Instructional Design Project

5/26/2018 Instructional Design Project

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Richard Jones

EdTech 503 -- Spring 2014

INSTRUCTIONAL DESIGN

PROJECT

American Government

Using political polling to determine public opinion


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Jones Instructional Design Project

2

Table of Contents

Synthesis/Reflection Paper 3

Part 1: TopicPart 1a: Stated Learning Goal . 5

Part 1b: Description of the Audience . 5Part 1c: Rationale ... 5

Part 2: Analysis Report Part 2a: Description of the Need . 6Part 2a.1: Needs Analysis Survey . 6

Part 2a.2: Needs Analysis Survey Results ... 7

Part 2b: Description of the Learning Context . 8Part 2b.1: Learning Context . 8

Part 2b.2: Transfer Context 9Part 2c: Description of the Learners 9

Part 3: PlanningPart 3a: Learning Objectives (list) .... 14

Part 3b: Matrix of Objectives, Blooms Taxonomy, and Assessment Plan 16Part 3c: ARCS Table .. 20

Part 4: Instructor Guide 21

Part 5: Learner Content

Part 5a: Learning Materials .... 31 Part 5b: Formative and/or Summative Assessment Materials . 32 Part 5c: Technology Tool Justification 33

Part 6: Formative Evaluation Plan Part 6a: Expert Review . 34Part 6b: One-To-One Evaluation .. 34

Part 6c: Small Group Evaluation .. 35

Part 6d: Field Trial . 35

Part 7: Formative Evaluation Report

Part 7a: Evaluation Survey or Rubric .. 37Part 7b: Report the Results of the Expert Review . 37

Part 7c: Comments on Change .. 38

Part 8: AECT Standards Grid 39

Appendices.. 45


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Synthesis/Reflection Paper -

The instructional design process is very much like the process of constructing aprofessional baseball team. The general manager (instructional designer) begins by analyzing

his or her team. Much like the analysis phase of instructional design, he or she attempts to

understand who the players (learners) are and the characteristics each stakeholder brings to theorganization. The general manager also looks at the constraints that exist for the team in termsof resources, budgetary issues, timelines, and other factors that will determine the learners

ability to meet the objectives that are set for the club. This is virtually identical to the role an

instructional designer plays in identifying these same characteristics for the environment in

question. The general manager also investigates whether or not there is a need to change theteam at all. An instructional designer would ask the same question about the need for instruction

to address an issue. In essence, the manager completes a needs assessment. Once all of the

analysis components are completed, the manager continue the process of building a team.A general manager is often the individual who sets the goals and develops the initial

training programs for the team. He or she begins by identifying the goals of the club. Do they

want to win the World Series? Are they simply trying to improve their record to have more winsthan losses? These questions lead the manager to set the goals and objectives in the same

fashion that an instructional designer would do in the design phase of instructional design. Once

the objectives are set, the manager can begin to research the materials that will be used to meet

their goals. He or she might develop new training materials, drills for the athletes, and othermaterials that will bring the team to the point where they can say they accomplished the goals

that were identified in the design phase. This is often the phase where the technological aides

would be selected by the manager and integrated into the learning materials. The same is true ofinstructional design. After the materials have been designed, the plan toward implementation.

The final aspects of building a professional baseball team involve implementing the plan

and evaluating the outcomes. In implementing these plans, the general manage often hands over

control of the process to the coaches as they are the ones who are responsible for carrying out thematerials that were developed. This is similar to the instructional design process where teachers

are given access to the materials, trained on how to use them, and given the opportunity to

implement them with the learners. As the training and implementation move forward, the

general manager evaluates the process and progress towards meeting the team goals. Themanager uses formative and summative assessments (batting statistics, win percentage, earned

run averages, errors, etc.) in order to make adjustments to the plan. There might even be a need

for remediation by sending some players back to the minor leagues to work on specific skills thatprevent them from reaching their maximum potential. This is usually true for students as well.

Finally, a summative evaluation is completed at the end of the series or season with the goal of

returning to the analysis phase and starting the process over. As one can see, the five phases of

the ADDIE Model (Analysis, Design, Development, Implementation, and Evaluation) mirror thework that is done by a general manager in his or her efforts to build a successful baseball team.

In many respects, the information that I learned about instructional design has profoundly

impacted the way I approach instruction and instructional design. When I started the course, Ihad absolutely no knowledge of the field of instructional design. This is not to say that I did not

practice much of what the field suggests; rather, it is merely meant to say that I had not been

exposed to the field of instructional design and the structured models that are associated with it.The most impactful information that I learned in the first half of this course was that which


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related to the needs assessment, learning context, and task analysis. As a classroom teacher, I

have often completed these tasks informally as I built instruction for my courses. However,

Smith and Ragan (2005) note that for most instructional designers, who often design materials insituations which are not always as well-known, a more formal assessment is in order (p. 43).

These will be essential for my future plans, with regards to designing instruction, as I venture to

positions beyond the four walls of a classroom with audience members who I am less familiarwith. This also includes the ability to break down a task into very specific components asrequired by the task analysis and concept maps. This is a key factor in determining the learning

objectives and other goals that I set in future instructional endeavors.

The second half of the year also provided me a great deal of experience that will stay

with me as I continue to develop new instructional programs and materials. The Matrix ofObjectives gave me a chance to break down each of the learning objectives into Blooms

classification levels, assessment format, and test description. This is something that I can apply

to any instructional material that I construct. In fact, I relied heavily on the Matrix as Icompleted much of Parts 4 and 5. It gave me a visual aide that I compared to each of the

instructional items that I built and assessment questions that I wrote. Finally, the Evaluation

Plan spelled out a powerful process for refining instructional materials both before and after theyhave been implemented with learners. I had never contemplated one-to-one evaluations where

students could provide feedback about mistakes and oversights within the materials. In addition,

I think the Subject Matter Expert review has given me a structured method for allowing others to

evaluate the materials that I develop. This should foster more productive collaborationexperiences as I move forward in the field of education. In the end, the knowledge that I have

learned about instructional design will make me a better designer of instructional materials

regardless of the target audience I might work with in the future.My future goals in terms of working in the field of education are somewhat undetermined

at this point. I can easily see myself continuing as a classroom instructor for the remainder of

my career; however, I can also see myself working as an expert in terms of using educational

technology to enhance instruction at the site or district level. In either case, instructional designwill play a major role as I develop instructional materials for a target audience. Smith and Ragan

(2005) point out that technology is useful in goal finding and setting, context analysis, learner

analysis, task analysis, appropriate assessment design, appropriate strategies design, and

formative and summative evaluation (p. 296). In other words, I can use my knowledge ofeducational technology to carry out many of the components involved in the process of

instructional design. Therefore, while educational technology will allow me to build materials

for targeted audiences and those that might not be able to attend traditional classroom settings,experiences with instructional design will make possible the development of effective programs.

As I look back on where I started this course and where I am now, I cannot help but to

feel a great sense of accomplishment for having completed the various components involved in

the instructional design process. I have a clearer understanding of the immense work that goesinto producing instructional materials using a structured model for design. I look forward to

carrying these ideas with me as I take on more challenges and professional opportunities with

regards to working with educational technology. I have confidence that what I learned willcontinue to impact my work in the field of education.

Smith, P. L., & Ragan, T. J. (2005). Instructional Design (3rd ed.). Hoboken, NJ: John Wiley &

Sons.


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Part 1: Topic

Part 1a: Stated Learning Goal -

After three, one-hour periods, students will use political polling as a way of measuring public

opinion; moreover, this will include the use of existing and self-created political polling.

Part 1b: Description of the Audience -

The target audience for this project consists of 12th grade American government students. The

project was written for seniors at Del Puerto High School in Patterson, California; however, it

could be adapted to fit the need of learners in any American government course.

Part 1c: Rationale -

Need

As an educator, I am always looking for opportunities to make learning relevant for my students.

Unfortunately, the material that I had previously used for this topic was not meaningful for

students and it left them disengaged with the learning process. Their lack of interest also showedin the assessment data that I collected from previous classes. The assessment data made it clear

that students did not understand the concept and could not read political polling results. In the

end, the lack of student motivation and poor assessment results made this topic stand out as one

that deserved additional focus thru instructional design.

Overall Strategy

The overall strategy for this project will be primarily based on the principles of supplantivelearning. This learning involves a great deal of structure and planned experiences for students.

This strategy was selected for several reasons. First, the time constraints of the project make itdifficult to plan using generative strategies. Supplantive strategies will still allow for higher-

level questioning and critical thinking, but the structure of the unit has been designed for the

student. Second, and most important, is that supplantive strategies provide scaffolding for

students who struggle with learning and a structured learning environment that guide learnerstowards explicit learning objectives. The large majority of students in this educational setting

require scaffolding and structure to support their learning needs.

Instructional Strategy

The major focus of this project and the activities that have been developed to meet the learning

goal would best be described as instruction for concept learning. Concepts are sets of specificobjects, symbols, or events which are grouped together on the basis of shared characteristics and

which can be referenced by a particular name (Merrill and Tennyson, 1977, p.6). In this

instance, the concept is political polling or polls. In essence, students are learning about the

characteristics of political polling so that they can recognize and use those polls as informed


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participants in a democratic system of government. This will involve an examination of several

examples and non-examples, which is a key characteristic of concept learning.

In some ways, labeling this as a concept-centered project might sound contradictory to the stated

goal of this lesson that asks students to create, implement, and analyze a political poll. I say this

because that goal sounds as if it could be based on procedural or problem solving strategies. Infact, there will be a great deal of both included in this project; however, the student-createdpolitical poll is only meant to serve the purpose of adding meaning and context to the

assignment, thus increasing student engagement and long-term retention of the topic. This idea

of having students construct their own examples of the concept fits well with what Smith and

Ragan label as an expository approach (2005, p. 175). In other words, students will need toknow some steps in order to complete the political polling process, but the steps are not the

purpose or goal of the unit. The focus is for students to understand what characteristics make up

a political poll and how they can be used as they move into the ranks of the voting public. Thisis why concept development was identified as the main strategy for learning in this project.

Part 2: Analysis Report

Part 2a: Description of the Need -

Part 2a.1Needs Analysis Survey -

The needs analysis survey was distributed to students in my 2nd

period American Governmentclass. It was done using a paper-pencil format in a face-to-face environment. The survey was

given to 18 students, but only 15 were returned. The survey itself consisted of three main

categories of questions. The first category is titled Foundational Skills for the Project.The

purpose of these questions was to determine the mathematics skills that students possessed inrelation to the tasks that will be required of them. The second section is titled Content Specific

Questions for the Project. The purpose of this section was to determine the level of priorknowledge that students brought with them directly relating to the content being covered. The

final category is titled Learner Specific Questions for the Project. This was meant to cover

issues such as preferred method of communication, learner anxiety, familiarity with technology,

and topics of interest that might drive examples during instruction. A copy of this needsassessment has been provided in Appendix A. The results have been collected and listed as

Appendix B.

A second set of data has been pulled for use in determining a need for new instruction. This

information comes from last years benchmark results. Last year, students in AmericanGovernment took two benchmarks for the course. One was given 9 weeks into the school year

and the other was given 18 weeks into the school year. The first benchmark was given to 14students and the second benchmark was given to 20. Screenshots of the data for this standard

have been captured and placed in Appendix C.


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Part 2a.2Needs Analysis Survey Results -

The main purpose for collecting data from these sources was to determine the need for

instruction. The needs analysis survey was conducted to gather data about the current students

skills, prior knowledge of the content, and learner characteristics. The benchmark data waspulled to assist in determining whether or not instruction from previous years was effective.After sifting through the data from these two sources, it became clear that a need existed for

altering the instruction being offered to students. The narrative that follows explains the

evidence that points to this need. All other details about student skills and learner characteristics

will be covered in Part 2c of this instructional design project.

The needs analysis survey revealed that

the majority of current students cannotdefine or describe a method for collecting

polling data. Only 4 out of the 15

students were able to correctly definepolitical poll; moreover, 7 students

elected to write unable to define as

their response to this question. 2 students

were able to identify a correct method fora political poll, while 2 listed incorrect

methods and 11 simply wrote unable to

think of any as their response. In termsof accessing data about a political poll,

only 5 students provided correct

responses or ways of locating political

polling data. This is in contrast to the 10whoprovided incorrect responses or wrote unable to think of any. These responses provide

evidence that the current group of students will need instruction to help them reach proficiency

with this content; however, that alone did not point out a need to alter the current instruction.

This conclusion came about due to an analysis of the benchmark data.

The benchmark data from the previous

year was pulled from School City anddemonstrated a major gap between what

students should have known and did

knowin terms of political polling. An

examination of the results on testing item12.6.3 demonstrated 0% of students

demonstrating proficiency on this portion

of the exam. The second benchmarkshowed that 33% of students reached

proficiency on the same standard. Thus,

the results of the needs analysis surveycombined with the data regarding the

Defining Political

Poll

Percent Who

Defined it

Correctly

Percent Who

Defined it

Incorrectly

Wrote "Unable

to Define"


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prior years testing scores shows a clear need for altering the instruction being offered for this

standard. A complete listing of the results can be found in Appendix Bof this ID Project.

Part 2b: Description of the Learning Context -

Part 2b.1Learning Context -

School and Organizational Philosophy

Del Puerto High School is an alternative education site serving students in the Patterson Joint

Unified School District. The district and the school both have the philosophy that all students

must partake in rigorous and relevant educational experiences. The school recently received a 6year accreditation from the Western Association of Schools and Colleges (WASC) due in part to

the high level of expectations that are placed on teachers and students. DPHS prides itself on

avoiding the traditional packetapproach that is commonly found in continuation schools.

The Teacher

Del Puerto High School only has one teacher for each core subject and one full-time resourceteacher. This means that the project that this project will be carried out by the social science

instructor. The social science teacher has been at Del Puerto High School for 11 years during

which time he has taught government for nine. The teacher has a background in educational

technology and serves as the district lead teacher for social sciences. The teacher also hasexperience in project-based learning, direct instruction, and multimedia production.

Hardware and EquipmentThe class where this instruction will be carried out possesses its own mobile laptop cart with 20

HP Laptops. Microsoft Office 2010 is installed on all of the laptops. The room also has its own

wireless hub that provides Wi-Fi to the computers. In addition, the room has five desktop

computers and two printers. There is an LCD projector mounted on the ceiling and a documentcamera. The teacher has his own set of CPS Spark student response devices. All teachers at

DPHS have access to a mobile cart of Samsung Chromebooks; moreover, teachers have been

provided with a laptop computer and an iPad Air that can be used both during and after school.

The Schedule and Credits

The master schedule at DPHS consists of six periods, five of which are one hour in length. The

other period is an advisory class that last for 25 minutes. This project has been planned for theAmerican government course which students must pass to graduate. It is worth five credits.

Class Sizes

Classes at Del Puerto High School are usually capped at 24 students. Given the fact that thiscourse is a requirement for graduation, class size will sometimes be bumped to as high as 26.

Existing CurriculumThe curriculum that exists for this government course was created by the current instructor who

will deliver the instruction for this project. The class does have 40 copies of the course textbook,

United States Government: Democracy in Action.


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Homework

Del Puerto High School has a no homework policy, meaning students cannot be assigned

homework; however, teachers can offer extra credit for those who choose to work at home.

Part 2b.2Transfer Context -

The stated goal of this project is to get students to use political polling to determine publicopinion. There are two areas where learners will be able to apply this concept in their lives.

First, it will be expected that students use the knowledge and skills from this project as we move

into other areas of the class, specifically elections and campaigns. They will be asked to assist

the students who run for our student body offices by carrying out political polls regarding theircampaign. This might include polling about how the student body feels about issues or even

ways that the candidates come across to the electorates. While the student body elections would

not be scheduled during the same time period when this project is implemented, there will still bean expectation that students have learned the concepts and procedures well enough that they can

complete the tasks later in the year.

The second area where this learning can be transferred to real-world applications will take place

as students move into the ranks of the voting public. Learning the concepts and procedures in

this project will allow students to access political polling about issues they may need more

information about. This can include polling data about proposed laws, ballot propositions, orpolitical candidates. Knowing where to locate and how to analyze this information will allow

them to flourish as participating members of our democratic system of government. The

emphasis on civic participation is one of the overarching goals of this entire course.

Part 2c: Description of the Learners -

Asking Questions and Sharing OpinionsTwo of the questions in the needs analysis survey focused on students comfort levels with

asking questions and sharing their opinions with other students. Students were asked to rank

their comfort level for these two actions based on a rating system of one to five (one = not

comfortable and five = very comfortable). Two students rated themselves not comfortable withregards to asking questions and zero selected not comfortable with sharing opinions.

Speaking in Front of PeopleThis category was included so that the

designer had a gauge for how comfortable

students are when it comes to speaking in

front of people. The chart itself is fairlybalanced between the top and bottom, but

the vast majority of students rated

themselves a three for their comfort level.

Small Group vs Individual Learning

I felt it was important to understand the typeof learning structure students prefer when it


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comes to completing the tasks identified in this project. Students overwhelmingly prefer

completing tasks in small groups as opposed those where they work on their own. 11 students

selected small group learning while only four chose learning on their own.

Video vs Written Instructions

Due to the high rates of absences for our students, I felt it was important to ask about theirpreferred method for learning the instructions for various tasks. This is important because absentstudents often have to spend their own time acclimating themselves to the details of a project.

Students were given the choice between written or video instructions. Eight students selected

video and seven selected written.

Math Skills

Given the fact that this project will involve math

skills, I felt it necessary to ask questions thatpertain to those skills. All 15 students were able

to read a bar graph and identify the response

that was selected by the most number of peoplein the chart. Students were also asked to

convert the raw totals to a percentage of which

only two answered correctly.

Student Interests

In an effort to cater examples to student

interests, they were asked to list laws or othergovernment topics that they found interesting.

Among the topics listed were laws about California, marriage, drugs, guns, social, and

economics.

The complete list of survey results can be found in Appendix Bof this ID Project.

Student Ability to Convert Raw Totals

to Percentages

PercentConverted

Correctly

Percent

Converted

Incorrectly


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Part 2d: Learning Task Analysis -

The learning task analysis phase assists the instructional designer with breaking down the projectinto very specific and detailed components. This project consists of one information-processing

analysis map and five prerequisite analysis maps. A screen shot of each map has been provided

below. A link to the original maps has been provided along with each map. This was necessarydue to the size of the maps that were created.

Information-Processing Analysis

Link:Click Here

Prerequisite 1

Link:Click Here
https://docs.google.com/drawings/d/1J1f-CvpPGmv80HB0CRgfD1-hHhgiWmmNI8gSrqSDOI4/edit?usp=sharinghttps://docs.google.com/drawings/d/1J1f-CvpPGmv80HB0CRgfD1-hHhgiWmmNI8gSrqSDOI4/edit?usp=sharinghttps://docs.google.com/drawings/d/1J1f-CvpPGmv80HB0CRgfD1-hHhgiWmmNI8gSrqSDOI4/edit?usp=sharinghttps://docs.google.com/drawings/d/1j0GOPC7NbdNL_xQZ6i37CgsAFvLCLvrKpOTEzgEsC70/edit?usp=sharinghttps://docs.google.com/drawings/d/1j0GOPC7NbdNL_xQZ6i37CgsAFvLCLvrKpOTEzgEsC70/edit?usp=sharinghttps://docs.google.com/drawings/d/1j0GOPC7NbdNL_xQZ6i37CgsAFvLCLvrKpOTEzgEsC70/edit?usp=sharinghttps://docs.google.com/drawings/d/1j0GOPC7NbdNL_xQZ6i37CgsAFvLCLvrKpOTEzgEsC70/edit?usp=sharinghttps://docs.google.com/drawings/d/1J1f-CvpPGmv80HB0CRgfD1-hHhgiWmmNI8gSrqSDOI4/edit?usp=sharing


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Prerequisite 2Link:Click Here

Prerequisite 3

Link:Click Here
https://docs.google.com/drawings/d/1Kkdz2mcxlp_MgLLfCmIVnzncIHEaJzNywN4BrsgtlNg/edit?usp=sharinghttps://docs.google.com/drawings/d/1Kkdz2mcxlp_MgLLfCmIVnzncIHEaJzNywN4BrsgtlNg/edit?usp=sharinghttps://docs.google.com/drawings/d/1Kkdz2mcxlp_MgLLfCmIVnzncIHEaJzNywN4BrsgtlNg/edit?usp=sharinghttps://docs.google.com/drawings/d/1a-nKLmmpgxoTsCW0Tho_7Nx9FL8Cfp9bJ2fgslxIHHE/edit?usp=sharinghttps://docs.google.com/drawings/d/1a-nKLmmpgxoTsCW0Tho_7Nx9FL8Cfp9bJ2fgslxIHHE/edit?usp=sharinghttps://docs.google.com/drawings/d/1a-nKLmmpgxoTsCW0Tho_7Nx9FL8Cfp9bJ2fgslxIHHE/edit?usp=sharinghttps://docs.google.com/drawings/d/1a-nKLmmpgxoTsCW0Tho_7Nx9FL8Cfp9bJ2fgslxIHHE/edit?usp=sharinghttps://docs.google.com/drawings/d/1Kkdz2mcxlp_MgLLfCmIVnzncIHEaJzNywN4BrsgtlNg/edit?usp=sharing


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Prerequisite 4Link:Click Here

Prerequisite 5

Link:Click Here
https://docs.google.com/drawings/d/1Jg5Qp1xZGo5RQFGF05U2ymMttAkRC32xmknF5Dq1fUU/edit?usp=sharinghttps://docs.google.com/drawings/d/1Jg5Qp1xZGo5RQFGF05U2ymMttAkRC32xmknF5Dq1fUU/edit?usp=sharinghttps://docs.google.com/drawings/d/1Jg5Qp1xZGo5RQFGF05U2ymMttAkRC32xmknF5Dq1fUU/edit?usp=sharinghttps://docs.google.com/drawings/d/1XjQfe0ylz8FfPNc7rLjwYeNxCxWNnhEmmV9eU9Bjwlk/edit?usp=sharinghttps://docs.google.com/drawings/d/1XjQfe0ylz8FfPNc7rLjwYeNxCxWNnhEmmV9eU9Bjwlk/edit?usp=sharinghttps://docs.google.com/drawings/d/1XjQfe0ylz8FfPNc7rLjwYeNxCxWNnhEmmV9eU9Bjwlk/edit?usp=sharinghttps://docs.google.com/drawings/d/1XjQfe0ylz8FfPNc7rLjwYeNxCxWNnhEmmV9eU9Bjwlk/edit?usp=sharinghttps://docs.google.com/drawings/d/1Jg5Qp1xZGo5RQFGF05U2ymMttAkRC32xmknF5Dq1fUU/edit?usp=sharing


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Part 3: Planning

Part 3a: Learning Objectives -

1.0 Given a topic, students will utilize political polling to determine public opinion about one

issue in question. This will include the use of self-implemented and pre-existing polls.

1.1 Given a sample poll, students will be able to identify the characteristics and determine

whether or not it is a political poll.

1.1.1 Students will be able to definepolitical pollin their own words.

1.2 Given a political topic, students will select an appropriate source or method for

obtaining political polling data to determine public opinion

2.0 Given a topic and access to the internet, students will utilize pre-existing polling data to

determine public opinion about one topic in question.

2.1 Given a political topic, students will use a list of reputable polling sites to locate datafor one political poll.

2.1.1 Given access to the internet, students will create a list of 3-5 reputable

sites containing political polling data.

2.1.1.1 Given access to a computer, students will perform an internet

search.

3.0 Given a topic, students will utilize the process of political polling to create a political polland determine public opinion on one issue in question.

3.1 Using their list of potential question types, students will create one question to serve

as the centerpiece of the political poll they are creating

3.1.1 Students will create a list of the types of questions that can be used in

political polling

3.2 Using their list of potential response types, students will develop the possible

responses they wish to include in the political poll they are creating

3.2.1 Students will create a list of the types of responses that can be used in

political polling based on the nature of the question

3.3 Students will implement the political poll using the question and possible responsesthey developed for this activity

3.3.1 Students will select the best method of delivery based on the circumstances


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3.3.1.1 Students will create a list of the possible methods for implementing

political polls

3.4 Students will analyze the results of their political poll using the process detailed in

learning objective 4.2

4.0 Given political polling data, students will analyze the results to determine public opinion on

the issue in question.

4.1 Given pre-existing political polling data, students will examine the results todetermine public opinion on the issue

4.1.1 Students will identify the question used in the political poll

4.1.2 Students will identify the possible answers provided to the participants of

the political poll

4.1.3 Students will locate the results provided by the polling outfit

4.2 Using information from their self-created political poll, students will examine theresults to determine public opinion on the issue

4.2.1 Students will calculate the totals for each response provided in their poll

4.2.1.1 Students will use addition to calculate the raw total for each of the

possible answers to a political poll

4.2.1.2 Students will convert raw totals to percentages

4.2.2 Students will create a graph to display the results of a political poll that

they implemented based on their understanding of the ways in whichpolling data can be displayed

4.2.2.1 Students will select the type of graph they want to use to displaypolling data

4.2.2.1.1 Students will identify the characteristics of a bar graph

4.2.2.1.2 Students will identify the characteristics of a pie chart

5.0 Given complete analysis of political polling data, either from self-created or pre-existingpolitical polls, students will reflect on the results and decide if further action is needed

to determine public opinion on an issue


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5.1 Students will write one paragraph to compare how the actual results of the poll

compared to their expectations for how the public would have viewed the topic

5.2 Students will write one paragraph to explain if the results of the political poll

provided enough detail to determine public opinion of the issue

5.3 Students will write one paragraph to explain whether or not additional follow up isneeded to determine public opinion including the possibility of starting the

process over

Part 3b: Matrix of Objectives, Blooms Taxonomy, and Assessments -

Learning

Objective

(a)

Blooms

Taxonomy

Classification

(b)

Format of

Assessment

(c)

Description of

Test Form (d)Sample Items (e)

1.0 ApplicationPerformanceAssessment

Student

Presentation

w/Rubric

Students will either locateexisting data on the

computer or implement

their own political poll andpresent their findings.

Many steps in this process

are detailed in the other

objectives in this matrix.

1.1 ComprehensionPaper-Pencil

FormatMultiple-Choice

Students will circle thepolitical polls from a series

of sample polls.

1.1.1 KnowledgePaper-PencilFormat

Short Answer

Students will write their

own definition in the space

provided on the test.

1.2 ApplicationPerformance

Assessment

Discussion with

Teacher

Students will be presented

with a political topic. They

must then verbalize the bestmethod for obtaining dataand support with reasoning.

This will be stated to theteacher.

2.0 ApplicationPaper-PencilFormat

Short AnswerStudent will need to write3-5 sentences to summarize

the data from the poll.

2.1 ApplicationPaper-Pencil

FormatShort Answer

Students will be required to

submit the link to the

polling data for the topic inquestion.

2.1.1 Synthesis Performance Observation Students will need to show


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Assessment w/Checklist the list to the teacher for

verification.

2.1.1.1 SynthesisPerformance

Assessment

Observation

w/Checklist

Students will perform the

action for the teacher.

3.0 Application PerformanceAssessment

Project

Presentationw/Rubric

Students will present their

findings to the class andwill be scored based on a

rubric.

3.1 SynthesisPerformance

Assessment

Observation

w/Checklist

Students will need to show

their question to the teacher

for approval.

3.1.1 SynthesisPaper-Pencil

Format

Observation

w/Checklist


the list to the teacher forverification.

3.2 ApplicationPerformance

Assessment

Observation

w/Checklist


their responses to the

teacher for approval.

3.2.1 SynthesisPaper-Pencil

Format

Observation

w/Checklist


the list to the teacher forverification.

3.3 ApplicationPerformanceAssessment

Observationw/Checklist

Student will need to

demonstrate the action tothe teacher for verification

of accuracy.

3.3.1 ApplicationPerformance

Assessment

Discussion

w/Teacher

Students will need to select

the method and verbalize

the reasoning to the

teacher. Teacher willapprove or provide

additional guidance.

3.3.1.1 SynthesisPerformance

Assessment

Observation

w/Checklist


the list to the teacher for

verification.

3.4 AnalysisPaper-Pencil

Format

Short Answer

w/Rubric

This will be assessed basedon completion of the othersteps listed in 4.2. The end

results will be presented to

the class for judging based

on the rubric.



Students will be given a

sample political poll and

must correctly answer a

question about the results.



Students will be given asample political poll and

must correctly answer a


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question about the results.

4.1.1 ComprehensionPaper-Pencil



sample political poll and

must underline the questionused in the poll.

4.1.2 ComprehensionPaper-Pencil


Students will be given asample political poll and

must draw a box around the

responses used in the poll.

4.1.3 ComprehensionPaper-PencilFormat

Short Answer

Students will be shown a

political poll and mustdraw a circle around the

results for the poll.


Format

Short Answer

w/Rubric

Student examination of the

results will be determined

based on the presentation

of their findings.

4.2.1 ApplicationPaper-Pencil

Format

Short Answer

w/Checklist

Students will need to showtheir calculations to the

teacher for verification.

4.2.1.1 ApplicationPaper-PencilFormat

Multiple-Choice


sample poll with results in

tallies. They must add theresults and circle the

correct raw total from a list

of choices.

4.2.1.2 ComprehensionPaper-Pencil

FormatShort Answer

Students will be given a list

of raw totals and mustconvert them to

percentages, listing the

results in short answer

form. This only needs toinclude the responses and

the corresponding

percentages.

4.2.2 SynthesisPerformanceAssessment

Project

Presentation

w/Rubric

Students will present their

findings to the class andwill be scored based on a

rubric.

4.2.2.1 SynthesisPerformanceAssessment

Observationw/Checklist


the list to the teacher for

verification.

4.2.2.1.1 KnowledgePaper-Pencil


Students will need to

correctly match the word

(for this type of graph) tothe correct illustration of


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the graph.

4.2.2.1.2 KnowledgePaper-Pencil


Students will need to

correctly match the word

(for this type of graph) tothe correct illustration of

the graph.

5.0 EvaluationPaper-Pencil

FormatShort Answer

Students will construct a

formal write up based on

the topics listed in learningobjects 5.1, 5.2, and 5.3.

5.1 ComprehensionPaper-PencilFormat

Short Answer

Students will need to writeone paragraph that

compares and contrasts

their expectations to theactual results. This will be

submitted to the teacher

before the presentation tothe class.

5.2 ComprehensionPaper-Pencil

FormatShort Answer

Students will need to writeone paragraph that explains

the results of the poll. This

will be submitted to the

teacher before thepresentation to the class.

5.3 ComprehensionPaper-PencilFormat

Short Answer

Students will need to writeone paragraph that explains

their reasons for either

accepting the answer orstating that the process did

not produce results that

address the issue in

question. This will besubmitted to the teacher

before the presentation to

the class.


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Part 3c: ARCS Table -

Project Goal Statement: After three, one-hour periods, students will use political polling as a

way of measuring public opinion; moreover, this will include the

use of existing and self-created political polling.

ATTENTIONA.1 Perceptual Arousal

The instructor will have students complete a gallery walk where they move around theroom and provide feedback (in the form of a tally mark) to each of the political questions

hanging around the room. Questions and further instructions have been provided in the

Instructor Guide.

A2. Inquiry Arousal

The instructor will place students in pairs (or as an individual if students prefer) and askthem to list five problems facing students at Del Puerto High School. The instructorcould phrase it differently by asking students to list five things they would change about

Del Puerto High School. These could be used later as they develop their own political

poll to implement at our school.

A3. Variability

The instructor will lead a sharing session where each pair (or individual) reads out one of

the five issues they would change. The instructor will notate the responses as studentspresent their ideas. Finally, the instructor will let students know that they will have a

chance to find out how the student body feels about their ideas as part of this project.

RELEVANCER1. Goal orientation

The instructor will go over the goal and provide students with a sample of a political polltaken on a recent issue.

The instructor will show the following video and discuss its relevance to the topic and

why political polling is important:http://www.youtube.com/watch?v=uLz9278yvz0 This should provide students with a brief example of what this lesson series is about.

This preview is necessary for the students at Del Puerto High School as they often ask for

a visual reference or examples of what is being discusses or expected.

R2. Motive matching

The instructor will provide ample opportunities for students to make choices in terms of
http://www.youtube.com/watch?v=uLz9278yvz0http://www.youtube.com/watch?v=uLz9278yvz0http://www.youtube.com/watch?v=uLz9278yvz0http://www.youtube.com/watch?v=uLz9278yvz0


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selecting the issues they research and determining the best methods for gathering

information. This will be supported through supplantive strategies.

R3. Familiarity

The instructor will tie instruction to the learners experiences by providing examplesfrom the Needs Assessment Survey and by encouraging students to select topics of

interest to them when it comes time to implement a political poll. Students will also be

given an opportunity to choose a school issue (as identified in the Attention section of theARCS Table) and complete a poll based on that selection.

CONFIDENCEC1. Learning requirements

The instructor will post learning objectives throughout the entire lesson series so students

understand the topics to be covered. This is essential in helping students understand thepurpose of the lessons.

Students will be given feedback during all phases of instruction to monitor progress andoffer additional support for those who need it. These should be opportunities to provide

positive feedback for students with the goal of getting them to achieve the lessonsobjectives.

Students will be shown a copy of the checklists and rubrics that will be used in assessingtheir progress. This will assist them in monitoring their own progress as I do the same.

C2. Success opportunities

Proper scaffolding will be implemented to allow all students to access the materials andcomplete the learning tasks.

The instructor will provide written and verbal feedback throughout the process. Thesecan be used as productive meetings with an opportunity to highlight the positive growth

that each student has demonstrated.

The tasks that allow students to make choices should help build their confidence inleading their own education as opposed to being reliant on the decisions by the instructor.

C3. Personal control

The instructor will provide ample opportunities for students to make choices andparticipate in student-centered activities. These student-centered activities will developlearner confidence in their ability to complete complex tasks with minimal assistance

from the instructor.

Instructor and peer feedback will be used to discuss student progress. This will be donein oral and written formats. At the end of the lessons, the instructor will provide

feedback on their final product, and that would be a prime opportunity to point out all of

the components each student has completed.


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SATISFACTIONS1. Natural consequences

Students will have an opportunity to research a topic of their choice with the goal being

to find political polling data on that topic. Students will lead political polling operations later in the school year to determine student

attitudes and opinions of candidates in our school elections. This would allow them to

apply their work to a real-world scenario.

Students will hopefully use these skills as they move into the ranks of the voting publicand need to determine how the public feels about various topics they may vote on.

S2. Positive consequences

Students will receive points towards their grade which will move them one step closer tofulfilling their American Government graduation requirement.

Students will have an opportunity to share their findings with the class; thus, their effortscan be recognized and praised by the larger audience.

S3. Equity

Public praise is an excellent way of providing positive feelings for students who have putforth a great deal of effort in accomplishing a goal. The instructor will offer public praiseto students as they complete their sharing of the final polling product their have created.

The instructor can offer positive feedback throughout the entire process to encouragestudents to continue with their efforts.

Keller, J. M. (1987). The systematic process of motivational design.Performance & Instruction,

26(9/10), 1-8.


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Part 4: Instructor Guide

Part 4: Instructor Guide -

Introduction -

Gain Attention

1. The instructor will gain the attention of the students by allowing them to participate in agallery walk where they move around the room and provide feedback (in the form of a

tally mark) to each of the political questions hanging around the room.

The following five questions have been provided based on the feedback in theNeeds Assessment

o Should same-sex marriage be legal? (yes or no)o Should concealed weapons be legal in America? (yes or no)o Should the United States eliminate the draft? (yes or no)o Should the drinking age be lowered to 18? (yes or no)o Should a state law be supreme over a federal law? (yes or no)

2. The instructor should then allow students to discuss their responses by calling onvolunteers. The volunteer aspect is important because these are personal feelings that

some students might not feel comfortable sharing with others.3. The instructor can then add up the results and inform students that they just participated

in a political poll. The instructor would want to point out that this is the next topic that

will be covered in class.

Establish Purpose

While there will be multiple learning objectives throughout this three-day project, the learning

objective as it relates to the introduction will be as follows:

Students will describe the importance of political polling in a democratic system of

government.

1. The instructor will read the learning objective to students.2. The instructor will ask students to complete a choral read of the learning objective.

Arouse Interest and Motivation

1. The instructor will begin by asking students the following question: Why might it beimportant to know how Americans feel about a certain political topic or issue?

2. The instructor will allow students to share their responses with the class.3. The instructor will provide students with a copy of the handout from Gallup entitled

What is Public Opinion Polling and Why is it Important? The handout is provided as


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Appendix D. Ask students to list two reasons political polling is important based on

what they read in the short passage. Allow them to share out those reasons with the

larger group.

4. Be sure to emphasize that political polling is important for the following reasons:

As future voters, it will be important for them to know how their fellow citizensfeel about a topic.

They give voice to the average citizen by allowing them to express their opinionsfor others to see.

They can inform elected officials about the publics opinion on a given topic theymight be considering.

Preview Learning Activity

In this portion of the introductory lesson, the instructor should go back to the political questions

that were hung around the room for the opening gallery walk activity. The instructor will also dothe following:

1. Let them know that those were some examples of political polls.2. Share an example of a political poll that can be found online. Share the following polling

data with students:http://bit.ly/1e6sPFg. Explain the data within the poll. Please note

that the topic was selected because of its relevance to this particular audience.3. Explain to students that by the end of the three-day project they will be looking up

political polling on the internet and constructing their own poll.

Body -

Lesson 1

(This lesson begins with the introductory activity listed above. Students will use the handout

entitled Lesson 1: Intro to Political Polling to complete all of the activities for Lesson 1. This

has been provided as Appendix E.)

Recall relevant prior knowledge or Stimulate recall of prior knowledge

1. In order to stimulate prior knowledge, the instructor will need to define political for thestudents. This is a topic that is central to the class and should be understood at this point

in the course.2. The instructor needs to point out that it will be important to understand this term because

it is what separates political polls from other types of surveys.

Process Information and Examples (Present Information and Examples)

1. The instructor will begin by giving students a copy of the handout entitled Lesson 1:Intro to Political Polling.
http://bit.ly/1e6sPFghttp://bit.ly/1e6sPFghttp://bit.ly/1e6sPFghttp://bit.ly/1e6sPFg


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2. Students will complete Activity 1 by using the provided definitions to construct one oftheir own. The instructor will allow students to share their definitions with a classmate.

3. The instructor will present the examples that have been provided in the PowerPointslideshow entitled Sample Political Polling Questions (slideshow screenshots provided

as Appendix F). At this point, the instructor will only cover the first three examples.

The remaining examples will be used during guided practice. Be sure to highlight thefollowing components of the polls:

The question that was asked in the poll

The possible answers that respondents had to choose from in the poll

The results of the political poll

Focus Attention or Gain & Direct Attention

1. The instructor will regain some attention by giving students a chance to share theirthoughts on the results that were shown in the first three examples. They might discuss

their attitudes on the subjects or reactions to the results that were shown.2. The instructor can let students know that they will have a chance to research topics they

are interested at a later time in the project.

Employ Learning Strategies (Guide or Prompt Use of Learning)

At this point, students will be given an opportunity to complete the graphic organizer that islisted as Activity 2 on the student handout. In this activity, students must identify the three parts

of a political poll (the question, the responses, and the results). This will allow students to

illustrate the components before moving into the guided practice aspect of the lesson.

Practice (Provide For and Guide Practice)

1. The instructor will return to the previous slideshow and will use the final three examplesto guide students through the following topics:

Locating the poll question and possible responses

Locating the results and analyzing the data to see how people actually responded

2. The instructor can release students to work on Activities 3 and 4 after he or she isconfident that the students are prepared to do so. The instructor can prepare other

examples if more are needed. If necessary, this might include the need to pull a small

group for remediation.3. The instructor will give students a list of 10 political polling websites that students can

use for future endeavors into political polling. Students will spend the remainder of this

lesson exploring these websites. Students will need to place a checkmark next to 3-5 ofthe websites that they feel might be of use according to the polling question they want to

focus on for the final project.


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Evaluate Feedback

The instructor will provide feedback in several ways during this lesson including:

1. Reading each students definition as he or she writes it for Activity 1 and provide instant

feedback based on the response.2. Check each students graphic organizer for Activity 2 and verify that they have thecorrect components of political polls listed.

3. Check each response to Activity 3 by monitoring their labeling of each of thesecomponents. Correct any mistakes as they happen.

4. Have students write their answers to Activity 4 on their individual whiteboards. This willallow you to check the class at the same time. Feedback can be provided and issues can

be addressed at that time.

5. Verify that students have check 3-5 boxes and answered the reflection question forActivity 5 before submitting their work.

Lesson 2

Recall Relevant Prior Knowledge or Stimulate Recall of Prior Knowledge

The instructor is going to activate prior knowledge by asking students to correctly label the partsof a political polling question. The following steps should be taken to complete this activity:

1. The instructor will place the sample survey on the whiteboard for all students to see.2. He or she will label the question as A, the possible responses as B, andthe

data/results as C.

3. The instructor will use the student response clickers to question the class about the three

elements to make sure they still know them. The instructor can decide the order in whichthis these are asked.


1. The instructor will provide students with the handout entitled Lesson 2: Creating aPolitical Poll (Appendix G). The instructor will preview the activities listed in the

handout so that students can visualize the ultimate goal of the lesson.2. The instructor will highlight the fact that the days lesson will focus on developing a

political polling question. He or she can point out the poll that was used to stimulate

prior knowledge as one example of what they will attempt to create.

Focus Attention

1. The instructor will guide students through Activity 1 of the lesson handout. Studentsneed to circle the 3 issues they would most like to focus on for their polling project.

2. Once students have circled their 3 choices, ask them to come to the front of the classroomand write the one they would most like to research on the whiteboard.

3. The instructor can let them debrief what they see on the board and refocus for Activity 2.


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Employ Learning Strategies (Guide or Prompt Use of Learning Strategies)

The lesson has been designed to scaffold instruction for students in a step-by-step manner. Eachactivity will assist students with the development of their final project question. Question stems,

topic choices, types of responses, and a drafting process have been integrated in this lesson.

Although a great deal of scaffolding exists, there are still situations that require critical thinkingon the part of the students.

Practice (Provide For and Guide Practice)

1. The instructor will guide students through Activity 2 of the lesson handout. He or shewill need to monitor the learning to make sure students only select 3 choices. The

instructor should model the activity before releasing students to complete it.

2. The instructor will guide students through Activity 3 of the lesson handout. He or shewill need to explain how each of the question responses can be used. The instructor

should model his or her selections before releasing students to select their choices.

3. The instructor will place the handout entitled What is Public Opinion Polling and Whyis it Important under the document camera. Students will use the section labeled Howare Surveys Conducted? to complete the graphic organizer in Activity 4 of the lesson

handout. The instructor will allow students to compare their graphic organizer with

another student to check for completeness.4. The instructor will release students to complete Activity 5 independently. This is where

students create their own question, responses, and method of implementation. The

instructor will need to monitor student progress to ensure their success. One-on-oneremediation might be necessary to help students who are struggling with the drafting.

Evaluate Feedback (Provide Feedback)


1. Check to make sure all students have selected 3 topics. Provide help if they have selectedtoo few or too many.

2. Check to make sure all students have selected 3 polling stems/questions. Provide help ifthey have selected too few or too many.

3. Check to make sure all students have selected 3 polling possible responses. Provide helpif they have selected too few or too many.

4. Verify that all students have filled in the correct methods for implementing political polls.This will be done by looking at their graphic organizers in Activity 4.

5. Read each students question, responses, and method of implementation to ensure theircompleteness. The instructor can also allow volunteers to come to the front of the classto display their political poll the classmates; however, do not let them collect results.

This will be done in the next lesson.6. The instructor should finish the lesson by describing how it relates to the topics that will

be covered in Lesson 3.


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Lesson 3

Recall Relevant Prior Knowledge (Stimulate Recall of Prior Knowledge)

In order to accomplish this task, the instructor will do the following:

1. Hand back the students polling question, selected responses, and methods ofimplementation. This can be done by cutting it off of the Lesson 2 handout that students

turned in the previous day.

2. Ask students to reflect on the question and make any adjustments they feel are necessary.


1. The instructor will place his or her own political poll under the document camera andproject it to the class.

2. Students will respond to the poll using the student response clickers.

3. The teacher will quickly calculate the results and let students know how they voted onthis poll.4. The students can then be told that they will be doing the same process as part of this

lesson.

Focus Attention (Gain and Direct Attention)

At this point, the instructor will need to get students attention byallowing them to prepare fortheir attention. The instructor should do the following:

1. Take the time to let students know the order in which they will be coming to the front of

the classroom.2. Allow them to make any last second changes before they present.

Employ Learning Strategies (Guide or Prompt Use of Learning Strategies)

In this phase of the lesson, the instructor will allow learners to take control of their learning by

letting them to run their own polling session. In essence, each student will take one minute to go

the front of the classroom and ask their polling question. The students will collect their resultsand wait for the guided practice to learn how to convert these to percentages and create a graphic

representation of the data. The teacher will simply facilitate the use of the response clickers for

this activity.

Practice (Provide for and Guide Practice)

1. The instructor will allow students to complete the polling session as mentioned in theprevious segment of this lesson write-up.

2. The instructor will give students the handout entitled Lesson 3: Determining PublicOpinion (Appendix H)


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3. The instructor will guide students through Activity 1 by first modeling his or her own rawtotal calculations. Then, students can be released to add their own raw totals. Do not let

them move on to Activity 2.4. First, the instructor will show the following video:http://bit.ly/1eLYsPb. This will

demonstrate how to calculate percentages. Next, the instructor will guide students

through Activity 2 by first modeling his or her own percentage conversions. Then,students can be released to calculate their own percentages. Do not let them move on toActivity 3.

5. For Activity 3, the instructor will allow students to use the internet to assist in thecreation of a bar graph or pie chart. Two websites have been placed in the activity

handout to assist students with this process. If students feel comfortable creating theirown from scratch, then the instructor can encourage them to do so. Here are the two

websites:http://bit.ly/1p7AdF3&http://1.usa.gov/1h0wS0G

6. The instructor will let students know that there are 3 reflective questions that they are totake home and answer before returning to class. These will be used to open the closing of

this project.

Evaluate Feedback (Provide Feedback)


1. Check to make sure all students have added their raw totals correctly. This can be doneby walking through the classroom as they do the calculations. Be sure to check that they

are listing them in the table.2. Verify that the percentages are correct by looking at each students calculations.

Remember to encourage the use of calculators assist with the math.

3. Provide guiding feedback for students as they create their graphs. The internet program

should do the majority of the work, so the instructor needs to simply check to seestudents are in the correct place. This may require remediation for some students.

4. Go over the reflection questions and allow students to ask clarifying questions beforethey leave for the day.

Conclusion -

Summarize and Review (Provide Summary and Review)

The instructor will discuss the topics that have been covered so far. The instructor should

review the following:

1. The three components of a political polling question2. The methods for implementing political polls3. A sample political poll with analysis of the results (as percentages and graphs)
http://bit.ly/1eLYsPbhttp://bit.ly/1eLYsPbhttp://bit.ly/1eLYsPbhttp://bit.ly/1p7AdF3http://bit.ly/1p7AdF3http://bit.ly/1p7AdF3http://1.usa.gov/1h0wS0Ghttp://1.usa.gov/1h0wS0Ghttp://1.usa.gov/1h0wS0Ghttp://1.usa.gov/1h0wS0Ghttp://bit.ly/1p7AdF3http://bit.ly/1eLYsPb


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Transfer Learning or Enhance Transfer

The instructors job in this section is to demonstrate a real-world application for the contentstudied in this project. The instructor will:

1. Give students a copy of the task analysis chart that lays out the steps a person would takewhen trying to determine public opinion. There should be a brief explanation of thechart. This can be found in Part 2d of the Instructional Design Project.

2. Let students know that they will be asked to run political polling for the individualsrunning for student body offices. This will allow them to apply their learning to a new

situation.

Remotivate and Close or Provide Remediation and Closure

The teacher will close this unit by completing the following tasks:

1. Show the following video:https://www.youtube.com/watch?v=678yc_erIAE. Itdiscusses the importance of political polling.2. Ask students to discuss the following question: Are political polls important? The

instructor should let students volunteer to offer an oral response to the class.

3. Remind students about the upcoming assessment and hand back all of the lessonhandouts that were completed for this project (to be used for review).

Assess Learning (Conduct Assessment)

The instructor will provide one class period for students to complete the assessment for this unit.

Most of the assessments were completed as the project progressed; however, there is one

formative assessment that will be used to measure learning. More information can be found inPart 5 of this Instructional Design Project. Please note that computer access will be required for

students to complete some parts of the assessment.

Feedback and Seek Remediation or Provide Feedback and Remediation

The instructor will spend a short period of time (10-15 minutes) covering the results of the

assessment. Students should be given a chance to ask questions or provide suggestions aboutareas they felt were not clear or not covered well enough. The instructor will then move on to

the introductory activity for the next topic in the course.
https://www.youtube.com/watch?v=678yc_erIAEhttps://www.youtube.com/watch?v=678yc_erIAEhttps://www.youtube.com/watch?v=678yc_erIAEhttps://www.youtube.com/watch?v=678yc_erIAE


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Part 5: Learner Content

Part 5a: Learning Material -

This portion of the Instructional Design Project has been established to discuss the instructionalmaterials that have been created to assist the instructor in delivering instruction. There will be a

brief discussion of the materials and an explanation of why they were included in the project.

Please see the Instructor Guide (Part 4) for a detailed account of how to carry out each of theassignments listed below.

Piece 1Gallup World Poll (2007): What is Political Polling and Why is it Important?

(Appendix D)

This piece is not an assignment; rather, it is a handout that students will use on several occasions.

It is first used in the introductory activity as a way to arouse attention and motivate students to

participate in the upcoming lesson. Students are asked to read the piece and write down tworeasons political polling is important based on what they see in the passages. This is also a great

starting point to encourage students to participate in an open discussion. This handout will also

be used in Lesson 2 as it provides the information that students will need to complete theActivity 4 graphic organizer. Students are looking for various methods that are used to

implement political polls. As mentioned in the Instructor Guide, the teacher will guide them

through this activity by placing the resource under the document camera.

Piece 2Lesson 1 Handout: Intro to Political Polling(Appendix E)

This piece was created to introduce students to political polling. The purpose is to providestudents with enough information about political polling that they are ready to begin examining

their own political polls in lesson 2. This handout contains five activities. Activity 1 allows

students to define political polling by synthesizing three other definitions that are listed on the

handout. Activity 2 contains a graphic organizer where students are asked to list the threecomponents of a political poll. Activity 3 asks students to label the three components within

actual political polls. This means they are applying what they learned in Activity 2 to a new

situation. Activity 4 is the first time students will actually analyze the data within a political

poll. The students should be guided through the first example and allowed to attempt the secondexample independently. Activity 5 is there to allow students to research reputable political

polling sites and select 3-5 they are comfortable using. They will use these as they begin

researching their topics in the next lesson. The handout ends with a reflective question thatstudents must answer in one paragraph.

Piece 3Sample Political Polling Slides(Appendix F)

This is a collection of sample political polls that the instructor will want to use during Lesson 1.

The purpose of the slides is to allow the instructor to walk students through the process of

labeling the components of a political poll as well as analyzing the results. The first three pollsshould be used for label the components and the final three will be used for analyzing results.

The instructor is welcome to add his or her own if additional polls are needed for remediation.


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Piece 4Lesson 2 Handout: Creating a Political Poll(Appendix G)

This piece was included in the instructional materials as a way of guiding students through the

process of creating their own political poll. This is essential for them to know if they should theybe unable to locate results on a topic they are interested in. This lesson contains five activities.Activity 1 requires students to select three topics they can use when developing their political

poll. They will simply circle the selections. Activity 2 allows them to select the types of

questions they might want to ask based on their topics. They will place a checkmark next to

their selections. Activity 3 is meant to give students a chance to pick the types of response theywill integrate into their political poll. In Activity 4, students will use the Gallup World Poll

(2007) handout as a way of listing the possible methods for carrying out a political poll. Activity

5 is where students will finalize their questions, responses, and method of delivery. Theinstructor must make sure to guide students through each activity by modeling it first. By the

end of this lesson, students should have a political poll that is ready for implementation.

Piece 5Lesson 3 Handout: Determining Public Opinion (Appendix H)

The purpose of this handout is to walk students through the process of implementing their

political polls, collecting data, and analyzing the results. There are four activities within thislesson handout. Activity 1 provides students with a graphic organizer for collecting and totaling

their raw totals. Activity 2 allows them to convert the raw totals to percentages. This is one of

the more difficult tasks based on the Needs Assessment, so the instructor will need to provide agreat deal of guidance on this part. Activity 3 has been included as a way of teaching students

how to illustrate their results as a pie chart or bar graph. Activity 4 was created to allow students

to reflect on their experience with implementing a political poll and whether or not more steps

would need to be taken to find usable results.

Part 5b: Formative and/or Summative Assessment Materials -

A number of assessment opportunities have been built into this project to allow the instructor tojudge student comprehension of the materials. There are only two observation forms; however,

one of the forms contains rubrics for assessment at four different occasions in the project. The

first assessment piece will serve as the formative assessment for this project. It is titled StudentObservation Rubric: Political Polling (Appendix I). This assessment is made up of four

separate rubrics that the instructor will complete at various phases of instruction. There is a

rubric for each of the lessons as well as the final student presentation. Point totals have been

provided and can be adjusted at the discretion of the instructor.

The second assessment will serve as the summative assessment for the project as it will be given

after all activities and presentations have been completed. This assessment is titled GovernmentAssessment: Political Polling (Appendix J). The assessment consists of six parts and should be

completed in one class period (1 hour). Each part is aligned with one or more of the objectives

that were noted previously in this project write-up. This assessment contains most of the paper-


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pencil formatted questions that are listed in the Matrix of Objectives. Point totals have been

provided for each section and can be adjusted at the discretion of the instructor.

Part 5c: Technology Tool Justification -

Technology tools have been integrated in this project and require justification as part of thisInstructional Design Project. The list of technology tools has been provided below along withthe justification for each:

Student Response Clickers:These devices allow students to respond to questions thatprompted by the teacher or other students. The results are then collected and provided tothe individual controlling the devices. These have been included in this project as a way

of collecting student responses to the various project questions that their fellow students

have created. They will also allow the teacher to pose questions for students, thus

allowing him or her to model their potential. This should shorten the amount of time thatis taken by implementing the student polls and provide accurate data for them to analyze.

Slideshow:A PowerPoint slideshow has been created for this project as a way ofillustrating various political polls. This will allow students to view the polls as the

process of guided practice takes place. This would allow the instructor to highlight anyareas of importance or to label components he or she deems appropriate for the lesson.

Document Camera: The document camera has been included as part of this projectbecause it provides a fast, but reliable, way for students to display their political polling

questions and possible responses for their classmates to see. This will be an integral partof the student presentation session. It was selected over the individual laptops because

those would take too much time to access given the relative ease of the task at hand.

Internet Websites:The internet is only to be used when researching an existing data ona political poll. Students have been given access to 10 websites that possess political

polling data. All 10 of these sites were selected by the instructional designer becausethey were deemed reputable. Students can rely on them for accurate information about a

range of political topics. A list of the websites has been provided below:

o (Gallup)http://www.gallup.com/home.aspxo (Real Clear Politics)http://www.realclearpolitics.com/?state=nwao (Polling Report)http://www.pollingreport.com/o (Washington Post)http://www.washingtonpost.com/politics/polling/o (Rasmussen)http://www.rasmussenreports.com/public_content/politicso (Pew Research Center)http://www.pewresearch.org/o Election Projection)http://www.electionprojection.com/o (Cornell University)http://www.ciser.cornell.edu/info/polls.shtml

o (CNN)http://www.cnn.com/POLITICS/pollingcenter/o (Huffington Post)http://www.huffingtonpost.com/news/pollster/

Calculators:Students will be encouraged to use the class calculators as they total theirraw scores and convert them to percentages. This option has been given because they arethe most reliable in terms of calculating accurate results.
http://www.gallup.com/home.aspxhttp://www.gallup.com/home.aspxhttp://www.gallup.com/home.aspxhttp://www.realclearpolitics.com/?state=nwahttp://www.realclearpolitics.com/?state=nwahttp://www.realclearpolitics.com/?state=nwahttp://www.pollingreport.com/http://www.pollingreport.com/http://www.pollingreport.com/http://www.washingtonpost.com/politics/polling/http://www.washingtonpost.com/politics/polling/http://www.washingtonpost.com/politics/polling/http://www.rasmussenreports.com/public_content/politicshttp://www.rasmussenreports.com/public_content/politicshttp://www.rasmussenreports.com/public_content/politicshttp://www.pewresearch.org/http://www.pewresearch.org/http://www.pewresearch.org/http://www.electionprojection.com/http://www.electionprojection.com/http://www.electionprojection.com/http://www.ciser.cornell.edu/info/polls.shtmlhttp://www.ciser.cornell.edu/info/polls.shtmlhttp://www.ciser.cornell.edu/info/polls.shtmlhttp://www.cnn.com/POLITICS/pollingcenter/http://www.cnn.com/POLITICS/pollingcenter/http://www.cnn.com/POLITICS/pollingcenter/http://www.huffingtonpost.com/news/pollster/http://www.huffingtonpost.com/news/pollster/http://www.huffingtonpost.com/news/pollster/http://www.huffingtonpost.com/news/pollster/http://www.cnn.com/POLITICS/pollingcenter/http://www.ciser.cornell.edu/info/polls.shtmlhttp://www.electionprojection.com/http://www.pewresearch.org/http://www.rasmussenreports.com/public_content/politicshttp://www.washingtonpost.com/politics/polling/http://www.pollingreport.com/http://www.realclearpolitics.com/?state=nwahttp://www.gallup.com/home.aspx


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Part 6: Formative Evaluation Plan

Part 6a: Expert Review -

The Subject Matter Expert (SME) will be James Hensley. He is a science and social science

teacher at Del Puerto High School. He does not currently teach American government; however,he has a great deal of experience with the subject and is credentialed to teach it. He was selected

because he has an understanding of the target audience as well as the content standards for this

subject matter. The current plan is to submit the materials to him by April 28, 2014 withcomments being completed by May 2, 2014.

Some of the questions that will be asked of Mr. Hensley include the following:

1. Are the contents of this project aligned to the California Social Science Standards for 12th

grade American government?

2. Are there any components of the learning materials that you are unclear about? If yes, which?

3. Do you feel there is enough guided practice built into the learning materials?4. Do you feel the motivational activities will interest the current student population and assist

the instructor with learner engagement?

5. Are there enough materials for an instructor to carry out instruction as designed? If no, whichareas need more improvement?

6. Do the current materials provide enough detail about the importance of this topic? If no, how

could it be better integrated?

7. Do you feel the examples used in the instructional materials are appropriate for this audience?If no, which ones would you remove? What other topics might interest these students?

8. Do the assessment items match the stated learning objectives?

9. How would you rate the amount of scaffolding that has been built into the lessons?

10. Are there enough resources provided to carry out instruction?

Part 6b: One-to-One Evaluation -

In completing the process of one-to-one evaluation, the designer will be meeting with three

students to determine errors or obvious problems in the instructional materials. The three

students would be selected based on a combination of their comfort level in providing feedbackto the designer, varied reading levels, and achievement in the course. The optimal scenario

would be to find students who are comfortable in speaking to the designer without having to

resort to only high-achieving students.

The focus of these one-to-one meetings would be to determine as many errors as possible in theinstruction before any implementation has taken place. The areas of concern will include unclear

directions or instructions, inaccurately-graphed sample problems, misspelled words, and thestudent understanding of the vocabulary within the materials. In order to assess these

components, students would be asked to read the materials out aloud and answer the following

questions:

1. Where there any vocabulary terms that you were unfamiliar with in the instructions?


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2. Were there any instructions that you felt were unclear or needed to be rewritten?

3. Did you notice any typographic errors or misspelled words?

4. Were there any sample graphs or slides that you felt were inaccurate or mislabeled?5. Were there any areas within the assessment that you felt were not covered within the

instructional materials?

6. Do you feel the time allotment for completing the tasks would be fair?

Part 6c: Small Group Evaluation -

After the one-to-one evaluation is completed, the designer will continue with the process of

evaluating the materials by completing a small-group evaluation. The purpose of the small-group evaluation is to determine if the changes made as a result of the one-to-one evaluation

have created materials that are attainable by a wide variety of learners. Ten students will be

included in this small-group evaluation. This must include at least one English learner, onestudent with a learning disability, and one gifted learner. This is essential in order to determine

the efficacy of the instruction for a wide variety of ability levels.

The designer will be required to provide some direct instruction and modeling throughout this

process; however, learners should be given a chance to work without the involvement of the

designer as often as possible. This will assist in determining the level of effectiveness and

transparency within the instructional materials. Please keep in mind that the assessments mustalso be included in this small-group evaluation. Aside from observing and taking notes about

student progress, the designer will ask the following questions:

1. Did the learners have the prerequisite math skills required for instruction?

2. Are there other prerequisite skills that must be included to complete instructional materials?

3. Did the time allotment for this project match the actual time taken to complete the materials?

4. If no, how much additional time would be necessary to complete the tasks?5. How effective were the materials in assisting student(s) with low English language skills?

6. How effective were the materials in assisting student(s) with learning disabilities?

7. How effective were the materials in challenging the gifted learner(s) in this sample group?

8. How did students perform on the assessments?9. What adjustments can be made to improve assessment scores?

10. What were students attitudes of students toward the instructional materials and assessments?

11. How did students attitudestoward political polling change as a result of these materials?

Part 6d: Field Trial -

6d. Field Trials

After the small-group evaluation is finished, a field trial will be completed in a real-world

classroom setting as it is the best situation to provide meaningful feedback regarding theeffectiveness of the instructional design materials. This field trial will be completed with one

American government class. The purpose of the field trial is to evaluate the changes that were

made to the instructional materials after the small-group evaluation, determine problems that


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might appear when implementing the materials, and to validate the materials with a larger target

audience.

In this phase, it is recommended that the designer be present during the implementation of the

Instructional Design Project

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Transcript of Instructional Design Project