hoover id project 2

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Creating Citations and Works Cited in MLA Format

Tom Hoover

EDTECH 503 (Fall 2009)

Instructional Design Project #2

Submitted to: Dr. Ross Perkins

December 8, 2009

Project Title: Creating Citations and Works Cited in MLA Format for a Single Author

Book.

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Table of Contents

Reflection Paper 3

Part 1: Topic -

Part 1a: Goal 4

Part 1b: Audience 4

Part 1c: Rationale 4

Part 2: Analysis Report -

Part 2a.1: Learning Context 5

Part 2a.2: Transfer Context 5

Part 2b: Description of the Learners 5

Part 3: Planning -

Part 3a: List of Learning Objectives 6

Part 3b: Objectives Matrix Table 6

Part 3c: ARCS Table 7

Part 4: Instructor Guide 9

Part 5: Learning Materials -

Part 5a: Learning materials 12

Part 5b: Formative and/or Summative assessment materials 12

Part 5c: Technology tool rationale. 12

Part 6: Formative Evaluation Plan -Part 6a: Expert Review 13

Part 6b: One-to-one evaluation 13

Part 6c: Small group evaluation 13

Part 6d: Field trial 13

Part 7: Formative Evaluation Report -

Part 7a: Evaluation survey or rubric 14

Part 7b: Report of expert review 15

Part 7c: Comments on suggested changes 15

Part 8: AECT Standards Grid 16

Appendix 23

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Synthesis Reflection Paper

Instructional design is like building a boat. Just like an instructional designer,the boat builder has many things to consider before buying the first plank of wood.

Whereas a designer analyses the learners, context, and task, the shipwright must consider

the sailor, the type of waters to be traversed, and the purpose of the boat. A beginningsailor would not be sailing a 90 foot yacht, nor would a grizzled old sea dog likely be

content with a six foot rowboat. A small canoe would not be a proper boat in which to

hunt Jawswe need a bigger boat for that. If the purpose is to raid and pillage coastalvillages, one would want a ship that could land and cast off quickly like a Viking

longboat rather than a modern day cruise ship. Both the designer and the shipwright must

produce a product that is appropriate to their audience, context, and task.

Once the analysis has yielded much information, our craftsmen may finally begindesigning. The instructional designer creates instruction that maximizes learning for the

target audience, and the shipwright designs a boat that conforms to the needs and wants

of his customer. Once the design is completed, they both develop their products. The

boat is built and the instructional materials are created. Next they both implement theircreations. The instructional materials are used in a classroom or training setting, and the

boat is placed in water to make sure it float and sails. Both the boat builder and the

instructional designer pay careful attention to evaluate how well it performs. If theperformance is not satisfactory, adjustments and changes can be made. The instructional

designer may change materials or include different examples In new editions, and the

shipwright can change the size or material of the sail or replace the radio. These designprocesses are closely related because they both are designed.

Without doubt, this semester has opened up a new depth to my understanding of

design. I thought to myself many times, Why wasnt this taught in undergrad? I was

struck by the depth of different instructional strategies for the various types of instructionpresented in part three of Smith and Ragan (2005). In particular while working on ID

Project #2 it occurred to me: in past years, I taught MLA format process in one step.

Smith and Ragan (2005) showed for steps in teaching a process with six parts to each step(p. 193-197). I was also challenged to think more about the learner this semester.

Creating the learner analysis in ID Project #1 really reminded me how important

considering the learner is. For six out of the seven classes I teach, I have had the same

students in class for one or more years previously. In my planning, I rarely if ever stop toformally consider the learners. I know them so well, its nearly automatic.

I plan on becoming a school technology coordinator after finishing the program

here at BSU. In that role, knowledge of instructional design will be essential. I will usethis knowledge to plan in service training for teachers. It may also be used to educate

administrators, school board members, and community members about technological

programs.

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Part 1: Topic

Part 1a: Goal

When writing an essay, the students will properly use MLA format for in text

citations and the works cited section.

Part 1b: Audience

This instructional design project was created for 10th and 11th graders enrolled

in advanced literature courses at East Forest High School.

Part 1c: Rationale

This topic was literally dropped on my desk as a stack of student essays. After

reading through the essays and seeing that the students used quotations but had no

knowledge of how to cite their material, I knew I had to cover MLA format in more

depth. Since students will routinely be asked to cite sources in their writings throughout

high school and in college, this skill will be used throughout their educational career. Itis also one of the standard mandated by the state of Pennsylvania, 1.8.11.C, "Give

precise, formal credit for others ideas, images or information using a standard method ofdocumentation" (Pennsylvania Department of Education, n.d.), Since this is a first look

into MLA formatting, the only source that will be considered is books with single

authors.

The use of MLA format for in text citations and works cited is a procedural

knowledge. Smith and Ragan (2005) describe procedural knowledge as, "what ordercertain steps should be taken" (p. 81). This precisely describes using MLA formatting.

When writing an in text citation, four basic steps exist in creating the citation First, one

must realize a citation is necessary. Second, the correct form of the citation must bedetermined based on each individual sentence. Then, the citation can be written. Finally,an entry on the works cited can be created. Although a great variety of forms for in text

citations exist within MLA, these steps are followed in writing all of them. Because this

topic is procedural knowledge, the instruction will feature mostly supplantive strategies.It is more efficient and less frustrating for the students to use supplantive strategies rather

than have the students try to arrive at the procedure by trial and error.

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Part 2: Analysis Report

Part 2a.1: Learning Context

The instruction will take place in room 17 of East Forest High School. Room 17

is fairly large classroom equipped with a tv/dvd/vcr, computer, an lcd projector, and

wired and wireless internet access. The projector is on a cart that can easily be moved,

and it projects onto the white board which can be easily seen by all students. There isone large window in the front corner of the room that has a blind. All the lights are wired

to a single switch. No student sits farther than 20 feet from the white board. Each

student has his or her own desk. The temperature in the room varies from warm to cooldepending on whether the heater is blowing air or not.

Part 2a.2: Transfer Context

The principle of giving other people credit when using their words or ideas will be

used continuously throughout the students' lives. Using MLA format is one way to do

this. Students will be required to cite material in their schoolwork throughout highschool and college. Even beyond schooling, citing sources is an important rhetorical

device that adds credibility to one's argument. People informally cite sources in everyday

conversation, letters to the editor, correspondence with congressional leaders, etc.Formally citing sources and creating works cited reflects the principle of giving others

credit for their work.

Part 2b: Description of the Learners

This instructional design project was created for 10th and 11th graders enrolledin advanced literature courses at East Forest High School. East Forest High School is a

very small school in rural Pennsylvania. The 10th grade class has 13 students; the 11th

grade class has 11 students. All students are between 15 and 17 years old. The classesare 63% female and 37% male. 72% of students are eligible for free or reduced feelunches. All students are Caucasian, and English is their native language. Despite the

small number of students and the word advancedin the class titles, the students in both

classes possess a wide range of academic ability though no student has an iep. The 10thgrade class has no prior knowledge of MLA format; the 11th grade class has little prior

knowledge of MLA form.

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Part 3: Planning

Part 3a: List of Learning Objectives

1.0 Students will identify when a citation is necessary.

1.1 Students will identify direct quotations.

1.2 Students will identify paraphrasing.

1.3 Students will identify common knowledge information.

2.0 Students will correctly write citations according to MLA format.

2.1 Students will correctly identify whether the author is identified within the

sentence.

2.2 Students will choose the correct form for the citation.

3.0 Students will correctly write a works cited section according to MLA format.

3.1 Students will correctly identify bibliographic information of sources

Part 3b: Objectives Matrix Table

Objective

Number (1)Blooms Taxonomy

Classification (2)Strategy to be

employed to teach the

objective (3)

Type of Learning (4)

1.0 Application S1.1 Comprehension S Conceptual

1.2 Comprehension S Conceptual1.3 Comprehension S Conceptual

2.0 Application S Procedural

2.1 Application S Procedural2.2 Application S Procedural

3.0 Application S Procedural

3.1 Comprehension S Conceptual

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Part 3c: ARCS Table

Project Goal Statement: When writing an essay, the students will properly use MLAformat for in text citations and the works cited.

ATTENTION

A.1 Perceptual Arousal

Use of graphic of an essay with a large failing grade on it due to plagiarism. This will

motivate students to use the proper MLA format to avoid such a fate.

The students will be asked

A2. Inquiry Arousal

Ask students to define plagiarism and list consequences of plagiarizing.

A3. Variability

PowerPoint, a web site, class discussion, and individual student work are all used

throughout the instruction.

RELEVANCE

R1. Goal orientation

Explain that using other peoples words can effectively augment your argument.

Tell the class that they will be learning the correct procedure for implementing MLAformat citations and building works cited pages.

R2. Motive matching

Cooperative activity: Students develop mnemonic for remembering the order of the steps

R3. Familiarity

Previous student work is used as examples.

Students are asked to think about the process of writing essays, which they all haveexperience writing.

Use examples fromLord of the Flies, which the students will have previously read.

CONFIDENCE

C1. Learning requirements

Show students rubric while assigning synthesis paragraph.

C2. Success opportunitiesEach assessment grows in complexity by building on the previous step in the process.

C3. Personal control

Allow students to create their own mnemonics.

SATISFACTION

S1. Natural consequencesStudents will use the procedure in revising a paragraph. This is done in the same manner

that they will revise their future writings.

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Using MLA format will also be used on all formal essays for the remainder of the class.

S2. Positive consequences

Give positive feedback on assignments and discussions.

S3. Equity

The same rubrics will be used for all students.

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

Introduction

Active Attention or Gain Attention

Show class image of plagiarized paper (PPT Slide 2). Ask students to define plagiarism

and list consequences of plagiarizing.Establish Purpose or Inform Learners of Purpose

Tell the class that they will be learning the correct procedure for implementing MLA

format citations and building works cited pages.Arouse Interest and Motivation or Stimulate Learners Attention/Motivation

Explain that using other peoples words can effectively augment your argument, but one

must use citations and a works cited page to avoid plagiarism.Preview the Learning Activity or Provide Overview

Preview lesson by showing an example sentence with a quotation from a book in it

without a citation and then insert the citation (Slides 3-4). Explain that this is an

overview of how the four steps of the procedure go together to complete the citation and

that the class will look at each step individually.

Body

The body is divided into four stages. Each stage contains the following steps: 1. Recallrelevant prior knowledge or Stimulate recall of prior knowledge, 2. Process information

and examples or Present information and examples, 3. Focus Attention or Gain & Direct

Attention, 4. Employ Learning Strategies or Guide or Prompt Use of Learning Strategies,5. Practice or Provide for and Guide Practice, and 6. Evaluate Feedback or Provide

Feedback

Stage 1 Is the procedure required?

1. Review direct quotations and paraphrasing2. Present examples of direct quotes, paraphrasing, and common knowledge

information (Slides 5-16). While reviewing, explain that direct quotations andparaphrasing requires a citation while common knowledge does not.

3. Focus attention on critical features by of examples and nonexamples on slides

5-164. Students develop mnemonic for remembering conditions that necessitate a

citation.

5. Practice Sheet 1: students are given sentences, and they must tell whether acitation is necessary and explain their reasoning.

6. Discuss answers from Practice Sheet 1.

Stage 2 - Learning to complete the steps in the procedure

1. Review reasons to use citations.

2. Present information on mla format for parenthetical citations and works cited

using Perdue's OWL for both in text citations and the works cited.http://owl.english.purdue.edu/owl/resource/747/02/ (Russell, Bouwens, & Brizee,

2009).

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3. Look at examples that are correctly formatted and incorrectly formatted.

(Slides 17-22)

4. Discuss how the citation is part of the sentence and needs to be includedinside the sentence.

5. Practice Sheet 2: Students are given a sentence, and they must write a proper

parenthetical citation in the sentence.6. Discuss answers from Practice Sheet 2.

Stage 3 - Learning to list the steps in order

1. Show problems that may occur if the steps are not followed in the correct

order.

2. Present flow chart and identify decision steps for

students.http://www.mywebspiration.com/view/279082a149c33. Discuss keywords for each step in the process

4. Students develop mnemonic for remembering the order of the steps

5. Students will write a paragraph describing the order in which the steps for

citing material according to MLA format are performed. This paragraphwill include develop one keyword that will explain what happens on each

step. Scored according the Rubric 1.6. Have the class share the paragraphs they wrote in the previous step.

Discuss the responses offering feedback as necessary.

Stage 4 - Learning to check the appropriateness of a completed procedure

1. Ask what students to discuss the importance of proofreading.2. Present examples of correctly completed citations/works cited and

examples of common errors. (Slides 23-27)

3. Review details that indicate correctly completing the procedure: period

after the citation, just author's last name and page number in citation,hanging indent, and alphabetical order on works cited.

4. Review the importance of monitoring output, i.e. making sure what you're

written is correct.5. Complete Practice Sheet 3.

6. Review student work on Practice Sheet 3. Discuss items that were missed

to explain the reasoning of the correct answer.

ConclusionSummarize and review or Provide summary and review

Have students describe situations where this process will be used. Thenreview the steps of the procedure

Transfer learning or Enhance transferReview the principle of giving other people credit when using their words or

ideas. Have the class brainstorm a list of places where this occurs other than on essays

for English class.

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Remotivate and Close or Provide Remediation and Closure

Remind students of the usefulness of using others' work to support their own

work. Also remind the students that the quotes should not take up more than 30% of theirpaper. Using others' ideas does not makeup for not having any ideas of their own.

Explain that the process learned in this lesson was only for citing material from a book

with one author, and that other methods are used for citing various other materials.

Assess Learning or Conduct Assessment

Students will be given a paragraph to revise. In their revision, students willbe required to insert and correct in text citations and complete an entry on a works cited.

This will be completed as a homework assignment.

Evaluate Feedback and Seek Remediation or Provide Feedback and

Remediation

The teacher will show a correct revision and answer any questions the

students have about what they may have missed.

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Part 5: Learning Materials

Part 5a: Learning materials

The Powerpoint presentation is a simple PowerPoint containing all the examples used

during instruction. (See Appendix A)

Perdue's Online Writing Lab web site is used to show the proper format of citations andworks cited with explanations. (See Appendix B)

The Flow Chart at http://www.mywebspiration.com/view/279082a149c3is an informalflow chart designed to give the students an overview of the thought process involved in

creating citations. Decision points were designated by using a darker blue. (See

Appendix C)

Part 5b: Formative and/or Summative assessment materials

Formative Assessment

Practice Sheet 1 is an assesses the students' ability to determine whether a citation isnecessary for a sentence. It has ten examples. Some of these were created for this

assessment while others were taken from previous student work. The student is asked to

determine whether an in text citation should be used and explain the reasoning for theirdecision.(See Appendix D)

Practice Sheet 2 is an assessment of the students' ability to correctly write an in textcitation in MLA Format. The student is given bibliographic information and a sentence,

and then they have to finish the sentence by writing the in text citation. (See Appendix E)

The Synthesis Paragraph is an in class writing that has the students place each step of the

citation process in order and use their understanding of the citation process to generalizeabout each step. It is assessed using Rubric 1. (See Appendix F)

Practice Sheet 3 assesses the students' ability to determine whether a citation is in the

correct form. It was created from the examples used on Perdue's OWL (Russell,

Bouwens, & Brizee, 2009). (See Appendix G)

Summative Assessment

Paragraph Revision: This is a paragraph that contains errors in MLA format that the

students will revise to correct the errors. It will include citations that are formatted

incorrectly, missing citations, and citations that are not needed along with a citation thatis perfectly correct. After revising the paragraph, the students also must create a works

cited entry with given bibliographic information. (See Appendix H)

Part 5c: Technology tool rationale.

PowerPoint was used because it is an excellent and economical tool to show examples toa group of poeple. It is used in conjunction with an LCD projector in order to focus the

learners attention on the same example.

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Part 6: Formative Evaluation Plan

Part 6a: Expert ReviewErica Gilara agreed to review this instructional design plan. Mrs. Gilara has

taught high school English fro 10 years. She was asked to review the plan's instructionalintegrity and aptness for the audience. After reviewing the material, she completed a

survey located at http://bit.ly/7ufRPn.

Part 6b: One-to-one evaluation

For the one-to-one evaluation, one tenth grade student of average ability will be chosen.

The designer will take the student through the entire plan of instruction. The instructor

will use the items included in the plan and follow the directions exactly. Throughout thisprocess the designer will ask the student to evaluate all materials for clarity,

effectiveness, and appeal. While completing the assessments, the student will be asked to

think aloud as he or she works out the problems. This will allow the designer to evaluatethe effectiveness of the instruction.

Part 6c: Small group evaluation

Six students, an even number of males and females, will be selected to take part in the

small group evaluation. An advanced, average, and below average student from eachgrade will be selected. They would be given a pretest before instruction and a post-test

after instruction. The pre/post-test methodology allows the designer to gauge whether the

instruction caused learning to take place. The instruction would be delivered exactly as

described in the instructor's guide. The materials will be much more formalized than inthe one-to-one evaluation, but they will not be in a finished state yet. After the post-test,

the designer will interview the group. The designer will want to learn whether students

of all ability levels had the necessary entry level skills to complete the instruction,whether the instruction was completed in the expected time frame, whether any confusion

remained on any part of the instruction after revisions from the on-to-one evaluation, and

about the students' attitudes towards the instruction.

Part 6d: Field trial

During the field test, the completed materials will be sent to thirty different classes across

varying geographic regions. The classroom teachers will implement the instruction and

then complete a questionnaire. The questionnaire will seek feedback on theimplementation of the instruction (e.g. Were the instructional materials easily

understood? Were there any problems with presenting the material? How closely was the

instructional guide followed?) and the levels of learning that occurred because of theinstruction.

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Part 7: Formative Evaluation Report

Part 7a: Evaluation survey or rubric

The evaluation survey is located at http://bit.ly/7ufRPn.

The survey gives thirteen statements about the instructional plan and asks the respondentto agree or disagree with each statement. There are five scales from which to choose rangingfrom 1-strongly agree to 5-strongly disagree. The statements are as follows:

This topic is relevant to high school students.

The information presented is appropriate for high school students.

High school students would find this instruction engaging.

The objectives listed align with the district's curriculum and state standards.

The information presented is accurate.

The instruction presented is complete; it is not missing any steps.

The instruction is consistent with current language arts methods of teaching.

The examples are realistic.

The exercises assess what they were designed to assess.

As a teacher, I could easily implement the instruction in my classroom.

The Instructor's Guide was easy to follow and understand.

I think students would learn the process following this instruction.

The online resources are relevant and worthwhile.

The survey also has three open ended responses. They are:

If you were to implement this instruction in your own classroom, would you make any

changes? If so, what would you change?

Was there anything that did not make sense?

Do you have any other comments or suggestions?

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Part 7b: Report of expert review

On twelve of the thirteen statements on the survey, Mrs. Gilara strongly agreed.The only one she did not strongly agree with was "High school students would find this

instruction engaging," but she rated this statement a two. However, on the open ended

response, she wrote, "In technical issues, such as MLA format and citations, it isimportant to keep the students engaged in the lesson. I believe that Mr. Hoover's

presentation will maintain student's interest." In the other two open ended questions, she

indicated that she would not make changes to the instruction and she did not understand areference to APA in the summative assessment.

Part 7c. Comments on suggested changes

The confusing reference to APA style was a remnant from the instructions for

the instructional design project. It was promptly deleted. Although Mrs. Gilara did not

suggest any changes, she was concerned about student engagement. "High schoolstudents would find this instruction engaging" was the only statement she did not strongly

agree with, and she wrote a comment about the importance of student engagement in theopen ended responses. In light of this, I would add more explanation by the teacher abouthow citations and works cited not only help avoid plagiarism but also are a rhetorical tool

to help further the writer's agenda.

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Part 8: AECT Standards Grid

Professional Standards Addressed (AECT)The following standards, developed by the Association for Educational Communications and Technology

(AECT), and used in the accreditation process established by the National Council for Accreditation of

Teacher Education (NCATE), are addressed to some degree in this course. The numbers of the standards

correspond to the numbers next to the course tasks show on the list of assignments. Not all standards areaddressed explicitly through student work.

Assignments meeting standard in whole or part

Standard 1: DESIGN

1.1 Instructional Systems Design (ISD) X ID Projects 1 & 2

1.1.1 Analyzing X ID Projects 1

1.1.2 Designing X ID Projects 1 & 2

1.1.3 Developing X ID Projects 1 & 2

1.1.4 Implementing X ID Project 2

1.1.5 Evaluating X Selected Discussion Forums; ID Project 2

1.2 Message Design

1.3 Instructional Strategies X ID Project 2

1.4 Learner Characteristics X ID Project 1

Standard 2: DEVELOPMENT

2.0 (includes 2.0.1 to 2.0.8) X ID Project 02

2.1 Print Technologies X Reading Quiz; ID Projects 1 & 2

2.2 Audiovisual Technologies

2.3 Computer-Based Technologies X (all assignments)

2.4 Integrated Technologies

Standard 3: UTILIZATION

3.0 (includes 3.0.1 & 3.0.2)

3.1 Media Utilization X (all assignments)

3.2 Diffusion of Innovations3.3 Implementation andInstitutionalization X

ID Project 2

3.4 Policies and Regulations

Standard 4: MANAGEMENT

4.0 (includes 4.0.1 & 4.0.3)

4.1 Project Management

4.2 Resource Management

4.3 Delivery System Management

4.4 Information Management

Standard 5: EVALUATION5.1 Problem Analysis X

5.2 Criterion-Referenced Measurement X ID Project 2

5.3 Formative and Summative Evaluation X ID Project 2

5.4 Long-Range Planning

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COURSE GOALS & OBJECTIVES

The overall goal for the course is for each student to consider and use

the systematic process of instructional design to create an instructional

product. To achieve this goal, students will engage in activities thatpromote reflective practice, emphasize realistic contexts, and employ a

number of communications technologies. Following the course,students will be able to:

1. Discuss the historical development of the practice of instructional

design with regard to factors that led to its development and the

rationale for its use

2. Describe at least two reasons why instructional design modelsare useful

3. Identify at least six instructional design models and classify themaccording to their use

4. Compare and contrast the major elements of three theories of

learning as they relate to instructional design

5. Define instructional design.

6. Define the word systematic as it relates to instructional design

7. Define learning and synthesize its definition with the practice

of instructional design

8. Relate the design of instruction to the term educational (orinstructional) technology

9. Describe the major components of the instructional designprocess and the functions of models in the design process

10. Provide a succinct summary of various learning contexts

(declarative knowledge, conceptual, declarative, principle,problem-solving, cognitive, attitudinal, and psychomotor)

11. Build an instructional design product that integrates majoraspects of the systematic process and make this available on the

web.

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a. Describe the rationale for and processes associatedwith needs, learner, context, goal, and task analyses

i. Create and conduct various aspects of a front-

end analysis

ii. Identify methods and materials for

communicating subject matter that are contextuallyrelevant

b. Describe the rationale for and processes associatedwith creating design documents (objectives, motivation,

etc.)

i. Construct clear instructional goals and

objectives

ii. Develop a motivational design for a specificinstructional task

iii. Develop assessments that accurately measure

performance objectives

c. Select and implement instructional strategies for

selected learning tasks

i. Select appropriate media tools that supportinstructional design decisions

d. Describe the rationale and processes associated withthe formative evaluation of instructional products

i. Create a plan for formative evaluation

12. Identify and use technology resources to enable andempower learners with diverse backgrounds, characteristics, and

abilities.

13. Apply state and national content standards to the

development of instructional products

14. Meet selected professional standards developed by theAssociation for Educational Communications and Technology

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15. Use various technological tools for instructional andprofessional communication

AECT STANDARDS (Applicable to EDTECH 503)

1.0 Design

1.1 Instructional Systems Design

1.1.a Utilize and implement design principles which specify optimal conditions for learning.

1.1.b Identify a variety of instructional systems design models and apply at least one model.

1.1.1 Analyzing

1.1.1.a Write appropriate objectives for specific content and outcome levels.

1.1.1.b Analyze instructional tasks, content, and context.

1.1.2 Designing

1.1.2.a Create a plan for a topic of a content area (e.g., a thematic unit, a text chapter, aninterdisciplinary unit) to demonstrate application of the principles of macro-level design.

1.1.2.b Create instructional plans (micro-level design) that address the needs of all learners,

including appropriate accommodations for learners with special needs.

1.1.2.d Incorporate contemporary instructional technology processes in the development of

interactive lessons that promote student learning.

1.1.3 Developing

1.1.3.a Produce instructional materials which require the use of multiple media (e.g., computers,video, projection).

1.1.3.b Demonstrate personal skill development with at least one: computer authoring application,

video tool, or electronic communication application.

1.1.4 Implementing

1.1.4.a Use instructional plans and materials which they have produced in contextualized

instructional settings (e.g., practica, field experiences, training) that address the needs of all

learners, including appropriate accommodations for learners with special needs.

1.1.5 Evaluating

1.1.5.a Utilize a variety of assessment measures to determine the adequacy of learning and

instruction.

1.1.5.b Demonstrate the use of formative and summative evaluation within practice and

contextualized field experiences.

1.1.5.c Demonstrate congruency among goals/objectives, instructional strategies, and assessment

measures.

1.3 Instructional Strategies

1.3.a Select instructional strategies appropriate for a variety of learner characteristics and learning

situations.

1.3.b Identify at least one instructional model and demonstrate appropriate contextualized

application within practice and field experiences.

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1.3.c Analyze their selection of instructional strategies and/or models as influenced by the learning

situation, nature of the specific content, and type of learner objective.

1.3.d Select motivational strategies appropriate for the target learners, task, and learning situation.

1.4 Learner Characteristics

1.4.a Identify a broad range of observed and hypothetical learner characteristics for their

particular area(s) of preparation.

1.4.b Describe and/or document specific learner characteristics which influence the selection ofinstructional strategies.

1.4.c Describe and/or document specific learner characteristics which influence the

implementation of instructional strategies.

2.0 Development

2.0.1 Select appropriate media to produce effective learning environments using technologyresources.

2.0.2 Use appropriate analog and digital productivity tools to develop instructional and

professional products.

2.0.3 Apply instructional design principles to select appropriate technological tools for thedevelopment of instructional and professional products.

2.0.4 Apply appropriate learning and psychological theories to the selection of appropriate

technological tools and to the development of instructional and professional products.

2.0.5 Apply appropriate evaluation strategies and techniques for assessing effectiveness of

instructional and professional products.

2.0.6 Use the results of evaluation methods and techniques to revise and update instructional and

professional products.

2.0.7 Contribute to a professional portfolio by developing and selecting a variety of productions

for inclusion in the portfolio.

2.1 Print Technologies2.1.3 Use presentation application software to produce presentations and supplementary materials

for instructional and professional purposes.

2.1.4 Produce instructional and professional products using various aspects of integrated

application programs.

2.3 Computer-Based Technologies

2.3.2 Design, produce, and use digital information with computer-based technologies.

3.0 Utilization

3.1 Media Utilization

3.1.1 Identify key factors in selecting and using technologies appropriate for learning situationsspecified in the instructional design process.

3.1.2 Use educational communications and instructional technology (SMETS)

resources in a variety of learning contexts.

3.3 Implementation and Institutionalization

3.3.1 Use appropriate instructional materials and strategies in various learning contexts.

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3.3.2 Identify and apply techniques for integrating SMETS innovations in various learning

contexts.

3.3.3 Identify strategies to maintain use after initial adoption.

4.0 Management

(none specifically addressed in 503)

5.0 Evaluation

5.1 Problem Analysis

5.1.1 Identify and apply problem analysis skills in appropriate school media andeducational technology (SMET) contexts (e.g., conduct needs assessments,

identify and define problems, identify constraints, identify resources, define

learner characteristics, define goals and objectives in instructional systems design,media development and utilization, program management, and evaluation).

5.2 Criterion-referenced Measurement

5.2.1 Develop and apply criterion-referenced measures in a variety of SMET contexts.

5.3 Formative and Summative Evaluation

5.3.1 Develop and apply formative and summative evaluation strategies in a variety of SMET

contexts.

SMET = School Media & Educational Technologies

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Bibliography

Pennsylvania Department of Education. (n.d.) Academic Standards for Reading,

Writing, Speaking and Listening. Retrieved fromhttp://www.pacode.com/secure/data/022/chapter4/s4.83.html

Russell, T, Bouwens, K, & Brizee, A. (2009, November 19). Mla 2009 formatting and

style guide. Retrieved from http://owl.english.purdue.edu/owl/resource/747/02/

Smith, P. L. & Ragan, T. J. (2004). Instructional Design (3rd Ed.). Danvers, MA: John

Wiley & Sons.

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APPENDIX

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Appendix A

The PowerPoint presentation is available at

http://edtech2.boisestate.edu/hoovert/doc/IDP2MLA.ppt

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Creating Citations and Works Cited in MLA Format 25


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Apendix B

Screenshot of Purdue OWL

Appendix C--Process Flowchart

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Appendix D--Practice Sheet 1

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Name ___________________________ Date_______________

Write whether or not each example needs a citation and explain your reasoning.

1. Scientists say that we should eat more coconuts.

2. Carl Foreman bought the movie rights after he became fascinated by the author's "gift for

keeping his audience enthralled by the pace and drive of his tale."

3. In my paper I will explain and argue why J.R.R. Tolkien does not believe in a superman-

style hero that always saves the day for everyone.

4. She becomes so enthralled with her writing that she becomes connected with the characterssaying, It rips me up. If something terrible happens to my characters, Im in agony.

5. I began to be haunted by the past, recalls Rice, who received an MA in creative writing in

1972.

6. Christmas is on December 25.

7. C.S. Lewis himself admitted to the allegories in which people had found, but only said that it

was a type of what if story.

8. It was weird because it only took me a week and a half to read such a long novel where I

thought it would take like months to read.

9. 78% of people believe in Santa Claus.

10. Hamlet said that Claudius was a fishmonger.

Appendix EPractice Sheet 2

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Name____________________________ Date_______________

For each example, finish each sentence using the given bibliographic information to writean in text citation according to MLA format.

1. Author: William Golding Page Number: 101

Ralph shows his concern about the littluns by asking, Someones got to look

after them

2. Author: Michael Crichton Page Number: 175

Crichton shows Buliwyfs funeral complete with his ship being set aflame

and set adrift at sea

3. Author: J.R.R. Tolkien Page Number: 41

Pippen declares, I have become a man of Gondor

4. Author: Alexander Dumas Page Number: 203

After paying her respects to the King and the Cardinal, the

Queen retired

5. Author: Fyodor Dostoevsky Page Number: 306

Dostoevsky writes, They have invented gods and challenged

each other

Appendix F

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Rubric 1--Synthesis Paragraph

Excellent

The paragraph correctly lists the steps in order.

Each step is characterized by one keyword that accurately describes what happens in that

step.

Acceptable

The paragraph correctly lists the steps in order.

All but one step is characterized by one keyword that accurately describes what happens

in that step.

Unacceptable

The paragraph does not correctly list the steps in order.

More than one step is not characterized by one keyword that accurately describes what

happens in that step.

Appendix GPractice Sheet 3

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Name _______________________________ Date_______________

Determine whether each item is written correctly according to MLA format. Write your answer below each

item. Explain your answer.

1. Wordsworth stated that Romantic poetry was marked by a "spontaneous overflow of powerfulfeelings" (263).

2. Human beings have been described by Kenneth Burke as "symbol-using animals" (3).

3. Marx and Engels described human history as marked by class struggles (79).

4. Although some medical ethicists claim that cloning will lead to designer children. (Miller 12)

5. Lightenor has argued that computers are not useful tools for small children (38)

6. Tougher gun control is not needed in the United States (76).

7. Romantic poetry is characterized by the "spontaneous overflow of powerful feelings" (Wordsworth

263).

8. Wordsworth extensively explored the role of emotion in the creative process.

9. Human beings have been described as "symbol-using animals" (Burke 3).

10. Visual studies, because it is such a new discipline, may be "too easy" (Elkins 63).

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Appendix HParagraph Revision

Name ___________________________ Date _______________

Your job is to revise the paragraph below correcting any errors in MLA format that mayappear. After you have revised, create a Works Cited with the given information.

Title: Eaters of the Dead

Author: Michael Crichton

Publisher: Ballantine Books

City Published in: New York

Date: 1976

Buliwyf was an incredible character. At first, he seems distant and uncaring,

like when, he did not drink and dally with the slave girls, but instead in silence heard the

youth. Buliwyf offers Ahmed ibn Fadlan no comfort other than Prepare yourself as

you think best. You shall leave on the morning light after drafting him into fighting theevil monsters attacking the youths village (Crichton 49). But he doesnt stay aloof

forever. Buliwyf asks ibn Fadlan to write for him upon the ground. (57) Throughoutthe story their friendship deepens (Crichton 1-179). By the end, ibn Fadlan felt verystrongly towards Buliwyf. Crichton shows this by having ibn Fadlan kill a man who

insulted Buliwyf after his death despite Hergers warning not to fight. (173)

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hoover id project 2

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