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Gail Hunger, EdD, School of Continuing and Professional Studies

Application of the Dick and Carey Model to Design Online Interviewing/Tutoring Modules for Curry Students. Gail Hunger, EdD, School of Continuing and Professional Studies Peter Malcolm, Doctoral Student , Curry School of Education. The Dick and Carey Model of Instructional Design.

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Gail Hunger, EdD, School of Continuing and Professional Studies

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  1. Application of the Dick and Carey Model to Design Online Interviewing/Tutoring Modules for Curry Students Gail Hunger, EdD, School of Continuing and Professional Studies Peter Malcolm, Doctoral Student, Curry School of Education

  2. The Dick and Carey Model of Instructional Design

  3. Objectives and BackgroundIntroductions: Robert Berry, Subject Matter Expert (SME), Mathematics Education: Estimation Research Focus Developed and Design Math Tasks for Interviewing/Tutoring Sessions Gail Hunger, Instructional Design and Technology (IDT) Developed and Design Instructional Model Peter Malcolm, Instructional Technology (IT) Developed and Design Online Estimation Calculator

  4. Objectives and BackgroundInstructional Goal: Computational Estimation

  5. Instructional Materials and AssessmentInstructional Model: Assessment Math Tasks Curry Student Teacher interviews/tutors 4th grade students at Cale Elementary School Materials Desktop to Desktop Delivery Model Elluminate Live!: Synchronous Learning Tool Headsets

  6. Method: Instructional Strategy Developed

  7. Implementation: Formative Evaluation of Instruction

  8. Conclusions: Summative Evaluation Implications Systematic design of courseware allows for systematic analysis of outcomes, and has promise across disciplines, regardless of delivery mode Case Discussion: Distance Learning Student Teaching Model

  9. Conclusions: Case Discussion

  10. Many thanks… Robert Berry, PhD, Curry School of Education Glen Bull, PhD, Curry School of Education Cale Elementary School Special thanks to Ms. Ballard and 4th grade students

  11. Dick, W., Carey, L., & Carey, J.O., (2005). The Systematic Design of Instruction. Boston, MA.: Pearson. Dowker, A. (1992). Computational estimation strategies of professional mathematicians. Journal for Research in Mathematics Education, 23(1), 45-55. Granott, N., & Parziale, J. (2002). Microdevelopment: Transition processes in development and learning. Cambridge studies in cognitive perceptual development. Cambridge: Cambridge University Press. Hildreth, D. J. (1983). The use of strategies in estimating measurements. Arithmetic Teacher, 30(5), 50-54. References

  12. LeFevre, J, Greenham, S. L., & Waheed, N. (1993). The development of procedural and conceptual knowledge in computational estimation. Cognition and Instruction, 11(2), 95. Reys, B. J. (1986). Teaching computation estimation: concepts and strategies. Yearbook / National Council of Teachers of Mathematics, v1986, 31-44. Rubenstein, R. N. (1985). Computational estimation and related mathematical skills. Journal for Research in Mathematics Education, 16(2), 106-119. Skemp, R. R. (1976). Relational Understanding and Instrumental Understanding. Mathematics Teaching, 77, 20-26. References, continued

  13. For more information - http://teacherlink.org/estimate/ ?

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