EMW Usability Testing
Gradual Release of Responisibility
For my usability testing, I enlisted several teachers at my school site who have also been involved in Gradual Release training throughout the school year. My wife also read the page in order to provide an outside perspective to the information presented in the article.
All of the users from my school commented that it was a good overview or summary of the Gradual Release model, hitting all of the major points of the theory. They all pointed out typos and unclear wording in several spots as well. One of them suggested that the text in the recommendation section of the article might be better placed before the video because it caused a break in the flow of the reading since the text would not wrap around the video. Another user pointed out that the article was quite brief and suggested that I read another book on the subject in order to better inform my article. My wife suggested several changes in wording as well.
I made all of the changes that I could to the text and wording of the article. I believe that the clarity and readability of the text was improved as a result. I moved the text of the last section above the video, though I wish I could make it wrap around the video the way it does the still image. As for adding information to the article, I declined to follow that recommendation. I felt that the article was long enough for the EET.
EMW Storyboard
The first image is a still diagram. The second will be a live video. I will create 4 pictures, one for each phase of instruction. Each picture will show a stick figure teacher and students engaged in a learning activity. Initially, they will be displayed in linear order, and voice over will describe the progression from one to another. The voice over will then describe an example in which the phases would be better taught out of order, and the pictures will be rearranged to fit the example, then rearranged again as the voice explains that the model is nonlinear and the phases can be taught in whichever order the teacher decides is best for that lesson.
I have two possibilities to consider. The first is a instructional model that my district has been a proponent of for a couple years now, and the second is more of a concept that I feel should be more widely known and discussed in schools.
Proposal #1
Name: Scott Crellin
Working Title: Gradual release of responsibility
Abstract: Gradual Release of Responsibility (GRR) is an model of literacy instruction in which the teacher is responsible for designing instruction that moves the learner from a state of total dependence on the teacher’s direct instruction to a phase in which students are able to perform a task independently. This article will describe the rationale for and the phases of instruction in the GRR model.
Outline:
Introductory Paragraph: Provides an overview of the model and its four phases of instruction. The GRR model includes the Focus Lesson, Guided Instruction, Collaborative Learning, and Independent Learning.
Visual: GRR Diagram either inverted pyramids representing the roles of teacher and student or a diagram in which a box with a diagonal line represents the transition of responsibility from teacher to student.
Focus Lesson: Guidelines for teacher modeling and presenting new or unlearned information.
Guided Instruction: Description of the phase in which learners are guided/led in the practice of a task.
Collaborative Learning: Description of the collaborative phase of instruction with suggestions for productive group work.
Independent Learning: Description of the independent learning phase of instruction.
Recommendations: Reminders of the flexibility of the model and importance of the non-linear nature of the model.
Visual: animated diagram demonstrating how the phases can be re-ordered/repeated as necessary to meet the instructional goal.
Proposal #2
Name: Scott Crellin
Working Title: Common era designation for the western calendrical system
Abstract: The current use of BC and AD to designate dates within the Western (Gregorian) calendar system is the most common system in the world today. Some groups have adopted the Common Era (CE) and Before Common Era (BCE) notations in an effort to be more inclusive to non-Christian cultures that, by default, are expected to use the predominate system. This article will discuss the history of the current system, as well as the rationale for making a change to the more inclusive Common Era system.
Outline:
Introductory Paragraph: History of the western calendar’s creation and spread throughout the world.
visual: animation-live video with paper cut outs- a monk writes a calendar.
detail: compare and contrast the two systems.
detail: analysis of the reasons for making a change to a new system.
visual: still image of 2 timelines side by side, some kind of visual representation of those groups who might feel “included” by each system on each timeline.
detail: analysis of the opposition to the change to a new system.
