Anda di halaman 1dari 17

FRIT 7231 Instructional Design

Design Document
Kayla Metheny
Dr. Hodges
Summer 2016

Identification of Learning Problem

The learning problem I have identified is aligned with the CCGPS standard
ELAGSE2RI7, which states that students will explain how specific images (e.g., a diagram
showing how a machine works) contribute to and clarify a text. This problem was identified by
reviewing the assessment data from a district developed formative assessment that was given on
the standards taught within Unit 1 of reading. The data from this assessment revealed that only
42% of the students in my class were able to correctly answer questions, both multiple choice
and extended response for the standard ELAGSE2RI7. Meanwhile 92 98% of my students
were able to correctly answer the remaining questions on the Unit 1 Formative Assessment
regarding multiple other reading standards including ELAGSE2RI5, which states students need
to know and use text features (e.g., captions, bold print, subheadings, glossaries, indexes,
electronic menus, icons) to locate key facts or information in a text efficiently. This data shows
that the students know what text features are; however, the instruction needs to be revamped to
ensure students are able to explain how images (e.g. diagram) clarify and contribute to a text.
The target audience for this learning problem is the 58% of second grade students that
were unable to successfully answer questions about standard ELAGSE2RI7.
Goal
The goal of the instruction is for students to be able to explain how specific images
contribute to and clarify a text.

Learner Analysis
The general characteristics of my target learners are 50% male and 50% female between
the ages of 7 and 9. The demographics of these students are 70% Caucasian and 30% African

American. Students at this point have attended school for at least 2 years, Kindergarten and first
grade. This schooling experience has allowed students to become familiar with the basic rules
and routines, which in turn helps them to feel comfortable and welcome in the school building.
This level of comfort allows students to have a higher ability and motivation to learn. The
students in this age group are typically self-motivated to learn, enjoy learning new things, and
want to please their teacher and parents. Students personal goals are to master the second grade
standards at a proficient level. Students who have identified learning disabilities will receive
appropriate accommodations and modifications as described in their IEP to help them achieve
the learning goal.
Upon entry into second grade students are expected to have mastered or at least have a
firm understanding of the concepts from the first grade Common Core Standards. The majority
of students enter second grade with a STAR reading level of 1.6 or higher. Students have prior
knowledge of the terms illustration, picture, and image. Students also have the prior knowledge
of knowing that a picture can provide the reader with information in addition to what the text
says through the understanding of standard ELAGSE1RI6, distinguish between information
provided by pictures or other illustrations and information provided by the words in a text. The
understanding of the first grade standard ELAGSE1RI6 lays the foundation for the learning goal
that has been set accompanying the second grade standard, ELAGSE2RI7.

Task Analysis
I chose to use a topic analysis and procedural analysis to complete my task analysis. I felt
that both types of analysis would be beneficial to the assessment. I completed a topic analysis
first, because students need to understand and recognize text features, such as, image, diagram,

and photograph, as well as, identify the main idea and purpose of a text. Next, I conducted a
procedural analysis, which describes the steps needed to explain how images contribute to and
clarify a text.

Subject Matter Expert (SME)


I, Kayla Metheny, will be serving as the primary SME. I have a Bachelors of Science
degree in the field of Early Childhood Education. I am a highly qualified and certified teacher in
the state of Georgia. I have taught second grade for three years in which the same content of the
Common Core Standards has been taught. In addition, I am currently pursuing a Master's Degree
in Instructional Technology through Georgia Southern University. The educational background
and direct teaching experience that I have exemplify my ability to be the primary SME for this
task analysis.
Task Analysis Outline

I.

Main Idea
A. The most important or central point of the text.
B. Found in fiction and nonfiction text.
C. Topic Sentence
1. Tells the main idea of the text.
2. Typically found at the beginning of a text or introduction paragraph.
3. Can be found in the concluding paragraph of a text.
D. Supporting Details
1. Details in the text that support the main idea.

1.1 Main idea: supporting detail:: walls of a house: roof


2. Details that prove the authors point or purpose of the text.
II. Text Features
A. Help the reader find information in a text.
B. Help the reader understand and clarify the meaning of the text.
C. Types of text features
1. image
2. diagram
3. photograph
III. Identify the main idea of a text.
A. Identify the topic
1. The topic is the subject referred to throughout the text.
B. Find the authors main purpose of the text.
1. Persuade
2. Inform
3. Entertain
C. Ask yourself, What does the author want me to know about the topic?
IV. Identify the image within the text.
V. Analyze the image.
A. What is it an image of?
B. Does the image reflect the main idea?
VI. Find evidence in the text that proves the image is beneficial to the text.
A. How does the image relate to a specific supporting detail, statement or paragraph?

VII. Explain how the image contributes to or clarifies the text.


A. Use the main idea, supporting details, and other text evidence to help prove your
answer.
B. Use your analysis of the image in your explanation.

Task Diagram

Instructional Objectives
Objective 1: The learner will determine the type of image (e.g. photograph, diagram, chart, map,
etc.) and analyze the image. (cognitive domain)

Objective 2: The learner will write to explain how the image contributes to or clarifies the text.
(cognitive domain)
Assessments

The assessments were created in alignment with the objectives and goal identified in the design
plan. The terminology is consistent throughout the assessments, objectives, and goal. A total of
four assessments were created, two assessments for each objective. Assessment a for both
objectives includes on-grade level passages. Assessment b for both objectives was designed to
differentiate for lower level learners and includes below-grade level passages. All 4 assessments
were created using Google Forms and will be scored using a rubric. These assessments include a
variety of multiple choice, short answer, and extended response items. The assessment created
for objective 2 includes a form of authentic assessment. The final item on the assessment
requires the students to use Google Drawings to create an image for the passage and explain how
the image contributes to or clarifies the text. The creation of the image and explanation will
allow me to see if the student truly understands the concept and goal of instruction. The goal of
the instruction is for students to be able to explain how specific images contribute to and clarify a
text.

Content Sequencing and Instructional Activities


Summary Table
Sequence

Description

Objective

Students will practice determining the types


of images.

Students will examine the images in detail to


gain a better understanding of the image.

Students will read passages and determine the


main idea. Then students will examine the
image and make connections with the image
and the passage.

Students will identify supporting details in

the passage that relate to the image.


5

Students will write to explain how image


contribute to or clarify the text.

Instructional Strategies
Performance
Content

Recall

Application

Fact
Concept

Objective 1

Principles and Rules


Procedure

Objective 2

Interpersonal
Attitude

Sequence 1 aligns with objective 1, which is a recall concept. This recall concept will be
taught using the instructional strategy of rehearsal recall. Students will practice identifying types
of images. This rehearsal will allow students to practice using their knowledge until it is
memorized. Sequence 2 also aligns with objective 1. In this step students will build on their
knowledge of identifying images by examining the image to gain a better understanding. This
step will be taught using the instructional strategy of organization. Students will examine and
look for key attributes of the image to determine the meaning and purpose of the image.
Sequence 3 aligns with objective 2, which is a procedure application. This step will be taught
using the instructional strategy of organization. This step will continue to build on the
information already learned within the prior lessons. Sequence 4 aligns with objective 2 as well.
This step will be taught using the instructional strategy of organization. Now, students will be

making connections between the passage and the image by identifying supporting key details in
the text. The organization of this information will allow the student to see how the image and
text are connected. Sequence 5, the final sequence, also aligns with objective 2. This step will be
taught using the instructional strategy of elaboration. Students will be using ideas gained from
the image, supporting details from the texts, and their own knowledge to create an explanation
for the images contribution or clarification of the text.
Differentiation
Differentiated instruction refers to instructional practices that are altered to meet the
needs, abilities, interests, and motivations of students (Nitko & Brookhart 2015). Students who
have IEPs or 504s will have accommodations or modifications put in place as described in their
individualized plan. Students who do not have IEPs or 504s will still have the opportunity for
differentiated instruction. Students will have the option of having the text read aloud. The read
aloud option will help students who have low or below average reading levels understand the
text. Students will also have the opportunity to work on an activity and then take a break and
return to the activity at a later time. This allowance of breaks will help students regain their
focus. Another form of differentiation that will be used is a group chat discussion board. Students
will be able to collaborate with their classmates via the discussion board to ask questions or get
clarification from other students about the content they are learning. In addition, rubrics will be
used to assess student work. Students will have access to these rubrics before completing
assignments. The viewing of the rubric will allow the students to be prepared and know exactly
what is being expected of them. A final form of differentiation that will be used is to include
reading passages that contain a high interest level for my students. I will use information from
MyON, an online ebook database, to analyze the interest areas of my students.

Instructional Design Summary

Task

Description

Gain the attention of your learners

Students will view two passages. One passage


without an image and one passage with an
image. Students will be asked which passage
they think will be easier to comprehend. This
activity will get the students excited and
curious about the learning that will take place
in this module.

Inform the learners of the objectives

Learners will be informed of their objectives


by viewing a slide with the objectives listed.
Audio narration will be included to help the
students ensure that they read the objectives
correctly. This will be slide 2 in the Module
Introduction presentation.

Activate prior knowledge

Students will watch an instructional video


about informational text features. This video
will refresh students memory about text
features.

Deliver content to the learners

Content will be delivered through the use of a


workspace canvas developed through SMART
Amp. Students will be able to navigate,
collaborate, and create on this digital canvas
anywhere, anytime.

Indicate the sequence of instruction


Sequence

Description

Objective

Students will
practice
determining the
types of images.

Students will
examine the
images in detail to
gain a better
understanding of

the image.
3

Students will read


passages and
determine the
main idea. Then
students will
analyze the image
and make
connections with
the image and the
passage.

Students will
identify
supporting details
in the passage that
relate to the
image.

Students will
write to explain
how image
contribute to or
clarify the text.

-Sequence 1:
Students will view an anchor
chart for different types of image text
features. Student may refer back to
this chart and use it as a reference.
Students will log into myON
and read the assigned text,
Leatherback Turtles by Mandy Marx.
Students will use the sticky note tool
to label each image type for every
image. This will be used as a form of
formative assessment.
-Sequence 2:
Students will watch a video to
learn how to analyze an image.
Students will log into myON
and read the assigned text, Jumping
Spiders by Joanne Mattern. Students
will use the tools available to label 5

images. Then the student will examine


the identified images and write to
explain what the image entails, in
detail. This will be used as a form of
formative assessment.
-Sequence 3:
Students will reread Jumping
Spiders. Students will use the journal
tool to identify and record the main
idea of the text. Students will also
record any connections they make
between the images and text while
reading.
Students will participate in an
online discussion. Students will
discuss how the images in Jumping
Spiders relates directly back to the
text. This will be used as a form of
formative assessment.
-Sequence 4:
Students will log into myON
and read the assigned text, Volcanoes.
Students will use the sticky
note tool to label the images as they
read.
After reading students will
choose an image to focus on. Students
will analyze the image and find details
in the text to support the chosen
image. Students will post their
response using the Web 2.0 tool
Padlet. This will be used as a form of
formative assessment.
-Sequence 5:
Students will watch an
instructional video to review the
information learned thus far.
Students will read the assigned
text, Flowers, on myON. Students will
use Google Drawings to create an
image that could be used in the text.
Students must explain how their
created image will contribute to or

clarify the text.


**All activities listed above are directly
linked back to the learning objectives.
Students are identifying types of images,
analyzing images, and explaining how the
image contributes to or clarifies the text.
Explain how feedback will be provided

Students will receive feedback on each


formative assessment.The instructor will
review students work. The instructor will
send a brief narrative note through Gmail to
the student explaining the level of mastery
(for example, 8/10 images were labeled
correctly). The instructor will give feedback
for images that were not correctly labeled.
After students have taken their summative
assessments the instructor will use the
assessment rubric to score the assessment. A
copy of the completed rubric will be sent to
the student through the use of their Gmail
account. The rubrics were designed
specifically for each assessment.

Universal Design for Learning (UDL)

Recognition- multiple means


of representation are included through
songs and pictures to accommodate
learners.
Strategic- there are multiple
ways that students can express what
they know throughout the lesson;
students will manipulate digital tools
in the myON ebook site and access
various web 2.0 tools such as Google
Drawings, Padlet, myON, and
SMART Amp.
Affective- students will be
highly engaged through a colorful
presentation, the use of songs, high
interest topic books, and the use of a
variety of web 2.0 tools.

Differentiation

Students may use the read


aloud and highlight tools.
Students may take breaks as
needed. The assignment will not be
scored until after the due date.
Sequence 2 and 4 give the
opportunity of choice.
Students may discuss the
assignments in the online discussion
board.
Students will be assigned a
specific summative assessment form to
use based on reading level.

Formative Evaluation Plan


Subject Matter Expert
The SME I have chosen to conduct a Connoisseur-Based Study for my instructional
design serves as the Second Grade Chair, also know as the Team Leader at my school. In
addition to this role, she served as my mentor teacher when I began teaching in the Camden
County School System. She is more than eligible to serve as an SME. She has 23 years of
teaching experience. All 23 years she has taught at the elementary level. She holds a Bachelor
and Masters degree in early childhood education, as well as, a Specialist degree in leadership.
Subject Matter Expert Survey
The survey will guide the SME in reviewing the instructional design. The survey includes
questions from the following three categories: content appropriateness and accuracy,
completeness, usability and appeal. The survey will be completed online using Google Forms.
The results of the survey will guide revisions in the design.

Survey
Learner Assessments
The learner assessments have been created in alignment with each objective for the
instruction. These assessments will be taken after the instruction has occurred. After the
assessments have been completed and scored the results will be analyzed. If the majority of the
learners pass the assessments with a score of 80% or higher it will be clear that the instruction
was delivered in a way that is appropriate and understandable for students. The results of the
assessments will also be analyzed by question. Each question answered incorrectly will be
reviewed. The instruction that goes along with the assessment question will also be reviewed to
see if it can be improved for future learning. The results of the assessments will guide my
formative evaluation. If the results are good the instruction has been developed well. If the
results are not good, the analysis of the results will be used to revise the instruction.
Student Survey

Reference
Nitko, A. J., & Brookhart, S. M. (2015). Educational assessment of students (7th ed.). Boston,
MA: Pearson Education.
Appendix
Appendix A:
2RI.7 Assessment 1a
Appendix B:
2RI.7 Assessment 1b
Appendix C:
2RI.7 Assessment 1 Rubric

2 R.I.7 - Assessment 1 Rubric

Student Name:

________________________________________

CATEGORY

Need More Practice = 1

Good Work = 2

Great Work = 3

Main Idea

The main idea was not


stated.

The main idea of the


text was stated
correctly.

The main idea of the


text was correct and
clearly stated.

Type of Image

The image was not


identified correctly.

The image was


identified correctly

Describing Image

The image was not


described correctly.

The image was


correctly described
but did not include
details.

The image was


described correctly
with sufficient
details.

Total Score
_____________

Appendix D:
2RI.7 Assessment 2a

Appendix E:
2RI.7 Assessment 2b
Appendix F:

2 R.I.7 - Assessment 2 Rubric

Student Name:

________________________________________

CATEGORY

Need More Practice = 1

Good Work = 2

Great Work = 3

Main Idea

The main idea was not


stated.

The main idea of the


text was stated
correctly.

The main idea of the


text was correct and
clearly stated.

Type of Image

The image was not


identified correctly.

The image was


identified correctly

Describing Image

The image was not


described correctly.

The image was


correctly described
but did not include
details.

The image was


described correctly
with sufficient
details.

Explaining how the


image contributes to
or clarifies the text

The response does not


support the image and
the text.

The response
supports the image
and the text.

The response
supports the image
and the text. It
includes details from
the text to support
the image.

Created Image

The image created does


not contribute to the
text.

The image created


contributes to the
text.

A detailed image
was created that
contributes to the
text.

Explanation of
created image

The response does not


explain how the image
created contributes to or
clarifies the text.

The response
explains how the
image created
contributes to or
clarifies the text.

The response
explains in detail
how the image
created contributes
to or clarifies the
text.

Total Score
_____________