instructional design

Katie BatesKey Assessment

Dr. TamimFRIT 7231

26 November 2013

Part I: Identification of Learning Problem

General Audience

The primary audience is composed of male and female 2nd grade students ages 7-8. They come

from a varied range of backgrounds with Hispanic and African American cultures predominant.

Two-thirds of the second grade students at this elementary school are ESOL students. The

population of this elementary school is highly transient with most students living in apartments

or rental housing. The school is classified as Title One due to over 90% of the students receiving

free or reduced lunch.

Problem Identification

Part of the second grade curriculum (Gwinnett County AKS with Georgia Common Core

Standards) is non-fiction research and research writing. Students are asked to research a topic

using different resources (with a push towards online sources) and write their nonfiction research

paper. At this particular elementary school there are challenges to meet this standard. The first is

the limit of one classroom computer. In the average second grade classroom there are 25-27

students. This presents difficulty in classroom research. There are 4 computer labs but limited

spots available for consistent research due to the size of the school, online testing needs, and

mandatory Classworks sessions. Therefore the planning of consistent lab time is difficult, so

research needs to be done in as few sessions as possible. Most students do not have computer

access at home to do research at home. Therefore the need to develop and use effective online

research skills at school is paramount in meeting this nonfiction writing and research

requirement. If the students can research more efficiently, then the time that they do receive in

the computer labs will be sufficient to do the proper research.

Instructional Goals

Students will be able to locate relevant and age appropriate research sources

Students will be able to successfully search and find relevant topics within the research

sources

Students will be able to self-navigate through appropriate research sites with some

support from the teacher

Part II: Learner Analysis

Introduction

The targeted group of learners is 2nd graders at Hopkins Elementary School in Lilburn, Georgia.

The students range in age from 7-8 years of age. There are 13 boys and 14 girls. 5 have

previously been retained in a lower grade. There are 17 Hispanic students, 7 African-American

students, and 3 Caucasian students. There are 17 students that require ESOL (English as a

Second Language) services, which is a pullout model for 40 minutes a day every day. One of

these students is classified as an NEP (Non-English Proficient) student. One student receives

special education speech services for 30 minutes 3 times a week. 10 students receive EIP pull out

services for 30 minutes a day every day of the week. Students have various family structures,

with a majority of the students coming from two parent households and the rest coming from

single parent homes. 95% receive free and or reduced lunch. This information was obtained from

the student’s records and personal interviews with the students.

Entry Skills and Prior Knowledge

Ability to log on to a computer

Ability to find an internet browser once logged on

Basic reading and writing skills

Prior Knowledge

Identification of fiction versus non-fiction

Ability to summarize information

Asking questions and finding the answers in text

This information was obtained through the observation of students using computers to log on,

samples of the student’s writing and reading assignments, and through small group work with the

teacher.

Attitudes Towards Content and Academic Motivation

Through observation and small group work with the students, as well as student interviews,

students were found to have high interest in working with computers. They enjoy using

computers with their learning and are given the opportunity to do so at least once a week in the

computer lab. Many discuss working on the computer at home or at the public library. Overall

they are very enthusiastic about technology. Through observation of books checked out of the

library, over 50% of students are independently interested in non-fiction, with a gravitation

towards animals. Recent science units studying life cycles of plants and animals had students

highly engaged with enthusiasm for learning more. These conclusions were made based on

student interviews and observation as well as work samples.

Educational Ability Levels

Based on Fountas and Pinnell’s Reading Scale, approximately 1/3 of the class is reading above

grade level (above a level J) 1/3 of the class is reading at grade level (at or around a level J) and

approximately 1/3 of the class is reading below grade level (below a level J). This includes one

non-reader, a non-verbal NEP student. On the ACCESS (Assessing Comprehension and

Communication in English State to State) test (determining levels of ability for ESOL students)

he identified as a 1.7 on reading and a level 4 on listening, which gives him high listening

comprehension but not high reading comprehension. After a given writing sample, 2/3 of the

students are writing below grade level mechanically but score high in the ideas section. This says

that students have the creativity and knowledge of what they want to write about but difficulty

when it comes to grammar and mechanics. This information was gathered by the teacher with

one on one reading tests and the student’s writing samples. ESOL information and scores were

obtained through the student’s file.

General Learning Preferences

Through teacher observation and student interviews, it was found that students work best with

visuals, small groups, and hands on activities. They also enjoy any time that they get to work

with the computers in the computer lab or in the classroom.

Attitude Towards Teachers and School

When surveyed, all of the students showed a respect for the teacher and enjoy coming to class.

Some reported being reluctant to come to school in the morning but once they arrived they

enjoyed it. None expressed a dislike for the school, class, or teacher.

Group Characteristics

The school is located in Lilburn, which is varied economically. The area in which Hopkins

serves is highly transient, mostly consisting of apartment complexes or rental housing. The

income for families is below or at poverty level. All but 2 of the students in this class receive free

and/or reduced lunch. The school overall has a 95% rate of free and reduced lunch which makes

it a Title I school. This classroom of learners is age appropriate for elementary school. Even the

students previously retained in Kindergarten or 1st grade do not appear older than those who did

not. The majority of the class is Hispanic but all speak English except for the non-verbal NEP.

He understands it. Students are dressed appropriately and have supplies most of the time. The

students work together in groups when asked to but are also able to work independently.

Part III: Task AnalysisTask Analysis

The approach I took towards the task analysis was largely procedural but I also approached it

with a topic analysis. I took this approach because the task itself is mostly procedural but

because I would be introducing some concepts unfamiliar to the learners I wanted to approach it

from a topical standpoint as well. My first step was to approach the task from the viewpoint of

the learner. The teacher portal I use on the computer is different from the one the students would

access at home and at school so I took the steps that they would take during my instruction. I

took notes on exactly what I did so that I could be as precise as possible. I did not know how

many steps there would be until I wrote them down!

For the topic analysis, I had to identify the topics I would be teaching that needed precise

knowledge or explanation. I had to identify the facts students would have to know (how to login

to the computer, what their user name was, etc.), the concepts (what is a research database? being

one example) and the principles (we use research databases to easily locate relevant and reliable

information).

The procedural and topic analysis were combined to formulate the complete task analysis

presented below.

Task Analysis Outline

1. Double click on Internet Explorer or Google Chrome

2. In the search box located in the upper right hand corner type “Gwinnett county schools”

2.1-When the search results come up, click the link titled “Gwinnett County Public

Schools”

3. Now we are on the homepage for Gwinnett County Public Schools.

3.1-Click “My eClass” which is located in the upper right hand corner

4. This is the login screen for my eClass

4.1-In the username box, type student number

4.2-In the password box, type mustangs13

4.3-Click the Login button

4.3.1-If it does not let you log in due to an incorrect user name or password, check

caps lock to see if caps lock is turned on. Try again.

4.3.1.1-If it does not work a second time, ask your teacher or parent for

help so you are not locked out.

4.3.2-If a screen comes up and asks if you want to save your username and

password, click no (Internet Explorer) or “Never for this site” (Google

Chrome)

5. Logged into My eClass

5.1-On the right side of the screen there is a tab called “Apps.” Click on it.

5.1.1-Click on the box that says “Online Research Library”

6. Online research library page

6.1-Click on the red rectangle that says “Elementary”

7. What is a research database?

7.1-A research database is a nonfiction resource

7.2-These resources come from magazines, newspapers, and encyclopedias

7.3-These are reliable resources to use because the articles and information has been

posted by experts

8. Why should I use a research database? Why not use a search engine?

8.1 The information on a research database is already organized by topic

8.2 Anyone can publish anything on the internet.

8.3 When we use search results they may or may not be from reliable (expert) sources

8.4 Research databases only publish articles written by experts

9. On the research database page, scroll down until you find a rectangle that says “Pebblego”

10. What is Pebblego?

10.1 Pebblego is a research database with many topics

10.2 It is easy to use and search

10.3 You can have the articles read out loud to you

11. Click on Pebblego

12. Click a database

12.1 Animals

12.2 Biographies

12.3 Earth and Space

12.4 Social Studies

13. Once you are on a database, narrow down your category to one of the topics listed

13.1 You can also use the search box to find your topic

14. Read the article on your topic

14.1 Click on the microphone picture if you want it to be read out loud to you

15. Write down important facts related to your topic on your paper or graphic organizer

15.1 Do not copy the words exactly

15.2 Write the information in your own words

16. Why can’t I copy the information exactly?

16.1-Plagarism: Writing down someone’s words and using them as your own

16.1.1 It’s against the law

Subject Matter Expert (SME)

My name is Katie Bates and I will serve as the SME for this instructional plan. I received my

Bachelor of Science degree in Early Childhood Education from the University of West Georgia

in Carrollton, Georgia. I am currently pursuing my Master’s Degree in Media and Instructional

Technology from Georgia Southern University in Statesboro, Georgia.

I am qualified to be the SME for this instructional plan due to my position as a second grade

classroom teacher at Hopkins Elementary School in Lilburn, Georgia. For four of the seven years

I have taught I have taught 2nd grade. I am familiar with the research skills that the AKS and

Common Core require and have worked with this population of students and their circumstances

for almost 7 years.

Part IV: Instructional Objectives

Terminal Objective 1: To locate the Gwinnett County Public School’s Research Database

Enabling Objectives:1A: To identify the steps of logging on to “My eClass”1B: To select the proper links to reach the database1C: Reference these steps in the future

Terminal Objective 2: To choose the proper database for a chosen research topic

Enabling Objectives:2A: Recognize why choosing the proper database is important2B: Analyze the choices given and choose the best database2C: Compare different databases for chosen information

Terminal Objective 3: To select information and resources pertinent to a chosen research topic

Enabling Objectives:3A: Assess the information given to see if it is valuable to the chosen research topic3B: Distinguish what information will be used3C: Compare information from sources used

Terminal Objective 4: To write the researched information in one’s own words

Enabling Objectives:4A:Identify the concept of plagiarism4B Synthesize researched information for given concepts4C: Formulate the main ideas of the research and using them

Terminal Objective 5: To identify reputable online research resources

Enabling Objectives:5A: Recall that not all online resources are reputable5B: Interpret the concept of the Internet and that it is an open forum5C: Identify sources that are creditable and ways to access them

Objective StandardTo locate the Gwinnett County Public School’s Research Database

ELACC2SL2: Recount or describe key ideas or details from written texts read aloud or information presented orally or through other media

To identify the steps of logging on to “My eClass”


To select the proper links to reach the database ELACC2W8: Recall information from experiences or gather information from provided sources to answer a question.

Reference these steps in the future ELACC2W8: Recall information from experiences or gather information from provided sources to answer a question.

To choose the proper database for a chosen research topic

ELACC2W6: With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers.

Recognize why choosing the proper database is important


Analyze the choices given and choose the best database


Compare different databases for chosen information

ELACC2W6: With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in collaboration with peers.

To select information and resources pertinent to a chosen research topic

ELACC2W2: Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section.

Assess the information given to see if it is valuable to the chosen research topic

ELACC2W2: Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section.

Distinguish what information will be used ELACC2W2: Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section.

Compare information from sources used ELACC2W2: Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a

Classification of Instructional ObjectivesContent Performance

Recall ApplicationFact 1, 5, 5A 3A, 3B, 3C, 5CConcept 2A, 5B 2,2B, 3Principles 4AProcedure 1A 1B, 1C, 2C, 4, 4B, 4CInterpersonalAttitude

Part V: Assessment of the Learner

Instructional

Strategies

Goals Objectives

UDL Assessments

Lesson 1: Students will complete the “Further Research/Fill in the Blank” activity on the website, underneath the “Activities” tab after viewing the video

Explains how there are reputable and disreputable internet resources for research and how to distinguish them

Objective 5: To identify reputable online research resources


Students may also use the closed captioning to have the words appear on the screen.UDL Principle: Providing multiple means of representation

BrainPoP activity: http://www.brainpop.com/technology/computersandinternet/onlinesources/activity/UDL: Students may work with a partner to help themSee labeled picture below the table. The activity will be used to assess how well the students understand the concepts and apply the knowledge learned about online resources.

Lesson 2: Students will use the knowledge earned to see if they can pass the Plagiarism Game on the Lycoming College Library website after reading the article.

Explains what plagiarism is and how to avoid it.

Objective 4: To write the researched information in one’s own words

Enabling Objectives:4A:Identify the concept of plagiarism4B Synthesize researched information for given concepts4C: Formulate the main ideas of the research and using

them

Students that have difficulty reading may have it read aloud to them through the article’s audio optionUDL Principle: Multiple means of representation

Plagiarism quiz: http://www.brainpop.com/english/writing/plagiarism/quiz/UDL: Students may choose the retake option or the non-retake option on the quiz to have multiple chances of answering the questions.The quiz will measure how the student understands and applies the knowledge they have learned about plagiarism.Quiz is below.

Lesson 3: Students

Explains how to log

Objective 1: To

Students may work

http://kwiksurveys.com/s.asp?sid=w3ryylkulzrh6zm257369UDL: Students may work with a partner to help them understand the

Assessment objective 5:

Assessment for Objective 4

Assessment for Objectives 1 & 2

Assessment for Objective 3

Part VI: Instructional Sequence

Sequence Description Objective3 To locate the Gwinnett

County Public School’s Research Database

1

4 To choose the proper database for a chosen research topic

2

5 To select information and resources pertinent to a chosen research topic

3

2 To write the researched information in one’s own words

4

1 To identify reputable online research resources

5

This sequence builds on concepts in world-related temporal sequencing. Each lesson builds on the learning from the previous lesson and proceeds in the natural order in which one would do

research. This enables the students to have the background knowledge necessary to efficiently and successfully locate reliable, relevant research that has been processed in their own words. The temporal sequence allows for student discussion with peers, active engagement with technology, and additionally allows the student to practice before researching their chosen topic. ((Morrison, Ross, Kalman & Kemp, 2013)

Lesson 1: Identifying Reputable Online ResourcesObjective 5: To identify reputable online research resources


Initial Presentation: Students will view the brainpop.com video “Online Sources.” Students may also use the closed captioning to have the words appear on the screen.("Brainpop prewriting: Organizing," 2013)Generative Strategy (Brown, 2001): Students will complete the “Further Research/Fill in the Blank” activity on the website, underneath the “Activities” tab. Students may watch the video as many times as needed to complete this activity. The purpose of this activity is to have the students analyze what they have learned and organize it into their own words. UDL: Students may also use the closed captioning to have the words appear on the screen.UDL Principle: Providing multiple means of representation

Lesson 2: What is Plagiarism and how can I avoid it?Objective 4: To write the researched information in one’s own words


Initial Presentation: Students will read the article on kidshealth.org titled “What is Plagiarism?” (Dowshen, 2011). Students that have difficulty reading may have it read aloud to them using the audio selection tool on the article.Generative Strategy: Students will use the knowledge earned to see if they can pass the Plagiarism Game on the Lycoming College Library website (Lycoming College, 2013). The purpose of this game is to identify examples of plagiarism so the students can avoid it in their research writing. Students who have difficulty with the game will be allowed multiple tries. UDL: Multiple means of representation

Lesson 3: The GCPS Research DatabasesObjective 1: To locate the Gwinnett County Public School’s Research Database

Enabling Objectives:1A: To identify the steps of logging on to “My eClass”1B: To select the proper links to reach the database1C: Reference these steps in the future

Objective 2: To choose the proper database for a chosen research topic

Enabling Objectives:2A: Recognize why choosing the proper database is important2B: Analyze the choices given and choose the best database2C: Compare different databases for chosen information

Initial Presentation: Students will view the screencast at: http://ktbates22.pbworks.com/w/page/70342289/Screencast (Bates, 2013) to learn how to access the GCPS research database. Students may watch the screencast itself or use the available PowerPoint. Generative Strategy: Students will follow the steps of the screencast to practice accessing and logging in to the GCPS research database. They will then find a database that suits their needs. Students may work with a partner to find a database if need be.UDL: Multiple means of engagement

Lesson 4: ResearchObjective 3: To select information and resources pertinent to a chosen research topic


Initial Presentation: Students will view the “Prewriting: Organizing Your Thoughts” video at brainpop.com. ("Brainpop online sources," 2013). Students may use the closed captioning feature to have the words appear on the screen. The video gives an introduction to the student about organizing their writing.Generative Strategy: Students will take the quiz to see what they learned from the video. Then they will use the online Essay Map ("Essay map," 2013). This is a tool that students can use online to organize their writing into a graphic organizer. Students may work with a peer to complete this if need be.UDL: Multiple means of engagement

Part VII: Design of InstructionInstructional Strategies Goals Objectives UDL Assessments

Lesson 1: Students will complete the “Further Research/Fill in the Blank” activity on the website, underneath the “Activities” tab after viewing the video

Explains how there are reputable and disreputable internet resources for research and how to distinguish them

Objective 5: To identify reputable online research resources


Students may also use the closed captioning to have the words appear on the screen.UDL Principle: Providing multiple means of representation

Lesson 2: Students will use the knowledge earned to see if they can pass the Plagiarism Game on the Lycoming College Library website after reading the article.

Explains what plagiarism is and how to avoid it.

Objective 4: To write the researched information in one’s own words


Students that have difficulty reading may have it read aloud to them through the article’s audio optionUDL Principle: Multiple means of representation

Lesson 3: Students will follow the steps of the screencast to practice accessing and logging in to the GCPS research database. They will then find a database that suits their needs.

Explains how to log on to the research database

Objective 1: To locate the Gwinnett County Public School’s Research Database

Enabling Objectives:1A: To identify the steps of logging on to “My eClass”1B: To select the proper links to reach the database1C: Reference these steps in the futureObjective 2: To choose the proper database for a chosen research topic

Enabling Objectives:2A: Recognize why choosing the proper database is important2B: Analyze the

Students may work with a partner to locate a proper database for research.UDL Principle: Multiple means of engagement

choices given and choose the best database2C: Compare different databases for chosen information

Students will take the quiz to see what they learned from the video. Then they will use the online Essay Map

Explains how to organize their thoughts and their research.

Objective 3: To select information and resources pertinent to a chosen research topic


Students may use the closed captioning feature to have the words appear on the screen. Students may work with a partner.UDL Principle: Multiple means of engagement

Part VIII-Plan For Formative Evaluation

I will collect my learner’s evaluation of the online module from an online survey. I will

create a separate one for my learners and one for my SME. I will give them a certain period of

time to complete the surveys and then collect the data. I will analyze my data question by

question to see how the module can improve. This will be a one time survey completed by the

group of students that have completed all parts of the module. The SME evaluation will be

completed by a colleague of mine to obtain an objective point of view from someone who may

use the module in the future.

I will analyze the data using graphs for each question so that I may obtain a visual of the

responses. From there I will reevaluate the module.

Learner’s evaluation: http://kwiksurveys.com/s.asp?sid=iiph978iog0oynm257387

SME evaluation: http://kwiksurveys.com/s.asp?sid=0732ftrkh91a1l6257390

Learner’s Evaluation:

SME Evaluation:

instructional design

Documents

hispanic students

esol students

caucasian students

grade students ages

classroom research

africanamerican students

consistent research

research writing