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Part 1: Identification of a Learning Problem 1) Briefly describe your target audience. The target audience consists of ten fifth grade students. The students ages range from ten to twelve years old. The students attend a private, Catholic, school in Augusta, Georgia. 2) Describe the problem and explain how it was identified. Support the need for the instruction with a brief needs assessment. What are the discrepancies between the current (actual) and desired (optimal) states? Over the course of two years, it has been noted that many students do not always understand what it means to study and stay organized. They want to be successful but do not always know how to achieve that success. Teachers and parents agree that as students enter the upper grade levels, many students are not equipped with the tools they need to study and stay organized. In addition to observations by teachers and parents, the problem was identified by reviewing ten fifth grade students test scores, homework grades, report card averages and study hall data. The following self-assessment was also given to determine what students know about themselves as learners: How do you learn? What are three ways you study? How do you stay organized? Based on the on the information reviewed, the following has been determined: Seven of the ten students have at least on C in an academic subject. Students are receiving an average of one homework slip a week. The ten students were unable to identify learning strengths and effective learning strategies based on the self-assessment results. 3) Formally state the goal of your instruction.

Students will develop tools and strategies to increase the amount of homework completed and submitted. Students averages will show improvement in each academic subject. Students will be able to identify and describe their own learning strengths and utilize study methods. Students will demonstrate effective use of an assignment pad.

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Part II: Learner Analysis Introduction The primary audience is composed of ten fifth grade students, ages 10-12 years old. The school in which the students attend has approximately 450 students in grades Kindergarten through 8th grade. It is a private, Catholic, school in Augusta, Georgia. All ten students are white. Five are girls and five are boys. English is the primary language by all ten students. 80% of the students have attended the school since kindergarten or transiently. 30% of the students come from single parent homes. Five of the ten students are diagnosed with ADHD and currently take medication for attention issues. Two students take medication for attention issues but are not diagnosed. One student is diagnosed with an auditory processing issue. Data and information about the learners was obtained through the following collection tools:

Student files from the school office Student survey results Student interviews Notes from Parent-Teacher Conferences Teacher observation notes Teacher interviews Permanent Records containing annual report cards and standardized test scores

Entry Skills and Prior Knowledge Reading and Writing skills

Basic computer skills Given a set of instructions, students are able to log onto websites and complete tasks. Some guidance may be necessary from a teacher or parent.

Access to internet Most students have access to a handheld Apple device (iPhone, iPad, iPod).

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Prior Knowledge

Recognize there are different types of learners Identify homework and learning strategies Identify strategies to maintain organization In order to determine prior knowledge about learning styles, learning strategies, and organizing, students were administered a

pre-assessment survey. The survey was taken using ActiVote, an anonymous response system connected to the promethean board, and written responses. The pre-assessment survey results showed that 80% of the students agree that it is important to have a quiet place to complete homework and study. 90% of the students answered that they can identify at least one person who helps them study. 60% of students indicated that it is ok to leave projects to the last minute. 60% of students said that keeping a binder with tab dividers is the best way to stay organized while the remaining 40% said that writing down assignments is the best way. Finally, 100% of the students agreed that spending 0-15 minutes is sufficient amount of time to prepare for a test. The second part of the pre-assessment survey was a series of short answer questions. The following questions were asked of each student: How do you learn? What are ways you study? What are some strategies you use to help yourself stay organized? Most of the students said that they learned by paying attention to the teacher and doing my work. For the second question, some students said that they study by my mom/dad quizzes me. Reponses to the third question regarding organization, some students answered keep my desk clean and put my papers in m y binder. Attitudes Toward Content and Academic Motivation Students were interviewed and given a survey to determine their attitude toward the content and academic motivation. 70% of the students said that they frequently feel frustrated when completing homework or studying for a test, 20% said that this happens occasionally, and 10% said that they never feel frustrated. When asked about keeping up with handouts, pencils, and other schools supplies, 30% of the students rated themselves as always having trouble keeping up with materials, 50% rated themselves as

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sometimes having trouble with keeping up with materials, and 20% rated themselves as never having trouble with keeping up with supplies. The learners were asked to rate their motivation towards learning new ways to study and stay organized. 60% of the students stated that wanted to learn more while 40% stated that they did not want to learn more. In addition, three parent conferences were held to discuss study and organization habits. Below is summary of concerns expressed by the parents in the meetings. Parent Concerns A Student does not consistently write down all homework assignments; Forgets to bring home books or homework folder; Binder is not kept neatly; Does not know how to study independently for a test. Does not show motivation to look for an answer in a book if there is something he does not know or understand. Student does not bring home weekly newsletter causing parent to be unaware of a test. Student has trouble completing homework assignments and becomes frustrated especially in math. Parent C states that she does not understand why her child does not know how to study. She makes flashcards and makes student re-read the chapter in the textbook. Student still continues to be frustrated and perform poorly on tests.

B C

Educational Ability Levels According to information obtained from permanent records, eight of the ten students are on grade level in all subject areas. The majority scored in the average and above average range on standardized testing in grades 4-5. The subject area that showed the most weakness is math. The report card grades and test scores indicate that this is an area of weakness for several of the students. Only one student is eligible for receiving accommodations in school. This particular student is given extended time on tests. All tests are recorded and administered orally on an iPad for this student. General Learning Preferences The learners prefer hands on activities. They also like games, working with a partner, having a choice in the type of work they do (choice board), and activities that involve the computer. This information was obtained from a student survey and teacher observations.

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Attitude Toward Teachers and School The majority of learners expressed appreciation and respect toward their teacher. One student felt indifferent about the teacher. All of the learners feel safe at school and respected by their teachers. 50% of the students look forward to school and learning new things, 30% sometimes enjoy school, and 20% do not enjoy school. Group Characteristics According to the results of the Learner Survey, students bring a variety of learning strengths to the classroom. 50% identified their first area of strength as visual learners, 30% identified their first area of strength as kinesthetic learners, and 20 % of students identified themselves as auditory learners. In addition to the Learner Survey, the teacher wrote down notes about the students. The following are some of the behaviors observed:

Seven of the ten students have attention issues. Two students struggle to complete assignments in a timely manner All students prefer interactive activities, especially working on computers. Five of the students desks are cluttered with papers and unorganized.

Part III: Task Analysis Subject Matter Expert I am serving as my own SME for this instructional plan. In 2011, I received a Bachelor of Science degree in Early Childhood Education from Georgia College and State University. I am currently pursuing a masters degree in Instructional Technology from Georgia Southern University. I have two years of teaching experience in a K-5 setting. My first year of teaching was in a third grade public school in Waynesboro, Georgia. This past school year, I taught fifth grade in a private, Catholic, school in Augusta, Georgia.

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Task Analysis Description A task analysis was conducted using both a topic analysis and procedural analysis to ensure that as many details as possible were in the design. To begin, I made a list of topics that need to be addressed in my unit. This information is based on results from learner surveys, student data, and parent-teacher conferences. The content structures identified in the topic analysis included facts (definitions and characteristics of learners and study environments) and concepts (learning styles, organization, and study environments). As I elaborated on the components of each concept, I realized that there are a few procedures involved with my topic. To ensure that I covered as many details as possible, I wrote step by step instructions for students to organize their space and time. I also had a colleague review the steps to make sure that obvious details were not omitted. After this was completed, I integrated the procedures with the topic outline. Significant attitudes discovered during the topic analysis include positive attitudes that that lead to successful learning in the classroom and beyond. The topic analysis included information on the benefits of learning and utilizing study skills and how they can help students of all ages achieve success. Below is an outline that includes a combination of the topic and procedural analysis.

1. Study Skills 1.1. Why is it important to study? 1.1.1. Assist in remembering information that is useful 1.1.2. Assist in doing well on homework, quizzes, tests, projects 1.1.3. Lifelong benefits such as organization and time management skills 2. Types of Learners Survey 2.1. Auditory Learners 2.1.1. Characteristics 2.1.2. Study methods 2.2. Visual Learners 2.2.1. Characteristics

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2.2.2. Study methods 2.3. Kinesthetic 2.3.1. Characteristics 2.3.2. Study methods 3. Organization 3.1. Organizing your space 3.1.1. Why is it important to have a clean space to work? 3.1.1.1. Both in school and a future job, if you arent organized, you may not get credit for your hard work. 3.1.1.2. Keeping a clean and neat space will help you to keep track of your assignments and make good grades. 3.1.2. What does a clean space look like? 3.1.2.1. Two sharpened pencils with an eraser are in your cup. 3.1.2.2. All other school supplies (markers, crayons, pencils) are put away in a pencil bag. 3.1.2.3. All folders are neatly stacked on the left side of your desk. 3.1.2.4. No loose papers. 3.1.2.5. Books are neatly stacked biggest to smallest (pyramid) on the right. 3.1.2.6. No trash inside your desk. 3.1.2.7. Nothing on the floor. 3.2. Organizing your time 3.2.1. Tips for using your time wisely 3.2.2. How do you rate your use of time? 3.2.3. Make use of Assignment Pad 3.2.3.1. Why use an assignment pad? 3.2.3.1.1. Assignment pads help you remember what homework you need to do and what books you need to bring home. 3.2.3.2. How to use your assignment notebook. 3.2.3.2.1. Open your assignment pad. 3.2.3.2.2. Place it on your desk or a flat surface to write. 3.2.3.2.3. Make sure you are using the pages in order (1, 2, 3). 3.2.3.2.4. When your teacher says it is time to write down your homework, grab pencil and be prepared to write.

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3.2.3.3. How to write down your assignments correctly. 3.2.3.3.1. Write down ALL pages of the homework and key words such as read, memorize, or answer questions. 3.2.3.3.2. If you do not have homework in a class, write NONE, and a synopsis of what you did in class (ex: movie, activity) 3.2.3.3.3. If you have a long term assignment (book report or project) write this in the space that says other. 3.2.3.4. Check your assignments to make sure you have everything written down correctly. 4. Goal Setting 4.1. What does it mean to set goals? 4.2. Short term goal setting 5. Study Environment 5.1. Describing your study environment 5.1.1. Everything that is around you when you study. 5.2. Aspects of a study environment 5.2.1. Setting 5.2.1.1. The place where you study. 5.2.2. Light 5.2.2.1. Light can affect your ability to concentrate 5.2.2.2. Easier to read if the room is well lit. 5.2.2.3. Dimly lit rooms might put you to sleep or cause eye strain. 5.2.3. Sound 5.2.3.1. Can affect concentration 5.2.3.2. Find a quiet place to study 5.2.3.3. Soft music can be appropriate 5.2.3.4. Keep the television off 5.2.4. Temperature 5.2.4.1. Find a place to study that is not too hot or cold. 6. Wrap up/Post Assessment

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Part IV: Instructional Objectives Terminal 1 Objective: Apply preferred learning strategies to real life situations. Enabling Objectives 1A: Define the terms study and study skills 1B: Name three ways that people study Terminal 2 Objective: Students will identify his/her preferred learning style. 2A: Identify and describe characteristics and study methods of an auditory learner 2B: Identify and describe characteristics and study methods of a visual learner

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2C: Identify and describe characteristics and study methods of a kinesthetic learner Terminal 3 Objective: Students will identify appropriate organization strategies to maintain organization of space and materials. Enabling Objectives 3A: Reorganizes desk using pyramid technique 3B: Uses assignment pad, and seeks outside monitoring if necessary Terminal 4 Objective: Students will increase awareness of positive home study skills. Enabling Objectives 4A: Identify and describe aspects of a study environment 4B: Describe ways to organize a study area at home Terminal 5 Objective: Student will employ positive work habits. Enabling Objectives 5A: Display a positive attitude toward learning 5B: Identify and describe attitudes and behaviors that lead to successful learning in the classroom and beyond Terminal 6 Objective: Students will set obtainable short term goals of achievement.

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Performance Content Fact Concept Principals Procedure Interpersonal Attitude 4, 5B Recall 1A, 1B, 2, 2A, 2B, 2C, 3, 4A, 4B Application 1

3A, 3B, 6 5, 5A

Terminal and Enabling Objectives Terminal 1 Objective: Apply learning strategies to real life situations

American School Counselor Association National Standards for Students Standard B: Students will complete school with the academic preparation essential to choose from a wide range of substantial post-secondary options, including college. A:B1.6 Use knowledge of learning styles to positively influence school performance A:B1.7 Become a self-directed and independent learner A:B2.6 Understand the relationship between classroom performance and success in school

Enabling Objectives 1A: Define the terms study and study skills 1B: Name three ways that people study

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Terminal 2 Objective: Students will identify his/her preferred learning style. Enabling Objectives 2A: Identify characteristics and study methods of an auditory learner 2B: Identify characteristics and study methods of a visual learner 2C: Identify characteristics and study methods of a kinesthetic learner Standard A: Students will acquire the attitudes, knowledge and skills that contribute to effective learning in school and across the life span. Standard B: Students will complete school with the academic preparation essential to choose from a wide range of substantial post-secondary options, including college. A:B1.6 Use knowledge of learning styles to positively influence school performance A:B1.7 Become a self-directed and independent learner

Terminal 3 Objective: Students will identify appropriate organization strategies to maintain organization of space and materials. Enabling Objectives 3A: Reorganizes desk using pyramid technique 3B: Uses assignment pad, and seeks outside monitoring if necessary

Standard A: Students will acquire the attitudes, knowledge and skills that contribute to effective learning in school and across the life span. A:A1.5 Identify attitudes and behaviors that lead to successful learning A:A3.1 Take responsibility for their actions

Terminal 4 Objective: Students will increase awareness of positive home study skills. Enabling Objectives 4A: Examine aspects of a study environment 4B: Describe ways to organize a study area at home

Standard B: Students will make decisions, set goals and take necessary action to achieve goals. PS:B1 Self-knowledge Application PS:B1.12Develop an action plan to set and achieve realistic goals STANDARD C: Students will understand the relationship of academics to the world of work and to life at home and in the community.

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A:C1 Relate School to Life Experiences A:C1.1 Demonstrate the ability to balance school, studies, extracurricular activities, leisure time and family life C:A2.9 Utilize time- and task-management skills

Terminal 5 Objective: Student will employ positive work habits. Enabling Objectives 5A: Display a positive attitude toward learning 5B: Identify and describe attitudes and behaviors that lead to successful learning in the classroom and beyond

A:A1 Improve Academic Self-concept A:A1.1 Articulate feelings of competence and confidence as learners A:A1.2 Display a positive interest in learning A:A1.3 Take pride in work and achievement A:A1.5 Identify attitudes and behaviors that lead to successful learning

Terminal 6 Objective: Students will set obtainable short term goals.

Standard B: Students will make decisions, set goals and take necessary action to achieve goals. PS:B1 Self-knowledge Application PS:B1.12Develop an action plan to set and achieve realistic goals

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Part V: Development of Assessments

Lesson 1: Why is it important to study? KWL Chart to answer the question What do you know about study skills? PowerPoint presentation, Study Skill with audio. Define terms using word map. Goals Students will identify and describe their own learning strengths and utilize study methods. Students averages will show improvement in each academic subject. To increase the amount of homework completed and submitted. Lesson 2: Benefits of Study Skills PowerPoint presentation, Study Skills: Study Smarter with audio. Written summary or concept map to explain benefits of study skills. Lesson 3: Ways People Learn Lesson 4: What type of learner am I? YouTube video followed by self-assessment to identify learning strengths. Lesson 5: Organizing Yourself Read story and watch tutorial about keeping an organized desk. Draw picture or create video with organization tips. Lesson 6: Organizing your Time Self-assessment survey followed choosing an appropriate planner to keep track of assignments. Explain what type of planner chosen and the importance using a planner in a video or discussion post. Students averages will show improvement in each academic subject. To increase the amount of homework completed and submitted. Students will pass assignment pad checks. Lesson 7: Goals Lesson 8: Studying at Home Tutorial to understand aspects of a study environment. Drill and practice flashcards. Lesson 9: Study Environment Lesson 10: Post Assessment/ Wrap Up Complete Post Assessment Questionnaire. Complete and upload KWL Chart.

Tutorial introducing learning styles. Mnemonic device following presentation.

Tutorial explaining goal setting with examples. Students will create and short term goals using handout.

Students will identify and describe their own learning strengths and utilize study methods. Students averages will show improvement in each academic subject.

Students will identify and describe their own learning strengths and utilize study methods. Students averages will show improvement in each academic subject.

Students will identify and describe their own learning strengths and utilize study methods. Students averages will show improvement in each academic subject.

To increase the amount of homework completed and submitted.

Students averages will show improvement in each academic subject.

Students averages will show improvement in each academic subject. Students will identify and describe their own learning strengths and utilize study methods.

Categorize items conducive to study environment using T-Chart. Help other students improve their own study environments given different scenarios. Students averages will show improvement in each academic subject. Students will identify and describe their own learning strengths and utilize study methods.

Students will identify and describe their own learning strengths and utilize study methods.

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Objec tives Terminal 1 Objective: Apply preferred learning strategies to real life situations. 1A: Define the term study and study skills Terminal 5 Objective: Students will employ positive work habits. 5A: Display a positive attitude toward learning 5B: Identify and describe attitudes and behaviors that lead to successful learning in the classroom and beyond.

Objective 5B: Identify and describe attitudes and behaviors that lead to successful learning in the classroom and beyond

Terminal 1 Objective: Apply preferred learning strategies to real life situations. Objective 1B: Name three ways that people study

Terminal 2 Objective: Students will identify his/her preferred learning style. 2A: Identify and describe characteristics and study methods of an auditory learner 2B: Identify and describe characteristics and study methods of a visual learner 2C: Identify and describe characteristics and study methods of a kinesthetic learner

Terminal 3 Objective: Develop effective organization techniques to utilize in a classroom setting. 3A: Reorganizes desk using pyramid technique

Terminal 3 Objective: Develop effective organization techniques to utilize in a classroom setting and beyond. 3B: Uses assignment pad, and seeks outside monitoring if necessary

Objective 6: Set short term goals of achievement

Terminal 4 Objective: Students will increase awareness of positive home study skills. 4A: Identify and describe aspects of a study environment

Terminal 1 Objective: Apply preferred learning strategies to real life situations. Terminal 4 Objective: Students will increase awareness of positive home study skills. 4B: Describe ways to organize a study area at home

1A: Define the term study and study skills Objective 1B: Name three ways that people study Terminal 2 Objective: Students will identify his/her preferred learning style. 2A: Identify and describe characteristics and study methods of an auditory learner 2B: Identify and describe characteristics and study methods of a visual learner 2C: Identify and describe characteristics and study methods of a kinesthetic learner Terminal 3 Objective: Develop effective organization techniques to utilize in a classroom setting and beyond. Terminal 4 Objective: Students will increase awareness of positive home study skills. 4A: Identify and

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describe aspects of a study environment 4B: Describe ways to organize a study area at home Terminal 5 Objective: Students will employ positive work habits. 5A: Display a positive attitude toward learning 5B: Identify and describe attitudes and behaviors that lead to successful learning in the classroom and beyond. Asses sment s Students will create a word map for the terms Study skills. Differentiatio n: Students can choose a template that I provide or make their own template using a blank document. Create a concept map or write a summary stating why having good study skills is important. Differentiatio n: Concept MapCreate your own or use a template provided. Written SummaryStudents can list bullet points or write in paragraph

Quiz Differentiati on: Audio version available; extended time available

Quiz

Differentiatio n: Audio version available; extended time available

Performance Task with Rubric for grading Create a drawing or video that explains how to keep a clean and organized space.

Assignment Pad Check using a Checklist AND Quiz Differentiation: Audio version and extended time

Performance Task Students will complete short term goal sheets. Differentiation: Handout 1: Students will use a checklist with predetermined goals. Handout 2: students will choose three weekly goals.

Quiz Differentiation: Audio version and extended time

Performance Task- Students will experiment with light, sound, setting, and temperature to locate and describe their perfect study environment. Differentiatio n: Students manipulate/cho ose different student environments to test which one is most

Questionnaire and KWL Chart assessed using rubric Differentiation: Audio version of Questionnaire available. Student choice to write or type KWL Chart.

Differentiation: Students have a choice of how they will complete the assignment.

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form. appropriate.

UDL

Multiple means of representation

Multiple means of representation Multiple means of expression

Multiple means of representation

Multiple means of expression

Multiple means of expression

Multiple means of representation Multiple means of engagement

Multiple means of representation

Multiple means of representation

Multiple means of engagement

Multiple means of representation Multiple means of expression

Part VI: Content Sequencing and Instructional Strategies Sequence 1 2 3 4 5 6 Description Students will employ positive work habits. Apply their preferred learning strategies in real life situations. Students will identify his/her preferred learning style. Students will identify appropriate organization strategies to maintain organization of space and materials. Students will set obtainable short term goals of achievement. Students will increase awareness of home study skills. Objective 5 1 2 3 6 4

This sequence builds on concepts in a concept-related order. The major concepts for this unit are learning styles, organization, and study environments. The learner will proceed through one unit at a time just as a teacher plans and delivers lessons. Each unit includes reading material, tutorials, class discussions, and hands-on activities to maintain learner interest.

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Lesson 1: Why is it Important to Study? Terminal 1 Objective: Apply preferred learning strategies to real life situations. Enabling Objectives 1A: Define the terms study and study skills Terminal 5 Objective: Student will employ positive work habits. Enabling Objectives 5A: Display a positive attitude toward learning 5B: Identify and describe attitudes and behaviors that lead to successful learning in the classroom and beyond. Motivational Strategy: Students will be instructed to complete a KWL Chart to answer the question What do you know about study skills? Incorporating options that activate prior knowledge will aide in comprehension (Rose and Gravel, 2010). Initial Presentation: Students will be directed to independently read the PowerPoint presentation, Study Skills: Study Smarter. An audio version of this will be available if students would like to listen to the slides. This strategy is listed as one of the UDL guidelines, providing multiple means of representation (Morra and Reynolds, 2010). Generative Strategy: Students will correctly define the terms study and study skills by creating a Word Map (Greenwood, 2002). The Word Map technique is useful for helping students develop a general concept of "definition" (Schwartz and Raphael, 1985). Finally, add 1-2 ideas to the L section of the KWL chart.

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Lesson 2: Benefits of Improving Study Skills Objective 5B: Identify and describe attitudes and behaviors that lead to successful learning in the classroom and beyond Initial Presentation: Have students independently read assigned slides on the PowerPoint presentation, Study Skills: Study Smarter. An audio version of this will be available if students would like to listen to the slides. This strategy is listed as one of the UDL guidelines, providing multiple means of representation (Morra and Reynolds, 2010). Generative Strategy: Students will provide examples of why acquiring good study skills is important. Students can choose to summarize what they learned in a paragraph or concept map. One of the best practices for teaching an online class is to provide opportunities for student choice. This practice encourages differentiation of learning (Kerr, 2011). Finally, add 1-2 ideas to the L section of the KWL chart. Lesson 3: Ways People Learn Objective 1B: Name three ways that people study Initial Presentation: A tutorial will be used to present three ways that people learn (auditory, visual, and kinesthetic). Students will be given examples of each learning style and additional tips on how to make the most of their study time. Tutorials are used to present new material for initial learning (Morrison, Ross, Kalman and Kemp, 2013). Generative Strategy: The tutorial will suggest mnemonic and direct students to rehearse the mnemonic. Verbal mnemonics help the learner recall information (Morrison, Ross, Kalman and Kemp, 2013). Next, students will be given a scenario where they are to imagine how they would learn a new game. Given a list of phrases, students will mark how they would learn the game and identify if each strategy is auditory, visual, or kinesthetic. Finally, add 1-2 ideas to the L section of the KWL chart.

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Lesson 4: What type of learner am I? Terminal 2 Objective: Students will identify his/her preferred learning style. 2A: Identify and describe characteristics and study methods of an auditory learner 2B: Identify and describe characteristics and study methods of a visual learner 2C: Identify and describe characteristics and study methods of a kinesthetic learner Motivational Strategy: A tutorial will be shown to engage students and prepare them for identifying their own preferred style of learning. Tutorials are used to present new material for initial learning (Morrison, Ross, Kalman and Kemp, 2013). The PowerPoint is enhanced with audio so that students can hear and see the information. This strategy is listed as one of the UDL guidelines, providing multiple means of representation (Rose and Gravel, 2010). Initial Presentation: Students will take an online survey to determine their preferred learning style. According to Morrison, Ross, Kalman and Kemp (2013), Personal and social characteristics may be obtained by observation, interviews, and informational questionnaires, as well as attitudinal surveys (p. 307). Generative Strategy: Once students have determined if their preferred learning strategy is audio, kinesthetic, or visual they will be directed to download the handout that pertains to them. There will be a brief handout for each learning style that provides students with learning strategies. Each handout will have an audio version if students prefer to read and listen at the same time. This strategy is listed as one of the UDL guidelines, providing multiple means of representation (Rose and Gravel, 2010). Finally, add 1-2 ideas to the L section of the KWL chart.

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Lesson 5: Organizing Yourself Terminal 3 Objective: Develop effective organization techniques to utilize in a classroom setting. Enabling Objectives 3A: Reorganizes desk using pyramid technique Motivational Strategy: Students will read a short story about a student who forgets assignments, loses papers, and neglected to study for a spelling test because she did not write it in her assignment pad. This strategy provides learners with detailed information about a real-life situation. Morrison, Ross, Kalman and Kemp refer to this as a Case Study (p.213). The story will include an audio version. Providing audio is listed as one of the UDL guidelines, providing multiple means of representation (Rose and Gravel, 2010). Initial Presentation: A tutorial will be shown to define the pyramid technique and show students how to arrange their books and supplies. The tutorial will include a poster that integrates both the text and graphics to reduce cognitive overload (Morrison, Ross, and Kemp, 2013). Tutorials are used to present new material for initial learning (Morrison, Ross, Kalman and Kemp, 2013). Generative Strategy: Students will be given the option of drawing a picture to show what a clean, organized desk looks like or making their own tutorial on how to keep an organized desk. Both will be uploaded to a classroom website for other students to view. This strategy is based on the UDL principal of providing learners with choices to demonstrate what they have learned (Morra and Reynolds, 2010). Finally, add 1-2 ideas to the L section of the KWL chart.

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Lesson 6: Organizing Your Time Terminal 3 Objective: Develop effective organization techniques to utilize in a classroom setting and beyond. Enabling Objectives 3B: Uses assignment pad, and seeks outside monitoring if necessary Motivational Strategy: Students will take a short survey on how they rate their use of an assignment pad or calendar. This connects to the UDL strategy, providing students with multiple means of engagement (Morra and Reynolds, 2010). According to Morrison, Ross, Kalman and Kemp, Personal and social characteristics may be obtained by observation, interviews, and informational questionnaires, as well as attitudinal surveys completed by learners (p.56). Initial Presentation: Students will be given three options to learn how to keep track of their short term and long term assignments. They will need to choose two off of the list. Option 1 is a tutorial on how to keep and actually assignment pad. Option two is general tips and suggestions, and Option 3 is for students who use an online calendar, such as Google Calendar, to keep up with assignments. Option 4 is available for students who have access to smartphone or device. With parental assistance, students are to choose an app that they plan to use to keep track of assignments, tests, and projects. This strategy is based on the UDL principal, multiple means of engagement (Morra and Reynolds, 2010). Option 1) Watch the following YouTube video on how to keep an assignment pad, http://www.youtube.com/watch?v=hbDniQ2zP5E Option 2) Read a document with helpful tips and suggestions on ways to keep your desk organized. Option 3) Read the following document with a parent on how to set up a Google Calendar. http://learningworksforkids.com/apps/google-calendar/

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Option 4) Visit the following website only if you have access to a smartphone or device. Review the following articles with an adult. Choose ONE app that you will be using to keep track of assignments. http://www.nbcnews.com/id/44077249/ns/technology_and_science-back_to_school/t/apps-keep-track-homeworkassignments/#.Ueqe_Kyh0zQ Generative Strategy: Students will be given a choice on how they will demonstrate their understanding. They will create and upload a video that explains which planning method they chose, why they chose it, and how it will help them be successful. If students do not wish to create a video, they can write a brief description of which planning option they chose, why they chose it, and how it will help them be successful. This strategy is based on the UDL principal of providing learners with choices to demonstrate what they have learned (Morra and Reynolds, 2010). Finally, add 1-2 ideas to the L section of the KWL chart. Lesson 7: Goal! Objective 6: Set short term goals of achievement Motivational Strategy: Explain the term goal setting using a website. Have students list a goal that they have ever heard of, or have known of anyone to have (examples: buy a car, make an A). The goals can be examples they know of, their parents, a friend, TV, etc. Students are integrating new information with prior knowledge (Morrison, Ross, Kalman, Kemp, 2013).

Initial Presentation: Students will listen to the teacher read aloud a story that relates to goal setting and discuss the need for setting goals. The teacher will provide students with a personal example. This is an example of multimedia instruction. Pictures, words, and narration are included in the initial presentation. This connects to the UDL principal, multiple means of representation (Kerr, 2011).

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Generative Strategy: Students will complete a handout titled Goals for this Week. They will decide on three for the week, such as getting and A on a test, reading 10 pages a day in a book, and so on. At the end of each day, students will need to fill out their checklist and continue to do so until the end of the week. According to Bandura and Schunk (1981), When elementary students are taught to carve up large, distant goals into smaller subgoals, several useful outcomes follow: They make faster progress in learning skills or content, they learn an important self-regulation skill, and they improve their self-efficacy and interest in the task (p.586). Finally, add 1-2 ideas to the L section of the KWL chart. Lesson 8: Studying at Home Terminal 4 Objective: Students will increase awareness of positive home study skills. Objective 4A: Examine aspects of a study environment Initial Strategy: Students will watch a tutorial to understand what a study environment is and the components it includes (setting, light, sound, temperature). This connects to the UDL strategy, providing multiple means of representation. Tutorials are used to present new material for initial learning (Morrison, Ross, Kalman, Kemp 2013). Generative Strategy: Students will be directed to use electronic flashcards to help students memorize the different aspects of a study environment. This drill-and-practice strategy is one of the earliest forms of Computer Based Instruction (Morrison, Ross, Kalman, Kemp, 2013).This is connects to the UDL strategy, providing students will multiple means of expression. Finally, add 1-2 ideas to the L section of the KWL chart.

Lesson 9: What Makes a Good Study Environment? Terminal 4 Objective: Students will increase awareness of positive home study skills.

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Objective 4B: Describe ways to organize a study area at home Initial Presentation: Students will be given pictures of items that would and would not be conducive to a positive home study environment. They will categorize the pictures into two categories. Using a mouse to drag and drop objects is a type of computer based interaction (Morrison, Ross, Kalman, Kemp 2013). Students will also have the option of drawing the T-Chart with their own drawing. This connects to the UDL principals, multiple means of engagement and expression (Kerr, 2011). Generative Strategy: Students will be given different scenarios of three different students study environment. They will help the students improve their study environment based on what they have learned in lessons 8 and 9. The suggestions can be written or recorded in a video. This connects to the UDL principal, multiple means of expression. This strategy allows the students to apply their knowledge based on a given scenario (Morrison, Ross, Kalman, and Kemp 2013). Finally, add 1-2 ideas to the L section of the KWL chart. Upload KWL Chart to classroom blog. Lesson 10: Post Assessment/Course Wrap Up Initial Presentation: Students will be directed to take a Study Skills Post Assessment Questionnaire. This survey will compare attitudes and knowledge regarding study skills, organization, and school from the beginning of the course to the end. According to Morrison, Ross, Kalman and Kemp (2013), Personal and social characteristics may be obtained by observation, interviews, and informational questionnaires, as well as attitudinal surveys (p. 307). An audio version of the Questionnaire will be available for students. This connects to the UDL strategy, providing multiple means of representation (Kerr, 2011). Generative Strategy: Students will complete the Post Assessment Questionnaire. Following the Questionnaire, students will be directed to review their KWL Chart to the expectations stated on the rubric provided. Providing students with a rubric will give them guidelines on how to complete an assignment (Kerr, 2011). Once this is completed, students will be given instruction to upload their

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chart to the classroom website. The KWL Chart can be handwritten or typed. This allows students a choice to demonstrate their understanding (Kerr, 2011). References Bandura, A., & Schunk, D. H. (1981). Cultivating competence, self-efficacy, and intrinsic interest through proximal self-motivation. Journal of Personality and Social Psychology, 41, 586-598. Greenwood, S. C. (2002). Making words matter: vocabulary in the content areas. Clearing House, 75(5), 258-63. doi: Galileo Kerr, S. (2011). Tips, tools, and techniques for teaching in the online classroom. TechTrends, 55(1), 28-30. Morra, T., & Reynolds, J. (2010). Universal design for learning: application for technology- enhanced learning. The Journal of the Virginia Community Colleges, 43-59. Morrison, G., Ross, S., Kalman, H., & Kemp, J. (2013). Designing effective instruction. New Baskerville: Laserwords Inc. Rose, D., & Gravel, J. (2010). Technology and learning: meeting special students needs. National Center on Universal Design for Learning, 2-11.

Part VII: Design of Instruction

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Lesson 1: Why is it important to study? KWL Chart to answer the question What do you know about study skills? PowerPoint presentation, Study Skill with audio. Define terms using word map. Goals Students will identify and describe their own learning strengths and utilize study methods. Students averages will show improvement in each academic subject. To increase the amount of homework completed and submitted. Lesson 2: Benefits of Study Skills PowerPoint presentation, Study Skills: Study Smarter with audio. Written summary or concept map to explain benefits of study skills. Lesson 3: Ways People Learn Lesson 4: What type of learner am I? YouTube video followed by self-assessment to identify learning strengths. Lesson 5: Organizing Yourself Read story and watch tutorial about keeping an organized desk. Write or create video with organization tips. Lesson 6: Organizing your Time Self-assessment survey followed choosing an appropriate planner to keep track of assignments. Explain what type of planner chosen and the importance using a planner in a PowerPoint, video, or discussion post. Students averages will show improvement in each academic subject. To increase the amount of homework completed and submitted. Students will pass assignment pad checks. Lesson 7: Goals Lesson 8: Studying at Home Tutorial to understand aspects of a study environment. Drill and practice flashcards. Lesson 9: Study Environment Lesson 10: Post Assessment/ Wrap Up Complete Post Assessment Questionnaire. Complete and upload KWL Chart.

Tutorial introducing learning styles. Mnemonic device following presentation.

Tutorial explaining goal setting with examples. Students will create and short term goals using handout.

Categorize items conducive to study environment using T-Chart. Help other students improve their own study environments given different scenarios. Students averages will show improvement in each academic subject. Students will identify and describe their own learning strengths and utilize study methods.

Students will identify and describe their own learning strengths and utilize study methods. Students averages will show improvement in each academic subject.

Students will identify and describe their own learning strengths and utilize study methods. Students averages will show improvement in each academic subject.

Students will identify and describe their own learning strengths and utilize study methods. Students averages will show improvement in each academic subject.

Students will pass desk organization checks. To increase the amount of homework completed and submitted.

Students averages will show improvement in each academic subject.

Students averages will show improvement in each academic subject. Students will identify and describe their own learning strengths and utilize study methods.

Students will identify and describe their own learning strengths and utilize study methods.

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Objec tives Terminal 1 Objective: Apply preferred learning strategies to real life situations. 1A: Define the term study and study skills Terminal 5 Objective: Students will employ positive work habits. 5A: Display a positive attitude toward learning 5B: Identify and describe attitudes and behaviors that lead to successful learning in the classroom and beyond.

Objective 5B: Identify and describe attitudes and behaviors that lead to successful learning in the classroom and beyond

Terminal 1 Objective: Apply preferred learning strategies to real life situations. Objective 1B: Name three ways that people study

Terminal 2 Objective: Students will identify his/her preferred learning style. 2A: Identify and describe characteristics and study methods of an auditory learner 2B: Identify and describe characteristics and study methods of a visual learner 2C: Identify and describe characteristics and study methods of a kinesthetic learner

Terminal 3 Objective: Develop effective organization techniques to utilize in a classroom setting. 3A: Reorganizes desk using pyramid technique

Terminal 3 Objective: Develop effective organization techniques to utilize in a classroom setting and beyond. 3B: Uses assignment pad, and seeks outside monitoring if necessary

Objective 6: Set short term goals of achievement

Terminal 4 Objective: Students will increase awareness of positive home study skills. 4A: Identify and describe aspects of a study environment

Terminal 1 Objective: Apply preferred learning strategies to real life situations. Terminal 4 Objective: Students will increase awareness of positive home study skills. 4B: Describe ways to organize a study area at home

1A: Define the term study and study skills Objective 1B: Name three ways that people study Terminal 2 Objective: Students will identify his/her preferred learning style. 2A: Identify and describe characteristics and study methods of an auditory learner 2B: Identify and describe characteristics and study methods of a visual learner 2C: Identify and describe characteristics and study methods of a kinesthetic learner Terminal 3 Objective: Develop effective organization techniques to utilize in a classroom setting and beyond. Terminal 4 Objective: Students will increase awareness of positive home study skills. 4A: Identify and

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describe aspects of a study environment 4B: Describe ways to organize a study area at home Terminal 5 Objective: Students will employ positive work habits. 5A: Display a positive attitude toward learning 5B: Identify and describe attitudes and behaviors that lead to successful learning in the classroom and beyond. Asses sment s Students will create a word map for the terms Study skills. Differentiatio n: Students can choose a template that I provide or make their own template using a blank document. Create a concept map or write a summary stating why having good study skills is important. Differentiatio n: Concept MapCreate your own or use a template provided. Written SummaryStudents can list bullet points or write in paragraph

Quiz Differentiati on: Audio version available; extended time available

Quiz

Differentiatio n: Audio version available; extended time available

Performance Task with Rubric for grading Create a drawing or video that explains how to keep a clean and organized space. Differentiation: Students have a choice of how they will complete the assignment.

Assignment Pad Check using a Checklist AND Quiz Differentiation: Audio version and extended time

Performance Task Students will complete short term goal sheets. Differentiation: Handout 1: Students will use a checklist with predetermined goals. Handout 2: students will choose three weekly goals.

Quiz Differentiation: Audio version and extended time

Performance Task- Students will experiment with light, sound, setting, and temperature to locate and describe their perfect study environment. Differentiatio n: Students manipulate/cho ose different student environments to test which one is most

Questionnaire and KWL Chart assessed using rubric Differentiation: Audio version of Questionnaire available. Student choice to write or type KWL Chart.

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form. appropriate.

UDL

Multiple means of representation

Multiple means of representation Multiple means of expression

Multiple means of representation

Multiple means of expression

Multiple means of expression

Multiple means of representation Multiple means of engagement

Multiple means of representation

Multiple means of representation

Multiple means of engagement

Multiple means of representation Multiple means of expression

Part VIII: Formative Evaluation Plan Two surveys have been created to evaluate the effectiveness of the course. One is for students and the other is for a peerreviewer. A colleague will serve as my peer-reviewer. The colleague I have chosen has been teaching for two years in a private school setting. My colleague has a Bachelors degree in Early Childhood Education. She has worked with 4 th and 5th grade students. She will be asked to complete a questionnaire/survey which consists of open-ended questions. The results from the Student Survey multiple choice questions will be entered into a spreadsheet. The spreadsheet will indicate the percentage of students that chose a, b, or c for each question on the survey. The responses to the open-ended questions will be analyzed on a spreadsheet as well. The SME Survey consists of open-ended questions. The results will be analyzed on a spreadsheet after being exported from SurveyMonkey. Once the information has been collected and analyzed, modifications will be made to increase course effectiveness and the student success rate.

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Student Evaluation 1. The class website easy to access. a) b) c) d) Strongly Agree Agree Disagree Strongly Disagree

2. The classroom discussion board was easy to access and write on. a) b) c) d) Strongly Agree Agree Disagree Strongly Disagree

3. The directions on how to upload assignments to the classroom website were easy to follow. a) b) c) d) Strongly Agree Agree Disagree Strongly Disagree

4. This class was organized. I liked the order of the lessons/assignments. a) b) c) d) Strongly Agree Agree Disagree Strongly Disagree

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5. It was easy to find the materials and instructions for my assignments. a) b) c) d) Strongly Agree Agree Disagree Strongly Disagree

6. When given an assignment, the directions were easy to understand. a) Always b) Sometimes c) Never 7. The tutorials for this class were easy to understand. a) Always b) Sometimes c) Never 8. The tutorials for this class were interesting. a) Always b) Sometimes c) Never 9. The PowerPoints for this class were easy to read and understand. a) Always b) Sometimes c) Never

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10. I liked having the choice to listen to the Powerpoints or just read them myself. a) Yes b) No 11. The sound on the PowerPoints were clear and easy to understand. a) Always b) Sometimes c) Never 12. When I did not understand something, it was easy to look for an answer in the materials on the class website. a) Always b) Sometimes c) Never 13. What did you like about this class? What helped you the most? ___________________________________________________________ 14. What do you think would make this class better? ____________________________________________________________ Questionnaire Survey for SME 1. Was the course organized and easy to navigate? If not, what could be done differently? 2. Were the directions clear and easy to understand? If not, specify which part of the lesson(s). 3. Do you think the content was appropriate for grades 5/6?

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4. Were there a variety of appropriate assessments used? 5. Some of the lessons offered the learners a choice in how they could demonstrate their understanding. Do you think the options were appropriate? Was there enough variety? 6. What did you like about course? 7. How could this course be improved?