Case Study Presentation

1
Case Study Presentation

• Lakeisha Billingsley, Karen Brathovde, Mae Scott
• CMP 555
• Stacy Nadeau
• March 12, 2006

2
The ASSURE Model

• A Analyze Learner
• S State Objectives
• S Select Methods, Media, and Materials
• U Utilize Media and Materials
• R Require Learner Participation
• E Evaluate and Revise

3
The Panama Canal
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Background Info on the Panama Canal

• The Panama Canal is a major ship canal that
  traverses the isthmus of Panama in Central
  America, connecting the Atlantic and Pacific
  Oceans.
• The construction of the canal was one of the
  largest and most difficult engineering projects
  ever undertaken.
• The Panama Canal connects the Gulf of Panama in
  the Pacific Ocean with the Caribbean Sea and the
  Atlantic Ocean.
• The canal can accommodate vessels from small
  private yachts up to fairly large commercial
  ships.
• The canal is presently handling more vessel
  traffic than had ever been envisioned by its
  builders.
• In 1934 it was estimated that the maximum
  capacity of the canal would be around 80 million
  tons per year canal traffic in 2005 consisted of
  278.8 million tons of shipping.

5
Analyze Learners

• General Characteristics
• This urban elementary school class is
  self-contained, with 29 fifth graders (16 girls,
  13 boys). The average age is 11 years the
  average reading level is fourth grade.

• The class has an ethnic and racial mixture
  typical of an urban setting, with socioeconomic
  status being lower middle class. Seventeen come
  from single-parent families. Motivation is
  usually a challenge with this class.

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Analyze Learners

• Entry Competencies
• The awareness of the Panama Canal is very low.
• In a class discussion of Central America, only
  Nicaragua and El Salvador were mentioned.
• Many students are familiar with an old barge
  canal on the north side of town.
• Many students can identify canals as human-built
  waterways but were vague about their purposes.

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Analyze Learners

• Learning Styles
• Styles are varied
• Most students do not like to read and have very
  low comprehension when they do
• Students enjoy viewing videotapes and tend to
  remember information presented on them.
• They have very good human interaction skills and
  enjoy discussions.

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State Objectives

• Locate the Panama Canal on a wall map of North
  and South America.
• Explain the main advantage of the Panama Canal as
  a shortcut between the Atlantic and Pacific
  oceans.
• Visually recognize a canal, distinguishing it
  from other waterways.

• Discuss the Panama Canals historic importance,
  citing at least its commercial and military
  advantages and the achievement of overcoming the
  obstacles to its construction.
• Demonstrate that they value the cooperative
  effort represented by the building of the Panama
  Canal by participating actively in a group
  project.

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Select Methods, Media, Materials

• Mr. Stucker has a four-step plan
• Large group discussion
• Show a video
• Small-group discussions
• Projects

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Select Methods, Media, MaterialsThe Video

• The video is previewed by Mr. Strucker
  beforehand. He looks and notes
• Content
• Vocabulary that meets students comprehension
• The need to update political description of
  Panama

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Utilize Media and Materials

• Wall map of North South America to stimulate
  conversation of how a traveler would get from New
  York to San Francisco
• The instructor shows video that explains the
  solution developed in the early 20th Century.

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Require Learner Participation

• Mr. Strucker divides the students into groups of
  three to discuss the questions.
• Each group elects a recorder to write the answers
  agreed to by the group.
• Mr. Strucker reassembles the class to create a
  discussion on the answers to the questions from
  each group.

13
Evaluate and Revise

• Mr. Strucker collects the written notes and
  checks the accuracy of the answers.
• He makes note of test items linked to the
  objectives on the standardized test at the end of
  the year.
• During the display project
• He will check the accuracy of the information on
  their displays
• To assess the affective objective(s), he will
  circulate throughout the work groups assessing
  the enthusiasm exhibited in their work.