Solution Evalution Using LTEM

Recently, I have been curious about how teachers can push beyond students’ existing beliefs to open their minds to new ideas. After conducting some research, I complied some relevant information related to this topic and brainstormed possible solutions to this conflict. One way that we can solve this problem is for teachers to be provided with proper tools and strategies to better handle difficult conversations that are had in class. This can be done through simulation-based learning, where teachers will be given opportunities to practice resolving conflict in scenarios that replicate real-life. 

After expanding on this idea, I learned about different evaluation models that help determine if a system is working well and providing growth and change. Of the models I explored, the one that stuck out to me was the Learning Transfer Evaluation Model (LTEM) by Thalheimer (2018). This model breaks down the evaluation process into 8 key levels: attendance, activity, learner perceptions, knowledge, decision making competence, task, transfer, and effects of transfer. I used my solution and evaluated it using this method. This method was effective for my strategy because I was able to categorize the different steps teachers and students would need to take in order to implement my program idea.

To see my evaluation, see below.

"Evalutation LTEM" by Emily Vailliencourt

As I was working through this evaluation, I kept in mind that I had goals for both teachers and students. I used these goals to help evaluate the strategy at each of the levels. With this evaluation method, the higher the level achieved, the higher the effectiveness the program has.

References:

Thalheimer, W. (2018). The learning-transfer evaluation model: Sending messages to enable learning effectiveness.

My Wicked Problem Project

Throughout one of my courses through Michigan State University, I have learned about the importance of asking questions. We were challenged to brainstorm several questions related to our classrooms (which we called a quick-fire) and find which topic we were most curious about to look into and conduct research on. After creating a list of many questions, I picked one key question: How can we push beyond students’ existing beliefs to open their minds to new ideas?

This became my main question for my project. I am a middle school social studies teacher, and the idea of empathy and open-mindedness kept sticking out to me. Within the social studies realm, students are often presented with new ideas and some struggle with this. Some of my middle schoolers have also struggled with students who are different from themselves. I wanted to look into how we can encourage students to be open to these new ideas and different cultures. To begin this project, I conducted my own research by creating a survey for K-12 teachers. I was curious about their own experiences and wanted to see if other teachers saw similar things as me. 18 teachers completed my survey, and they gave some interesting insight into this topic.

From there, I found outside research about these topics. I found various sources describing conflict in schools and solutions to these situations. Using the information from these sources as well as the information I received from my survey, I created a Thinglink to present my research and thoughts. This Thinglink board summarizes the steps of my project, as well as describing my research and a solution to this problem.

Please follow this link to explore my wicked problem: https://www.thinglink.com/scene/1949983247718941349

On the Thinglink, follow the arrows to read about my project in order. The correct buttons will also be highlighted, so you will know which one to click next.

References:

Godeano-Barr, S., Reifen-Tagar, M., Tarrasch, R. et al. (2024). The Impact of Teachers’ Contemplative Training on Classroom Discussions of Controversial Issues—a Cluster-Randomized Active-Control Trial. Mindfulness 15, 2355–2371.

Hollombe, S., Yablon, Y. B., & Iluz, S. (2024). Navigating Conflict in the Multicultural Classroom: The Use of Simulation-Based Learning for Peace Education in Teacher Training. Zeitschrift Für Pädagogik Und Theologie, 76(3), 253–264. https://doi-org.proxy1.cl.msu.edu/10.1515/zpt-2024-2029

[Photograph of whiteboard and people’s hands]. (n.d.). https://huddleiq.com/teaching-your-employees-the-ultimate-brainstorm/

Vailliencourt, E. (2025, Mar. 2). 812 Survey Video. [Video]. YouTube. https://youtu.be/dCZ9JqxgMZk

Survey Design

I am currently exploring this Wicked Problem: How can we push beyond students’ existing beliefs to open their minds to new ideas? I am curious if other teachers receive frustration from students when presenting them with new ideas and how they go about it.

In order to look into this question, I have designed a survey to send out to K-12 teachers. Prior to creating this, I had little experience in designing surveys. Reading about different aspects of creating surveys was interesting to me because I didn’t know that so many different things go into making them. I used Google Forms to create my survey. I have used Google Forms before, either to create quizzes for my students or for taking surveys myself, so I knew the basics of it. As I was creating my quiz and editing it, one of the first changes I made was to the order of my questions. I put my simple demographic questions at the end as they are the easiest. Another change I made was to add in skip logic. According to Market Research Guy, it can make a survey more efficient to skip questions for certain takers. I have skip logic in my survey to get more information about a specific question. Overall, I am satisfied with my survey and optimistic about the results.

If you are a K-12 teacher and would like to take the survey, please follow this link: https://forms.gle/aLvU2NN3dfCeYpz5A

Thank you!

Market Research Guy. (2020, July 7). Survey design best practices: How to write a good questionnaire. My Market Research Methods. http://www.mymarketresearchmethods.com/survey-design-best-practices/

Vailliencourt, E. (2025, February 16). Encouraging Open-Mindedness and Empathy in the Classroom - Survey. [Survey]. Google Forms. https://forms.gle/TqtEvBnYnbgidBgZ8