Nahlik 1

Gregory NahlikMarquetta StraitEDCI 27028 April 2015

Instructional Design Narrative During this Instruction Design Badge, I had to accomplish many different tasks. Some

of these tasks include getting mandatory feedback, pre-planning, and incorporating real standards into my design. All of these tasks were able to help me become successful in my final draft of my individual instructional design. One of those tasks was to get mandatory feedback from my peers and a TA review.

If it wasn’t for the TA review and peer review, I would be lost on what I needed to be successful in making my Powerpoint. When it came to the TA review, I was happy to get a professional opinion on what I was designing. The feedback that the TA gave me was very helpful. As long as I knew I was on the right track, then I felt completely confident in proceeding with my design. The peer review was also helpful in that I was able to get feedback from students who had good suggestions. The one who peer reviewed my design was helpful in that she let me know how she thought it would be more appealing (by adding pictures). Overall, having people review my work was good way to get different ideas of what I could do with my design. I also learned a lot during the planning process of my design.

There are multiple things that I learned about the planning process. The first thing I learned about the planning process was that it is not easy, yet rewarding. The process was long because of how careful I had to be with designing my planning cards. It took me a few times to put together the final planning cards and what I wanted to do. Another thing I learned is that it does take time to plan a well-designed individual instruction. The more time I was able to put into my design, the better it became. I had a million ideas and a lot of them did not work out. However, the ideas that did work turned out better than I could have expected. This project also gave me insight into the standards that I could be dealing with as an educator.

The few standards that I used were a good source to look back on if I got lost on what I was doing. The standards I used mostly dealt with teaching the historical significance of literature and comparing the structures of multiple works. I also included the use of literary terms in major works. I think that the way I tie different plays, poems, and epics back to each other was a good way of comparing the structure of literature. For example, I compared two writers from different time periods that used the same kind of allusions. I also included, specifically in the Greek Literature section, different ways that authors conveyed how their society felt through their literature. I also followed the ISTE standards.

The way I followed the ISTE standards was that I had I was able to develop an instructional design that will help students learn. I made sure that I added enough applications so it would make students focus and motivated. Hopefully, if I were to use this type of process to develop future designs, then maybe it could make me a role model of technology in the classroom.

Overall, going through the process of developing this instructional design was hard, yet rewarding. I was able to reach my goals through the feedback, pre-planning, and incorporating. Hopefully I will be able to use the planning process and experience to help me develop future designs that I can incorporate in my future classrooms.