Table of Contents Synthesis Reflection Paper ...........................................................................................3 Part 1. Topic....................................................................................................................4 Part 1a. Stated learning goal ........................................................................................................ 4 Part 1b. Description of the audience............................................................................................. 4 Part 1c. Rationale ......................................................................................................................... 4 Part 2. Analysis Report ..................................................................................................5 Part 2a. Description of the Need Part ........................................................................................... 5 2a.1 Needs Analysis Survey..................................................................................................... 5 Part 2a.2 Needs Analysis Data Report ..................................................................................... 7 Part 2b. Description of the Learning Context ................................................................................ 8 Part 2b.1: Learning context....................................................................................................... 8 Part 2b.2: Transfer context ....................................................................................................... 9 Part 2c. Description of the Learners ............................................................................................. 9 Part 2d. Learning Task Analysis Flow Charts............................................................................. 10 Part 3. Planning ............................................................................................................13 Part 3a. Learning Objectives (list)............................................................................................... 13 Part 3b. Matrix of Objectives, Bloom's Taxonomy, and Assessment Plan. ................................ 13 Part 3c. ARCS Table .................................................................................................................. 15 Part 4. Instructor Guide................................................................................................17 Introduction (20 minutes) ............................................................................................................ 17 Body (130 minutes)..................................................................................................................... 17 INSTRUCTION SEGMENT (45 minutes)................................................................................ 17 PROJECT SEGMENT (85 minutes) ....................................................................................... 18 Conclusion (30 minutes not including post-activity items noted below) ................................... 18 Part 5. Learner Content................................................................................................19 Part 5a. Learning Materials......................................................................................................... 19 Part 5b. Formative and Summative Assessment materials ........................................................ 19 Part 5c. Technology Tool Justification........................................................................................ 19 Part 6. Formative Evaluation Plan ..............................................................................20 Part 6a. Expert Review............................................................................................................... 20 Part 6b. One-to-One Evaluation ................................................................................................. 20 Part 6c. Small Group Evaluation................................................................................................. 21 Part 6d. Field Trial ...................................................................................................................... 21 Part 7. Formative Evaluation Report ..........................................................................21 Part 7a. Evaluation Survey or Rubric.......................................................................................... 21 Part 7b. Report the results of the expert review. ........................................................................ 22 Part 7c. Comments on Change .................................................................................................. 23 Part 8. AECT Standards Grid.......................................................................................23
3 Synthesis Reflection Paper Prior to taking EDTECH 503 Instructional design I had very little experience creating instruction. I designed three lessons during my methods classes when I was pursuing my teaching certification. I also spent time this school year rewriting eight photography units for one of my courses. Beyond that, I had no experience whatsoever designing instruction. The course was challenging but extremely worthwhile and I learned a great deal from the ID project. I have come to regard the instructional design process like sewing. So much of the sewing process is planning. One must create patterns, cut fabric, iron wrinkles, and pin it before any actual sewing takes place. In instructional design, so much of the process is planning. I did not actually create any classroom materials until I had completed 75% of the project. However, like in sewing, the preparation and planning that goes into the project makes the end result better. If I tried to sew without pinning the fabric first, it would likely be crooked and I would have to rip the seam and start over again. Similarly, the learner analysis is an integral step that servers to make the lesson design better because it can be tailored to the individual learners needs. Prior to taking Instructional Design, I thought that the instructional design process was the same thing as planning a lesson. As I began to read about it I thought that it was more like curriculum writing. However, now that I completed the course, I see it is like third-party curriculum writing. In my school district, I write the curriculum for my courses. True instructional design would be if I wrote the curriculum for someone elses course. That can be challenging and uncomfortable, especially if I do not have a detailed understanding of the subject matter. Throughout this project, however, I learned that it is often better if the designer is not a subject matter expert. In the second part of the ID project, my subject matter expert provided extremely valuable feedback to me. I teach photography, but I do not sell my photography services to others. Joe Cote is a professional photographer. He graduated with a degree in photography and now shoots weddings and other special events. He has a wealth of working knowledge that I simply do not possess. His outsider opinion really helped me focus the content on what was practical and simple for my learners. In the first part of the ID project, I spend a lot of time writing learning objectives. Typically, I will write one to three objectives for a lesson. However, I had twenty-two objectives for the three-hour activity. Prior to taking this course, I did not really understand the importance of having many extremely specific objectives. After writing so many for my ID project, I see now how helpful they can be. Starting with the objectives guided the design of the rest of my activity. It influenced the learning materials I created, the review questions I planned, and how I would assess the learners. My plan for at least the next 5 years is to continue as classroom teacher. Since part of the role is writing curriculum, the skills that Ive learned in this course will be extremely useful to me. I am a technology teacher and I am always looking for ways to incorporate it where appropriate into my lessons. However, now that I know the correct way to design a learning activity from start to finish, I can do a better job of creating engaging lessons that use technology appropriately. For example, I have some lenses in my classroom that are designed to replicate the effects of older toy cameras. They 4 can create interesting photographs with colors and blurred effects that are not usually achieved with traditional lenses. I have always wanted to use them in a lesson but I could not figure out a way to appropriately incorporate them. Now, I can use the instructional design process to create an engaging lesson with specific learning objectives to use this interesting technology and teach students about photographic techniques. It is refreshing that Richard Culatta of InstructionalDesign.org (2011) defines ID as: The process by which instruction is improved through the analysis of learning needs and systematic development of learning materials. Instructional designers often use technology and multimedia as tools to enhance instruction. My first impression of instructional design did not include multimedia or technology. A lot of people I know of who write curriculum and design instruction do not necessarily think of technology as part of that process. As a technology teacher and an educational technology student, I believe it is a vital part of the design process. Technology, when planned for and leveraged properly, can enhance learning outcomes and engage students. So, why not consider it when designing instruction?
References Richard Culatta. (2011). Instructional Design. In Instructional Design. Retrieved July 25, 2012, from http://www.instructionaldesign.org/. Part 1. Topic
Part 1a. Stated learning goal
High school students in grades 9-12 in an introductory photography class will be able to take 5 pictures showing deep depth of field and 5 pictures showing shallow depth of field after 3 hours instruction.
Part 1b. Description of the audience
The learners are male and female high school students in an upper-middle class suburban town in Connecticut. Their academic achievement varies greatly as does their experience using a digital single lens reflex camera.
Part 1c. Rationale
Great photographers have all mastered both the mechanics of creating a specific depth of field and knowing when to use it to achieve a desired look in a photograph. It is an essential technique for every photographers toolbox and can elevate a photograph from being nice to being great. However, most student photographers, however familiar they might be with digital cameras, are not used to using the cameras manual mode and, as such, do not know how to intentionally create depth of field. 5 The overall strategy of my instruction is supplantive. The instructor will describe the learning goal to the students, explain what depth of field is, and demonstrate how to achieve it. Then, the students will practice doing it. Because using a camera in fully manual mode and learning a new technique can be complicated at times, the supplantive method is better because the instructor can focus the learners attention on only the necessary factors and ignore extraneous elements that might serve to distract the learners or further complicate the situation. The major learning strategy I am using in the design of this project is for problem-solving instruction. Creating a certain depth of field requires understanding procedures, knowing principles, understanding concepts, and knowing basic facts about photography. The learners must be able to combine all of that information in order to react to a situation and take the appropriate kind of photograph with either deep or shallow depth of field. For example, learners must know what exposure is, the location of the shutter speed and aperture buttons, and the location of the zoom feature on the lens. They must be able to change these settings on the camera. They must be able read the light meter and alter the settings to ensure that the photograph will be properly exposed. Then, they must use the techniques for achieving deep and shallow depth of field. However, use of these techniques may constrain one of settings that affect the exposure of the photograph. Therefore, the students must be able to problem solve to still achieve a properly exposed photograph, but one that has the desired depth of field. The problem solving learning strategy is ideal for teaching this complicated balancing act because the problem solving task analysis on p.222 of Smith and Ragan is perfect for helping the students understand their goal, recall prior knowledge, and execute the techniques they have learned. The nice part about using digital cameras is that it allows the students to receive instant feedback and determine whether or not their solution (i.e. the settings they used for that particular photograph) worked or not.
Part 2. Analysis Report Part 2a. Description of the Need Part
2a.1 Needs Analysis Survey
The needs analysis survey was distributed to 39 photography students prior to starting the depth of field unit. It was a 10-question formative assessment delivered via an online quiz service, Quia.com. I created the assessment and the students simply logged in with their student accounts and took the quiz. They completed it in class, but it was web-based so all of their test data was stored on the web. 6 Here are the assessment questions and the percentage of students that selected each answer. Rows highlighted in yellow indicate correct answers:
Which three factors affect depth of field?
Possible answers % Answered [A] Aperture, focal length, lens type 13% [B] Aperture, focal length, distance from subject 37% [C] Focal length, distance from subject, lens type 34% [D] Aperture, distance from subject, shutter speed 5% [E] Distance from subject, aperture, f-stop. 11% Which of the following accurately describes depth of field?
Possible answers % Answered [A] The total focused area in front of and behind an object held in the focus of a camera or lens 29% [B] The total focused area in front of an object held in the focus of a camera or lens 8% [C] The total focused area behind an object held in the focus of a camera or lens 11% [D] The total focused area in front of and behind an object held out of the focus of a camera or lens 37% [E] The total focused area in front of an object held out of focus of a camera or lens 16%
All other factors things equal, which lens aperture would you use to produce a photo with a deep image, but a the most blurry background (shallow depth of field)? Possible answers % Answered [A] F22 26% [B] F16 21% [C] F11 11% [D] F8 24% [E] F2 18% Which size lens aperture would you use to create a picture with deepest detail throughout (deep depth of field)?
Possible answers % Answered [A] F22 47% [B] F16 13% [C] F11 8% [D] F8 13% [E] F2 18% What is the relationship between f-stop and aperture size?
Possible answers % Answered [A] As the f-stop number grows larger, the aperture gets smaller 71% [B] As the f-stop number grows smaller, the aperture gets smaller. 8% [C] As the f-stop number grows larger, the aperture gets larger. 13% 7 [D] As the f-stop changes, the aperture stays the same. 3% [E] As the aperture changes, the f-stop stays the same. 5%
What does the aperture control?
Possible answers % Answered [A] How much light reaches the film. 42% [B] How long the film is exposed to light. 34% [C] The f-stop. 13% [D] The amount of pictures you can take. 3% [E] The type of film you use. 8% A telephoto lens tends to create pictures with shallow depth of field. Possible answers % Answered True 42% False 55% Blank answer 3% Being close to your subject tends to create a deeper depth of field. Possible answers % Answered True 63% False 37% Blank answer 0% Being far from your subject provides more depth of field Possible answers % Answered True 53% False 47% A wide-angle lens tends to produce images with shallow depth of field. Possible answers % Answered True 66% False 34%
Part 2a.2 Needs Analysis Data Report
The results indicated that the students had very little prior knowledge about depth of field, which is to be expected. However, 71% of the students correctly answered the one question that was somewhat related to things that they had already learned in class (What is the relationship between f-stop and aperture size?). Overall, the mean score was a 42%, the median score a 43%, and only 12.8% of the students scored at least a 75% on the assessment. Here is a graph showing the score distribution:
8
This assessment gives me a good idea of what they already know about depth of field, but it does not cover what they already know about how to manually operate a camera to take in-focus, properly-exposed photographs. I will discuss this further in the next section. The questions in the survey mostly cover declarative knowledge and concepts. This is by design. I could have asked more complex questions regarding specific photography scenarios, but those questions rely on understanding the knowledge and the concepts. Therefore, if the students do not understand the content of this survey, they would not be able to accurately answer more complicated questions. By keeping the survey to just 10 questions, I am able to get a quick snapshot of what my learners know and dont know.
Part 2b. Description of the Learning Context Part 2b.1: Learning context
The introductory photography course is taught in a multimedia classroom with a class size of 16 students or less. There are 16 Macintosh computer workstations and 8 Nikon D3000 digital SLR cameras. Students typically share a camera with a partner when taking photographs. Several photography courses run during the same semester, so the class is taught by one of three teachers; all have experience with the Nikon D3000 camera and digital photography. The 9 classes meet four times per week. Two periods are 45 minutes long and the remaining two are 75 minutes long. The students will start the depth of field unit after completing a unit on how to manually operate a digital SLR camera and a unit on lenses. Therefore, they should already possess the necessary skills to take properly exposed, in focus photographs. Their knowledge of how shutter speed, aperture, and film speed interact to impact exposure will be required for the depth of field lessons. Additionally, their knowledge of the different lens types, focal lengths, and how to change lenses will be valuable to them.
Part 2b.2: Transfer context
Once they have mastered controlling depth of field with the three techniques (aperture, focal length and distance to subject), the learners will be able to use the techniques in their everyday life. As I said, high school students typically use cameras on a daily basis and many of them have smart phones with built-in cameras and Internet connectivity. Even though their own cameras might not have a manual mode, students can still use the distance to subject depth of field technique to enhance their everyday photos and impress their friends and family when they post the photographs online. Additionally, about 10% of students have a digital single lens reflex camera at home and will be able to use all three depth of field techniques to get great photographs.
Part 2c. Description of the Learners
As previously stated, this unit is part of an introductory high-school photography course. High school students tend to be very in-tune with technology and most of them have access to one or more cameras on a daily basis. Most of the students at this upper-middle class suburban school have smart phones with cameras and are accustomed to taking lots of pictures and quickly sharing them with friends and family. That said, they are not generally accustomed to thinking critically about the quality of the photographs that they take or advanced photographic techniques. This is supported by the fact that only 12.8% of the students scored at least a 75% on the depth of field pre- assessment survey. However, because they are surrounded by technology and use it constantly, high school students tend to be fairly proficient with it, even when using a new device. They dont have a fear of trying new things like those of other generations because they have so much experience with it in general. They understand that settings can be changed and then changed back and that it is difficult to actually ruin a piece of software. Therefore, they generally are very outgoing and excited to use electronic devices, such as digital cameras. 10 Below you will find one graph showing the learners prior achievement on a summative assessment from one of the previously mentioned prior units camera operation. The camera operation unit contained about 90% of the prior knowledge that the students would need to be successful in the depth of field unit.
As you can see in the graph above, 75.5% of students scored at least a 75% or better on the summative assessment. This test required students to identify parts of the camera, problem solve for adjusting shutter speed and aperture to obtain correct exposure, and read light meters and predict how pictures would look taken with that exposure. In addition to this assessment, students also completed a project where they took photographs in fully manual mode. All things considered, this graph indicates that the majority of students have the prior knowledge that they need to be successful in the depth of field unit. The demographics of the students in the photography classroom are 80% female and 20% male. 90% of the students are Caucasian; 10% are a minority. Additionally, 5% of the students are ELL (English language learners) and 20% are in a special education program of some kind. As previously mentioned, the high school is in an upper-middle class suburban neighborhood in Connecticut. 96% of students have access to their own internet-capable device at home.
Part 2d. Learning Task Analysis Flow Charts
1. How to take photographs with deep or shallow depth of field 11
12
4. Reading a Light Meter (Prerequisite Analysis)
13 Part 3. Planning
Part 3a. Learning Objectives (list)
Given a Nikon digital SLR camera with a charged battery and an 18-55mm lens attached, learners can: 1.1 Switch the power to "on". 1.2 Put the camera in manual mode (M). 1.3 Focus the lens. 1.4 Adjust the focal length of the lens. 1.5 Remove the lens. 1.6 Attach a lens. 1.7 Locate the light meter. 1.8 Read the light meter. 1.9 Adjust the shutter speed. 1.10 Adjust the aperture. 1.11 Adjust the ISO. 1.12 Read the light meter and determine what the proper settings should be to create a properly exposed photograph. 1.13 Create a deep depth of field photography by using a small aperture (high f- stop). 1.14 Create a deep depth of field photography by using a wide-angle lens (small focal length). 1.15 Create a deep depth of field photography by standing far away from the subject. 1.16 Create a shallow depth of field photography by using a large aperture (small f-stop). 1.17 Create a shallow depth of field photography by using a telephoto lens (large focal length). 1.18 Create a shallow depth of field photography by standing close to the subject.
Given a computer with image viewing software, a Nikon digital SLR camera with a charged battery, and a USB cable, learners can: 2.1 Download images.
Given a computer with image viewing software and previously downloaded images, learners can 3.1 Determine which photographs show deep depth of field. 3.2 Determine which photographs show shallow depth of field.
Part 3b. Matrix of Objectives, Bloom's Taxonomy, and Assessment Plan.
14 Learning Objectives (a) Blooms Taxonomy Classification (b) Format of Assessment (c) Description of test form (d) Sample items (e) 1.1 Application Performance Observation with checklist Turn the camera on. 1.2 Application Performance Post- observation with checklist Put the camera in manual mode. 1.3 Application Performance Post- observation with checklist Take an in-focus photograph. 1.4 Application Performance Post- observation with checklist Take three photos at three different focal lengths. 1.5 Application Performance Observation with checklist Remove the existing lens. 1.6 Application Performance Observation with checklist Attach a new lens. 1.7 Comprehension Pencil and paper Short answer Where can the light meter be found on the camera? 1.8 Comprehension Pencil and paper Short Answer Predict how this photographs exposure will come out based on the light meter reading. 1.9 Application Performance Post- observation with checklist Increase your shutter speed. 1.10 Application Performance Post- observation with checklist Decrease the aperture. 1.11 Application Performance Post- observation with checklist Decrease the ISO. 1.12 Evaluation Performance Post- observation with checklist Take a properly exposed photograph. 1.13 Evaluation Performance Post- observation with checklist Take a properly exposed photograph with deep depth of field using the aperture technique. 1.14 Evaluation Performance Post- observation with checklist Take a properly exposed photograph with deep depth of field using the focal length technique. 1.15 Evaluation Performance Post- observation with checklist Take a properly exposed photograph with deep depth of field using the distance to subject technique. 1.16 Evaluation Performance Post- observation with checklist Take a properly exposed photograph with shallow depth of field using the aperture technique. 1.17 Evaluation Performance Post- observation Take a properly exposed photograph with shallow 15 Learning Objectives (a) Blooms Taxonomy Classification (b) Format of Assessment (c) Description of test form (d) Sample items (e) with checklist depth of field using the focal length technique. 1.18 Evaluation Performance Post- observation with checklist Take a properly exposed photograph with shallow depth of field using the distance to subject technique. 2.1 Application Performance Post- observation with checklist Download your photographs to the computer. 3.1 Evaluation Performance Post- observation with checklist Create a post on your blog that contains five shallow depth of field photographs. 3.2 Evaluation Performance Post- observation with checklist Create a post on your blog that contains five deep depth of field photographs.
Part 3c. ARCS Table
ATTENTION A.1 Perceptual Arousal Instructor will show pictures by famous photographers that use both deep and shallow depth of field while explaining the visual difference between the two techniques. A2. Inquiry Arousal Instructor will ask students to look through their own portfolios and find photographs that they have already taken (for previous projects) that show both deep and shallow depth of field. Note: students may not have both examples in their portfolio because they have not learned how to purposely produce the technique yet. That is OK; they will still be comparing their work with that of the example photographs shown in A.1. A3. Variability Instructor will ask students to share their photographs with the class.
RELEVANCE R1. Goal orientation Instructor will ask students to take a 10 question pre-quiz on Depth of Field. This quiz will not be counted for a grade, but it will be scored. R2. Motive matching Instructor will use pair and share discussion technique to have students address the scenarios: - Think of three situations when shallow depth of field would make a photograph more interesting. - Think of three situations when deep depth of field would make a photograph more interesting. R3. Familiarity Instructor will use pair and share discussion technique to have students address the questions: - How can depth of field enhance my photography? - Have I ever seen a picture that stuck with me because of the type of depth of field used? - When in the future will I use this technique? Specific groupings will be at the discretion of the instructor.
CONFIDENCE 16 C1. Learning requirements Instructor will distribute the following rubric to students and have students read it aloud:
Goal: To take 5 deep and 5 shallow depth of field pictures using the aperture, distance, and focal length techniques.
C2. Success opportunities At the conclusion of the picture-taking activity, the instructor will ask the students to post their best deep and best shallow pictures to their online photography portfolio. Instructor will allow students to also share photographs with their friends and family via twitter, email, instagram or other social media if they finish all other required tasks. C3. Personal control Instructor will ask students to grade themselves using the aforementioned rubric.
SATISFACTION S1. Natural consequences Instructor will require the students to use the three techniques for capturing depth of field to take pictures during the 3-hour activity. S2. Positive consequences Instructor will provide feedback to students as they are taking pictures. Additionally, students will choose their best photographs to post online to their portfolio and also self-assess their work using the rubric. S3. Equity Instructor will ask students to reflect on their experiences taking deep and shallow depth of field pictures by using the pair and share discussion technique at the conclusion of the activity. Students should address the following questions: - What was your best photograph? - What did you like about it? - What was your favorite thing about this activity? - On a scale of 1-10 (10 being all the time), how often do you think you will try to use depth of field in the future? 17 - Do you feel like you are a better photographer than you were before we started this activity? Why or why not?
Part 4. Instructor Guide Introduction (20 minutes) Active Attention or Gain Attention. Show a series of photographs by professional photographers that use both deep and shallow depth of field (no more than 10). Ask students to identify some differences between the photographs (choose one deep and one shallow photo to specifically focus on). Establish Purpose or Inform Learners of Purpose. Explain visual differences between deep and shallow depth of field. Go over relevant vocabulary (Depth of field, deep depth of field, shallow depth of field) Arouse Interest and Motivation or Stimulate Learners Attention/Motivation. Ask students to look in their portfolios and find some examples of deep and shallow depth of field that they have already taken (unknowingly at the time). Ask 3-5 students to share their photographs with the class. Preview the Learning Activity or Provide Overview. Post objective for the activity on the board (take 5 deep and 5 shallow depth of field photographs using the aperture, distance and focal length techniques) and have students write it down in their notebooks. Distribute rubrics and have students take turns reading them aloud. Body (130 minutes) INSTRUCTION SEGMENT (45 minutes) Recall relevant prior knowledge or Stimulate recall of prior knowledge. Ask students to take a pre-quiz on depth of field. Then, using a pair and share, ask students to recall what makes a good photograph. Correct answers should touch upon proper exposure, good composition, and ensuring that the lens is focused. Using the same grouping technique, ask students how to adjust the shutter speed and aperture, how to read a light meter, and how to adjust the ISO. Process information and examples or Present information and examples. Instructor will distribute a guided notes worksheet and explain the three techniques for achieving deep and shallow depth of field (aperture, distance and focal length). Focus Attention or Gain & Direct Attention. As instruction is occurring, remind the students where on their notes worksheet they should put the relevant information. 18 Employ Learning Strategies or Guide or Prompt Use of Learning Strategies. Pause to ensure that all students are with you. Ask students to compare their notes with their neighbors. Practice or Provide for and Guide Practice. After explaining how each technique works, present a scenario to the students where they have to predict if the photo will be deep or shallow. Students should answer individually on a piece of paper. Some examples include: 1. Deep or shallow? F4 (shallow) 2. Deep or shallow? F16 (deep) 3. Deep or shallow? 1 foot away (shallow) 4. Deep or shallow? 10 feet away (deep) 5. Deep or shallow? 18mm wide angle lens (deep) 6. Deep or shallow? 100mm telephoto lens (shallow) Evaluate Feedback or Provide Feedback. As students make their predictions for the scenarios, walk around the room and make sure that they are answering correctly. If a student is incorrect, as him/her to discuss their reasoning with a neighbor who has a correct answer. When all students have had a chance to answer all of the scenarios, discuss the answers and reasoning as a class. PROJECT SEGMENT (85 minutes) Recall relevant prior knowledge or Stimulate recall of prior knowledge. Ask students to use their guided notes worksheets as a reference when taking photographs. Process information and examples or present information and examples. Gather students and ask them to physically demonstrate (using the cameras) how to take a deep and shallow photograph using each of the three techniques. Remind students to use notes worksheet. Employ Learning Strategies or Guide or Prompt Use of Learning Strategies. Pair students appropriately (2 students per camera. Pair a student who is struggling with the concept with a student who knows the material and has a helpful disposition. Practice or Provide for and Guide Practice. Instruct students to being taking photographs, referencing their guided notes and rubrics for help and requirements. Evaluate Feedback or Provide Feedback. Monitor the students progress and provide feedback as necessary to help them stay on track and meet the goal. Conclusion (30 minutes not including post-activity items noted below) Summarize and review or Provide summary and review. Ask students to download their photographs and review them, separating out the deep 19 and shallow depth of field photographs. All photographs should be saved to their folder on the Photography server. Ask students to post their best deep and best shallow depth of field photographs to their online portfolio. Transfer learning or Enhance transfer. Lead a class discussion using pair and share. Ask students to respond to the following questions: 1. On a scale of 1-10 (10 being all the time), how often do you think you will try the depth of field technique in the future? 2. Do you feel like you are a better photographer than you were before we started this activity? Why or why not? Remotivate and Close or Provide Remediation and Closure. Ask students to assess their own work using the rubric. Collect the completed rubrics. Then, lead a class discussion using pair and share. Ask the students to address the following questions: 3. What was your best photograph? What did you like about it? 4. What was your favorite thing about this activity? Assess Learning or Conduct Assessment Evaluate. (post-activity) Grade student work using rubric. Feedback and Seek Remediation or Provide Feedback and Remediation. (post-activity) Provide feedback on the rubric. If your assessment differs from the students self assessment, provide specific feedback explaining why. Part 5. Learner Content Part 5a. Learning Materials Depth of field presentation - This presentation will be used by the instructor to provide visual examples, sequence the lesson activities, provide discussion prompts, and explain important concepts. Depth of field guided notes The students will record important vocabulary and factors that influence depth of field in this worksheet. Part 5b. Formative and Summative Assessment materials Depth of field prequiz This quiz will be taken by the students and used by the instructor to see what they already know about depth of field. Depth of field project rubric Students will read this to determine how they will be assessed and also use it to grade their own work. Part 5c. Technology Tool Justification Nikon D3000 digital camera - This camera has fully manual capabilities, interchangeable lenses, and will give the learners the maximum amount of control over the camera settings allowing them to control the depth of field.
20 Apple Mac Mini computers The teacher station as well as the student computer stations are all outfitted with Mac Mini computers. These computers have USB ports that allow the students to download photographs. They also have 17-inch LCD monitors, which clearly display photographs for student review. Projector The lecture area of the classroom contains a projector. The instructor will use this to show the presentation, linked in section 5a. The presentation contains example pictures, discussion prompts, and helps set the pace and sequence for the lesson.
SD Card Reader (USB) These card readers are connected to each of the computer stations and allow the students to put the SD card directly into the card reader to download photographs. This eliminates the need for separate USB cables and students who share a camera can download their own pictures simultaneously on separate computers.
Google Sites All students use Google sites to create and maintain their online photography portfolios. They will upload their 10 photographs that they create for the project to their portfolio, which they can then share with their friends and family. It also allows the instructor to quickly and easily review the student work online.
Photography server The classroom is outfitted with a networked server that is used to store photographs until such time that they are uploaded to the students portfolios. This allows students to download their photographs from one computer station and review them from any other computer station. Part 6. Formative Evaluation Plan Part 6a. Expert Review My subject matter expert is professional photographer, Joseph Cote. He will receive the materials on July 23, 2012 and return his evaluation by July 25, 2012. Part 6b. One-to-One Evaluation I would sit down with two or three high school students who are enrolled in a photography class but who have not yet done the unit on Depth of Field. I will have a discussion with each of them one by one. My goal is for them to go through the instructional materials and the lesson and identify any major problems. Some key questions they could answer for me are: Are there any spelling/typographical errors? Are the directions clear? What vocabulary words are unfamiliar? Do you feel like you could complete this activity with the instructions that are given? Do the test questions seem fair based on the material covered in the unit? 21 Part 6c. Small Group Evaluation Once I've made revisions from my one on one meetings, I will bring my materials to a slightly larger group (6-8 students) to see how it works with different types of learners. The maximum class size for a photography class is 16 students, so this small group represents roughly half of the classroom population. These students should be enrolled in a photography class but should have not yet completed a unit on depth of field. My goal in this stage is to observe how the learners work their way through the materials. Some questions that I want to answer at this stage are: Do they have the entry-level skills needed to complete the assignments? Do they have additional skills that I did not plan for? How long does it take them to complete the instruction? How do they feel about the instruction and activity? Did they succeed in the instruction? What revisions are necessary to help them succeed? Part 6d. Field Trial My field trial's purpose will be to determine the effectiveness of the revisions that I made after my small group session, discover any problems that might arise in a real classroom setting, and validate the instruction with a larger sample size. My field trials will consist of 12-14 students who are in a photography class but have not yet done a unit on depth of field. By the end of the field trials, I should be able to answer the following questions: Is the design of the instruction good enough such that it can be implemented at this state? What administrative problems might be encountered in a real classroom setting? Do the learners have the prior knowledge necessary to be successful? Do the objectives make sense to the learners? How do the learners feel about the instruction? How do the teachers feel about the instruction? Did the teachers implement the instruction as it was designed? What changes need to be made to improve the instruction? Part 7. Formative Evaluation Report Part 7a. Evaluation Survey or Rubric I sent my subject matter expert a copy of all materials that the students will receive as well as the instructor guide. Since I wanted him to focus on the actual content being taught, I did not send him the other materials related to the design of the project or pedagogy. I asked him to answer the following questions via email: Is goal of the lesson clear? Is the instruction simple and easy to understand? Is anything extra included that might confuse the learners? Is anything missing? 22 Is the assessment authentic and a valid way to determine whether or not the learners have achieved the learning goal? (Will the project be a good way for the students to demonstrate that they can successfully take shallow and sharp depth of field pictures) Does this lesson come at a good time considering what the students have already learner (reference the background info above) Is 3 hours enough time to achieve the goal and cover the materials? Do I need to use less time or cover less content within the time? What, if anything, would you change about the materials? As a professional photographer, why do you choose to use either sharp or shallow depth of field in a given situation? Part 7b. Report the results of the expert review. My subject matter expert felt that the activity was well designed and would help students begin to learn about depth of field. He did stress two things that he would change. Firstly, he said that he refers to depth of field as shallow and deep instead of sharp, as I have been doing. He said that this could reduce confusion because sharp often means something else in photography. He also mentioned that the three factors that influence depth of field work in conjunction with one another, so it is important to stress that to the students because using one factor alone might not yield the desired results. You can view a summarization of his feedback below:
Question Summary of SME Feedback Is the goal of the lesson clear? Yes. Is the instruction simple and easy to understand? Yes. Is anything extra included that might confuse the learners? Rephrase the questions What makes a photograph interesting? and What makes a good photograph. They are open-ended and might confuse some students. Using a more specific question like In technical terms, what makes a photograph visually appealing would alleviate ambiguity. Is anything missing? No, the lesson adequately covers depth of field. Is the assessment an authentic and valid way to determine whether or not the learners have achieved the learning goal? Yes, but more focus on how the elements that influence depth of field are connected would help the students understand that one factor alone does not create a certain depth of field. Does this lesson come at a good time considering what the students have already learner? Yes Is 3 hours enough time to achieve the goal and cover the materials? Do I need to use less time or cover less content within the time? Yes What, if anything, would you change about the materials? Rephrase sharp depth of field to deep depth of field because sharp often has other meaning in photography and could be confusing. In the practice questions, include all three elements that influence depth of field. Someone cannot predict if a picture will be deep or shallow only given one 23 element. As a professional photographer, why do you choose to use either sharp or shallow depth of field in a given situation? Portraits shallow; Landscapes deep; Product shots deep; Food and anything else either way depending on the mood or aesthetic the photographer is trying to convey.
Part 7c. Comments on Change I changed all mention of sharp depth of field to deep depth of field to alleviate any confusion. I rephrased the discussion questions he mentioned to be less open-ended. I changed the practice exercises to include all three elements that influence depth of field. I added a slide with a pictorial representation of how the three elements influence one another. On the rubric, I removed the section about achieving deep or shallow depth of field with each of the three factors (focal length, distance to subject, aperture) because this isnt really the correct way to assess the learners considering that the factors are dependant on one another. Lastly, I added a slide during the closure section of the lesson to incorporate situations where my SME would use a specific depth of field based on his feedback for the last question. Part 8. AECT Standards Grid The following standards, developed by the Association for Educational Communications and Technology (AECT), and used in the accreditation process established by the National Council for Accreditation of Teacher Education (NCATE), are addressed to some degree in this course. The numbers of the standards correspond to the numbers next to the course tasks show on the list of assignments. Not all standards are addressed explicitly through student work.
Assignments meeting standard in whole or part Standard 1: DESIGN
1.1 Instructional Systems Design (ISD) X ID Project 1.1.1 Analyzing X ID Project; ID Case Analysis 1.1.2 Designing X ID Project 1.1.3 Developing X ID Project 1.1.4 Implementing X ID Project 1.1.5 Evaluating X Selected Discussion Forums; ID Project 1.2 Message Design
1.3 Instructional Strategies X ID Project 1.4 Learner Characteristics X ID Project
Standard 2: DEVELOPMENT
2.0 (includes 2.0.1 to 2.0.8) X ID Project 2.1 Print Technologies X Reading Quiz; ID Project 2.2 Audiovisual Technologies
2.3 Computer-Based Technologies X (all assignments) 2.4 Integrated Technologies
Standard 3: UTILIZATION
24 3.0 (includes 3.0.1 & 3.0.2)
3.1 Media Utilization X (all assignments) 3.2 Diffusion of Innovations
3.3 Implementation and Institutionalization X ID Project 3.4 Policies and Regulations
Standard 4: MANAGEMENT
4.0 (includes 4.0.1 & 4.0.3)
4.1 Project Management
4.2 Resource Management
4.3 Delivery System Management
4.4 Information Management
Standard 5: EVALUATION
5.1 Problem Analysis X
5.2 Criterion-Referenced Measurement X ID Project 5.3 Formative and Summative Evaluation X ID Project 5.4 Long-Range Planning
25 Appendix A Learning Materials Depth of Field Presentation
'HSWKRI)LHOG $GYDQFHG3KRWRJUDSKLF7HFKQLTXH All photographs by Jamie Doiron :KDWGRWKHIROORZLQJ SLFWXUHVKDYHLQFRPPRQ" 26
:KDWGRWKHVHKDYHLQ FRPPRQ" AN0...what's dIfferent about them from the last ones: 'HSWKRI)LHOG The range of a photograph that Is In focus ThInk front to back Large range 0eep Small range Shallow :KDWDERXW\RX")LQGVRPHRI\RXURZQ SKRWRJUDSKVWKDWVKRZGHHSRUVKDOORZ GHSWKRIILHOG 27
<RXU*RDO Take and post photos showIng sharp and shallow depth of fIeld to your portfolIo 5 deep 5 shallow 5HIOHFWLRQTXHVWLRQWhen do you thInk deep depth of fIeld would make a photo more InterestIng: What about shallow: 5XEULF 4XL]WLPH )LUVW Take the prequIz. Femember! t wIll not count toward your fInal grade. 6HFRQGFevIew questIons :KDWDUHVRPHWHFKQLTXHVSKRWRJUDSKHUVHPSOR\WRPDNH SKRWRJUDSKVPRUHLQWHUHVWLQJ" +RZGR\RXFKDQJHWKHVKXWWHUVSHHG,62DQGDSHUWXUH" +RZGR\RXUHDGDOLJKWPHWHU" 'HSWKRI)LHOG J factors that Influence It YDUF dIstance to the subject of the photo (where you are standIng) Close = shallow Far = deep Aperture Large = shallow (low f stop) Small = deep (hIgh f stop) Focal length Telephoto lens = shallow WIde angle lens = deep 7KHVHIDFWRUVZRUNZLWKRQHDQRWKHU DQGLQIOXHQFHHDFKRWKHU Distance to subject Focal Length Aperture 3UDFWLFH Use the factors that Influence depth of fIeld to predIct If the followIng settIngs would make a deep or shallow pIcture. 1. F2, 1J5mm, 10 feet away 2. F8, 14mm, 10 feet away J. F22, 100mm, 20 feet away 4. F22, 14mm, 10 feet away 5. F8, 8mm, 5 feet away 5HDG\$&7,21 Fecall how to adjust camera settIngs Take pIctures Use your notes worksheet as reference Post the best examples of deep and shallow depth of fIeld to your portfolIo! &RQFOXVLRQ Dn a scale of 110 (10 beIng all the tIme), how often do you thInk you wIll use the depth of fIeld technIque In the future: Why: 0o you thInk you are a better photographer now that you've learned the technIque: Why or why not: 28
Depth of Field Guided Notes
Name: _______________________ Depth of Field Guided Notes
1. What is depth of field?
2. Describe deep depth of field in your own words and draw a picture showing it.
3. Describe shallow depth of field in your own words and draw a picture showing it.
4. When do you think deep depth of field would make a photo more interesting? What about shallow?
What the professIonaIs say... When do you use shallow or deep depth of field? f 'm shooting in a group of people and want to isolate an individual from the rest will open my aperture up to somewhere between ]/2.8 and ]/7.1, depending on how close the people are standing. For a landscape you need the entire image to be in focus (deep DoF), so it's important to shoot between ]/16 and ]/22. Shooting a group of people, where the sharpness of the background is not of great importance, maximize sharpness by shooting at ]/8. Product photography or any sort of documentation 'll shoot at ]/8 to achieve maximum sharpness. SeIf-EvaIuatIon FIrst: Crade yourseIf usIng the rubrIc. Second: 0Iscuss wIth your partner: 1. What was your best photograph: What dId you lIke about It: 2. What was your favorIte thIng about thIs actIvIty: 29
Factors that create deep depth of field Factors that create shallow depth of field 1.
1. 2.
2. 3.
3. 30 Appendix B Formative and Summative Assessment Materials Depth of Field Pre-Quiz
My Profile Classes Activities Quizzes Surveys Question Bank Files Calendar Shared Activities Find a Teacher Comments Tutorial Center About Quia Request Brochures Quizzes >> Quiz Editor >> Quiz Preview Welcome, Jamie Doiron Basic Advanced Question Bank
4 - Depth of field pre-quiz Which three factors affect depth of field? (5 points) Aperture, focal length, lens type Aperture, focal length, distance from subject Focal length, distance from subject, lens type Aperture, distance from subject, shutter speed Distance from subject, aperture, f-stop. Which of the following accurately describes depth of field? (5 points) the total focused area in front of and behind an object held in the focus of a camera or lens the total focused area in front of an object held in the focus of a camera or lens the total focused area behind an object held in the focus of a camera or lens the total focused area in front of and behind an object held out of the focus of a camera or lens the total focused area in front of an object held out of focus of a camera or lens Which lens aperture would be the best to use to produce a photo that is not sharp throughout (shallow depth of field)? (5 points) F22 F16 F11 F8 F2 Which size lens aperture would you use to create a picture with sharpest detail throughout (deep depth of field)? (5 points) F22 F16 F11 F8 F2 What is the relationship between f-stop and aperture size? (5 points) As the f-stop number grows larger, the aperture gets smaller As the f-stop number grows smaller, the aperture gets smaller. As the f-stop number grows larger, the aperture gets larger. As the f-stop changes, the aperture stays the same. As the aperture changes, the f-stop stays the same. What does the aperture CONTROL? (5 points) How much light reaches the film. How long the film is exposed to light. The f-stop. The amount of pictures you can take. The type of SD you use. Home Account FAQ About Log out Quia - Quiz Preview http://www.quia.com/servlets/quia.activities.common.ActivityE... 1 of 2 7/25/12 9:02 AM 31
Submit 5 deep and 5 shallow depth of field photographs (10 total)
Student submits all required photographs Student is missing 1 photograph Student is missing 2-3 photographs Student is missing 4-5 photographs Student is missing 6 or more photographs Quality (10 points)
Photographs are in focus, properly exposed, and interesting (use composition).
Students photographs are all of high quality. 1-2 of the photographs do not meet all quality measures. 3-4 photographs do not meet all quality measures. 5-6 photographs do not meet all quality measures. 7 or more photographs do not meet all quality measures. Effort (10 points)
Stay on task, provide ideas and feedback to your camera partner, and keep a positive attitude (have fun). Student is on task, helpful, and has a positive attitude. --- Student needs to be reminded to be on task. --- Student is repeatedly off- task, not helpful to his/her partner, and has a negative attitude.
A normal lens tends to create pictures with shallow depth of field (5 points) True False Being far from your subject tends to create a deep depth of field. (5 points) True False Being close tends to create pictures with deep depth of field. (5 points) True False A telephoto lens tends to produce images with shallow depth of field. (1 point) True False Continue editing... Home | About Quia | Tutorials | FAQ | Subscribe & Renew | Tech Support | Terms | Company Info | Feedback | Jobs | Contact us 2012 IXL Learning. All rights reserved. Quia - Quiz Preview http://www.quia.com/servlets/quia.activities.common.ActivityE... 2 of 2 7/25/12 9:02 AM