1. Implementation
1.1. Now the current iteration of the plan is put into full action. By this point, the course itself has gone through all five ADDIE phases based on feedback obtained during development. Plans are finalized and all loose ends are addressed so everyone involved (trainers and trainees) has the information and resources they need to begin.
1.1.1. Implementation of my short course would be the actual training session.
2. Evaluation
2.1. Determine if the course has met its goals and the needs of the learners. If not, identify areas of improvement. Throughout the whole ADDIE process, evaluation and reiteration of its components have been taking place. This is the summative evaluation of the course in its entirety.
2.1.1. For my course, I would do a self-reflection at the end, but I would also have all participants complete a brief survey. In addition, I would send out a follow-up survey a few weeks later to see if they have used anything from the course (ideas, strategies, resources, websites, etc.)
3. Analysis
3.1. In this initial phase, the ID investigates the current situation by finding answers to questions like: What does the org want to happen that isn’t presently happening? Is this disconnect something that could be resolved through training? Are they currently using some other program or process to attempt to meet the need? Who will be trained, where will it take place, and how will it be delivered? What are the org’s resources that can be deployed (resources includes staff)?
3.1.1. In my project, I would survey the school administrators to learn about the school (staff, students, resources, technology haves and have-nots). I would find out why they are seeking this type of training for their teachers. I would meet with staff to find out how they're teaching multiplication facts. Are they using a textbook/curriculum? Which one? Do they supplement it with outside materials? How do they assess student's fact fluency, and how do they enable students to maintain known facts? This information would help me determine the extent of the training.
4. Design
4.1. In this phase, goal setting takes place. Design is the method, the "how" of the learning solution. Even though all phases are vital to this process, the design phase is where we build out the plan for instruction.
4.1.1. In this project, the course goal is for teachers to develop a toolkit of multiplication-fluency resources and strategies. There are many available, but not all are effective or research based. From meeting with teachers, I would have an idea of what they've been using. To facilitate participant buy-in, I would include some of their currently-used strategies and materials/procedures that align particularly well with standards and goals.
5. Development
5.1. This is when the design plan is streamlined into a draft version. The extent of this iteration is determined by the length of the training solution; a one-day professional-development workshop will look much different on paper than a full-semester course. If feasible, the course is taken for a "test drive," with a small group of participants engaging in the activities and providing feedback to the designer. At the very least, the designer should test out the course from start to finish, from a participant's perspective.
5.1.1. For my project, which takes place within a 20-minute instructional period, I would develop an agenda rather than a full syllabus. This would include a brief introduction, some hands-on exploration, and completion of a Google Sheets file with information and links related to the multiplication strategies and resources. This also involves obtaining (if needed) permission to share copyrighted information and materials with participants.