Taking this Special Project course meant that we had to choose between either doing a research paper, or an instructional design project. As you can all probably tell, I chose the latter. Why? Well, there are three major reasons.
First, I wanted to be able to do something out of my comfort zone. Throughout the majority of my academic years, Research was a subject I have encountered ever since my early high school years. Although one could never say that she's had too much Research, I could say that such a course has been one that I have gotten used to. I figured that I might as well do something new--something challenging yet something I know I would be passionate about. Second, since this an endeavor that will span two consecutive trimesters (almost 6 months in total), I wanted to take this as an opportunity to be in service of others. Lastly, I thought I might be able to incorporate my love for music, so that this project would be an enjoyable to me in its process.
So, my personal objectives for this project were:
1) To find a non-profit organization (specifically, an orphanage) that houses young children, where I would conduct my needs analysis and also implement the instructional materials
2) To incorporate my passion or love for music in this project, only if it aligns with the needs of the organization too
3) To apply the knowledge and skills I have learned all throughout my college years
The process of finding and choosing my target locale for this project was first done through searching for non-profit organizations near my current hometown: Cavite. I stumbled upon a children's home known as LifeChild Asia Foundation located in Silang, which is a 40 to 50-minute drive from our house. I then scheduled an appointment through contacting their Facebook page, and thus opened the door to not only conduct this project, but to volunteer and serve in the orphanage.
I was able to visit the organization on April 27, 2024 and conducted my needs analysis then and there through an oral interview with their admin. Due to privacy matters, I cannot disclose further information on the physical environment nor individual background of the kids under their care, but the results I gathered from the needs analysis which were then addressed in this project are the following:
There are four children who are still struggling to read, yet will be attending regular classes for the incoming school year. The organization is in need of someone who can help learn how to read over the summer.
Some of the kids' interests include arts, music, and games (outdoor activities).
Through these results, I formulated the type of learning materials, tools, activities, and the approach that I will be incorporating for the children's summer reading classes. Upon planning, I knew it would turn out to be effective and meaningful if this project would be a balance or blend of three specific elements: 1) the educational needs of the organization, 2) the interests of the children, and 3) my passion.
So, music turned out to be the heart of this project (read more of this in Background).
The overall design would be a series of reading classes for the children, where music will be used as a tool to help them remember phoneme sounds, which are essential in learning how to read. I will also be developing instructional materials, specifically the CVC flashcards and alphabet worksheets to further improve their skills in reading.
Music was chosen as a learning instrument to help the children read because of its strong connection to cognitive development, memory, and emotional engagement. Theoretical frameworks such as Howard Gardner's Multiple Intelligences Theory highlight that children have diverse learning styles, and those with strong music intelligence often benefit from auditory and rhythmic learning. Music, as a mnemonic device, could then aid in memory retention by engaging auditory, kinesthetic, and emotional pathways, which could make it easier for the children to remember phonemic sounds and word patterns.
B.F. Skinner's Operant Conditioning Theory supports the use of music as a positive reinforcement tool. In this context, music not only serves as a learning medium but also as a motivational reward. When children successfully decode words or remember phonemes, music becomes a reinforcing stimulus that encourages continued engagement and learning. This creates a cycle where learning is both enjoyable and effective, and increases the likelihood of long-term retention.
We can also apply Albert Bandura's Social Learning Theory, which suggests that learning occurs through observation and imitation. Group musical activities provide a social context in which children observe their peers, imitate phonemic sounds, and participate collectively. This social dimension of music fosters collaboration and enhances the learning process, which makes music a powerful tool in a group learning environment.
CVC (Consonant-Vowel-Consonant) flashcards and worksheets were chosen because they are foundational tools for teaching early reading skills, particularly phonemic awareness and decoding. The choice of CVC words aligns with Jean Piaget's Cognitive Development Theory, particularly his stages of development where young children (ages 7-12) begin to acquire concrete operational thinking. At this stage, children learn best with clear, structured tasks that focus on one-to-one sound-letter correspondences, which CVC words provide.
Moreover, Lev Vygotsky's Zone of Proximal Development (ZPD) underscores the importance of scaffolding learning. CVC words are the initial building blocks for reading, and using flashcards and worksheets allows for controlled and manageable steps in learning. These tools help children move from phoneme recognition to decoding by offering repeated exposure to simple word patterns. The visual and interactive nature of flashcards also supports Dual Coding Theory by Allan Pavio, which posits that combining visual and verbal information aids learning and memory.
The worksheets complement the flashcards by providing opportunities to the target learners for practice and reinforcement. They also engage students through hands-on activites like coloring--an activity that the students loved--which can make learning both enjoyable and effective.
The ADDIE model (Analyze, Design, Develop, Implement, Evaluate) can be effective for this project since it provides a structured, yet flexible approach to instructional design. We learn from the Constructivist Learning Theory the importance of building on learners' prior knowledge and adapting instruction based on their responses. ADDIE's iterative process aligns with this principle, for it allows constant reflection and adjustment at each stage.
During the Analyze phase, the project begins with identifying the learners' specific needs and challenges, particularly their reading difficulties. The Design and Develop phases ensure that the instructional materials are personalized to meet those needs, incorporating musical phonemic sounds and CVC exercises that suit the learners' abilities. The flexibility of ADDIE also gives room for modifications during the Implementation phase, as unforeseen challenges (such as behavioral issues, varied skill levels) arise. This supports the Experiential Learning Theory which highlights learning as an ongoing, adaptive process.
Finally, the Evaluation phase ensures that both the instructional design and the learners' progress are assessed. This aligns with Bloom's Taxonomy, which stresses the importance of evaluation in higher-order thinking and learning.
This project directly addresses United Nations Sustainable Development Goal 4: Quality Education, which aims to ensure inclusive and equitable quality education and promote lifelong learning opportunities for all. By designing and implementing instructional materials for marginalized children in an orphanage, the project contributes to the goal of improving foundational literacy skills for vulnerable learners. The use of music-based learning not only made education engaging but also helped overcome the resource limitations often faced by alternative education programs. The project focused on delivering equitable education by addressing the specific needs of children who lacked access to formal, structured learning environments.
Also, this project aligns with Goal 10: Reduced Inequalities, which seeks to reduce inequality within and among countries. By targeting children from disadvantaged socio-economic backgrounds, the project provided them with opportunities to develop essential literacy skills that they might not have otherwise received. This helps to bridge the education gap and gives these children a better chance at succeeding in formal schooling and beyond, promoting greater social inclusion and opportunities for upward mobility.
Lastly, the project somehow supports Goal 3: Good Health and Well-being, as it contributed not just intellectual growth but also emotional and psychological well-being of the learners. Engaging the children in enjoyable learning activities, such as music, may create a positive learning atmosphere, contributing to their overall mental and emotional health.