Analysis+Team+Member+D2

__//**Shiketha Team Member D2**// __


 * Contextual Analysis: **


 * Write a brief overview of the considerations that will need to be taken based on the types of context described in Chapter 3: orienting, instructional, and transfer context. **

“The context influences every aspect of the learning experience. Context is a collection of factors that can inhibit or facilitate instruction and learning” (Morrison, Ross, Kalman, & Kemp, 2011, p. 65). Students learning can either be unfocused or favorably motivated with how equipment or other tools of project-based learning play the role in the environment when it comes to K-12. When designing an instructional format, three types of context that should be considered in the learning process are: orienting context, instructional context, and transfer context. “Each of these contexts provides a unique learning environment” (p. 65).

The first context is orienting. Orienting context is the importance of the learner mainly and “contains factors that influence the prospective students’ motivation and cognitive preparation to learn” (Tessmer & Richey, 1997, p. 90). This context entails motivational skills that can reach students attention or attitude about learning prior to. Basically, it triggers the students’ prior knowledge. Second is the instructional context. Instructional context mainly offers the information on the location and arrangement of instructions (Morrison, Ross, Kalman, & Kemp, 2011, p. 65). In the words of (Perkins, 1992), it can be described as “resources outside the person” (Tessmer & Richey, 1997, p. 91). And the third context is transfer. Transfer context considers the actual environment where comprehensive skills and abilities will be useful. Transfer can also be known as the “payoff context” (p. 91).

Unit Goals:

 * Write at least 3 to 5 goals for your instructional module. How will you know if the instruction was successful? **

The goals for the instructional module will be identified in three given statements. They are as follow:

**Goal #1-**To allow teachers to publicize themselves with fundamental components of Project-based Learning and be able to use it in their instruction.   **Goal #**2**-**Provide teachers with resources, ideas, and structure for PBL evaluation, which persuades them to construct their own assessments.


 * Goal #3- **To enable teachers to produce a PBL unit plan with an effective assessment rubric.

In order to know if the instructions were successful, the goals will be used to analyze the factors that were used to implement the instruction for the Assessment Methods for Project-Based Learning in a K-12 environment.

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<span style="color: #404040; font-family: Verdana,Geneva,sans-serif;">References

<span style="color: #404040; font-family: Verdana,Geneva,sans-serif;">Morrison, G. R., Ross, S. M., Kalman, H. K., & Kemp, J. E. (2011). Designing effective instruction (6th ed.). Hoboken, NJ: John Wiley & Sons, Inc.

<span style="color: #404040; font-family: Verdana,Geneva,sans-serif;">Tessmer, M., & Richey, R.C. (1997). The Role of Context in Learning and Instructional Design. //EDUCATIONAL TECHNOLOGY RESEARCH & DEVELOPMENT//, //45//(2), 85-115. Retrieved from []