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Developing Instructional Design Plans

Developing Instructional Design Plans

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Developing Instructional Design Plans

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  1. Developing Instructional Design Plans Linear and recursive processes

  2. IDP • Instructional • Design • Plan • What do each of these words mean? Choose one of these words and do one of the following: • Write a definition. • Create a visual representation. • Write a paragraph beginning, “This word makes me think of…”

  3. Background Information • Development of IDP in Appalachian State University Teacher Education • Methods Task Force • Examination of Models • Research • Best Practice • Flexibility within Disciplines • Alignment to Teaching Standards

  4. Components of an IDP • Learning Goals and Objectives • Student Background, Knowledge, and Experience • Plan for Assessment and Evaluation of Student Learning • Essential Content Knowledge (Teacher candidate’s knowledge) • Resources, Materials, and Preparation • Instructional Procedures • Assessment/Evaluation • Adaptations/Modifications • Classroom Management • Results and Analysis of Student Learning • Reflection on Teaching and Learning

  5. The Process

  6. Learning Goals and Objectives: • Clearly identify the goals and objectives from your home curriculum to be addressed. OR • Write Essential Questions upon which you will base your instruction. • For more information about Essential Questions, you may visit http://www.authenticeducation.org/bigideas/article.lasso?artId=53

  7. Application • Think about a goal, objective, or essential question that you often teach your students. • Write it on your paper or open a document and write it there. • Use it as you think about applying the IDP Components today.

  8. Learning Goals and Objectives: 21st Century Skills, if applicable • Identify and explain multiple 21st century skills and content to be addressed. • These include: • Global Awareness • Financial, Economic, Business and Entrepreneurial Literacy • Civic Literacy • Health Literacy • Creativity and Innovation • Critical Thinking and Problem Solving • Communication and Collaboration • Information, media and technology skills • Life and career skills. • More details about 21st Century skills can be found at http://www.21stcenturyskills.org/

  9. Student Background, Knowledge, & Experience: Curriculum Considerations • Considerations appropriate to the developmental level of instruction • What has been previously emphasized in this content area? • Considerations appropriate to the developmental level of students • What might be “typical” of students in this age group? or even better • What do I know about THIS GROUP of students?

  10. Application • Think about “typical” student needs or differences you often encounter in your work. • Make a few notes about these needs on your draft document. • Turn to someone next to you and discuss the needs of your students.

  11. Student Background, Knowledge, & Experience:Collaboration with Colleagues • Discuss what collaboration with colleagues will enable you to monitor students' performance and adjust the instructional process to meet students' needs. • Who will you collaborate with to maximize all students' learning? What will be the nature of the discussion and/or collaboration?

  12. Plan for Assessment and Evaluation of Student Learning: Data and Alignment • Describe the data that were used to develop this lesson plan and explain how the data can inform instruction. • These data may include prior assessment data, information shared by colleagues, information about previous instruction, and other information you believe is relevant to these lessons. • Clearly represent the alignment between objectives and assessments (including evaluation criteria). • One way you might represent this alignment is to create a chart with the objectives you plan to assess in the first column and then pre-assessments, formative assessments, and post-assessments aligned to these objectives in subsequent columns.

  13. AssessmentPlan: Application

  14. Plan for Assessment and Evaluation of Student Learning • Be sure to include plans for formative and summative assessments. • Clearly represent or explain alignment of assessment to stated objectives to be assessed. • Identify the 21st Century knowledge, skills, and dispositions that will be taught and evaluated. You might incorporate them into the chart or you could write a narrative explanation. More details about 21st Century skills can be found at http://www.21stcenturyskills.org/

  15. Plan for Assessment and Evaluation of Student Learning Assessment Tools • Develop assessments and evaluation tools (e.g., writing prompts, tests, answer keys, rubrics). • Include copies of all assessment instruments and criteria for evaluation.

  16. Essential Content Knowledge • Consider and articulate or represent the content that a teacher would need to know to teach these lessons effectively. • This representation should demonstrate the breadth and depth of knowledge that a teacher would need to know to • prepare lessons and assessments, • scaffold student instruction, • respond to student questions, misconceptions, and interests that might arise • Most teachers will need to do research to understand the content deeply: reading, finding resources and models, practicing.

  17. Application • What content knowledge is needed to teach the goal you articulated earlier? • What research might you need to do to teach that goal/objective effectively to your students? • What resources would you like to find to teach this content to your students?

  18. Resources, Materials, and Preparation • Collaboration: How might you collaborate with specialists to meet the learning needs of all students? • Resource Selection: How were appropriate resources selected to address the strengths and needs of students? • Resource Use: How will resources be used to meet the learning needs of all students? • Technology: Which technologies were or will be used and why are they best suited for this instruction and/or these students?

  19. Instructional Procedures and Teaching Methods • After all this thoughtful planning, you are ready to implement instructional procedures. • This is where the more traditional “lesson plan” comes into play. • Diane will be sharing strategies and formats with you tomorrow and Thursday. • We hope you will begin developing drafts this week.

  20. Assessment/Evaluation • Discuss the type of data (including formative and summative) that will be or were collected and how this data will be analyzed to evaluate students' progress. • If this instruction is delivered implemented and assessments are administered, discuss the types of data that were collected and what those data demonstrated about student learning. • Discuss how you will determine students’ progress using pre- and post-assessment data (as well as formative data if they were collected).

  21. Application • You have attended three Workshops on Student Assessment: • Thursday, Sept. 29: Assessment for Learning, Dr. Les Bolt • Friday, Sept. 30: Revised Bloom’s Taxonomy, Dr. Michael Jacobson • Monday, Oct. 3: Using data to provide feedback, identify corrective strategies, and design future instruction, Drs. Susan Colby and Trevor Stewart • What strategies from these workshops might be used to assess the goal/objective you have identified to determine student learning and teacher effectiveness?

  22. Adaptations/Modifications • Include evidence that instructional procedures are intended to accommodate students with diverse learning needs and backgrounds. • If this instruction is delivered to a group of students, discuss how the procedures were selected to accommodate particular students’ needs. After the instruction (possibly during reflection), consider how effective these procedures were in accommodating students’ needs. • Consider whether a variety of instructional methodologies and resources were selected and arranged in a way that is likely to maximize the learning of a variety of diverse learners. • Describe how you plan to collaborate with colleagues to monitor student performance and make instruction responsive to cultural differences and individual learning needs of students.

  23. Application • What modifications and adaptations do you regularly make for students? • What additional modifications and adaptations would you like to incorporate into your teaching?

  24. Classroom Management • Consider how students will be (or were) grouped for at least one instructional activity. Include academic purposes as well as purpose related to fostering cooperation, collaboration, and/or student leadership. • Include specific information about strategies for how time, materials, resources, and student behavior will be managed. • Consider how classroom organization (e.g., procedures, order and timing of instruction, room arrangement) is conducive to teaching and learning.

  25. Results and Analysis on Student Learning: Students’ Progress • Represents students' progress on the specified learning goals and objectives. This may be accomplished be creating a chart or spreadsheet with pre-assessment, formative assessment (if applicable), and summative assessment data, as well as an indication of students' growth or progress on this set of assessments. • Represents students' progress on the specified 21st century knowledge, skills, and dispositions. A chart or narrative may be used to communicate student outcomes.

  26. Results and Analysis on Student Learning: Analysis of Data • Provides a description of the assessment data, specifically articulating the implications of the data to inform instruction. • Explains how both the formative and summative assessment data provided information about student learning and informed instructional decisions.

  27. Results and Analysis on Student Learning Implications for Future Improvement • Articulates the relationship between specific outcome data and implications for improving student learning. • Uses data from student assessments to verify the effectiveness of instructional strategies and approaches. • Specifies which research-verified practices will be used to improve future teaching and learning.

  28. Reflection on Teaching and Learning • Provides a self-evaluation of his or her confidence and perceived ability on each of the instructional design components: • Learning Goals and Objectives • Student Background, Knowledge and Experience • Plan for Assessment and Evaluation of Student Learning • Essential Content Knowledge • Resources, Materials, and Preparation • Instructional Procedures • Implementation of Assessment/Evaluation • Planning of effective instruction • Use of appropriate and accurate assessments • Analysis of student learning, and • Plans for future instruction and professional improvement. • Adaptations/Modifications • Classroom Management • Reflection: Includes discussion of how what was learned in this instructional design experience will be used to improve future instructional experiences and student learning.

  29. Reflection on Teaching and Learning – Version F • Provides a self-evaluation of his or her impact on student learning, including: • Planning of effective instruction • Use of appropriate and accurate assessments • Analysis of student learning, and • Plans for future instruction and professional improvement.