EDU 623: Development using ADDIE…Disaster or Success?

Hodell (2011) asserts that “The development phase of ISD is the link that connects the design process with the implementation of a project” (p. 59). The development phase is simply what I like to think of as the meat and potatoes of the entire project. This consists of the assessments, the materials you need for the lessons/session to be successful, and most importantly the schedule.

For my Family and Consumer Sciences 8th Grade Knife Safety and Skills training session, there are three main objectives that have to be met. The objectives are as follows:

  1. By the end of this training session, all 8th Grade Family and Consumer Sciences students will be able to identify the different types of knives and their uses using various worksheets and videos given a working computer or iPad with access to the Internet.
  2. By the end of this training session, all 8th Grade Family and Consumer Sciences students will be able to read, understand, and recall the safety procedures regarding knife handling using various worksheets and videos given a working computer or iPad with access to the Internet.
  3. By the end of this training session, all 8th Grade Family and Consumer Sciences students will be able to implement the various knife cuts on vegetables and other foods given a proper kitchen workspace and proper kitchen tools.

Students will only be able to meet these objectives with a strict schedule in place. The schedule is as follows:

Introduction

Motivation/Preview task

 

EQ:  How can people benefit from learning the proper knife grips?

 

Main objective: Students will be able to identify the various knife grips, the different types of knives and their anatomy. Students will also be able to understand and recall the proper knife safety guidelines.

 

Activity:

Students will complete a knife safety pre-assessment. Once students are completed with the pre-assessment, they will discuss their answers as a class. After that is done, students will then take out their notebooks and will view the “Knife Safety” PowToon presentation. When students are finished with the PowToon presentation, students will then learn the anatomy of the knife and the different types of knife grips.

 

Assessment: Class participation

 

Homework: Study the anatomy of the knife and the various knife grips.

Day2

 

EQ How can people benefit from learning the proper knife grips?

 

 

Main objective: Students will be able to identify the various knife grips, the different types of knives and their anatomy. Students will also be able to understand and recall the proper knife safety guidelines. Students will also be able to view and demonstrate the large dice, medium dice, and small dice.

 

Activity:

The teacher will first conduct a quick review on knife grips, the different types of knives, the anatomy of the knife, and knife safety. After the review, students will view “Cuts of Vegetables” (http://www.youtube.com/watch?v=kd6-1v2HCho) and will view the section on dicing. After students view the video, they will be divided into groups where they will practice their large dice, medium dice, and small dice.

 

 

Assessment:

Class participation, knife cuts rubric

 

 

Day 3

 

EQ: How can people benefit from learning the proper knife grips?

 

Main objective: Students will be able to identify the various knife grips, the different types of knives and their anatomy. Students will also be able to understand and recall the proper knife safety guidelines. Students will also be able to view and demonstrate the large dice, medium dice, small dice, and the julienne and batonnet.

 

Activity: Students will review the knife grips, the different knives, and the dice cuts. Students will then view the “Cuts of Vegetables” (http://www.youtube.com/watch?v=kd6-1v2HCho) and will view the Julienne and Batonnet section of the video. After students view the video, they will be divided into groups where they will practice their large dice, medium dice, small dice, julienne, and batonnet.

 

Assessment: Class participation, knife cuts rubric

 

Homework: Study the various knives, knife cuts, and knife grips for a quiz next class.

 

 

Day 4

 

EQ: How can people benefit from learning the proper knife grips?

 

 

Main objective: Students will be able to review the various knife grips and cuts. Students will also be able to demonstrate their knowledge of knife cuts using the Nintendo Wii Game, “Cooking Mama”.

 

Activity: Students will be given a review sheet where they will need to identify the different knife grips, knives, and knife cuts. When students are completed with that activity, they will be divided into groups to play the Nintendo Wii Game, “Cooking Mama”.

 

Assessment: Quiz, Class participation (including group work)

 

 

Day 5

Meta-cognition and Reflection

 

EQ: How can people benefit from learning the proper knife grips?

 

Main objective: Students will be able to demonstrate their knowledge of knives by creating a chicken stir-fry.

 

Activity: Using their new knowledge from the past lessons, students will be divided into kitchen groups to create a chicken stir-fry

 

Assessment: Chicken Stir-Fry Rubric

 

 


 

Some of the items that need to be created for this training session are the knife grip visual aides, the PowToon presentation, the Chicken Stir-Fry Rubric, and the quiz review sheet. Gardner (2012) writes, “The creation of the materials is often done by more than one individual. In some organizations, instructional developers or programmers take the content created in the design phase and develop the materials. In other organizations, the instructional designer develops the materials” (para. 2). In this instance, I would be the only one developing the materials because there are no other teachers/educators with a training session like the one I am developing.

One of the potential road blocks that I foresee is deadlines. Although my schedule is very in-depth and everything is set-up accordingly, I can never be 100% certain that the schedule is going to stay that way because of issues that come up with different programs or presentations that require us to cancel class and postpone the lessons.

Another potential road block that I foresee is with cost. This training session becomes costly when students do the hands-on portion of the session. The hands-on portion consists of cutting vegetables, with the final summative assessment being the creation of a chicken stir-fry dish. As we all know, groceries are expensive, especially produce and poultry. There is really no way I can get around these costs because I can only purchase groceries from one store where my purchase order exists.

The video below has helped me understand what really needs to occur in the development phase using the ADDIE model. Overall, I have a lot of work to do in order to make this training session successful.

References

Gardner, J. (2012, February 10). ADDIE process-Development phase [Web log post]. Retrieved from http://joelleegardner.blogspot.com/2012/02/addie-process-development-phase.html

Jclarkgardner (2011). The addie development phase [Video file] Retrieved from http://www.youtube.com/watch?v=VzYDNWhQWYA

 

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