Print-Based Instructional Materials

Skill

Performance Objective

Goal Statement
Given student test scores and subgroup
information, educators (adult learners) will
develop, design and save a Classroom
Dashboard using Microsoft Excel.

Terminal Objective
Given student test score and subgroup information,
educators (adult learners) will develop, design and
save a Classroom Dashboard using Microsoft Excel.
(ABCD model in CABD order) (Refer to Assignment 3)

*Note: This set of instructional materials is self-contained and print-based, which requires no instructor
facilitation.
STEP 1: SELF-ASSESSMENT CHECK-LIST
This lesson has been designed for the participant to complete with an observer that is
proficient with creating simple spreadsheets in Excel. The observer should not assist the
participant with the goal, but should take notes to provide further instruction after the
process is complete. Before beginning the lesson, please check the following self-assessment
check-list to determine individual entry-level skills.
Self-Assessment Check-List
ENTRY-LEVEL SKILLS (1.0)
1.0 locate student test score/subgroup information, within 60 seconds.

1.1.1.3- learner creates (or utilizes a former) username, within 60 seconds.

1.1.1.2 learner creates (or utilizes a former) password, within 60 seconds.

1.1.1.1 - learner has logged into the computer, within 60 seconds.

LOCATE MICROSOFT WORD

1.1.1 learner has double-clicked on Microsoft Word icon, within 30 seconds.

1.1 learner has opened saved test score/ subgroup information, within 30 seconds.

LOCATE MICROSOFT EXCEL (2.0)

2.0 learner has opened a new document in Microsoft Excel, within 30 seconds.

2.1 learner has double-clicked and opened Microsoft Excel, within 30 seconds.

ENTRY-LEVEL SKILLS (3.0)

3.0 learner has designed the Excel spreadsheet, within two minutes.

3.1.2 learner has clicked on File, New, within 30 seconds.

3.1.1 learner has maximized the new Excel sheet, within 30 seconds.

DESIGN EXCEL SPREADSHEET

3.1 learner has created titles: student names, test scores, and subgroup information
within 60 seconds.

3.2 learner has added bold, thick borders, within 30 seconds.

3.3 learner has sorted and filtered test score and/or subgroup information according to school guidelines, within 60
seconds.

4.0 learner has saved the Excel spreadsheet, within 60 seconds.

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STEP 2: PERFORMANCE OBJECTIVES
Review the learning performance objectives below.
After completing this lesson,

The educators (adult learners) will create a Classroom Dashboard using student test scores and
subgroup information.
The educators (adult learners) will navigate and manipulate the basic functionalities of Microsoft
Excel, including how to build a simple table, how to add information to the table and how to add
bolded borders.

STEP 3: LEARNING COMPONENTS

PRE-INSTRUCTIONAL ACTIVITIES
As a teacher at this elementary school, you are required to create a Classroom Dashboard. The
reason behind building a classroom dashboard is to evaluate instructional effectiveness in a particular
subject area. Instructional effectiveness is measured by the ability to assist students in making adequate
learning gains on standardized testing, especially for students who belong to particular subgroups. You
will complete this task to determine classroom test achievement gains. Furthermore, you have
expressed interest in learning the basic functionalities of Microsoft Excel to accommodate the
technology-rich enhanced environment. Another important aspect is this lesson is individualized. This
lesson is a print-based instructional design plan that requires no facilitation so you can create the
Classroom Dashboards on an individual basis when the document needs to be updated. Entry level
skills may include creating a username and password to log-in to a computer, clicking on Microsoft Excel
and Word, opening a new document and maximizing an Excel spreadsheet. Teachers can pick up the
instructional materials and build a simple spreadsheet from this print-based instructional design lesson.
Media selection
The media that will support the plan includes text, graphics, and screenshots. Additionally, Microsoft
Excel will be utilized. Text and graphics will be the visual channel modality and will be included in the
process document. Screenshots are the visuals that will be provided for every step of the process

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document. This print-based instructional design plan requires no facilitation where you will create the
Classroom Dashboards on your own time. See step 4 as a complete guide to accompany the lesson
that is a step-by-step instructional plan.
Content Presentation
The instructional designer will utilize the inductive reasoning channel where print-based instructional
materials will guide participants through the process. The instructional designer will assist with
transferring of skills through learning guidance by sub-headings (as indicated on assessment check-list)
and clear, direct instructions as ample learner guidance. The flow of the instructional plan will be
organized based primarily on the learner as opposed to the technology and will focus on the utilization
of text, text boxes, diagrams, graphics and screen-shots to assist the learner.
Main Step 1: Microsoft Word and entry-level skills
Cluster 1.0
1.1
1.1.1.1

1.1.1.2

1.1.1.3

3.1.2

3.2

Main Step 2: Microsoft Excel and entry-level skills

Cluster 2.0
2.1
Main Step 3: Design and save Microsoft Excel spreadsheet
Cluster 3.0
3.1
3.1.1
Main Step 4: Save Microsoft Excel spreadsheet
Cluster 4.0

3.3

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STEP 4: INSTRUCTIONAL MATERIALS
Review the process document to assist you in making a Classroom Dashboard. Print if
necessary.
Goal Statement: Given student test scores and subgroup information, educators (adult learners) will
develop, design and save a Classroom Dashboard using Microsoft Excel.
As an instructional designer, use this as a process document to assist educators (adult learners) in
completing all components of the goal statement, performance and learning objectives for this task.

Locate student test score/ subgroup information from previously imported or saved data sheet.
Notes:

Create a username (entry skill). Follow District guidelines.

Notes:

Create a password (entry skill). Follow District guidelines.

Notes:

Log-in to computer (entry skill). Follow District guidelines.

Notes:

Double-click on Microsoft Word icon (entry skill)

Notes:

Open saved test score/subgroup information from Microsoft Word.

Notes:

Open Microsoft Excel document.

Notes:

Double-click on Microsoft Excel icon.

Notes:
Design spreadsheet in Excel.

Click File, New in Excel (entry skill).

Notes:

Maximize new Excel sheet (entry skill). Click square in top right corner.

.
Notes:

Create titles; student names, test scores, and subgroup information in columns. (White, Hispanic,
Economically Disadvantaged etc.)
Notes:

Add bolded, thick borders. Click border icon in home ribbon. Select four-edge bolded mini-icon.

Notes:

Sort and filter by test score and/or subgroup information. Choose Sort and Filter icon in home
ribbon. Use drop-down menu to decide how to sort information.

Notes:

Save Excel spreadsheet.

Click File, Save As, give name.
Notes:

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STEP 5: ASSESSMENT OF STUDENT LEARNING
This assessment is for the observer to complete while the participant completes the
performance objective skills. Entry level skills are identified in light blue, if needed. These
sections may be skipped if the participant is able to begin at other entry points.
Entry-Level Skills

Yes

No

Cluster 1.0 Locates student test score and subgroup information.

1.1.1.3 Learner creates or utilizes a former username together.
1.1.1.2 Learner creates or utilizes a former password together.
1.1.1.1 Learner has logged into the computer.
1.1.1

Learner has double-clicked on Microsoft Word icon.

1.1

Learner has opened saved test score/subgroup information from

Word.

Cluster 2.0 Opens Microsoft Excel document.

2.1

Learner has double-clicked and opened Microsoft Excel.

Entry-Level Skills
Cluster 3.0 Designs spreadsheet in Microsoft Excel.
3.1.2

Learner has clicked on File, New.

3.1.1

Learner has maximized the new Excel sheet.

3.1
3.2

Learner has created titles: student names, test scores, and subgroup
information.
Learner has added bold, thick borders around the table.

3.3

Learner has sorted and filtered test score and/or subgroup information.

Cluster 4.0 Saves the Excel spreadsheet.

Follow-Through Activities
You will receive an instructional blue-print of the process (process document), as well as an email
containing the attached document. Additionally, training in a computer lab will be available to walk
through the process with peer teachers. Skills will be transferred as the Excel spreadsheets are updated

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quarterly. The process document will be utilized for creating Classroom Dashboards for the 2012-2013
school year. The skills will be transferred through consistent use of the instructional plan, re-creating the
steps, as needed. Possible issues with the design will be noted in the instructors comments as you go
through the process document to test it for errors and or additions. Additionally, entry level skills could
be a limitation for successful implementation of the instructional strategy but simple entry-level skill
materials will assist the transfer of skills. It is also an option for you to train someone else.
STEP 6: INTERVIEW QUESTIONS
Thank you for your participation in this study. Any information you supply will be coded and deidentified, utilized for data collection purposes only by the instructional designer.
1. Were the performance objectives appropriately aligned to the lesson learned?

2. Was the process document clear and concise? Were you able to follow the directions given?

3.

Were the graphical icons used appropriate for the lesson?

4.

Was the information sequenced properly for completion of the task?

5. Was the lesson relevant enough to transfer the skills learned to school or the workplace?

6. Are there any contributions, additions or modifications you would like to add?

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STEP 7: EVALUATION INSTRUMENT
Thank you for your participation in this study. Any information you supply will be coded and deidentified, utilized for data collection purposes only by the instructional designer.
Instructions: Please circle the answer that best describes your experience as a participant of this
lesson.
1 = Agree

2 = Somewhat
Agree

a. I understood the objectives prior to the

lesson.
b. I was motivated by the learning
objectives and the lesson.
c. I was able to follow the instructions with
relative ease.
d. The information was clustered
appropriately.
e. The content presentation was relevant to
school or my job.
f. The icons and screenshots aided me in the
development of the final product.
g. The self-assessment was an asset to keep
my pacing within time limits.
h. I will be able to transfer the lesson
learned to other work or school-related
tasks.
i. The instructional was professional and
appealing.
j. I enjoyed participating in this lesson
study.

3 = Somewhat
Disagree

4 = Disagree

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References
Dick, W., Carey, L., & Carey, J.O. (2009). The systematic design of instruction (7th ed.). New York, NY:
Allyn & Bacon.
Bureau of School Improvement (2006). Differentiated Accountability. Retrieved from
http://www.flbsi.org/DA/index.htm
Gagne, R.M, (1985). The conditions of learning and theory of instruction. (4th ed.). New York, NY: Holt,
Rinehart and Winston, Inc.