1 / 24

Presented by:Renee Janssen

Using the Instructional Design Process to Execute a Technology Infused Lesson on Choosing the Right Book. Presented by:Renee Janssen. The Lesson. Goals: To prepare students to eventually meet the following Maryland State VSC objectives (MSDE, 2008) :

ziv
Download Presentation

Presented by:Renee Janssen

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Using the Instructional Design Process to Execute a Technology Infused Lesson on Choosing the Right Book Presented by:Renee Janssen

  2. The Lesson • Goals: • To prepare students to eventually meet the following Maryland State VSC objectives (MSDE, 2008): • Read a minimum of 15 books, both literary and informational • Identify title, cover page, front and back of the book, table of contents, page numbers, and describe what information is presented on the title and cover pages

  3. The Lesson • Objectives: • 1. Students will be able to interact with Brainpop jr. in order to learn how to choose a book. • 2. Students will be able to identify the steps needed to choose a book that is good for them. • 3. Students will be able to choose a book that is appropriate for their age, reading ability, and interest using the steps needed to choose a book that is good for them.

  4. Simple Yet Effective Technology Integration Brian pop can and will be used in 3 different ways:

  5. Simple Yet Effective Technology Integration As a teacher resource for lesson plan ideas, professional development, classroom tools, and connection with curricular standards.

  6. Simple Yet Effective Technology Integration As an instructional tool 12 computer-assisted instruction technology strategies (each allows for easy integration, more on this later).

  7. Simple Yet Effective Technology Integration As a motivator. Technology is a way of life for our students, Interesting graphics, fun interactive games, easy for children to relate to, current, meets the needs of multiple learning styles

  8. The Instructional Design Process Used: • There are an almost countless number of ID process models however the ADDIE process was chosen for this lesson because of its compatibility with the assigned task. The ADDIE model consists five distinct phases. According to Learning-Theories.com the five steps are as follows (2009): • Analysis • Design • Development • Implementation • Evaluation

  9. ADDIE Phase: Analysis (Learning Theories Knowledgebase, 2009) • Identify the Learning Problem: This lesson will be on choosing a book. • Problem 1: • Meet curricular standards (MSDE, 2008): • Reading/ English Language Arts: Kindergarten • Standard 1.0 General Reading Processes • Topic • E. General Reading Comprehension • Indicator • 1. Demonstrate an understanding of concepts of print to determine how print is organized and read • Objectives • b. Read a minimum of 15 books, both literary and informational • c. Identify title, cover page, front and back of book, table of contents, page numbers, and describe what information is presented on the title and cover pages

  10. ADDIE Phase: Analysis (Learning Theories Knowledgebase, 2009) • Identify the Learning Problem: • Problem 2: • Kindergarten age students are entering the schools media center for the first time. In order to prepare students for this exciting responsibility the Media Specialist should present these students with a lesson on choosing a book.

  11. ADDIE Phase: Analysis (Learning Theories Knowledgebase, 2009) • Audience / Audience Needs : • Lesson created for an average Kindergarten class from Garrett Park Elementary School. Located in a middle class to affluent neighborhood in Montgomery County Maryland: • Total population: 446 • Gender: 49.3% female, 50.7% male • Culture & Ethnicity

  12. ADDIE Phase: Analysis (Learning Theories Knowledgebase, 2009) • Learning Styles: • More often than not any given classroom contains a combination of learning styles. One should expect student to have one or a combination of the following learning styles (Newby et al, 2006, p.74): • Visual • Auditory • Kinesthetic/ Tactile

  13. ADDIE Phase: Analysis (Learning Theories Knowledgebase, 2009) • Learning Styles: • All 3 learning styles have been taken into consideration when choosing and integrating the instructional technology • Brainpop jr. provides 12 computer-assisted instruction technology strategies that actively assist in the integration of the technology and engage different learning styles (Newby et al, 2006, 165- 170).

  14. ADDIE Phase: Analysis (Learning Theories Knowledgebase, 2009) • Learning Styles: • The 12 computer-assisted instruction technology strategies included with the Brainpop jr program are (Newby et al, 2006, 165- 170): • Tutorial Style: Animated Instructional Movie (Visual and Auditory) • Instructional Games: Moby’s Maze, Belly Up Comic Strip, Pop Up Joke (Kinesthetic/ Tactile) • Problem Solving: Activity, Draw About It, Write About It, Read About it, Talk About It (Kinesthetic/ Tactile, Visual, Auditory) • Drill and Practice Style: Vocabulary & Word Wall (Visual)

  15. 12 computer-assisted instruction technology strategies (each allows for easy integration)

  16. ADDIE Phase: Analysis (Learning Theories Knowledgebase, 2009) • Motivation: • If motivational concerns need to be addressed this lesson will use John Keller’s ARCS model of motivational design. Keller’s model consists of four steps for gaining and keeping student’s motivation (as cited in Alessi & Trollip, 2001, p. 26). These four steps include (as cited in Alessi & Trollip, 2001, p. 26): • Attention • Relevance • Confidence • Satisfaction

  17. ADDIE Phase: Analysis (Learning Theories Knowledgebase, 2009) • Learning Environment : • The Environment: This lesson will take place in Garrett Park Elementary School’s (new/proposed) school library media center. • Characteristics: • Size of space: 1,800 square feet. This instructional area easily accommodates 32 students. • Table/ Seating arrangement: 8 group work stations with 4 chairs specifically arranged • Lighting: The media center provides a lovely combination of natural and artificial lighting. • Noise& other distractions: Garrett Park Elementary Schools media center was designed with acoustics in mind. Instructional methods/ theories that will be used to negate noise and distraction include but are not limited to (Learning Theories Knowledgebase, 2009): • behaviorist theories , cognitive theories , and constructivist theories • How will characteristics influence instruction? The instructional area in the media center was specifically designed for this type of instruction. It offers the teacher and students a flexible well organized learning environment.

  18. Map of Learning Environment

  19. ADDIE Phase: Design (Learning Theories Knowledgebase, 2009) • Explored programs & materials to find one that best meets the needs of the class • Content: • 1 handout including pictures and words that represent the way to use the technology • 1 handout that includes the 5 finger rule • Brainpop JR web based program (choosing a book) URL: http://www.brainpopjr.com/ • 5 min discussion/ pretest • 5 min tutorial • 10 min discussion • 10 min free “play” on Brianpop’s choosing a book work page- students choose their own activity • 15 min book exploration and check out (each child may check out 1 book)

  20. ADDIE Phase: Development (Learning Theories Knowledgebase, 2009) • Lesson formally developed: • Goals • Objectives • Materials • Procedures

  21. ADDIE Phase: Implementation (Learning Theories Knowledgebase, 2009) This portion of the ID process is where the materials and procedures developed in prior phases are delivered.

  22. ADDIE Phase: Evaluation (Learning Theories Knowledgebase, 2009) • Evaluations will consists of(Newby et al., 2006, p. 235-250) • For Instructor/ Instruction • Formative Evaluations: • Prior: Student tryout evaluations • During: Direct observation/ Peer review/ Classroom observation • Summative Evaluations: • After: Self reflection/ Student performance • For Students • Formative Evaluations: • Pretest – student interview • During lesson - student interview/ short answer • Summative Evaluations: • After: Performance evaluation

  23. Questions? Or Comments

  24. Resources • Alessi, M. S. & Trollip, R. S. (2001). Multimedia for learning: Methods and development (3rd ed.). Boston: Allyn and Bacon. • Learning Theories Knowledgebase (2009). Addie model. Retrieved May 8th, 2009 from http://www.learning-theories.com • Newby, T.J., Stepich, D.A., Lehman, J.D. & Russell, J.D. (2006). Educational technology for teaching and learning (3rd ed.). New Jersey: Pearson. • Maryland State Department of Education (MSDE). (2008). Using the vsc: Reading/ ela, grade k. School improvement in maryland. Retrieved May 8th, 2009 from http://mdk12.org/instruction/curriculum/reading/standard1/gradeK.html • Montgomery County Public Schools. (2008). Garrett park elementary media center and school statistics. Retrieved March 1, 2009, from http://www.montgomeryschoolsmd.org/schools/garrettparkes/

More Related