Lydia's EDT 500 Website

 EDT 500 Instructional Design (ID) Plan Template

Directions: Please fill in the sections to complete the ID plan. The information you provide should be written in complete sentences and paragraphs--with graphs and graphics as appropriate. Use the words in bold for the section title. Do not include my questions! Each section should have at least two paragraphs but no more than six. Complete this document and post it as a .pdf file on your website. 

1. The Problem.

My students are not respectful to each other.  I noticed through student observation that many of them did not know how to share, listen to one another, or say nice things to each other.  The students were not demonstrating appropriate respectful behavior towards one another.

2. The Need.

·      Students need to learn appropriate social skills in order to interact with one another.

·      Students need to know what Respect looks like, sounds like, and acts like (behaviors)

·      Students need to demonstrate being respectful to one another.

3. The Audience.

My audience consists of seventeen third grade students ranging in ages of 7-9.  There are eight girls and nine boys.  Nine of the seventeen students are slightly to severely below reading grade level.  Five of the eight students receive Tier 2 intervention services for reading instruction.  One student is identified as an English Language Learner (ELL) and receives services.  14 of the 17 students receive free and/or reduced lunch.  Eight of the seventeen students come from one parent homes.  The rest of the students come from either a blended or nuclear family.

4. Objectives/Assessment.

·      The objective of the program is for students to demonstrate respectful behaviors towards one another.

·      The students should be able to apply respect when problem solving with classmates.

·      Assessment:

o   Student observation through morning meeting, recess, and classroom

o   Students’ reflection journal

o   Bucket Filler note cards to one another

o   Verbal praise and language

o   Classroom discussions

5. Content.

These lessons are based on character traits students learn in school.  Every month my principal chose a character trait to focus on and the one students struggle most with is respect.  Due to the alarming rates of bullying in school, I wanted to raise the awareness of being respectful to others early in the year.

Character Education Quality Standards

·      The school uses a comprehensive, intentional, and proactive approach to character development.

·      The school defines “character” comprehensively to include thinking, feeling, and doing.

·      The school community promotes core ethical and performance values as the foundation of good character.

·      Character education should strive to develop students’ intrinsic motivation.

6. Instructional Strategies.

·      Story telling (Initiate)

·      Student Observation

·      Jig Saw Instruction (Give students different scenarios to solve)

·      Direct Instruction

·      Small/ Whole Group discussion

·      Respect Video/ Song

·      Role playing

·      Websites (TumbleBooks- reading about respect)What instructional strategies will you use?

- Guided Discovery (through Responsive Classroom)

7. Additional Materials.

If I had the proper technology, I would have students create and perform “respect” plays.  I would then video tape them to show to other classroom and/or school.  I would also want to start a “First Friend” club to show and teach new students how to be respectful in our school.

8.  Program Use.

These lessons will be used at the beginning of the year to set the tone for the classroom environment.  I will continue to use the Respect module throughout the year as a reminder on how we should act in school and the classroom.

9. Summative Evaluation.

o    Student observation through morning meeting, recess, and classroom

o   Students’ reflection journal

o   Bucket Filler note cards to one another

o   Respect Survey 

Potential Materials for ID Plan

•  Books that focus on Respect
• Computer lab with presenter for sharing videos/ website search
• iFlip camera for role playing
• Charts and posters to foster Respect in the classroom (Students will also create) 
• Bucket Filler note cards for daily reflections
• PBIS/ Responsive Classroom

 A formative assessment I would use for my ID project would be

• student observation
• students' responses through conversation morning meeting

 Reading Response for Summative and Formative Evaluation

October 18, 2011

Summative Evaluation- asses the program of the outcome and what the lesson impacts.

The advantages of Summative Evaluation are:

• that it provides evidence for "cause/effect"
• assess for long term outcome

  Formative Evaluation

• it is more complex
• targeted for small audience
• test conducted during the development to improve the program
• individualized

• Robert Stakes

  "When the cook tastes the soup, that’s formative; when the guests taste the soup, that’s summative."

Summative Evaluation

• provides information on the product/lessons efficiency
• uses numeric scores and letter grades to assess learners.
• targets assessment to a whole group
• group results from assessment will drive instruction

Case Study

 EDT 500 Assistive Technology Consideration Template

1)     Identify one individual student. Provide description of student based on observations and discussion with teachers.

a)     Cognitive abilities- Student K is functioning academically below grade level.  She has scored basic/ below basic on the district wide assessments.  This student receives Tier 2 services and Speech and Language services.  Her reading is adequate, but her comprehension is very low.  I found out that Student K is adopted and has a very sad personal history

b)     Sensory abilities- Student K has passed the hearing and vision test.  She does speak with a stutter.

c)     Physical abilities- Student K appears to be normal physically.  Despite her past, she is very friendly and affectionate.  She can be very emotional and dramatic when embarrassed or angry.

2)     Identify two environments in the classroom/school where the student learns. Identify 2 tasks/demands placed on the student or on students in general within those environments.

a)     Environment 1- Classroom (whole group)

                                                    i.     Student K is learning how to follow directions the first time around.

                                                  ii.     Student K is learning how to be respectfully work with others.

b)     Environment 2- Small Group (Speech Room)

                                                    i.     Student K is learning to correct her stuttering problem

Homework October 11, 2011

 ED TECH (Current Version)

·       Benefits of story telling-  Students are able to retain the information more accurately when being able to connect with the story.  The instructor supplies the students with a story in addition to the printed material, he or she provides them with an opportunity to visualize this process as well as reading about it.  My students usually pay more attention to stories and are able to recall the information when presented in this manner.

·        Chunking- is used as a memory mechanism.  It is the strategy of making smaller units of information manageable to recall.  For example- acronyms or any mnemonics, which will help the students’, retain the information.  When I was in college, I would a mnemonic when studying for a test.

·       Coherence-  Less is more. Students are able to comprehend information if it is presented in a simple and sensible design.  Learners’ retention is improved by reducing the amount of non-related information and cues in multimedia design.   For example, we are able to learn from Dr. Foshay's power points because they are factual and not distracting.

·       Typography- is the type of printed text.  Typography plays an important role in instructional design. The type face can convey a mood and attention when reading the text.  The most popular fonts are the easiest and most appealing to read.  Many books and publications are printed in clear type thus makes it easier for us to read.

Homework October 4, 2011

5 Instructional Strategies

Jigsaw groups facilitate learning because each student is responsible for a particular piece of a task and then is responsible to contribute his/her portion of the task to bring about independence.  I would love to use more of this strategy in my classroom, however many of my students need direct instruction in order to learn concepts.  In the past, I have tried using literature circles, which give students a reading role.  I have found without teacher support or supervision the groups get loud and productivity is lost.

Role-playing is used as an exercise for participants to solve problems and can be effective for organizations to collaboratively invent, explore, and evaluate interpersonal situations.  This is another strategy that would benefit physical learners.  I feel that I am unable to do this strategy because the pressure of the CMTs and the fact that we have to drill and kill certain strands for students to learn.  It is very unfortunate, because I feel students would be able to empathized and internalize with role-playing, especially in the area of reading.

WebQuests are an alternative to traditional text based instruction. They are constructivist based activities delivered through the Internet. Webquests feature cooperative learning and the creation of an authentic product.  This is a strategy I am trying to utilize because I am learning many different techniques in the Educational Technology area.  My focus is to learn more ways to incorporate technology with teaching and learning.

Technology for Inclusion- the use of technology to help students with special needs to understand concepts with different mediums.  I would love to utilize more technology to help my learners with special needs, however my school does not have the technology that would support that type of learning.  For example, in my room there is one computer and I still use an overhead projector with transparencies!

Case-Based learning is an active learning strategy that encourages learners to come to their own decisions when presented with examples of real world problems.  I think this strategy is a great way to have students apply what they have learned to real life.  I try to incorporate this strategy, but find myself again, teaching to the tests.  I have to find a way to make learning fun and useful in their eyes.

My Prezi- Everyday Frustrations http://prezi.com/w9240z4u9kwv/my-everyday-frustrations/

Homework for September 20, 2011

Task Analysis

The skill I am going to implement with my third grade students is the actions and behaviors of being respectful.   The students prerequisites of this lesson would be our school wide rules: Be safe, Be respectful, Be responsible.  The students will be further identifying and applying the appropriate actions and behaviors for being respectful.  I will start breaking the skills into a sequence of mini lessons.  We will start off with making a chart of words that remind us of Respect.  The students will then take some examples from the chart to “act” out behaviors of being respectful in class.  Each sequence the students are demonstrating ways they can be respectful to each other and adults.  For these lessons, we will utilize peer role modeling, internet access for videos, and the library for books on that will discuss respect.  This unit will be measured through classroom observations, Bowers Power Points, and student referrals.

Content Analysis

Objective:  Students will learn to be respectful to each other and adults.   I will first obtain my information through three sources: students’ behavior observation in class, student questionnaire about respect, and student referrals in the office.  This information will be able to help me focus on the goals and direction of my lessons.   I will start out with what students already know about being respectful (questionnaire).  Then I will have a sequence of lessons that will touch upon the main objective of being respectful.  The series of lessons will include: students discussing being respectful, showing appropriate respectful behaviors, what does being respectful look like, when is a good time to be respectful,  respectful dialogue, the proper way to solve a problem peacefully and respectfully.  Each lesson will have students modeling the right and wrong way of being respectful.  Students will create posters about what they have learned as well as write in their journals.  At the end of the unit, I am hoping my third grade students will be able to apply these strategies in order to be respectful to one another.

 Homework for September 13, 20011

Audience/Lesson Objective

 My audience consists of sixteen third grade students ranging in ages of 7-9.  Eight of the sixteen students are slightly to severely below reading grade level.  Four of the eight students receive Tier 2 intervention services for reading instruction.  One student is identified as an English Language Learner (ELL) and receives services.  13 of the 16 students receive free and/or reduced lunch.  Seven of the sixteen students come from one parent homes.  The rest of the students come from either a blended or nuclear family.

The objective of my lesson is to teach my students appropriate social behavior on how to be respectful to each other.  I noticed the first week of school the students were not being nice to each other.  Many of the students weren’t getting along.  My principal has focused each month on different character traits, this month it is being respectful.  I want to create a lesson sequence that will help my student learn to be respectful to each other and be able to work together.

Homework for September 13, 20011

Audience/Lesson Objective

 My audience consists of sixteen third grade students ranging in ages of 7-9.  Eight of the sixteen students are slightly to severely below reading grade level.  Four of the eight students receive Tier 2 intervention services for reading instruction.  One student is identified as an English Language Learner (ELL) and receives services.  13 of the 16 students receive free and/or reduced lunch.  Seven of the sixteen students come from one parent homes.  The rest of the students come from either a blended or nuclear family.

The objective of my lesson is to teach my students appropriate social behavior on how to be respectful to each other.  I noticed the first week of school the students were not being nice to each other.  Many of the students weren’t getting along.  My principal has focused each month on different character traits, this month it is being respectful.  I want to create a lesson sequence that will help my student learn to be respectful to each other and be able to work together.