ContentBased Instruction

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Content-Based Instruction

• Capstone Oral Defense
• Nicole Naditz
• Candidate for M.Ed
• Western Governors University

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Part 1 Introduction

• French teacher since 1993 public and private
  grades 3-12
• National Board Certified in 2003
• Very active in professional organizations as a
  learner and a leader
• Became interested in Content-Based Instruction
  during CLAD program
• Married 15 years, son of 9 years, two rescued
  petsSophie (5) and ET (17)

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Part 2 Project Overview

• Why this project?
• Personal Interest
• Needs assessment and personal experience confirm
  that students need more than the textbook to
  develop language proficiency
• Research provides models of several bilingual
  programs in the U.S. that had excellent results
  with Content-Based Instruction

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Project Overview, continued

• Overview of the problem
• Students, parents, teachers and administrators
  decry the low proficiency of students exiting
  world language programs
• Research supports the use of content-based
  instruction in ESL classes, but few studies exist
  that examine the effect of Content-based
  Instruction in foreign language classes

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Project Overview, continued

• Project description
• The proposed instructional product is a complete,
  ready-to-use unit of content-based instruction
• It is intended for use in advanced high school
  French classes
• Developed based on a needs assessment, using
  recognized instructional strategies

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Project Overview, continued

• Instructional Strategies that were instrumental
  in designing this unit
• Gagnés Nine Events of Instruction
• constructivist and behaviorist approaches
• additional support from cognitive theory
• Gardners learning styles theory

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Project Overview, continued

• Use of technology
• Three web-based activities
• One multi-media presentation
• Several authentic video clips
• Several authentic songs

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Part 3 WGU domains

• Instructional Design domain

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WGU Domains, continued

• Research Fundamentals domain
• Types of research designs
• Ethics of research
• Data collection
• Data analysis
• Qualitative
• Quantitative

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WGU Domains, cont.

• Management and Innovation Domain
• Defining a worthwhile project
• Organizing and leading a team
• Identifying stakeholders and meeting their needs
• Developing schedules and budgets
• Seeing project through all phases to completion
  and delivery

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WGU Domains, continued

• Measurement and Evaluation domain
• Principles of measurement and evaluation
• Purpose of measurement and evaluation in
  instructional design projects
• Stages of evaluation
• Design of evaluation instruments
• Collection and analysis of evaluation data
• Improving instructional product based on data

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Reflection

• Project strengths
• Areas for growth
• Future application of skills acquired during
  degree studies