FinalIDPackage

According to Rogers High School’s annual report for 2008, the 7th grade reading scores for current Rogers’ students is far below that of both Spokane Public Schools (District 81) and Washington state. This means that students entering Rogers from the various feeder schools in the area are not prepared for the language arts classroom. The following graph shows the percentage of students meeting reading standards at the school, district, and state level based on 7th grade test scores:
 * Instructional Design Package **
 * i. Instructional “problem” identification/description **



Based on the data provided I feel that this issue qualifies as a Problem-Finding, Problem-Solving Model of the Needs Assessment. One possibility for these low test scores is a lack of reading both in and outside of school. In an article on the recreational reading habits of secondary students Wilson, professor and head of the department of secondary education at Jacksonville State University, and Casey, a middle school teacher in Cartersville, Georgia, (2005) write,” It is widely known by theorists, researchers, and practitioners that reading is learned by reading. It is also common knowledge, based on hundreds of studies, that the best readers read the most and the poor readers read the least” (p. 41). In other words, educators must find ways to motivate their students to read in order for them to become better readers.

There are a host of non-instructional needs associated with low reading motivation. One of the biggest obstacles teachers must overcome at Rogers is the low socio-economic status (SES) of a majority of the student population. Although low SES doesn’t necessarily mean that students do not like to read or that they are poor readers, studies suggest that these students are at a marked disadvantage. Paul E. Barton (2004), a leading researcher on the Achievement Gap, argues that students of low SES are read to less frequently than students of higher income brackets. This means that they are less likely to have the early reading basis critical for later reading success. Learning Goals:
 * ii. Identification/Description & Analysis of Instructional Goals **
 * Student reading motivation will increase, resulting in improved reading scores
 * English teachers will know and be able to apply research-based promising practice to motivate their own classrooms.


 * Facet || Overarching Understanding Desired || Objectives ||
 * Explanation || **Explanation:** Learners will explain what contributes to a lack of motivation and current promising practices which address this issue. || # Learners will define factors that contribute to low reading motivation.
 * 1) Learners will identify current promising practice to motivate students to read. ||
 * Interpretation || **Interpretation:** Learners will interpret the reading motivation issues that affect their students || # Learners will make connections between my instruction and their own teaching.
 * 1) Learners will identify and diagnose problems on a school, class, and individual scale. ||
 * Application || **Application:** Learners will apply their understanding of their students and research based promising practice in reading motivation to create a reading program that can be applied in their own classrooms. || # Learners will apply new knowledge to begin creating a motivational reading program. ||
 * Perspective || **Perspective:** Learners will work in small groups to create case studies based on their experiences. They will then switch with other groups who will analyze and create a solution to the problem. || # Learners will work collaboratively to find class-wide problems.
 * 1) Learners will work collaboratively to find solutions based on new information provided. ||
 * || **Empathy:** || ||
 * Self-Knowledge || **Self-Knowledge:** As part of their reading programs, learners will contemplate past teaching practices in order to reflect on what has and has not worked to motivate students. || ||

Learners must know their school, their classes, and their students. In order to be successful in my lecture, learners need to be aware of their students reading skills on an individual basis as much as possible. As teachers, I am expecting that learners will come to my lecture with a caring attitude. Student reading scores are low, and as English teachers I am assuming they wish to change this. A majority of the staff at Rogers High School are young, under the age of 35. Approximately half of the educators in the language arts department have been in the teaching profession for 5 years or less. New teachers such as these would undoubtedly be interested in techniques to motivate their students to read. The student body of Rogers High School is one of the most racially diverse and economically disadvantaged in Spokane Public Schools. The learners are therefore equally diverse in learning styles, so a variety of approaches must be used. Recent statistics have shown that reading scores have not improved. This workshop is intended to help educators change these statistics for the better.
 * iii. Subordinate Skills & Entry Behavior Analysis **
 * iv. Learner and Context Analysis **
 * v. Performance Objectives **
 * vi. Assessment Instruments **
 * Pre-assessment: **  Since my learners are teachers I assume that they are bringing to my lecture an understanding of their student abilities and school culture. The purpose of my presentation is to introduce teachers to motivational promising practice in reading, and then have teachers apply it to their own classrooms. Therefore, in order to be successful learners must possess and in-depth understanding of their students’ abilities and needs. To pre-assess learners I will have them write independently for several minutes on the following prompt, “What is motivation? Why do you think some students come to class more motivated to learn than others?”

**Summative Assessment:** As a final task to prove mastery, learners will create a motivational reading program that is best suited for their student needs. Since the topic of my workshop was motivation I decided to go with the ARCS Instructional Strategy for lesson design. By using this motivational approach I am modeling a technique teacher participants can use in their own classroom. InstructionalSeqeunce InstructionalSequenceHandouts ** FieldTesting ** By analyzing collected data, analysts will be able to see which areas of the instructional unit may require additional focus. Changes for future implementations may be additional focus on certain aspects, additional time, or more group/independent/whole-class activities.
 * Formative Assessment:** The following tasks will provide proof that students are making progress towards mastery:
 * //Scenarios//: Learners will work in groups to create motivation scenarios they have encountered in their classrooms. They will then switch scenarios with another group and work together to come up with a solution.
 * //Reflection//: Students will write a reflection piece on their current practices which may hinder or facilitate reading motivation.
 * vii. Design and Development of Instructional Strategy and/or Learning Material **
 * viii. Developing Instructional Materials
 * ix. Design of Formative and Summative Evaluations
 * x. Revision of Instructional Materials **