Instructional Design

   

 

Understanding By Design Participants will understand: 1. The importance of discussing and sharing practical learning strategies with colleagues. 2. Sharing interpretations of concepts and or processes with others often helps to clarify and deepen understanding. 3. A virtual classroom can be useful for providing a visual representation (similar to a story board) of course content and expectations for student‐to‐student, student‐ to‐instructor, and student‐to‐content interactions. 4. A virtual classroom provides an alternative platform for presenting course content that can be utilized as a supplement to face to face instruction. Related Misconceptions: 1.    Online learning environments cannot effectively facilitate learning.  2.    Students and teachers cannot effectively communicate in a virtual learning environment.  3.    Issues surrounding technology management tend to make its use more distracting than  beneficial. 

 

Essential Questions Overarching Questions: 1. How does the basic skill set demanded by the 21st century society differ from those demanded in the 20th century? 2. Will the exponential growth in the number of virtual learning communities eventually have a positive or negative impact on formal education?

Topical Questions: 1. How can a virtual learning environment be used to supplement the face‐to‐face learning experience? 2. How can designing and organizing a virtual learning environment facilitate instructional design? 3. How can open‐ended questions or prompts be used to sustain discussion in a virtual learning environment?

Knowledge and Skills Knowledge Skills Students will know: Students will be able to: 1. The phases of the ADDIE Model 1. Apply learning theory and instructional for instructional Design. design models to systematically develop 2. The difference between effective instructional strategies. overarching and topical essential 2. Use a learning management system to questions. create a virtual classroom. 3. Why the Understanding by 3. Promote discussion & collaboration in a Design Model is referred to as the virtual learning environment. Backward Design Model.

   

   

Performance Task  

 

Understanding by Design (individual/paired activity) Designing Performance Assessments – GRASPS Model

Goal: Participants will recognize the value to both students and teachers of making instructional resources readily accessible in a virtual classroom. Role: The participant’s role is to experience the learning environment from both the student and teacher perspective. Audience: The target audience will be the students that will eventually be assigned to an active class section. Situation: The challenge is to implement effective instruction suitable for both a face‐ to‐face and virtual learning environment. Product Performance and Purpose: The product will be the virtual learning environment built by the participants during the workshop. Standards and Criteria for Success: The rubric provided will help to clarify performance standards. The performance tasks address the following National Education Technology Standard(s): Facilitate and Inspire Participant Learning and Creativity Teachers use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance learning, creativity, and innovation in both face-to-face and virtual environments. b. Engage participants in exploring real-world issues and solving authentic problems using digital tools and resources c. Promote reflection using collaborative tools to reveal and clarify participants’ conceptual understanding and thinking, planning, and creative processes d. Model collaborative knowledge construction by engaging in learning with students, colleagues, and others in face-to-face and virtual environments Engage in Professional Growth and Leadership Teachers continuously improve their professional practice, model lifelong learning, and exhibit leadership in their school and professional community by promoting and demonstrating the effective use of digital tools and resources. a. Participate in local and global learning communities to explore creative applications of technology to improve student learning b. Exhibit leadership by demonstrating a vision of technology infusion, participating in shared decision making and community building, and developing the leadership and technology skills of others c. Evaluate and reflect on current research and professional practice on a regular basis to make effective use of existing and emerging digital tools and resources in support of student learning d. Contribute to the effectiveness, vitality, and self-renewal of the teaching profession and of their school and community

 



 

Six Facets of Understanding 

The performance tasks address the following facet(s) of understanding: Explanation – participants summarize reasoning for selecting particular instructional strategies Application – participants utilize a learning management system to build a virtual learning environment to assist in the implementation or delivery of instruction. Interpretation – participants will consider the role of each phase of instructional design as well as how they interact to create effective instruction. Perspective – participants will experience instructional design from both the student and teacher perspective. Empathy ‐ participants will give careful consideration to how they can create or make available resources that meet individual student needs. Self‐knowledge ‐ participants will have opportunities to reflect on the value they place on virtual learning experiences. The rubric included will be used to assess the following performance tasks:

  Instructional Design

  Performance Task – Practical Application of ADDIE and UBD Design Models: 1. List the learner characteristics (i.e. age, grade level, male to female ratio, ethnic makeup etc.) - Analysis 2. Outline the unit/course content - Analysis 3. Identify and list prerequisite knowledge/concepts - Analysis 4. List any institutional, state, and/or national standards related to the subject matter. Design 5. List overarching essential questions you want your students to aspire to answer after completing the unit/course. - Design 6. List topical essential questions you want your students to be able to answer after completing the unit/course. - Design 7. List skill(s) your students should be able to demonstrate after completing the unit/course. - Design 8. List the face-to-face and/or virtual learning experiences tentatively planned for the students. - Development 9. Identify instructional strategies (i.e. lecture, discussion, cooperative group activity) that will be utilized to help convey the unit concepts. - Implementation 10. Summarize the learning model theory or theories that support your selection of each instructional strategy. - Design 11. Identify and/or create instructional resource(s). - Development 12. Create at least 1 performance task designed to measure that the skill and learning objectives have been accomplished. - Development 13. Develop a rubric to help clarify the task performance standards for the students. – Evaluation 



   

       

Assessment tasks measure skills and knowledge identified in the analysis phase; assignment rubrics clearly communicate standards to the students.



 

Score

 



Instructional Design

Assessment tasks measure skills and   knowledge identified in the analysis phase; assignment rubrics clearly communicate standards to the students; students demonstrate understanding in real world applications.

     

1 Implementation

 

The primary method for communicating new concepts is lecture/presentation and assigned readings (text based resources).

2

3

Score

Multiple methods for delivery of instruction were implemented; text based and multimedia resources are readily accessible.

Multiple methods for delivery   of instruction were implemented; text based and multimedia resources are readily accessible; students were provided activities involving individual and group work.

 

1 Development

 

Instructional materials developed by other sources were provided; instructional materials are informative, and user friendly.

2

3

Instructional materials developed by other sources were provided; one or more resources were created by the teacher; instructional materials are informative, and user friendly.

Instructional materials   developed by other sources were provided; one or more resources were created by the teacher; instructional materials are informative, and user friendly. and clearly intended to address multiple learning intelligences.

Score

 

1

Design

 

                   

2

3

Planned activities and experiences will lead to achievement of the goals specified in the analysis phase; instructional strategies are provided as well as a clear explanation for selecting the strategies; Individual learning styles, skill levels, and interests are accommodated through a variety of activities.

Planned activities and   experiences will lead to achievement of the goals specified in the analysis phase; instructional strategies are provided as well as a clear explanation for selecting the strategies; Individual learning styles, skill levels, and interests are accommodated through a variety of activities; Planned activities clearly build on prerequisite knowledge causing learners to explore ideas in greater depth.

Teacher clearly identifies not only what students are to know but also what they are to be able to do with the knowledge.

Teacher clearly identifies not   only what students are to know but also what they are to be able to do with the knowledge; learner’s existing knowledge and   skills are taken into consideration.



  Analysis

 

Planned activities and experiences will lead to achievement of the goals specified in the analysis phase; instructional strategies are provided.

Teacher clearly identifies what students are to know.



 

Score



 

Score

/14