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Running Head: COMPREHENSIVE INSTRUCTIONAL DESIGN PLAN

Comprehensive Instructional Design Plan


Jon Wilson
University of West Georgia

COMPREHENSIVE INSTRUCTIONAL DESIGN PLAN

The client for this instructional design plan is Javlyn Keeler, an American Government
and Civics teacher at Newton High School in Covington, Georgia
(keeler.javlyn@newton.k12.ga.us). Mrs. Keeler is an experienced social studies teacher with an
extensive background in teaching government to freshmen as well as Advanced Placement
Government courses to upperclassmen.
Over the last few school years, Mrs. Keeler has noticed that students on both levels (both
freshmen and upperclassmen) struggle with grasping the message of political advertisements and
interpreting them appropriately for their true meanings. While they may understand what the
different components of a political advertisement are from a factual standpoint, they struggle
with grasping its application and interpretation. In previous school years, the government
teachers at Newton have attempted to teach political advertisements through the use of the
textbook and divided notes.
While using the textbook and notes were effective in teaching students the different
components of the advertisements, students were unable to identify the message, tone, and
position of candidates on assessments which required them to interpret an advertisement. When
students would watch an advertisement, they noticed details such as what clothes were being
worn or what details were in the background. While these components of a commercial can be
important in their interpretation, students were found to be distracted by them and focusing on
the wrong details and not the theme of the advertisement. This problem needed to be addressed
in order for students to achieve proficiency in visual literacy as well as mastering the Georgia
Performance Standards associated with the lesson, which include SSCG 8D that states students
will analyze the influence of media coverage, campaign advertising, and public opinion polls.

COMPREHENSIVE INSTRUCTIONAL DESIGN PLAN

The ADDIE model was used in designing a solution to the instructional design issue that
the lesson and standards faced. ADDIE is broken down into five stages or components in which a
lesson is planned out and implemented. The model is comprised of these steps:
-Analysis-In the first stage of the ADDIE model, analysis is done to identify and clarify the
problem that exists while goals are established which the lesson aims to accomplish. In the case
of Mrs. Keelers American Government class, 27 freshmen (some of which have been identified
as gifted) struggle with interpreting the message delivered by political advertisements and
interpreting the tone using visual literacy. Through new teaching methods, the goal for new
behavioral outcomes is for students to gain visual and media literacy. While technological
restraints may exist, as not all students have had the same media exposure due to socio-economic
challenges, the teacher will aim to address these concerns through the frequent implantation of
media technology in the classroom.
-Design-The design stage of ADDIE calls for creating the content which will be used in the
lessons implementation. The learners experience is designed in this stage and a lesson is
developed for students to engage in. With visual and media literacy being a major component of
the desired learning outcome, a focus is placed on allowing students to interact with the material
using digital resources to help learners engage political advertisements. In order to help engage
students authentically and encourage learning, a multi-faceted approach to learning will be used
and the lesson scaffold to help students understand the lesson. Students will engage in
infographics to build a baseline of knowledge, view examples of different types of political
advertisements and discuss as a class, before designing their own advertisements and viewing
them as a class and providing peer feedback.

COMPREHENSIVE INSTRUCTIONAL DESIGN PLAN

-Development-For the third portion of ADDIE, the development stage is where the ideas in the
design phase are created. An infographic describing the three major components of a political
advertisement must be created that is engaging and informative as well as a presentation of
previous advertisements. Additionally, a rubric and instructions for students to create and judge
their own advertisements will be created for student use in the classroom. Examples of these
components can be found in the artifacts section at the end of the paper.
-Implementation-Through the implantation stage, Mrs. Keeler will first introduce the necessary
components of a successful political advertisement through an infographic created through
pikochart.com to allow students to see what makes up the various pieces of an appropriate
advertisement. Following a class discussion of the infographic, students will view various
advertisements from the many different stages of election history to gauge their effectiveness,
message, and tone. Students will rank the commercials for effectiveness and describe what they
saw in the advertisement and why they gave it the ranking they did. Once a class discussion on
these rankings are complete, Mrs. Keeler will distribute the rubric and instructions for students to
create their own political advertisement. Students will then work in groups to implement what
they have learned. These commercials will be viewed by the class and analyzed for the
components of an effective advertisement.
-Evaluation-In the evaluation portion of the program, students will evaluate each groups
commercial based upon the rubric and what they learned through the infographic and example
advertisements. The commercial they create will serve as their evaluative piece and judged based
upon the rubric.
As this project was designed for students in Mrs. Keelers classroom, it was determined
that an over reliance on textual information would not be beneficial, as evidenced in previous

COMPREHENSIVE INSTRUCTIONAL DESIGN PLAN

years work, and that students would need to actively engage the lesson and participate rather
than be simple bystanders or spectators of their educational experience. The redesign of the
project was focused on scaffolding from the infographic, which provided basic background
knowledge, to advancing to identifying components in archived campaign commercials, with the
culmination being in the creation and peer reviewing of their own commercials. The student
evaluation portion, as described in the ADDIE process, will come through peer review and
feedback of the student commercials as well as teacher evaluation using the rubric.
Through this lesson, standard three of the ACLR Visual Literacy and Competency
Standards is addressed. Standard three asks that visually literate students identify information
relevant to an images meaning. This is a goal of this unit, as students are trying to become
visually literate to the point of being able to identify the meaning of the political advertisements
through the interpretation of the images and their meanings. In the same process, standard 8 D of
the Georgia Performance Standards is being addressed also. SSCG 8D requires that students
analyze the influence of media coverage, campaign advertising, and public opinion polls.
Through this lesson, both ACLR standard 3 and Georgia Performance Standard 8D are addressed
as students engage in visual and media literacy through the learning and creation of political
advertisements.
The artifacts created for this lesson include an infographic detailing the three main
components of an effective political advertisement (artifact 1), a short PowerPoint with
embedded videos from YouTube of archived political advertisements for students to view,
discuss, and gauge for effectiveness (artifact 2), and finally the instructions and rubric for the
students creation of their own political advertisements (artifact 3). The building of these artifacts
align with the components of visual and media literacy that have been evident throughout the

COMPREHENSIVE INSTRUCTIONAL DESIGN PLAN

course. The spacing of images and words as well as the contrasting of colors against different
backgrounds made the infographic visually appealing and ripe with knowledge while not
oversaturating the page with text. The PowerPoint provides a brief description of the
advertisement at the top of the slide while the video is embedded into the slide against a
contrasting blue backdrop. While the instructions and rubric only contain textual information, the
details are concise and written in conversational language to aid students in their reading and
understanding of the task at hand.
Completing this task required a lot of everyone involved as Mrs. Keeler and I worked
closely together to identify an area of need in her classroom and then develop a plan of attack for
the problem. While the experience of identifying and creating new and exciting ways for students
to engage an interesting topic such as political advertisements, it took a great deal of time to
research and create new artifacts that could be used in a high school government classroom with
the time and technology challenges that are faced by the students. This particular lesson lent
itself perfectly to incorporating principles of visual and media literacy and allowed for many of
the ideas that had been learned throughout the course of this semester to be applied in a real
world setting. Interest level and engagement in the lessons are sure to continue to increase as this
lesson is further developed and revised throughout the upcoming school years and will
additionally have a greater impact on other lessons as its principles are applied to other units.