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The ADDIE Model. My experience and impressions Lindsay Jones, M.S., SLP. My Background. First year speech-language pathologist Population Typical sessions. OVERVIEW: participants. Two 7 th grade female students Severe expressive/receptive language delays Below average full-scale IQ

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The addie model

The ADDIE Model

My experience and impressions

Lindsay Jones, M.S., SLP


My background
My Background

  • First year speech-language pathologist

  • Population

  • Typical sessions


Overview participants
OVERVIEW: participants

  • Two 7th grade female students

    • Severe expressive/receptive language delays

    • Below average full-scale IQ

    • Slow processing speeds

    • Low verbal and reading comprehension

    • Difficulty comprehending oral/verbally presented directions

    • Around 2nd grade reading level

    • Interest Survey: dislike reading curricular material, do very well with visuals

  • IEP goals address:

    • Deficit in reading comprehension affecting ability to function in general education curriculum


  • Overview goal
    OVERVIEW: goal

    • Elaboration of student’s IEP Goal:

      • Within one year, [after reading a multi-paragraph curricular-themed passage] students will identify the main idea/supporting relevant details and will accurately paraphrase the material verbally.

  • Connection to the core:

    • Reading: Literature Standard 2: Determine a theme or central idea of a text and analyze its development over the course of the text; provide an objective summary of the text

      SOURCE: http://www.uen.org/core/core.do:courseNum=4270


  • Overview plan
    OVERVIEW: plan

    • Instruction was to take place in the speech-language classroom for one 45 minutes session/week in a group of two

    • Pre-Test: knowledge of terminology, ability to locate target items independently and paraphrase the material


    Overview plan1
    OVERVIEW: plan

    • Incorporation of various subject areas:

      • Language goal

      • Science and Social Studies Text

      • Calculate Percent correct towards goal

    • Sequence:

      • Train the terminology

      • Teach strategies

      • Practice identifying with choices from short material

      • Practice identifying without choices

      • Etc.


    Implementation pilot
    IMPLEMENTATION: pilot

    • Pilot Test (BOMBED)…

    • What didn’t work

    • Modification of lessons


    Implementation first session
    IMPLEMENTATION: first session

    • Unusual circumstance (an additional group member)

    • How it went? {Let’s just say nothing ever goes as planned….]

      • Learner Likes

      • Learner Dislikes

      • Did not conform to lessons (way too overambitious)


    Implementation second session
    IMPLEMENTATION: second session

    • The new plan continues…

      • One thing at a time

    • How it went?

      • Some straying and tweaking were needed

        • Not a bad thing necessarily..

      • Never enough time

    • Criterion:

      • In a field of 3 choices, able to ID the main idea with around 50% accuracy

      • Utilized strategy independently across activities!


    Impressions
    IMPRESSIONS

    • Learner likes

      • Participating in the learning process

    • Learner dislikes

      • Subject matter

      • reading

    • My likes

      • How thorough ADDIE is

      • Explicit framework/hierarchy for language goals

    • My dislikes

      • Time

      • Tedious process

    • Overall

      • Helpful, but not the most feasible…


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