EDLD 5368 Instructional Design

EDLD 5368 Instructional Design Holly Dornak

Lamar University of 4

Week 1 Assignment

Overview

Complete the Pre-Assessment Inventory included in this document. You must complete the inventory before starting the coursework for Week 1. When you turn in the document, you will only receive credit for completion, but note that completion of this document is a part of the grading criteria for the other assignment in Week 1. So, complete and turn in the inventory through the courseware.



Rubric

Use the following rubric to guide your work.

Task(s) Complete Incomplete

Pre-Assessment Inventory

Student completes the Pre-Assessment Inventory.

(100 points)

Student does not complete the Pre-Assessment Inventory.

(0 points)



Directions

Complete the Pre-Assessment Learning Inventory on the following page. This is a tool to measure your skills before starting the Week 1 video and readings, so there are no wrong answers.

You will complete this inventory again once you have completed the video and readings for Week 1.



Workspace

Complete the Pre-Assessment Inventory below.

Pre-Assessment

Agree Disagree I believe that:

X 1. Learners need grades, gold stars, and other incentives as motivation to learn and to accomplish school requirements.

X 2. Learners can be trusted to find their own goals and should have some options or choices in what they learn at school.

X 3. Teachers need to determine what students are thinking about while solving math problems.

X 4. Students should be graded according to uniform standards of achievement which the teacher sets for the class.

X 5. Students should set their own individual standards and should evaluate their own work.

X 6. Curriculum should be organized along subject matter lines that are carefully sequenced.

X 7. The teacher should help students to monitor and control their own learning behavior.

X 8. The school experience should help students to develop positive relations with their peers.

Statements 1, 4, and 6 would be supported most strongly by Behavioral psychologists.

Statements 3 and 7 would be sustained by Cognitive psychologists.

Statements 2, 5, and 8 would be on the ledger of the Humanistic psychologists.


Lamar University Page 1 of 7

Week 1 Assignment

Overview

The pre- and post-inventory and the Week 1 Readings will provide a background on three primary instructional design theories and assist you with defining personal beliefs regarding instructional design. In addition, the learning style inventories and the teaching style inventory will provide information to teachers regarding how their teaching styles and students’ learning styles work together or against each other. These inventories will assist teachers in completing their learning activities for the online course. There are examples of learning inventories in the Resources section. If you do not want to use any of these, you can search online for an appropriate inventory.



Rubric


Task(s) Accomplished Proficient Needs Improvement Unacceptable

Pre- and Post- Learning Theories Inventory Analysis

Completes both pre- and post-inventories and analysis is fully supported by at least three data findings and references from readings.

(45-50 points)

Completes both pre- and post-inventories and analysis is supported by at least two data findings and references from readings.

(40-44 points)

Completes both pre- and post-inventories, but analysis lacks support from data and/or readings.

(30-39 points)

Inventories are not completed and/or analysis lacks clarity and support from data and/or readings.

(Below 30 points)

Learning Style Inventories and Teaching Style Inventory Analysis

Analysis includes more than three specific examples of how individual teaching style and student learning styles impact learning.

Reflection has no errors in grammar, spelling, or punctuation.

(45-50 points)

Analysis includes two or three specific examples of how individual teaching style and student learning styles impact learning.

Reflection has few errors in grammar, spelling, or punctuation.

(40-44 points)

Analysis includes less than two specific examples of how individual teaching style and student learning styles impact learning.

Reflection has few errors in grammar, spelling, or punctuation.

(30-39 points)

Analysis does not include specific examples of how individual teaching style and student learning styles impact learning.

Reflection lacks clarity and depth and/or contains multiple errors in grammar, spelling or punctuation.

(Below 30 points)



Directions

You already completed the Pre-Assessment Inventory earlier in Week 1. Now, you will take the same inventory after viewing the Week 1 video and reading the three required readings for Week 1.

Once you have completed the Post-Assessment Inventory, you will analyze the results in a reflective analysis of both the pre- and post-inventory documents.

Then, complete the Teaching Style Inventory and administer a learning inventory to your class. Those inventories are attached to the assignment screen and can also be found in Resources. You may also use inventories that are not supplied in this course, but you must upload a link to the inventory or inventories that you used.

Once you have completed the inventories, write a 150-250 word reflection that analyzes your teaching style inventory, analyzes your students’ learning styles, and describes how your teaching style and the students’ learning styles impact learning.

This assignment is due at 11:59 p.m. on the seventh day of Week 1.



Workspace

Part 1: Post-Assessment Inventory

Complete the Post-Assessment Inventory below.

Post-Assessment

Agree Disagree I believe that:

x 1. Learners need grades, gold stars, and other incentives as motivation to learn and to accomplish school requirements.

x 2. Learners can be trusted to find their own goals and should have some options or choices in what they learn at school.

x 3. Teachers need to determine what students are thinking about while solving math problems.

x 4. Students should be graded according to uniform standards of achievement which the teacher sets for the class.

x 5. Students should set their own individual standards and should evaluate their own work.

x 6. Curriculum should be organized along subject matter lines that are carefully sequenced.

x 7. The teacher should help students to monitor and control their own learning behavior.

x 8. The school experience should help students to develop positive relations with their peers.

Statements 1, 4, and 6 would be supported most strongly by Behavioral psychologists.

Statements 3 and 7 would be sustained by Cognitive psychologists.

Statements 2, 5, and 8 would be on the ledger of the Humanistic psychologists.



Part 2: Pre- and Post-Inventory Learning Theories Analysis

Provide a reflective analysis of your pre- and post-inventory learning theories sheets in the space below. The box will expand as you type.

Prior to this week’s readings and instruction, an examination of my responses to the

Learning Theories Inventory revealed that I agreed with the statements supported by the

Cognitive and Humanistic psychologists. Following this week’s readings, I am more firmly in the

Constructivist camp. I agree with the Constructivist idea that all learning stands on the

shoulders of prior learning and experiences (Learning Theories Knowledge Base, 2010). I

firmly stand behind belief that, “Instruction is a process of supporting knowledge

construction rather than communicating knowledge.” (Dabbagh, 2006).

When students do not have a framework of prior learning and experiences in

which to place their new learning, the new learning often fails to evolve into full

understanding and instead remains bits of fact which float disconnected and useless in

the student’s short term memory for a bit, before fading from recall. According to

Bransford, Brown, & Cocking, “If teaching is conceived as constructing a bridge

between the subject matter and the student, learner-centered teachers keep a constant

eye on both ends of the bridge (p. 136). As educators, it is imperative that we are

constantly evaluating both where our students are and where we want to take them.

There is simply no substitute for authentic experiences in providing a context for

learning.

References

Bransford, J.,Brown, A., & Cocking, R. (Ed.). (2000). How people learn. pp. 129-154

(Chapter 6). Washington DC: National Academy Press, Retrieved April 15, 2010

from http://www.nap.edu/openbook.php?record_id=9853&page=129

Dabbagh.N. (2006). The instructional design knowledge base. Retrieved April 15, 2010

from http://classweb.gmu.edu/ndabbagh/Resources/IDKB/models_theories.htm

Learning Theories Knowledge Base (2010, March). At Learning-Theories.com.

Retrieved April 15, 2010 from http://www.learning-theories.com

Part 3: Teaching and Learning Styles



Once the Teaching Style Inventory and the Student Learning Inventories are complete, write your reflection on both in the space below. The box will expand as you type.

On the whole, the Student Learning Inventory revealed that the group of students I

administered this inventory to were largely visual/tactile learners. This finding was unsurprising

as my classroom experience with these students has been that they generally experience

higher success rates after they see or physically experience new learning.

What was slightly more surprising was the result of my Teaching Style Inventory. I tried to

be as honest as possible when completing the Inventory so that the Inventory would more truly

reflect my actual practices, rather than what I know to be best practice. If the two (best practice

and my practice) did not match, my answer favored “my practice.” Unsurprisingly, the results of

the Inventory indicate that my teaching goals favored understanding over rote memorization. I

was, however, surprised at the slim margin over which my teaching goals favored applied

concept representation over abstract concept representation. I enjoy teaching with

manipulatives and exploring concrete examples with my students. In the real world of report

cards, IEP’s, tutorials, and faculty meetings, the time and resource constraints that impede the

facilitation of authentic experiences are formidable obstacles that I must more frequently

overcome. My teaching inventory went on to recognize my preference for using cooperative

learning groups and enactive over symbolic cognitive representation.

According to Dabbagh(2006), a student can own a learning tool without knowing how to

use it. From my perspective, this is a critical statement for all teachers to understand. It does

my students absolutely no good if they can successfully answer questions on the math TAKS

test, only to be incapable of extrapolating these same problem solving strategies to real world

applications. This is why authentic experiences and problem/project based learning are critical

in connecting student’s frame of reference to their new knowledge set.

Visual and tactile based activities even as simple as the dissection of a sardine (to identify

vertebrae and spinal cord) give students authentic experiences with which to connect prior

learning. Likewise educational gaming, students using xtranormal.com to teach a

concept/construct reader’s theatre, or students creating and editing FLIP videos to teach (others

in the class) math vocabulary all capitalize on student’s tactile and visual learning strengths. By

remaining learner centered, focusing on collaborative learning, and using learners instructors I

am best able to facilitate learning as a learning mentor.



References

Dabbagh.N. (2006). The instructional design knowledge base. Retrieved April 15, 2010

from http://classweb.gmu.edu/ndabbagh/Resources/IDKB/models_theories.htm

Provide a link to the inventory or inventories that you used in Part 3 of this assignment.

http://sites.google.com/site/suitetech/family-blog/teachingandstudentinventory

If your link does not go directly to the inventory, provide step-by-step directions for accessing the inventory here.

1. Scroll to the bottom of the blog post to Attachments

2. Click on Download to download and view the Student and Teacher Inventories used



Online Course Template

Use this document to develop and design your online course, based on the “backward design” model of Wiggins and McTighe.

In Week 2, you are expected to submit Steps 1 and 2 in this design template. You should make sure you save a copy of your work to your personal computer.

In Week 4, you are expected to submit Steps 3 and 4. Make sure that you include all four steps in that Week 4 submission.

The template will also be your guide as you integrate the content into the learning management system, Schoology.

The rubric for this assignment can be found on the assignment overview documents in Weeks 2 and 4 of this course.

Steps 1 and 2 are due at 11:59 p.m. on the seventh day of Week 2.





Use the template below for your online course. The boxes will expand as you type.

1. Needs Assessment

Define the instructional or professional development problem. This can be accomplished through a needs assessment. When conducting a needs assessment, you can utilize test data, classroom/workplace performances, observations, surveys, and other documentation that will inform you of the actual problem.

Designing for Classroom Use

If you are creating your course for classroom use with students, use the following guide.

1. Use sources to determine area of students’ needs:

TAKS scores

District benchmarks

Classroom performance

Other relevant data sources

2008‐2009 Jane Long Campus Performance TAKS Data

2008‐2009 Jane Long School Report Card

2010 Jane Long 5th Grade Reading Benchmark scores

2009‐2010 Jane Long 5th Grade Reading Scores in Gradebook

2009‐2010 Jane Long 5th Grade AR Reports

(See question 3 for detailed references.)

2. What did the data tell you about your students as a whole?

As a whole, 5th grade students at Jane Long Elementary struggle with reading motivation, fluency, and comprehension.

Students struggle to identify main ideas, make inferences, and make text to self connections.

Without teacher intervention, students do not regularly practice thinking critically, extrapolating, and sharing their thoughts about text with others.

Few students read on their own for pleasure

3. What data did you use?

2008‐09 campus performance. (2009, December, 10). Texas Education Agency. Retrieved April 24, 2010 from http://ritter.tea.state.tx.us/perfreport/aeis/2009/index.html

2008‐2009 school report card. (2009, December, 10). Texas Education Agency. Retrieved April 24, 2010 from http://ritter.tea.state.tx.us/perfreport/aeis/2009/index.html



Objective mastery summary 2009‐2010 txrl‐0309‐r‐gr5. (2010, March, 11 ). Lamar Consolidated ISD D2SC Gradebook and Reporting System. Retrieved April 24, 2010 from https://lcisd.d2sc.com

Student Record Report. (2010, April, 20). Accelerated Reader. Retrieved April 20, 2010 from http://www.renlearn.com/loginpages/login_home.asp

4. What Texas Essential Knowledge and Skills will be your focus?

The focus of this course will be the 5 objectives with which 5th Grade Students at Jane Long have most struggled.

110.07.B.05.10.F. The student is expected to determine a text's main (or major) ideas and how those ideas are supported with details (4‐8).

110.07.B.05.10.H. The student is expected to draw inferences such as conclusions or generalizations and support them with text evidence and experience (4‐8).

110.07.B.05.12.B. The student is expected to recognize that authors organize information in specific ways (4‐5).

110.07.B.05.11.C. The student is expected to support responses by referring to relevant aspects of text and his/her own experiences (4‐8).

110.07.B.05.10.L. The student is expected to represent text information in different ways such as in outline, timeline, or graphic organizer (4‐8).

Resources: NCLB Comprehensive Needs Assessment No Schools Left Behind

Designing for colleague use

If you are creating your course for professional development for faculty/employees, please use the following guide.

1. Use sources to determine area of faculty needs:

Use the 21st Century Schools Professional Development Needs Survey and Scoring Tool to determine area of faculty needs

Texas Distance Learning Association (www.txdla.org) HR Survey. Please find this survey under Resources

2. What did the data tell you about faculty/employee needs?



3. What NSDC standard will be your focus?

National Staff Development Council (NSDC) Standards

Guskey’s Five Levels of Evaulating Professional Development

E‐Lead Evaluating Professional Development



2. Desired Results

Stephen Covey describes this part of the design process as “to begin with the end in mind to start with a clear understanding of your destination. It means to know where you’re going so that you better understand where you are now so that the steps you take are always in the right direction." In this step, you will use your needs assessment to determine the learner outcomes, use your standards to determine what students/teachers/faculty need to know, and be able to do and develop your essential questions that will guide your assessments and activities.

Unpacking the standard

Based on your needs assessment and selection of the standard (TEKS or NSDC) that will address the problem, identify what the students/teachers/employees need to know and be able to do.

**See Unpacking the Standards ppt in Resources***

Know:

Students need to know that critical reading and making text to self connections is invaluable.

Do:

Students need to be intrinsically motivated to read all types of text as part of an ongoing effort in the life‐long‐learner process.

Describe your desired results

Enduring understanding(s): “Big ideas” or the important understandings that we want students/teachers/employees to remember for life or beyond the classroom/workplace

Essential question(s): What questions guide your teaching and engaging students/teachers/employees?

Knowledge and skills: What do students/teachers/employees need to know (existing knowledge, new knowledge) and be able to do to ensure understanding of the content?

Enduring Understandings:

1. Students will understand that written text is connected and relevant to the student’s life.

2. Students will understand that there is a purpose that drives what an author writes, and the words with which they describe things.

3. Students will become intrinsically motivated to read and share their opinions, thoughts, and feelings regarding what they have read with others.

Essential Questions:

1. What do you daydream about?

2. How is what you like to think/daydream about related to what you like to read?

3. What do you think about when you read?

4. How is what you read connected to what you have experienced in real life?

Knowledge and Skills:

1. Good writer’s create a “mind movie” for their readers. Students need to practice watching these movies as they read.



2. Effective, instrinsically motivated readers are able to seek and find text which they will enjoy reading.

3. Critical readers write and speak about the impact an important text has had on the way they see the world.

Resources

Essential Questions

Unpacking the Standards (Found in Resources)

Chapters 1‐4 Understanding by Design (Found in Lamar Library)



3. Evidence of Understanding

What is evidence of in‐depth understanding? Where should we look and what should we look for in determining understanding? Checking for understanding requires more than one assessment type. It requires ongoing formative and informal assessment to achieve understanding.

According to Wiggins and McTighe, there is a difference between thinking like an assessor and thinking like an activity designer. Activity designers easily and unconsciously move from identifying the needs and essential questions to designing the learning activities without asking about the evidence that we need to assess for the desired knowledge and skills. In this step, you will create a rubric to determine understanding prior to developing learning activities.

This step utilizes Wiggins and McTighe’s six facets of understanding. In this step, you will determine what you will design to determine if students/teachers/employees have reached the required level of understanding.

Rubric

Develop a rubric that will be used to determine evidence of understanding. Use the Analytic Rubric for Understanding on pages 76‐77 in Understanding by Design as a guide (Rubric is also located in Resources). Evidence of understanding should include performance‐based and authentic assessments as well as formative and summative.

15 points 10 points 5 points Student Score

Required Elements

All elements as required in the instructions are

easily apparent by viewing the presentation

Most elements as required in the instructions are apparent by viewing the presentation

Some elements as required in the instructions are apparent by viewing the presentation

Aesthetic Appeal of Presentation as a

Whole

Presentation is aesthetically

appealing, uses adequate font size, and invites

further investigation

Presentation is somewhat aesthetically

appealing, uses some inadequate font size, and invites further investigation

Presentation is somewhat not aesthetically

appealing, uses inadequate font size, and does little to invite


Use of Interesting and Appropriate

Vocabulary

Vocabulary used throughout the presentation is highly engaging, appropriate for the intended audience, and

demonstrates in‐

Vocabulary used throughout the presentation is somewhat

appropriate for the intended audience and demonstrates

Some vocabulary used in the presentation

demonstrates lack of understanding of word meaning



depth understanding of word meaning

Demonstrated Understanding of

Text

Masterful use of storytelling skills

engage the audience and

make the audience excited to find out more about the text promoted by the presentation.

Capable use of storytelling skills

make the audience

interested in finding out more about the text

promoted by the presentation.

Novice use of storytelling skills confuse the audience

Connections to Prior Learning Connections

Connections made between the text and prior learning or text and self are deeply insightful

and well considered

Connections made between the text and prior learning or text and self are

somewhat insightful

Connections made between the text and prior learning or text and self are off‐hand/poorly considered

TOTAL SCORE:

Resources:

Chapters 5 and 6 Understanding by Design

Analytic Rubric for Understanding (Found in Resource section)



4. Learning Activities and Teaching

Develop the learning activities and teaching that will promote student/teacher/faculty understanding, interest, and excellence. While developing the learning activities, you will be required to include how technology (including assistive technology) will be integrated into your activities.

Use these guiding questions as you begin to develop your activities:

How do the activities account for prerequisite or enabling skills required?

Identify ways in which the instruction is designed to reach every student?

Identify ways the activities provide opportunities to gather evidence from “work‐in‐progress.”

How do the activities provide students an opportunity to “put it all together” (to see the big picture)?

Do the activities provide students an opportunity to work with significant ideas and relationships that are included in the standards?

Do the activities provide students an opportunity to construct their own knowledge?

Do the activities stimulate higher order thinking and discussion?

What technology is being integrated into the activities to meet the needs of all students? (Assistive technology)

What will be the hook to ENGAGE students?

What will the students be doing to learn? (EXPLORE)

What instructional strategies will be used to teach this lesson? (ELABORATE)

What level of learning will be taking place?

o Recall, Comprehension, Application, Analysis, Synthesis, Evaluation

What activity will EXTEND student learning?

Prepare to Collaborate! During this course you will be collaborating with other students online, sharing your thoughts, ideas, and more. You are encouraged to comment as often as you'd like to posts written by your classmates. Prior to commenting, however, you need to get "post smart!" Be sure to read and follow the guidelines created by the students in Mr. Kuropatwa’s class. http://pc20s.blogspot.com/2005/09/students‐made‐this.html Track what you’d like to read Follow the link to our class Reading Interest Tracking Sheet. http://spreadsheets.google.com/ccc?key=tEMqfE3MKURUNlz7kMSFXNQ

Click “Add New Sheet” at the bottom left of the page.

Rename the sheet with your first name and last initial

Create a spreadsheet that will enable you to track the following information: o Topics you’re interested in reading more about



o Titles you’re interested in reading o Where did you learn about this title? o Authors whose writing you’d like to read

Choose something you’re interested in reading. If you’re having trouble choosing a book that’s right for you, be sure to check out the following resources:

http://www.arbookfind.com/advanced.aspx

http://digitalbooktalk.com/suggest/suggestabook.php

http://www2.scholastic.com/browse/video.jsp

Dedicate at least 30 minutes each day to sustained silent reading. Everything takes practice! Even reading. The more you read, the more your vocabulary will grow and the more you'll enjoy reading! If you are a reluctant reader, I'd like you to do your best to dedicate at least 30 minutes each day to sustained silent reading. No one will hang over your shoulder to make you read, the key is to find something on your reading level that you enjoy reading. When you find that balance, you'll be eager to read, and 30 minutes of reading will seem like far too little time! Good luck on your quest! Remember if you can't find something you think you'll enjoy reading, ask your instructor, a friend, or a family member. Chances are they'll have something amazing to suggest. Track what you’re reading on the class spreadsheet Follow the link to our class’ Reading Workshop Tracking Sheet http://spreadsheets.google.com/ccc?key=tYvP9ZylFEB1aEGdsVzyhSw&hl=en



Create a spreadsheet that will enable you to track the following information: o Title of what you’re reading o Date you started reading it o Genre

To find out more about genre: http://hill.troy.k12.mi.us/staff/bnewingham/myweb3/Genres.htm

o Why you classified what you’re reading the way that you did o Date you finish the reading o If you didn’t finish reading, why? o If you’d like to keep track of the time you’ve spent reading here, you may. This is

optional, however.

Use the sample sheet as a guide Share your ideas about what you’ve read through weekly blog posts.



Your blog post Must include:

A interesting quote from the book you chose to read

Your thoughts, ideas, questions, inferences and realizations about what you have read.

Complete sentences

Correct citation in MLA format http://worldbookonline.com/student/citation Be sure you have your username and password to access the citation builder

Here are some other ideas for what your blog post May include: http://hill.troy.k12.mi.us/staff/bnewingham/myweb3/Reader%27s%20Notebook%20PDF%20Files/Prep%20for%20a%20Book%20Discussion.pdf Be sure to post EACH WEEK about what you’ve read. Weekly Post Rubric Once you’ve completed and posted your thoughts about what you’ve read, complete the self‐evaluation rubric. Your instructor will also complete the rubric and the scores will be averaged.


Required Elements


clearly apparent in the post

Most elements as required in the instructions are apparent in the

post

Some elements as required in the instructions are apparent in the

post

Grammar and Vocabulary

Vocabulary used throughout the presentation is highly engaging,

appropriate for the intended

audience, and demonstrates in‐

depth understanding of word meaning. 0‐2 grammatical

errors are evident.

Vocabulary used throughout the presentation is

mostly appropriate for the intended audience. 3‐5 grammatical or

spelling errors are evident.


demonstrates lack of understanding of word meaning.

6 or more grammatical or



Connections made between the text and prior learning or text and self are deeply insightful

and well


somewhat insightful

Connections made between the text and prior learning or text and self are off‐hand/poorly considered



considered

TOTAL SCORE:

Collaborate with others Comment as often as you’d like to posts written by your classmates. Be sure to follow the guidelines written by the students in Mr. Kuropatwa’s class http://pc20s.blogspot.com/2005/09/students‐made‐this.html Present and Evaluate Learning Each 6 weeks a major grade will be taken based on demonstrated learning. Choose one of the items that you read to examine in depth and present to your fellow students. Use one of the following sites to host your class presentation:

Prezi.com

Glogster.com

Linoit.com

Wallwisher.com

Other site with prior instructor approval Schedule a face to face or virtual interview with your instructor to discuss your project proposal. No presentation will be accepted without first being discussed with your instructor.

PRESENT: Each presentation must include:

Book Title

Author

Student Created Book Trailer, or other student created project meant to promote the reading the text (see below for examples)

o Use Audacity to create an audio recording of an Interview with someone you know who has read the text

o Xtranormal.com reenactment of a key scene(s) from the text o Poster or logo created with paint.net illustrating key scene from the text – use

Audacity to include audio recording of an explanation of your artwork, symbol and color choices

o Other promotional material as proposed by student and approved by instructor

Overall student evaluation of text

Demonstrated connection of text to 3 different concepts learned at home, or in another class.

3 quotes from the text and your reaction to them EVALUATE:



Project Rubric Once you’ve completed and posted your project for the class to view, complete the self‐evaluation rubric. Your instructor will also complete the rubric and the scores will be averaged.


Required Elements


easily apparent by viewing the presentation

Most elements as required in the instructions are apparent by viewing the presentation

Some elements as required in the instructions are apparent by viewing the presentation


Whole


appealing, uses adequate font size, and invites further

investigation

Presentation is somewhat aesthetically

appealing, uses some inadequate font size, and invites further investigation


appealing, uses inadequate font

size, and does little to invite further investigation


Vocabulary

Vocabulary used throughout the presentation is highly engaging,

appropriate for the intended

audience, and demonstrates in‐

depth understanding of word meaning

Vocabulary used throughout the presentation is somewhat

appropriate for the intended audience and demonstrates


demonstrates lack of understanding of word meaning


Text



make the audience excited to find out more about the text promoted by the presentation.


make the audience interested in

finding out more about the text


Novice use of storytelling skills confuse the audience







deeply insightful and well

considered

somewhat insightful

off‐hand/poorly considered

TOTAL SCORE:

Resources:

Chapters 7‐11 Understanding by Design

Assistive Technology

Universal Design for Learning




Use this document to develop and design your online course, based on the “backward design” model of Wiggins and McTighe.

In Week 2, you are expected to submit Steps 1 and 2 in this design template. You should make sure you save a copy of your work to your personal computer.

In Week 4, you are expected to submit Steps 3 and 4. Make sure that you include all four steps in that Week 4 submission.

The template will also be your guide as you integrate the content into the learning management system, Schoology.

The rubric for this assignment can be found on the assignment overview documents in Weeks 2 and 4 of this course.






Use the template below for your online course. The boxes will expand as you type.

1. Needs Assessment

Define the instructional or professional development problem. This can be accomplished through a needs assessment. When conducting a needs assessment, you can utilize test data, classroom/workplace performances, observations, surveys, and other documentation that will inform you of the actual problem.

Designing for Classroom Use

If you are creating your course for classroom use with students, use the following guide.

1. Use sources to determine area of students’ needs:

TAKS scores

District benchmarks

Classroom performance

Other relevant data sources

2008-2009 Jane Long Campus Performance TAKS Data

2008-2009 Jane Long School Report Card

2010 Jane Long 5th Grade Reading Benchmark scores

2009-2010 Jane Long 5th Grade Reading Scores in Gradebook

2009-2010 Jane Long 5th Grade AR Reports

(See question 3 for detailed references.)

2. What did the data tell you about your students as a whole?

As a whole, 5th grade students at Jane Long Elementary struggle with reading motivation, fluency, and comprehension.

Students struggle to identify main ideas, make inferences, and make text to self connections.

Without teacher intervention, students do not regularly practice thinking critically, extrapolating, and sharing their thoughts about text with others.

Few students read on their own for pleasure

3. What data did you use?

2008-09 campus performance. (2009, December, 10). Texas Education Agency. Retrieved April 24, 2010 from http://ritter.tea.state.tx.us/perfreport/aeis/2009/index.html

2008-2009 school report card. (2009, December, 10). Texas Education Agency. Retrieved April 24, 2010 from http://ritter.tea.state.tx.us/perfreport/aeis/2009/index.html

http://ritter.tea.state.tx.us/perfreport/aeis/2009/index.html

http://ritter.tea.state.tx.us/perfreport/aeis/2009/index.html



Objective mastery summary 2009-2010 txrl-0309-r-gr5. (2010, March, 11 ). Lamar Consolidated ISD D2SC Gradebook and Reporting System. Retrieved April 24, 2010 from https://lcisd.d2sc.com

Student Record Report. (2010, April, 20). Accelerated Reader. Retrieved April 20, 2010 from http://www.renlearn.com/loginpages/login_home.asp

4. What Texas Essential Knowledge and Skills will be your focus?

The focus of this course will be the 5 objectives with which 5th Grade Students at Jane Long have most struggled.

110.07.B.05.10.F. The student is expected to determine a text's main (or major) ideas and how those ideas are supported with details (4-8).

110.07.B.05.10.H. The student is expected to draw inferences such as conclusions or generalizations and support them with text evidence and experience (4-8).

110.07.B.05.12.B. The student is expected to recognize that authors organize information in specific ways (4-5).

110.07.B.05.11.C. The student is expected to support responses by referring to relevant aspects of text and his/her own experiences (4-8).

110.07.B.05.10.L. The student is expected to represent text information in different ways such as in outline, timeline, or graphic organizer (4-8).

Resources: NCLB Comprehensive Needs Assessment No Schools Left Behind

Designing for colleague use

If you are creating your course for professional development for faculty/employees, please use the following guide.

1. Use sources to determine area of faculty needs:

Use the 21st Century Schools Professional Development Needs Survey and Scoring Tool to determine area of faculty needs

Texas Distance Learning Association (www.txdla.org) HR Survey. Please find this survey under Resources

2. What did the data tell you about faculty/employee needs?

https://lcisd.d2sc.com/

http://www.renlearn.com/loginpages/login_home.asp

http://txcc.sedl.org/resources/webinars/material/webinar2/NCLB_CNA_Manual.pdf

http://www.ctap4.org/data/documents/NSLBArticleBernhardt.pdf

http://www.21stcenturyschools.com/Assessing_PD_Needs.htm

http://www.21stcenturyschools.com/Assessing_PD_Needs.htm

http://www.txdla.org/



3. What NSDC standard will be your focus?

National Staff Development Council (NSDC) Standards

Guskey’s Five Levels of Evaulating Professional Development

E-Lead Evaluating Professional Development

http://www.nsdc.org/standards/index.cfm

http://www.davis.k12.ut.us/district/curric/social/hub/files/B64B62B5F4DF4B0FA2988243880401B2.pdf

http://www.e-lead.org/principles/evaluation.asp



2. Desired Results

Stephen Covey describes this part of the design process as “to begin with the end in mind to start with a clear understanding of your destination. It means to know where you’re going so that you better understand where you are now so that the steps you take are always in the right direction." In this step, you will use your needs assessment to determine the learner outcomes, use your standards to determine what students/teachers/faculty need to know, and be able to do and develop your essential questions that will guide your assessments and activities.

Unpacking the standard

Based on your needs assessment and selection of the standard (TEKS or NSDC) that will address the problem, identify what the students/teachers/employees need to know and be able to do.

**See Unpacking the Standards ppt in Resources***

Know:

Students need to know that critical reading and making text to self connections is invaluable.

Do:

Students need to be intrinsically motivated to read all types of text as part of an ongoing effort in the life-long-learner process.

Describe your desired results

Enduring understanding(s): “Big ideas” or the important understandings that we want students/teachers/employees to remember for life or beyond the classroom/workplace

Essential question(s): What questions guide your teaching and engaging students/teachers/employees?

Knowledge and skills: What do students/teachers/employees need to know (existing knowledge, new knowledge) and be able to do to ensure understanding of the content?

Enduring Understandings:

1. Students will understand that written text is connected and relevant to the student’s life.

2. Students will understand that there is a purpose that drives what an author writes, and the words with which they describe things.

3. Students will become intrinsically motivated to read and share their opinions, thoughts, and feelings regarding what they have read with others.

Essential Questions:

1. What do you daydream about?

2. How is what you like to think/daydream about related to what you like to read?

3. What do you think about when you read?

4. How is what you read connected to what you have experienced in real life?

Knowledge and Skills:

1. Good writer’s create a “mind movie” for their readers. Students need to practice watching these movies as they read.



2. Effective, instrinsically motivated readers are able to seek and find text which they will enjoy reading.

3. Critical readers write and speak about the impact an important text has had on the way they see the world.

Resources

Essential Questions

Unpacking the Standards (Found in Resources)

Chapters 1-4 Understanding by Design (Found in Lamar Library)

http://www.authenticeducation.org/bigideas/article.lasso?artId=53



3. Evidence of Understanding

What is evidence of in-depth understanding? Where should we look and what should we look for in determining understanding? Checking for understanding requires more than one assessment type. It requires ongoing formative and informal assessment to achieve understanding.

According to Wiggins and McTighe, there is a difference between thinking like an assessor and thinking like an activity designer. Activity designers easily and unconsciously move from identifying the needs and essential questions to designing the learning activities without asking about the evidence that we need to assess for the desired knowledge and skills. In this step, you will create a rubric to determine understanding prior to developing learning activities.

This step utilizes Wiggins and McTighe’s six facets of understanding. In this step, you will determine what you will design to determine if students/teachers/employees have reached the required level of understanding.

Rubric

Develop a rubric that will be used to determine evidence of understanding. Use the Analytic Rubric for Understanding on pages 76-77 in Understanding by Design as a guide (Rubric is also located in Resources). Evidence of understanding should include performance-based and authentic assessments as well as formative and summative.

15 points 10 points 5 points Student

Score

Required Elements


easily apparent by viewing the

presentation

Most elements as required in the instructions are

apparent by viewing the

presentation

Some elements as required in the instructions are


presentation


Whole


appealing, uses adequate font

size, and invites further

investigation

Presentation is somewhat

aesthetically appealing, uses

some inadequate font size, and invites further investigation


appealing, uses inadequate font size, and does little to invite



Vocabulary


highly engaging, appropriate for

the intended audience, and

demonstrates in-


somewhat appropriate for

the intended audience and demonstrates

Some vocabulary used in the

presentation demonstrates lack of understanding of word meaning



depth understanding of

word meaning


Text



make the audience excited to find out

more about the text promoted by the presentation.


make the audience

interested in finding out more

about the text promoted by the

presentation.

Novice use of storytelling skills

confuse the audience




considered


somewhat insightful


off-hand/poorly considered

TOTAL SCORE:

Resources:

Chapters 5 and 6 Understanding by Design

Analytic Rubric for Understanding (Found in Resource section)



4. Learning Activities and Teaching

Develop the learning activities and teaching that will promote student/teacher/faculty understanding, interest, and excellence. While developing the learning activities, you will be required to include how technology (including assistive technology) will be integrated into your activities.

Use these guiding questions as you begin to develop your activities:

How do the activities account for prerequisite or enabling skills required?

Identify ways in which the instruction is designed to reach every student?

Identify ways the activities provide opportunities to gather evidence from “work-in-progress.”

How do the activities provide students an opportunity to “put it all together” (to see the big picture)?

Do the activities provide students an opportunity to work with significant ideas and relationships that are included in the standards?

Do the activities provide students an opportunity to construct their own knowledge?

Do the activities stimulate higher order thinking and discussion?

What technology is being integrated into the activities to meet the needs of all students? (Assistive technology)

What will be the hook to ENGAGE students?

What will the students be doing to learn? (EXPLORE)

What instructional strategies will be used to teach this lesson? (ELABORATE)

What level of learning will be taking place?

o Recall, Comprehension, Application, Analysis, Synthesis, Evaluation

What activity will EXTEND student learning?

Prepare to Collaborate! During this course you will be collaborating with other students online, sharing your thoughts, ideas, and more. You are encouraged to comment as often as you'd like to posts written by your classmates. Prior to commenting, however, you need to get "post smart!" Be sure to read and follow the guidelines created by the students in Mr. Kuropatwa’s class. http://pc20s.blogspot.com/2005/09/students-made-this.html Track what you’d like to read Follow the link to our class Reading Interest Tracking Sheet. http://spreadsheets.google.com/ccc?key=tEMqfE3MKURUNlz7kMSFXNQ



Create a spreadsheet that will enable you to track the following information: o Topics you’re interested in reading more about

http://pc20s.blogspot.com/2005/09/students-made-this.html

http://spreadsheets.google.com/ccc?key=tEMqfE3MKURUNlz7kMSFXNQ



o Titles you’re interested in reading o Where did you learn about this title? o Authors whose writing you’d like to read

Choose something you’re interested in reading. If you’re having trouble choosing a book that’s right for you, be sure to check out the following resources:




Dedicate at least 30 minutes each day to sustained silent reading. Everything takes practice! Even reading. The more you read, the more your vocabulary will grow and the more you'll enjoy reading! If you are a reluctant reader, I'd like you to do your best to dedicate at least 30 minutes each day to sustained silent reading. No one will hang over your shoulder to make you read, the key is to find something on your reading level that you enjoy reading. When you find that balance, you'll be eager to read, and 30 minutes of reading will seem like far too little time! Good luck on your quest! Remember if you can't find something you think you'll enjoy reading, ask your instructor, a friend, or a family member. Chances are they'll have something amazing to suggest. Track what you’re reading on the class spreadsheet Follow the link to our class’ Reading Workshop Tracking Sheet http://spreadsheets.google.com/ccc?key=tYvP9ZylFEB1aEGdsVzyhSw&hl=en



Create a spreadsheet that will enable you to track the following information: o Title of what you’re reading o Date you started reading it o Genre

To find out more about genre: http://hill.troy.k12.mi.us/staff/bnewingham/myweb3/Genres.htm

o Why you classified what you’re reading the way that you did o Date you finish the reading o If you didn’t finish reading, why? o If you’d like to keep track of the time you’ve spent reading here, you may. This is

optional, however.

Use the sample sheet as a guide Share your ideas about what you’ve read through weekly blog posts.




http://spreadsheets.google.com/ccc?key=tYvP9ZylFEB1aEGdsVzyhSw&hl=en

http://hill.troy.k12.mi.us/staff/bnewingham/myweb3/Genres.htm



Your blog post Must include:

A interesting quote from the book you chose to read

Your thoughts, ideas, questions, inferences and realizations about what you have read.

Complete sentences

Correct citation in MLA format http://worldbookonline.com/student/citation Be sure you have your username and password to access the citation builder

Here are some other ideas for what your blog post May include: http://hill.troy.k12.mi.us/staff/bnewingham/myweb3/Reader%27s%20Notebook%20PDF%20Files/Prep%20for%20a%20Book%20Discussion.pdf Be sure to post EACH WEEK about what you’ve read. Weekly Post Rubric Once you’ve completed and posted your thoughts about what you’ve read, complete the self-evaluation rubric. Your instructor will also complete the rubric and the scores will be averaged.


Score

Required Elements


clearly apparent in the post

Most elements as required in the instructions are apparent in the

post

Some elements as required in the instructions are apparent in the

post

Grammar and Vocabulary


highly engaging, appropriate for the

intended audience, and

demonstrates in-depth

understanding of word meaning. 0-

2 grammatical errors are evident.


mostly appropriate for the intended

audience. 3-5 grammatical or



presentation demonstrates lack of understanding of word meaning.

6 or more grammatical or






somewhat insightful



http://worldbookonline.com/student/citation

http://hill.troy.k12.mi.us/staff/bnewingham/myweb3/Reader%27s%20Notebook%20PDF%20Files/Prep%20for%20a%20Book%20Discussion.pdf

http://hill.troy.k12.mi.us/staff/bnewingham/myweb3/Reader%27s%20Notebook%20PDF%20Files/Prep%20for%20a%20Book%20Discussion.pdf



considered

TOTAL SCORE:

Collaborate with others Comment as often as you’d like to posts written by your classmates. Be sure to follow the guidelines written by the students in Mr. Kuropatwa’s class http://pc20s.blogspot.com/2005/09/students-made-this.html Present and Evaluate Learning Each 6 weeks a major grade will be taken based on demonstrated learning. Choose one of the items that you read to examine in depth and present to your fellow students. Use one of the following sites to host your class presentation:

Prezi.com

Glogster.com

Linoit.com

Wallwisher.com

Other site with prior instructor approval Schedule a face to face or virtual interview with your instructor to discuss your project proposal. No presentation will be accepted without first being discussed with your instructor.

PRESENT: Each presentation must include:

Book Title

Author

Student Created Book Trailer, or other student created project meant to promote the reading the text (see below for examples)

o Use Audacity to create an audio recording of an Interview with someone you know who has read the text

o Xtranormal.com reenactment of a key scene(s) from the text o Poster or logo created with paint.net illustrating key scene from the text – use

Audacity to include audio recording of an explanation of your artwork, symbol and color choices

o Other promotional material as proposed by student and approved by instructor

Overall student evaluation of text

Demonstrated connection of text to 3 different concepts learned at home, or in another class.

3 quotes from the text and your reaction to them EVALUATE:

http://pc20s.blogspot.com/2005/09/students-made-this.html



Project Rubric Once you’ve completed and posted your project for the class to view, complete the self-evaluation rubric. Your instructor will also complete the rubric and the scores will be averaged.


Score

Required Elements


easily apparent by viewing the

presentation

Most elements as required in the instructions are


presentation

Some elements as required in the instructions are


presentation


Whole


appealing, uses adequate font size, and invites further

investigation

Presentation is somewhat

aesthetically appealing, uses

some inadequate font size, and invites further investigation


appealing, uses inadequate font

size, and does little to invite further

investigation


Vocabulary


highly engaging, appropriate for the

intended audience, and

demonstrates in-depth

understanding of word meaning


somewhat appropriate for the intended audience and demonstrates


presentation demonstrates lack of understanding of word meaning


Text



make the audience excited to find out

more about the text promoted by the presentation.


make the audience interested in

finding out more about the text


Novice use of storytelling skills

confuse the audience








considered

somewhat insightful


TOTAL SCORE:

Resources:

Chapters 7-11 Understanding by Design

Assistive Technology

Universal Design for Learning



Week 5 Assignment

Overview

Consider the outcomes of this course and the extent to which the outcomes will influence your role as an educational technology leader in your school and post a reflection to your blog.



Rubric


Task(s) Accomplished Proficient Needs Improvement Unacceptable

Reflection Student summarizes course learning by providing thorough responses to each of the guiding questions provided.

Responses show relevance to course content.

No errors in grammar, spelling, or punctuation

(90-100 points)

Student summarizes course learning by providing responses to three or four of the guiding questions provided.

Responses show some relevance to course content.

Few errors in grammar, spelling, or punctuation

(80-89 points)

Student responds to two of the guiding questions, or responses do not adequately reflect course learning.

Responses do not show relevance to course content.

Responses lack clarity and depth and/or there are multiple errors in grammar, spelling or punctuation.

(70-79 points)

Student responds to less than two of the guiding questions, or responses do not adequately reflect course learning.

Responses do not show relevance to course content.

Responses lack clarity and depth and/or there are multiple errors in grammar, spelling or punctuation.

(Below 70 points)



Directions

1. Reflect on what you have learned in this course by writing an entry on your Internship blog.

2. Assume a school leadership role as an educational technology campus facilitator, as the district educational technology director, or from the principal’s view. From that vantage point, compose a 150-word response to each of the guiding questions.

What benefits do you see in educators knowing how to design and implement online learning?

How will you professionally use your course that you designed?

Will you integrate online learning in your role as a teacher/staff developer?

What questions do you still have about online learning?

What will you do with this new learning?

3. Write reflectively instead of in question-and-answer style.

4. Submit your link to your blog entry to your Academic Coach no later than 11:59 p.m. on the seventh day of Week 5.



Workspace

Provide the link to your course blog, with your reflection responses, below.

Student Name: Holly Dornak

Blog link: http://sites.google.com/site/hollydornak/lamar-university-student/edld-5368/week-five

http://sites.google.com/site/hollydornak/lamar-university-student/edld-5368/week-five

http://sites.google.com/site/hollydornak/lamar-university-student/edld-5368/week-five

EDLD 5368 Instructional Design

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Transcript of EDLD 5368 Instructional Design