Instructional Strategies Paper

Instructional Design Package

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Instructional Design Package

Nicole Bass

EDUC 542 – Instructional Design

Dr. Jeni McRay

Southwestern College Professional Studies

October, 2012

Table of Contents

Analyzing the Learning Context………………3

Learner Analysis……………………………….6

Learning Task Analysis……………………….10

Instructional Strategy Development…………19

Learner Assessment…………………………..21

Resources…………………………………….27

Introduction

Smith and Ragan define instructional design as, “ the systematic and reflective process of translating principles of learning and instruction into plans for instructional materials, activities, information resources, and evaluation.” (2005) It is the process of systematically and reflectively planning instruction based on the specific needs of a district, school, or class. There are three phases of instructional design.

Phase 1- Analysis- During the analysis activity, the goal is to learn as much as possible about the learners and the learning environment.

Phase 2- Selecting the Instructional strategy- In this piece of the instructional design process the designer chooses the strategies that will be implemented based on the instructional needs of the group.

Phase 3- Evaluation- This term is used broadly to include both assessment of student learning and evaluation of the instruction. During this phase the designer will look at student success and determine if any changes need to made to the instructional itself.

The following pages include all the components of an instructional design package from the needs assessment and learning environment analysis to evaluation of instruction.

Analyzing the Learning Context

The learning context includes two major components: the needs of the learners and a description of the environment. The needs assessment is used to determine if there is a need for new instruction to be designed. If instruction is already effective and students are meeting the goals of the course or standard, it is not necessary to plan for new instruction. In contrast, if there is no evidence of student learning then there could be a need to design new instruction. It is also necessary at this point to analyze the environment of the learners. Doing this now will ensure that the new instruction is viable given the learning environment.

Needs Assessment

I. Goals

According to the Kansas state standards, students in the 5th grade will be able to “retell main ideas or events as well as supporting details in appropriate-level narrative, expository, persuasive, and technical texts” (R.5.1.4.9, KS State Reading Assessment Guide). This year our district is teaching the common core standards in place of the Kansas state standards. From the common core, students will be able to “Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text” (RL.5.2, The Common Core). Although stated differently, the objective is the same- retell main ideas and supporting details in grade-appropriate text.

II. How Well Goals are Being Achieved

During the school year, teachers use many forms of assessment for this goal. Much of the data is collected from KCA tests, classroom observation, and through multiple opportunities for students to summarize/retell in writing and to choose the correct answer in a multiple-choice format. While we are constantly collecting data, classroom performance is not matching up with state assessment data.

III. Gap Analysis

For the last 5 years, the level of achievement on this particular indicator has remained consistent. On average, 5th graders score a 65% on state assessments on summary and retell of main ideas and supporting details. Proficiency on these assessments for 5th grade is 68%-79%. Our students are currently achieving at an approaching standards level, 3% below proficient. This is the lowest indicator for our students every year.

IV. Prioritizing Gaps

This standard has been selected as a major focus for our building for the following reasons: 1.) It is the largest gap between where students are where they need to be.

2.) This is a state tested item, therefore it is important that our students are able to do it to make AYP. 3.) Since students are performing only 3% below the target range, being proficient on this indicator is an attainable goal.

V. Instructional Needs

There is a trend in the data that reflects a specific instructional need for 5th graders on this goal. While many of our subgroups are demonstrating proficiency on state assessments, there are two subgroups that are consistently scoring below the target of 68%. Those two groups are ESL and Special Ed.

Techniques for Gathering Data

For this goal, it is most appropriate to use past state assessment data to determine the need of students in the 5th grade. From this data we are able to see how far below proficient students are performing and which subgroups are having the most difficulty. KCA tests are used throughout the year to drive instruction for students who are not performing on a level of proficiency.

Learning Environment

There are two 5th grade teachers at Frances Willard. One of them has been teaching this grade level for 3, starting on 4, years and was a special education teacher before that for 1 year. The other teacher is a first year teacher this year. Historically the teachers in this grade have seen themselves as facilitators for student learning. They strive to develop meaningful, engaging lessons for all learners. Teachers are provided with multiple opportunities for professional development from the Literacy First trainer and the academic coach. Frances Willard currently utilizes the Reading Street reading series as a source for teaching the curriculum. While this is a good series, it is often necessary to pull in other resources to fill holes and teach to mastery. Teachers often make or create their own materials to use in both whole group and small group instruction based on the needs of students. Both 5th grade classrooms are rich in technology with every student having his/her own I-pad. Teachers also have access to laptops, Elmos, T.V.’s, DVD players, and Promethean Boards. Not all of the technology is utilized to its fullest potential, in particular the Promethean Boards. While much training on technology has been provided, use of the Promethean Board is limited due to the amount of time it takes to utilize it meaningfully. Frances Willard is a high poverty school and takes a backseat to the wealthier schools in the community. While administrators appreciate that Frances Willard is the highest achieving of the buildings in the district, community members are not supportive. Teachers in this building strive to continue the tradition of excellence and work hard to change community misconceptions of the school. We maintain the firm belief that all students can learn and we expect them to do so.

Learner Analysis

In the learner analysis, the cognitive, physiological, affective, and social characteristics of students involved in the needs assessment are analyzed. The implications these characteristics have on instructional design for these students is also addressed.

Learner Characteristics

I. Cognitive

The students in my target audience are 5th graders in Arkansas City, KS. This class is made up of 43 kids, each with different abilities and learning experiences. While some of them have attended school in this district since Pre-K, many have moved in at various times. To ensure that students are able to learn the objective, I need to find out how each of them learns best. I will also need to know their reading comprehension and fluency levels, and their level of language proficiency.

While this class earned the Standard of Excellence award in reading last year, many of them are below grade level on practice comprehension assessments. Comprehension ranges from 1st to 10th grade levels. The average fluency level is 3rd grade, which will impact the level of text that will be used in this unit. Out of the 43 students in this class, 8 of them are English as Second Language students. Of those, half will probably be dismissed from getting ESL services at the end of this school year. The other 4 have been receiving services consistently, so they do have a basic understanding of English but have not mastered speaking the language. The major barrier to these particular students is vocabulary and word usage. This class also includes 4 students with learning disabilities who receive special education services in reading. A multiple intelligence survey will need to be administered to all students along with a learning styles assessment. As stated earlier, students in this class have various learning and world experiences. While some have a wealth of prior knowledge, others do not. One child has traveled over much of the U.S., but several students have never left Ark City.

II. Physiological

At this time, few sensory accommodations need to be made for the target audience. Since almost 20% of students are ESL and another 9% have learning disabilities, it is often helpful to post visuals of new material around the room. They are generally healthy 10 and 11 year olds with no major health concerns.

III. Affective

Interests of students in this class are highly varied. Many are athletic and/or musical. There are a large number of students with an interest in animals and nature. I have found motivation to be low with this class. They are not intrinsically motivated and want material things as reward for hard work. Some students are motivated to learn with a desire to go to college. Several, however, see themselves following in their parent’s footsteps and working at the packing plant or fast food restaurants. With such low reading abilities, many students are not interested in reading skills and improving their comprehension. This class enjoys hands on, gross motor learning. Activities that require sitting and listening for long periods of time would not be appropriate. While most of the students in class continue to try hard, others have almost given up and believe that they cannot learn. One boy in particular calls himself names when he doesn’t understand. There are 3 students of the 43 that may need a place to go for time out when they become stressed about the learning objective. After a couple of minutes of time out, they will be able to rejoin the class and participate.

IV. Social

Many students in this class have a difficult time relating to peers. With the varied experiences of this class, some of them find nothing in common with others and tend to become secluded. There are two students in particular who refuse to obey reasonable requests made by those in authority, especially women. At this age students typically become competitive. This can be good or bad, depending on the activity and the self-concept of the students. Some will not participate in whole group competitive games, even when on a team. This class is 93% free/reduced lunch. Twenty-three percent of them are Hispanic, but only about 20% receive services. This class is also 9% African American and 5% Native American. This conflicts with the school demographics that show 85% free/reduced and a much higher Hispanic population. Many of our students come from single parent homes and many have more than 2 siblings.

V. Prior Knowledge

Students demonstrate varying degrees of prior learning. They have all been in third and forth grade classrooms that teach summarizing and retelling. They have all been exposed to those lessons, but their differences in attitude and reading ability create an uneven playing field. I will have to use a variety of texts to ensure that each student is able to practice the objecting of retelling on their instructional level. Some students will be read aloud the text instead of reading it independently. All of the learners in this class have been instructed in and demonstrated an understanding of main idea and supporting details. This will make it easier to transition to summary and retell.

VI. Processing Style of Instruction

To ensure that all students in the target audience are able to succeed, instruction will have to be scaffolded based on individual need. Students will be in all stages of learning. For them to be successful each student’s zone of proximal development will need to be determined and instruction will be designed based on the results.

Design Implications

Based on the above learner analysis, several design accommodations need to be addressed in this unit. The bulk of the direct instruction needs to take place at teacher table with small, leveled groups. Here, students will be provided with opportunities to work directly with the teacher and to think/pair/share with peers. Some students will need additional time for instruction and to complete activities. Those that need more one on one help will get that during their Tier II tutoring time. Instruction needs to be tied to real life experiences and students need to see where this information will be useful to them. With some of them, lower text needs to be used and can be increased in difficulty with teacher support to demonstrate understanding of the skill. This unit will take place over a period of at least 5 days with students receiving daily opportunities to practice the skill. Those who demonstrate mastery will be given more complex text. They will all have the opportunity to work on summary and retell with technology including the Promethean Board and Internet practice activities. The Promethean Board will be utilized more at teacher table for students needing more interactive opportunities for success. ESL students who are still struggling with written communication will be able to orally summarize and retell text. They will be able to use Dragon Dictation as well. All instruction will begin with a review of main ideas and supporting details as a foundation with which to build. I will provide daily, immediate feedback at teacher table so students are aware of how they are doing.

Learning Task Analysis

The learner analysis provides shortcomings of the learners. Effective instruction begins with what students currently know what to do. The learning task analysis helps the designer know where instruction needs to begin to ensure success of the students. Whatever the new instruction, it has to be usable and built on the student’s zone of proximal development.

1. Learning Goal

Kansas State Standard: R.5.1.4.9- retells the main ideas or events as well as supporting details in appropriate-level narrative, expository, persuasive, and technical texts.

Common Core: RL5.2- Determine the thee of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize/retell the text.

RI 5.2- Determine two or more main ideas of a text and explain how they are supported by key details; summarize/retell the text.

2. Type of Learning Outcome

This is an Intellectual Skill Outcome. The learning goal requires the student to apply his knowledge of main idea and supporting details in a retell.

3. Information Processing Analysis

Retell is both an elaboration strategy and a comprehension monitoring strategy. It requires students to build on their prior knowledge of main idea and supporting details and take that a step further. Being able to retell a text is also a way for students to organize and structure their comprehension of a text.

Information Processing Analysis

Yes

No

Yes

NoNoYes

No

Yes

Yes

4. Prerequisite Analysis

a. Students can identify the main who and the main what in a grade level appropriate text. If no, do the following. If yes, move on to step b.

· Use the comprehension kit to re-teach finding who the text is about and what he/she did in the text.

b. Students can write a main idea statement using the main who and what. If no, do the following. If yes, move on to step c.

· Highlight the main who and what.

· Provide sentence stems for students to write a main idea sentence.

· Practice with different levels of text.

c. Student can identify when, where, and why in a text. If no, do the following. If yes, move on to step d.

· In small groups, instruct and practice highlighting when and where (setting) of a text and why the main character did what he/she did that was important.

· Use different levels of text to practice skill.

d. Students can add the when, where, and why details in a text to the main idea to create a summary of the text. If no, do the following. If yes, move on to step e.

· Model including when, where, and why to your main idea sentence. Do this in small groups and with leveled text.

e. Students can make sure their retell includes details from the beginning, middle, and end of a text. The retell should include who (characters), what, when (setting), where (setting), why, and the problem and solution. If no, do the following. If yes, move on to step f.

· Model and use graphic organizers to include all the parts of the retell.

· Highlight the necessary parts in the text.

· Use leveled text.

f. Students can write a retell using all the critical parts of the text.

No

Yes

No

Yes

YesNo

Yes

No

YesNo

5. Learning Objectives

Objective 1- Students will identify the main “Who” and main “What” in a grade level appropriate text.

Objective 2- Students will write a main idea statement using the main who and the main what.

Objective 3- Students will identify the “when, where, and why” of the same text.

Objective 4- Students will add “when, where, and why’ to the main idea to make a summary of the text.

Objective 5- Students will compose a retell of the text using the critical/required parts of the text.

Instructional Strategy Development

The Instructional strategies will be used to facilitate student learning based on

the needs of the learners.

Learning Task

Students will compose a retell of the text using the critical/required parts of the text.

Review of Learning Task

Students will be able to apply and build on their knowledge of writing the main idea and a summary of a text to writing a retell of the same text. The final retell of the text will include the main characters, setting, problem/solution and events from the beginning, middle, and end of the text. This can be used in 4th or 5th grades.

Introduction: Deploy Attention/Establish Purpose/Arouse Interest

To get students attention, I will give each of them two minutes to tell their partner about their favorite book or movie. Compare the activity they just completed to the process of retelling. As a class, brainstorm with them the things that they would need to share when retelling details about a book or movie so that someone else will have a complete understanding of it. Explain to students that we are going to apply that to text and retell a story so that someone else will understand it. This process is going to build on things they already know how to do. They are just going to put the pieces together in a way that their retell is complete. This is a skill they will use throughout their lives in much the same way we just demonstrated.

Preview Lesson

This process includes the following steps:

· Identify main who and what to write a main idea statement

· Add details answering when, where, and (sometimes) why to the main idea (summary)

· Make sure the summary includes the problem, then add the solution

· Make sure the text includes details from the beginning (characters, setting), middle (plot, problem), and the end (solution).

Body

At this point, students will already know how to write a main idea and summary. This lesson will show them how to incorporate more details to create an in depth retell of the text. Get out the familiar text Cactus Cafe. Students have used this piece of lower level text to find main idea. Review the story with them and write a main idea statement together. Check that step off of the process list for creating retell. As a class, find when and where the story takes place. Add that into the main idea statement. You will have to rewrite the statement to include these details. Check that step off of the list for creating a retell. The problem should already be mentioned in the summary. Now find the solution, and add that to the summary. Check that off of the process list for retell. Now, go back through the text and find the parts that we have included so far in our retell. Put a sticky note on them in the text. Does it include information from the beginning, middle, and end of the text? Does it include the main characters, setting, and the problem and solution? If so, read it through and see if it sounds right. If we read our retell to someone who has never read the book, would they understand it completely or would they still have questions? If it is complete and they used details from all parts of the story, check that off the list. The next day, I would have them do another retell with a partner who is reading at about the same level so they could use more difficult text that is based on their reading level. I would provide them with a graphic organizer that shows them the process and a checklist so they can make sure they have completed all the steps. As students are working together and finishing their retell, I will provide feedback. I would then have them work independently, following the same steps with a lower level text than what they are capable of using.

Conclusion: Summarize/Transfer/Ro-Motivate

After students have demonstrated that they can complete this process with a partner then on their own with text that is a little below their individual reading levels, I would have them demonstrate it on their own with grade level text. I would also ask them to summarize the steps and why/when they will use this skill.

Learner Assessments

There are 3 types of learner assessment in this instructional design model, an entry skills assessment, pre assessment, and post assessment. These will be used to determine if students were able to meet the goals of instruction following implementation of the instructional strategies.

Performance Objectives

I. Students will identify the main “Who” and main “What” in a grade level appropriate text.

· When given a grade level passage, students will highlight the main character (who) and the main thing the character did (what) in the passage.

II. Students will write a main idea statement using the main who and the main what.

· After highlighting the main who and what in a grade level text, students will write a main idea statement that includes both of these things.

III. Students will identify the “when, where, and why” of the same text.

· Given the same passage of grade level text, students will highlight the when, where, and why in the text.

IV. Students will add “when, where, and why’ to the main idea to make a summary of the text.

· After highlighting the when, where, and why, students will add these three details to the main idea statement to create a summary of the text.

V. Students will compose a retell of the text using the critical/required parts of the text.

· Students will write a retell of the text that includes details from the beginning, middle, and end of a text. The retell should also include who (characters), what, when (setting), where (setting), why, and the problem and solution.

Assessment Tools

Entry Skills Assessment

Name:

Date:

Read the following passage aloud to your teacher or aide. Read as many words as you can in one minute.

The Fox and the Rooster

One morning, a hungry fox trotted along looking for his breakfast. As he passed a farm, he heard a rooster crow. The fox licked his chops and looked around, hoping to sight the rooster. Finally he spied the bird sitting high in a tree.

“Good morning, friend!” the fox called out. “Come down and have a friendly chat with me!”

“Oh, I can’t do that,” replied the rooster. “You would eat me for sure.”

“You haven’t heard the news, then,” the fox said in a surprised tone. “All of us animals have agreed to live peacefully from now on. We aren’t allowed to eat one another anymore.”

The rooster did not answer. Instead, he began to look into the distance with great interest. He cocked his head as if he heard something, but the fox heard nothing. As a result, the fox became curious.

“What’s going on?” asked the fox. “What do you see? What do you hear?”

“Why, it’s a pack of wolves running this way. They must be coming for a friendly visit, just as you did,” said the rooster.

“Oh!” said the fox nervously. “Now that I’ve told you the news, I’ll just move along.”

“Why not stay and visit with all of us,” asked the rooster, “if what you say is true and all the animals are living in peace?”

“The word may not have gotten around to the wolves!” the fox said as he hurried away.

TEACHER: If student reads 111+ words, then have him/her answer the questions below that he/she can answer from the reading. If he did not read far enough, skip the question.

Answer the questions below.

1Why did the fox become curious?

AHe heard the wolves.

BHe was looking for something to eat.

CThe rooster looked into the distance.

DThe rooster was in a tree.

2What was the main conflict in the story?

FThe fox wanted to eat the rooster.

GThe rooster wanted to escape the wolves.

HThe wolves wanted to eat the fox.

JThe rooster wanted the fox to stay.

3The rooster thought the fox was

A smart.

B friendly.

C angry.

D dishonest.

4Which word best describes the rooster?

F clever

G trusting

H foolish

J proud

5. Do you think wolves were really coming toward the rooster and the fox? Explain your answer.

If student makes an 80% or higher, he/she is ready to retell grade level text. If it is lower, determine grade level and teach skills using lower text, then moving up to grade level.

Pre/Post Assessment

Section 1: In this section, highlight the main who and the main what yellow, then write the main idea in a complete sentence.

Healing Paws

Cree Hayuga is at an age when most kids like to play video games or hang out with their friends. Instead, this fifth grader from Santa Fe, N.M., spends three hours each Wednesday afternoon training dogs.

She volunteers at Assistance Dogs of the West. It is one of several programs around the country that train dogs to be the eyes, ears, and hands for people with disabilities.

Cree joined the program when she was in fourth grade because she loves animals. Dogs in the program learn how to open and shut doors, turn lights on and off, throw away trash, and pick up items for people in wheelchairs. "The hardest command to teach [a dog] is the stand- stay position," Cree told Senior Edition. She is referring to the position in which the dog stands at its owner's side when it is not doing anything else.

Cree says that training dogs has taught her patience and responsibility. "It's really fun," she said. "The animals get really attached to you, and it's hard to say good-bye." Although saying good-bye isn't easy, Cree knows that she has helped both the dog and its grateful owner. Cree wants to be a veterinarian1 when she grows up.

Main Idea:

Section 2: In this section, highlight the when, where, and why in this passage orange. Then, use the main idea and new details to write a summary of the passage.

Section 3: Write a correct retell of the passage using all the necessary information.

Assessment/Objectives Table

Section 1

Section 2

Section 3

Objective I. and II.

I. Students will identify the main “Who” and main “What” in a grade level appropriate text.

II. Students will write a main idea statement using the main who and the main what.

Objective 3 and 4

III. Students will identify the “when, where, and why” of the same text.

IV. Students will identify the “when, where, and why” of the same text.

Objective 5

V. Students will compose a retell of the text using the critical/required parts of the text.

Resources

Smith and Ragan, Instructional Design, (2005) . Instructional Design, John Wiley & Sons, Inc.

Have student write a retell that includes a main idea and supporting details from the beginning, middle, and end of text, including problem and solution.

Student can write a correct retell- End- proceed with enrichment and more complex text.

Determine if student can write a main idea statement that includes who and what.

Determine if student can identify the main when, where, and why of the text.

Re-teach finding the main idea of a passage.

Re-teach finding when, where, and why of text.

Determine if student used details from the beginning, middle, and end of the text including problem and solution.

Have students highlight important details from beginning, middle, and end of text. Include in retell.

Have students retry writing a retell.

Re-teach

Move on.

Was instruction successful?

Assessment- Provide students with a paragraph and have them highlight the main character and his/her actions.

a. Identify the main who and the main what in a grade level appropriate text.

Type of learning-declarative knowledge.

Use the comprehension kit to re-teach finding who the text is about and what he/she did in the text.

Prerequisite skill- identifying characters and what they do in a story.

Re-teach

Move on

Was instruction successful?

Assessment- Have students determine the main who and what then write a main idea sentence.

b. Write a main idea statement using the main who and what.

Type of learning- Procedural knowledge.

Highlight the main who and what.

Provide sentence stems for students to write a main idea sentence.

Practice with different levels of text.

Prerequisite skill-identifying the main characters and what they do in a text.

Re-teach

Move on

Was instruction successful?

Assessment- Provide students with an appropriate grade level text and have them highlight the setting and explanations for characters actions.

Prerequisite skill- Write a main idea statement using the main who and what.

c. Identify when, where, and why in a text.

Type of Learning- declarative knowledge

In small groups, instruct and practice highlighting when and where (setting) of a text and why the main character did what he/she did that was important.

Use different levels of text to practice skill.

Re-teach

Move on

Was instruction successful?

Assessment- Have students write a main idea statement then add when, where, and why.

Prerequisite skill- identify when, where, and why in a text.

d. Add the when, where, and why details in a text to the main idea to create a summary of the text.

Type of learning- Procedural knowledge.

Model including when, where, and why to your main idea sentence. Do this in small groups and with leveled text. Provide the sentence stem.

Re-teach

Was instruction successful?

Assessment- Provide students with a grade level appropriate text and have them write a retell that includes characters, setting, problem and solution, and details from the beginning, middle, and end of the text.

Prerequisite skill- Add the when, where, and why details in a text to the main idea to create a summary of the text.

e. Make sure their retell includes details from the beginning, middle, and end of a text. The retell should include who (characters), what, when (setting), where (setting), why, and the problem and solution.

Type of learning- declarative knowledge.

Model and use graphic organizers to include all the parts of the retell.

Highlight the necessary parts in the text.

Use leveled text.

Complete