China. Teacher Education and Special Education, 31(2), 103-107.
doi:10.1177/088840640803100204
Ministry of Education. (2009a). Social Studies teachers’ guide: Social studies education for
Democratic citizenship.. St. John’s, Antigua & Barbuda: Curriculum Development Unit
Ministry of Education. (2009b). Curriculum pilot implementation report. St. Johns, Antigua
& Barbuda: Curriculum Development Unit
Experiential Instructional Appraisal 9
Ministry of Education. (2009c). National Curriculum Framework policy. St. John’s, Antigua &
Barbuda: Curriculum Development Unit
Nolan, J. F., Jr., & Hoover, L. A. (2008). Teacher supervision & evaluation: Theory into
practice (2nd ed.). Hoboken, NJ: Wiley
Onchwari, G. & Keengwe, J. (2008). The impact of a mentor-coaching model on teacher
professional development. Early Childhood Education Journal, 36, 19-24. doi:
10.1007/s10643-007-0233-0
Wormeli, R. (2006). Misleading in the middle: A rebuttal to those who doubt the middle school.
California English, 12(1), 13-14
Experiential Instructional Appraisal 10
Appendix A
Supervisory Observation Plan
Teacher…………………………. Observer………………………..
Grade Level……………………. Subject…………………………
Date……………………………. Time…………………………...
Pre-observation Conference
The observer will outline the purpose of the exercise. After outlining the procedures, the observer will require the consent of the
student teachers (Appendix B). The following questions will guide the pre-observation conference (Parker Unified School
District No. 27 Teacher Evaluation, n.d.):
1. Review the evaluation instrument with the teacher.
2. Explain the procedures for the observation/evaluation.
3. Review the criteria on the instrument and check for understanding.
4. Inform the teacher of any specific items or materials to be examined.
5. Establish period for the observation.
6. Identify experiential learning instructional skills and citizenship concepts in the plan.
7. Identify the use of differentiation in planning and executing the lesson.
Specific Questions
Completion of the Pre-Observation Conference Form will require responses from the student teacher with input from
the cooperating teacher when necessary (See Lesson Plan, Appendix D)
What are the objectives of the lesson?
What kind of behavior do you expect students to display to show learning has occurred?
What specific strategies will you use?
What was the previous lesson about, and what will follow?
Is there any aspect of the lesson you would like focus on?
Experiential Instructional Appraisal 11
Observation: Assessment Tool
The assessment tool will be the social studies-specific ExpIA assessment tool (Appendix B) to complement any general
assessment tool; for example assessment tool provided by the Department of Teacher Education (DTE) in conjunction with the
University of the West, the instrument Indies, specifically for the teaching practicum (Appendix C). The observation could
provide knowledge and insight into the extent to which the teacher demonstrates the following while executing the lesson:
1. Teach in harmony with the objectives;
2. Has knowledge of the content;
3. Implement best practice in the subject area, using the experiential methodology;
4. Differentiate instructional and assessment strategies to cater to the wide age rage in the class;
5. Explore relevant citizenship skills;
6. Use formative assessment activities;
7. Foster positive classroom interaction.
Post Observation Conference
Post observation conferencing will provide the opportunity for teacher to reflect on practice; (a) identifying strengths and weaknesses of the lesson; (b) identifying students’ strengths and needs; and (c) identifying appropriate follow up actions. The observer and teachers will discuss the performance, discussing alternative approaches and how to benefit from strengths and improve on weaknesses. Decisions could focus on the degree to which the students achieved the objectives or and whether to re-teach, review the stated follow up, or go on to the next topic (Nolan & Hoover, 2008; Marshall, 2009)
Experiential Instructional Appraisal 12
Appendix B
Crump’s Experiential Instructional Appraisal (ExpIA) Assessment Form
Date: _______________ Topic: ______________
Observer: ________________ Lesson: Start _______
Teacher: _________________ End _______
Grade: ___________
Rating ScaleDomains
4Exemplary
3Mastering
2Inexperienced
1Beginner
Planning and Preparation for Instruction: To address lesson plan, goals and objectives, student characteristics, and classroom environment, organized appropriately to promote experiential learning. (Despite absence of lesson plan, the observer will continue the assessment beginning with pre-observation conference).
4 3 2 1Organization Prepares required lesson
plan, that is well laid out and sequenced with appropriate sub-headings
Prepares required plan, which is coherent but can improve with guidance
Plan lacks coherence, with missing sub-headings
No apparent plan available
Goals and objectives
States at least three clear relevant and achievable objectives, identifying at least one democratic citizenship skill;
States at least two relevant and achievable objectives, identifying at least one democratic citizenship skill;
States at least one relevant and achievable democratic citizenship skill objective;
States one or more unclear general objectives, not including any democratic citizenship skill
Student characteristics
Plans a variety of activities to cater to classroom diversity
Plans activities that meets the needs of most students
Plans activities but inconsistently succeeds in meeting most students needs
Plans activities that does not cater to students with special needs
Learning environment
Ample evidence of related learning materials/teaching aids; creating a climate conducive to learning; organizes furniture to support varied teaching experiences
Adequate evidence of related materials/teaching aids in the classroom; Organizes classroom furniture to support the achievement of most lessons objectives
Minimal evidence of related learning materials/teaching aids and organization of classroom furniture to support the lesson
Bare and sterile classroom environment; traditional organization of furniture
Total for Planning and Preparation for Instruction =Comments:
Teaching: To integrate components of experiential learning, providing meaningful experiences appropriately; conducting formative assessment and adjustment to teaching and learning, and foster student engagement, motivation, and participation.
4 3 2 1Concrete experiences – Gets all students
involved in Gets most students involved in appropriate
Makes attempt to get students
Loses most students’ interest
Experiential Instructional Appraisal 13
laboratory exercise, field trip, individual or group challenge, observation, role play, simulation
appropriate activity to promote development and application of skill(s) relevant to the lesson goal
activity to promote development and application of skill(s) relevant to the lesson goal
involved in appropriate activity to promote development and application of skill(s) relevant to lesson goals, but some students are not involved
in the attempt to get them involved to promote development and application of skill(s) relevant to lesson goal
Observation and reflection –
questioning, brainstorming, investigation, journal, discussion
Provides various opportunity for all students to reflect, describe, and learn from personal experiences; encourages learners to generate new ideas
Relies on several methods, which do not adequately promote reflection and generation of ideas in a class of students with diverse needs
Relies on inappropriate methods to promote reflection and generation of ideas
Provides no opportunity to for students to reflect, generate new ideas, and learn from personal experiences
Concept formation –
lecture, vocabulary development, presentation, notes, class work
Focuses students on relationships between concepts using a variety of methods appropriate to students’ needs
Focuses students on relationship between concepts, using adequate methods to meet some students’ needs
Attempts to students on relationship between concepts, but fails to meet most students’ needs
Fails to focus students on relationship between concepts
Active implementation –
project, poster, chart, poem/song, displays
Provides a variety of opportunities to tests students’ transfer of learning in a real-life situation, according to their interests and learning style
Provides adequate opportunities to test students’ transfer of learning in a limited context
Provides opportunity to test students’ transfer of learning, limited only to thinking about application in real-life
No evidence of providing opportunities for testing students’ transfer of learning
Total for teaching:Comments:Self-monitoring: Instructor demonstrates skillfulness in reflection into practice, identifying strengths and areas for improvement
4 3 2 1Reflection Demonstrates reflection
into practice consistentlyEngages in reflective practice, but needs support and supervision/guidance
Is an inconsistent reflective practitioner
Demonstrates lack of ability to reflect on practice
Self Improvement Shows awareness of level of development; outlines a variety of collaborative practice to promote continuous improvement
Is aware of level of development; seeks out effective ideas from a variety of sources
Demonstrate limited awareness of level of development; self improvement is accidental
Is not aware of level of development; shows no interest in ways to improve practice
Total for Reflection:Comments:
Experiential Instructional Appraisal 14
Figure 1
Experiential Learning Instructional Appraisal (ExpIA) Model
Total Score - the sum of all ratings =
The calculated mean score of all the observations will represent the overall progress of the instructor
Beginner: Score < 20; Inexperienced: Score 21 – 29; Mastering: Score 30 – 36; Exemplary: Score 37 – 40
Experiential Instructional Appraisal 15
Appendix C
University of the West Indies (UWI) Assessment Tool (Prescribed)
Experiential Instructional Appraisal 16
Experiential Instructional Appraisal 17
Experiential Instructional Appraisal 18
Experiential Instructional Appraisal 19
Appendix D
Reflection
The observation procedures conducted as outlined in the observation Plan (Appendix A) influenced the
development of the experiential instructional appraisal (ExpIA) form. When viewing the social studies lesson the
supervisor wished to identify the experiential methodologies outlined by Kolb and Kolb (2005), including the four
componets in Figure 2 and the suggested student-centered strategies to foster experiential learning and develop
social studies democratic citizenship skills. (This was influenced by a driving philosophy over time). Any
assessment form prescribed by either the Department of Teacher Education or the Ministry of education cater to
general instead of a subject-specifc observations, therefore, application was useful but limited for the purpose of best
practice in social studies. The use of the stages/components of the cylce is flexible, but teachers should attempt to
incorporate all four stages throughout a cycle to teach consecutive lessons of a series of lessons for a topic. The
availability of the ExpIA form shoud (a) better provide teachers with description of best practice in social studies to
improve their practice; and (b) provide observers with specific characteristics of best practice in experiential
learning.
Figure 1The Experiential Learning Components
experiential Learning
concrete experience
observation & reflection
forming abstract concepts
active experiemtnation
Experiential Instructional Appraisal 20
Appendix E
Summary
Reform of teacher assessment is a consideration in the 21st Century. Several appraoches
could be used to persuade leaders in the Ministry of Education to consider and perhaps accept the
application of the ExpIA model to the assessment of social studies instruction. First, to share the
mission and vision of the curriculum unit, which emphasizes professional development, sharing
best practice, support and monitoring to improve teacher practice (Ministry of Education,
2009c). Second, to present data showing the low level of competency presently demonstrated by
teachers (Ministry of Education, 2009b). Third, to outline the components (domains and
characterisitics) of the model and how a supervisor/observer could administer the instrument.
Fourth, to share feedback from teachers exposed to the prescribed instrument and the
Experiential Instructional Appraisal (ExpIA) form during assessment. Opportunity to ask
questions, and further discussion could clarify the benefits to teachers and students, and the role
of the leaders in the Ministry of Education in leading the process.