C&i experiential appraisal model

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 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


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


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


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.

.


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


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


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


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?


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)


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


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:


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


Appendix C

University of the West Indies (UWI) Assessment Tool (Prescribed)





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


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.