Final ID Project Basic Multiplication Skillspmlarich.weebly.com/uploads/2/6/4/7/26472465/edtech503-id_project_2.pdf2d: Task analysis flow chart ... Cianciola, EDTECH 503-ID Project

Final ID Project

Basic Multiplication Skills

Paula Cianciola

Dr. Yu-Hui Ching

EDTECH 503

Instructional Design

December 14, 2012

Cianciola, EDTECH 503-ID Project

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Synthesis/Reflection Paper ………………………………………………………………………..4

Part 1. Topic ……………………………………………………………………………………….4

1a. Stated learning goal …………………………………………………………………..4

1b. Description of the audience ………………………………………………………….4

1c. Rationale……………………………………………………………………………….5

Part 2. Analysis Report …………………………………………………………………………...6

2a. Description of the needs ……………………………………………………………..6

2a1: Needs assessment survey ………………………………………………….6

2a2: Needs assessment datareport ……………………………………………7

2b. Description of the learning context ………………………………………………..8

2b1: Learning context ………………………………………………………….8

2b2: Transfer context ………………………………………………………….8

2c: Description of the learners ………………………………………………………...8

2d: Task analysis flow chart …………………………………………………………. 9

Part 3. Planning ………………………………………………………………………………..10

3a: Learning objectives ……………………………………………………………….10

3b: Objectives and assessment matrix table ..............................11

3c: ARCS Table ……………………………………………………………………….12

Part 4. Instructor Guide ………………………………………………………………………13-14

Part 5. Learner Content

5a: Learning materials ………………………………………………………………15

5b: Assessment materials ……………………………………………………………15

5c: Technology tool justification ……………………………………………………16

Part 6. Formative Evaluation Plan

6a: Expert Review plan …………………………………………………………….17

6b: One-to-One evaluationplan …………………………………………………..17

6c: Small Group evaluation plan ………………………………………………….18


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6d: Field Trial evaluation plan ………………………………………………….. 18

Part 7. Formative Evaluation Report …………………………………………………… 19

7a: Evaluation surveyor rubric ……………………………………………….. 19

7b: Report the results of the expert review ……………………………………. 19

7c: Comments on Change ………………………………………………………. 20

Part 8. AECT Standards Grid ………………………………………………………….. 20-21


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Synthesis/Reflection:

Design to me, means, when you create a plan or drawing produced to show the look and

function or workings of a building, garment, or other object before it is made. This is the literal

definition. In Education, design, to me, means creating a new lesson or creating project for the

students to work on. Design doesn't have to be a structure of any sort, but can simply be a lesson plan

a teacher created to help the students further their education. Design is a plan...

Instructional design is the branch of knowledge concerned with research and theory about

instructional strategies and the process for developing and implementing those strategies.

Instructional design contains steps that should be mastered for the outcome you wish to produce.

Basically, instructional design is something that is created to be taught. If you put systematic in front of instructional design it now means there is a system on how to

complete the instructional design. There are steps in the process that need to be taken to come to a

positive outcome. (Smith & Ragan, 2005)

Cheerleading is a sport with a lot of memorization and steps to succeed. I am the middle

school basketball cheer leading coach. I have to come up with many "designs" or steps on how to get

my cheerleaders to memorize the cheers. In the beginning of the season, I create a plan that will help

my girls remember the cheers and perfect their tumbling. My plan is put onto paper and then handed

out to them. They must read and understand the steps I created and must commit to performing these

steps the entire season. We then go through the plan and make sure the cheerleaders know what I

expect and how they can follow the system to succeed in completing the steps.

The "steps" are basically the rules for cheerleading...They must practice the cheers at home,

they must show up every day and give 100%, and they must always be on task. Cheer leading can be

dangerous if they are fooling around and not on point. If someone is tumbling and they are not 100%

in the mindset, then they can get seriously hurt. I am here to provide a plan on how to be focused and

how to stay focused. We do drills at practice, we go through our routines repeatedly, we chant

constantly, and we go over the cheers all the time. This is my plan on how to make my cheerleaders

successful in cheering!

I believe that instructional design and educational technology really go hand-in-hand. No

matter how old you are you always need instruction or steps in completing a task. With educational

technology, you need steps in how to learn about technology and the education behind it. The

instructional design makes educational technology easier to understand and perform. Without one, I

feel you cannot be successful in the other.

Part 1a: Goal:

The learner will be able to solve basic single-digit multiplication problems.

Part 1b: Target Audience:

The target audience consists of 5/6th grade middle school students in an urban setting. After,

6 half-hour sessions, the students will be able to know and use their multiplication.


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Part 1c. Rationale:

Every student should be able to learn and know their basic multiplication facts. This is an

essential part of math and the learning process. Without this learning, the learner will struggle

throughout their Math career. Knowing math facts and knowing them with automaticity is an

important goal for all our students. Efficient computing and estimation rely on being able to

produce answers to math facts with ease.

Premature emphasis on speed, or drilling for speed when students’ understanding is less

developed, causes anxiety and leads students to use less sophisticated strategies more quickly

(i.e. they become faster counters and use counting to get a result). Automaticity develops over

time. Student answers to math facts must be automatic. Not knowing math facts with

automaticity slows down estimating, calculating, and problem solving.

I believe my type of learning is generative which is more interesting and engaging,

requires more from the learner--not passive. By using this instructional strategy I think that the

learning will really stay with a person. The use of the generative instructional strategy allows

learners the opportunity to build on prior learning and gain new knowledge from there which

causes a much deeper processing of new information and is an active process. One of the most

important things to the adult learner considering continued education is 'how relevant' this will

be for them. Using the generative instructional strategy helps the learner to answer this for them

self as they relate new knowledge to what they already know which I think leads to much higher

learner motivation. I believe that to employ generative instructional strategy that the instructor

really takes on the role of facilitator and a couple of their most important tasks are guide and

time keeper. Employing this strategy it is easy for learners to meander off the intended path and

time can pass way too quickly making it almost impossible to achieve intended goals. This is

definitely not a strategy to use where concrete learning is being sought.

The type of learning for my unit would be intellectual learning. Intellectual learners tend

to assume a great deal of initiative in learning. The students feel secure because they have read

widely, analyzed their situation, and developed a frame of reference within which they relate to

social work professionals and clients. The students are stimulated by the theoretical content of

academic courses and are successful in this area. (Smith & Ragan, 2005) Their early case

recordings reflect interest in people, freedom to speculate about the meaning of behavior, and a

capacity to identify both tangible problems and problems that deal with feelings. Intellectual

learners are not as easily identified as are the other two types of learners. Intellectual learners

tend to protect themselves with their ability to achieve and produce on an intellectual level.

Learning may proceed at an intellectual level but break down when put to practical use.

Intellectual learners need time to examine how theory applies to a particular situation

before being able to integrate one with the other. Caution should be taken not to force them into

the feeling areas before they are ready. As this process continues, field instructors need to

constantly stimulate discussions of feeling areas on the part of clients and students. Frequently,

the students are cognizant of meaningful responses from clients but require help with their own

responses. Additional efforts should focus on helping intellectual learners perceive various


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elements of a situation so as to stimulate their curiosity and imagination. (Smith & Ragan, 2005)

Part 2-Analysis Report

Part 2a: Description of the Need:

Part 2a.1: Needs Assessment Survey:

The following survey was given to 20 students who were going to be taking my unit of

instruction and learning about multiplication.

**This would be used as my pre-assessment to see how much the student actually knows

already**

Multiplication Survey

1. Do you know the definition of multiplication? Y N

2. Have you learned any multiplication before? Y N

3. Please solve the following problems:

0 X 3 =__________ Answer: __________

4. 1 X 7 = __________ Answer: __________

5. 2 X 8 = __________ Answer: __________

6. 3 X 5 = __________ Answer: __________

7. 4 X 4 = __________ Answer: __________

8. 5 X 6 = __________ Answer: __________

9. 9 X 9 = __________ Answer: __________

10. 10 X 5 = ________ Answer: __________

The first two questions ask the learner if they are familiar with multiplication and if they have


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used and understand multiplication before. Questions 3-10 actually have the learner attempt to

solve basic multiplication problems. I have a multiplication problem from each number group to

see if they know some or any of their multiplication tables. This way can veer my lessons to the

facts that most have struggled with.

2a.2 Results:

After looking over every quiz, I marked correct or incorrect on every question. The results are as

shown:

ALL RESULTS ARE BASED ON 20 STUDENTS AND 20 SURVEYS:

Questions YES/CORRECT NO/INCORRECT PERCENT CORRECT (%)

QUESTION 1 10 10 50

QUESTION 2 15 5 75

QUESTION 3 19 1 95

QUESTION 4 19 1 95

QUESTION 5 18 2 90

QUESTION 6 15 5 75

QUESTION 7 12 8 60

QUESTION 8 8 12 40

QUESTION 9 2 18 10

QUESTION 10 17 3 85

After reviewing the survey, the first problem I see is that some learners do not even know what it is

to multiply. The learner needs to have an understanding of the background of multiplication before

they can succeed with the process.

I was happy to see that 75% of my learners have learned multiplication before.

Question 1

Yes

No


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Then we get into the solving part of my survey. The learners seemed to know the real basics; like

multiplying by zero and one, but when it came to the harder facts, like multiplying by 4-9’s, they

were not as familiar or comfortable.

Question 3, 4, 5, and 10 were at 80% and above with the correct answer. Questions 6-9 were below

80% correction rate. When getting into the multiplication facts using numbers 4, 5, 6, 7, 8, and 9’s,

there was a lower success rate. I see that most my focus will be on the multiplication of these

numbers, in which the lower percentage success rate was seen.

2b1. Description of Learner Context:

The learners live in an urban to rural setting. The middle school consists of 500 students where 70%

of the population is on free or reduced lunching. The learning will take place in a classroom at Ridge

Middle School. The classroom will be set up in groups, each student having their own desk. The

teacher will be using the smart-board for many of the lessons throughout the unit. The teacher will

be walking around the room during lesson, making sure that the students are grasping the concept

being taught. The students will be required to complete an entrance pass, which has information that

was learned the previous day. In addition, the learner will be required to complete an exit slip, which

will be of information that was learned that day. The teacher uses these assessments in order to

comprehend the learners learning. The teacher is in her 6th year teaching at the same school in Math.

She is familiar with the learning environment and familiar with the students.

2b2: Transfer Context:

The learner will be able to use the skills that they require in the classroom to complete multiplication

facts. The learner will be able to use paper and pencil, smart board, and assessments to complete the

lessons. Mental math is also going to be required for this unit. The learner will also have to learn

and know the definition of multiplication and how we use it in our everyday lives. The classroom

teacher will be able to have students know and learn basic multiplication. The entrance and exit slips

can be used as reinforcements and assessments throughout the unit.

Outside of the classroom students will use multiplication in their everyday life all the time. When

tipping after eating at a restaurant, they will have to use multiplication, along with other math. In

many careers; baker, chef, contractor, doctor…etc…you will use multiplication every day in your

profession. Bakers have to know how to double and triple baking amounts and you can do this by

multiplying. Contractors or builders have to know the exact measurements of certain items so that

their design if exact.

2c: Description of Learners:

Question 2

Yes

No


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The classroom will consist of 20 5/6th graders in an urban setting, who is at or below average in

Math. There are 13 African American students, 5 Caucasian students, and 2 Hispanic students.

(Shown in the graph below are the demographics of the classroom.) The students will have access to

smart board and be able to learn and grow from lessons that are presented from it. As shown in the

survey, some students have not even seen or attempted multiplication. The classroom teacher will

have to have different teaching approaches for the levels that the students are at. All classroom

teachers are Ohio Certified in teaching Math.

2d: Task Analysis Flow Chart

Demographics

African Ameican

Caucasian

Hispanic

Students are introduced to the definitions in the chapter-multiplication, problem

solving, and word problems. They are also given a multiplication chart to look at

when trying to solve problems.

Students are following along with teacher as teacher is teaching the lesson.

The students are taking thorough notes on the handout that teacher provided.

After completing the lesson, the students will complete a few practice questions on

how to solve multiplication. They will work in groups coming up with the correct

answers.


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Part 3: Planning:

3a: Learning Objectives for Multiplication

Basic Math 1.1-Multiplying Whole Numbers, Part I (B)

1. Learner will use multiplication as a shortcut for addition.

2. Learner will interpret multiplication on the number line

3. Learner will be able to multiply by zero. 4. Learner will recognize and use the identity for multiplication.

Basic Math 1.2-Multiplying Whole Numbers, Part II (A)

1. Learner will be able to state the 100 multiplication facts from memory. (E.g. 1X1, 1X2,

1X3….2X1, 2X2, 2X3….3X1...and so on!)

2. Learner will be able to solve word problems involving multiplication of small whole

numbers.

Basic Math 1.3-Multiplying Whole Numbers, Part III (C)

1. Learners will be able to multiply any two whole numbers.

2. Learners will be able to solve word problems involving multiplication.

3. Learner will use multiplication to find areas. 4. Learner will use multiplication to figure out combinations.

After all groups have completed their work, they will get it approved by teacher and

start the homework problems. The homework will be completed on their own

. Teacher will answer any questions the students have before handing out the exit slip

for the day.


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3b: Objectives and Assessment Matrix Table

Learning

Objectives

Bloom’s

Taxonomy

Classification (b)

Format of

Classification(c)

Description of

Text Forms (d)

Sample Items (e)

A1 Knowledge Performance Short Answer Showing work

on worksheet

A2 Application Paper and Pencil Multiple Choice Post Test

Questions

B1 Application Paper and Pencil Multiple Choice Showing work

on worksheet

B2 Knowledge Performance Short Answer Showing work

on number line

B3 Application Paper and Pencil Multiple Choice Showing work

on worksheet

B4 Comprehension Performance Observation Showing work

on smart board

C1 Knowledge Performance Orally Showing work

mentally

C2 Solve Paper and Pencil Short Answer Showing work

on worksheet

C3 Application Paper and Pencil Short Answer Showing work

on worksheet

C4 Performance Observation at

board

Work problems

out on smart

board


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Part 3c. ARCS Table

ARCS Motivational Strategies Plan

Project Goal Statement: The students will be able to know and apply the definition of

multiplication. Students will use their prior knowledge of addition and subtraction to solve single-

digit multiplication problems.

ATTENTION A.1 Perceptual Arousal

Students will use prior knowledge (addition & subtraction) to get introduced to multiplication.

Students will know and learn the definition of multiplication. Students will see a video on the

steps of multiplication and how to complete problems.

A2. Inquiry Arousal

Teacher will ask students if they have used multiplication before and how they think they could

learn multiplication best

A3. Variability

Teacher will use technology; i.e. Smart boards, I pads, and relative computer programs

RELEVANCE R1. Goal orientation

Teacher will use needs assessment to learn the needs of the students. (Entrance and Exit Pass)

R2. Motive matching

Students will use math computer programs on their own, to learn and study multiplication.

R3. Familiarity

Students will relate back to the definitions they learned previously throughout the week

CONFIDENCE C1. Learning requirements

Students will see advanced multiplication problems that they will/should be able to solve at end

of unit

C2. Success opportunities

Students will be able to know and learn definition of multiplication. Students will be able to

solve single-digit multiplication problems and word problems using multiplication.

C3. Personal control

Students will be able to work at their own pace during each lesson. There will be a study table,

where the teacher can work one-on-one with student, if the student falls behind so that the

student can get back on target.

SATISFACTION S1. Natural consequences

Students will read chapter selection and have the vocabulary words for the lesson at hand that

day.

S2. Positive consequences


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Students will become more comfortable with math related computer program as well as

multiplication.

S3. Equity

Students will complete group work on single-digit multiplication problems and word problems.

Keller, J. M. (1987). The systematic process of motivational design. Performance & Instruction,

26 (9/10), 1-8.

Part 4. Instructor Guide

Outline for Instructor Guide

a. Introduction

1. Ask students how they learn new definitions best.

2. Tell students that they will be learning multiplication and multiplication word

problems this week. They will also learn the definitions that relate with

multiplication.

3. Tell students they will get to use math computer programs using multiplication on the

computers, iPads, and laptops.

4. Show samples of multiplication single-digit problems and word problems.

b. Body

1. Have students fill out KWL chart (what students KNOW about multiplication, what

students WANT to know about multiplication, and what the students LEARN about

multiplication—the “L” part of chart is to be completed at end of lesson.)

2. Students will be shown a smart board presentation of what the unit will be about and

the steps that are taken to complete the multiplication. Also, students will be shown a

time table which will help them with the process to help them complete single-digit

multiplication problems

3. Read each slide to the students

4. Day 1: Students will enter classroom and complete an entrance pass on prior

knowledge of addition and subtraction which will lead into multiplication.

Tell Students:

a. Have students follow along on smart board going over answers to

entrance pass.

b. Students will then take a few notes on the definitions that are involved

with multiplication.

c. Students will get an over view of what they will be learning

throughout the unit.

d. Students will see some examples of single-digit multiplication

problems.

e. Students will complete an exit slip of what was learned that day in

class.

5. Day 2: Students will be taking notes on multiplication single-digit problems and

attempt to complete some problems on their own.


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Tell students:

a. Students will enter classroom and complete an entrance pass, which will

cover information they learned the day before.

b. Students will follow along on smart board taking notes on that day’s

lessons and complete some examples.

c. After completing the lesson for the day, students will get to go onto

iPad and complete math related (multiplication) games and programs.

d. Teacher can track the student’s progress and see what they may need to

go over again or what they can move on from.

e. Students will complete the class with an exit slip with information they

learned that day on it.

6. Day 3: Students are becoming familiar with single-digit multiplication problems and

word problems.

Tell Students:

a. Students will enter classroom and complete an entrance pass, which

will cover information they learned the day before.

b. Students will follow along on smart board taking notes on that day’s

lessons and complete some examples. (multiplication word problems)

c. After completing the lesson for the day, students will get in groups and

complete word problems together.

d. After group work is complete, teacher will go over answers and any

questions that arouse throughout the lesson.

e. Students will complete an exit slip on information they learned in class

that day.

7. Day 4: Students will enter classroom and take the assessment on single-digit

multiplication and word problems.

Tell Students:

a. Students will enter classroom and complete the assessment for the

lessons that they learned during the week.

8. Conclusion

Day 5: Students will be put into stations and completing various activities that go

along with the information that was learned throughout the week on single-digit

multiplication and word problems.

Tell Students:

a. Students will enter classroom and complete an entrance pass, which

will cover information they learned the day before.

b. Students will be put into groups and then sent to a station to complete

an activity on multiplication.

c. Students will have to use mental math, know how to solve single-digit

multiplication problems, and word problems for stations.

d. Stations will take the 30 minutes to complete.

e. Students are informed that the following day assessments will be

graded and recorded later that evening.


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Part 5. Learner Context

Part 5a. Learning Materials

Name: ________________________ Date: ___________________

Task List

1. Students when you walk into classroom please pick up a note sheet and sit with your

assigned group.

2. Please fill in your goal for the day that is on the board.

3. Follow along with the lesson.

4. Complete the problems example problems that are on your note sheet.

5. Complete the homework problems and bring in tomorrow.

Learning Material Purpose and Specified Application Task List To give the students a sequential list of the

necessary tasks for this project. A list of the

required components of this unit. To be

given to the learners while the instructor

conducts the introduction phase of the

lesson.

Task Analysis Flow Chart To give the students a visual list of the

necessary tasks for the unit. A list of the

required components of this unit. To be

given to the learners while the instructor

conducts the introduction phase of the unit.

Instructor Guide Given to the instructor

Part 5b. Formative/Summative Assessment Materials A formative assessment

https://docs.google.com/a/u.boisestate.edu/spreadsheet/gform?key=0Ap0s1AnzODoOdGFEbUY1

RVBGYTNHX0FvZHNYem90SEE&hl=en_US ) will be given at the end of the in-service in the

form of a questionnaire. This form was created in Google Docs and will provide

valuable feedback on the overall effectiveness of the instructional design.

A summative assessment

https://docs.google.com/a/u.boisestate.edu/spreadsheet/gform?key=0Ap0s1AnzODoOdGV6Y01fd

HhPMUwwNVhDMzZzXzVZVEE&hl=en_US ) will be given three months after the Unit on

Multiplication. This assessment is in the form of a questionnaire. This form was created in

https://docs.google.com/a/u.boisestate.edu/spreadsheet/gform?key=0Ap0s1AnzODoOdGFEbUY1RVBGYTNHX0FvZHNYem90SEE&hl=en_US

https://docs.google.com/a/u.boisestate.edu/spreadsheet/gform?key=0Ap0s1AnzODoOdGFEbUY1RVBGYTNHX0FvZHNYem90SEE&hl=en_US

https://docs.google.com/a/u.boisestate.edu/spreadsheet/gform?key=0Ap0s1AnzODoOdGV6Y01fdHhPMUwwNVhDMzZzXzVZVEE&hl=en_US

https://docs.google.com/a/u.boisestate.edu/spreadsheet/gform?key=0Ap0s1AnzODoOdGV6Y01fdHhPMUwwNVhDMzZzXzVZVEE&hl=en_US


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Google Documents and will provide data on the percentage of learners using Multiplication and if

the learning goal was met. It will also provide data on how many learners have transferred their

learning to subjects beyond math.

Part 5c. Technology Tool Justification The following technology tools were used to facilitate acheiveing the learning goal of this

unit.

Technology Tool Rationale Ipad The Ipad is designed to be highly collaborative and

facilitate instruction in the classroom. The Ipad is a

learning tool that the students can enjoy using and

excel on. The Ipad is highly engaging to the

students and is also enjoyable to use.

Smart Board A Smart Board is an interactive, wall-mounted

white board that merges the familiar blackboard

concept with the data retrieval, information-sharing

and storage attributes of a computer. The Smart

Board has helped to develop visual learners, while

supporting aural and logical thinkers. With a large

screen connected to a computer, a teacher can

project notes, videos, and websites - anything on a

computer screen. The screen can be manipulated

buy touch to move pages around or play videos.

Teachers and students can also draw on the screen

with their fingers and save the work.

YouTube-Cartoon on How to Solve Multiplication

This tool was used to focus attention and provide

background knowledge about Multiplication and the

steps to complete the process.


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Part 6a. Expert Review

My Expert Reviewer is my principal Mrs. Kinsey. She has been a principal for the past 7 years

and was a Math teacher before this. Mrs. Kinsey is very knowledgeable in all subject matters but

with her specialty in Math. She will be able to give me guidance and further my work in this

unit. I trust her opinion and will be curious to see what she says about my Math Unit.

Questions:

1. Did you enjoy the lesson?

2. Was the time allocated enough time to get the unit across including all the activities included?

3. Would you of used any other technology throughout the lesson?

4. Do you think the students will be able to engage in the lesson and be on task?

5. Are you the lessons coming across as effective?

6. Are there any changes you would make?

Part 6b. One-on-One Evaluation

One-on-One Evaluation:

The evaluator will work individually with three students, two with average ability and one with

below average ability. The evaluator will gather information to see how the learner reacts to

Math instruction and with computer/iPad technology.

Questions:

1. Were the instructions clear and easy to follow?

2. Were the lessons engaging and kept your attention?

3. Does the time allocated seem reasonable?

4. Do you think all students at all Math levels will be able to fully engage throughout the lesson?

5. Are the students likely to be interested in all the information and activities that are planned

throughout the lessons?

6. How clear is the message of the lessons?

7. How clear are the examples, illustrations, and demonstrations?


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Part 6c. Small Group Evaluation

Stage 2 Evaluation expands on stage 1.

A group of three to five 5th-6th grade students from the target school, some of whom have never

learned anything about multiplication, will sit down with me and go through a "mock" lesson

which will follow the design plan. The students will allow feedback pertaining to how

effectiveness and ease of the following lesson's instructions as well as the level of difficulty of

the material and time allocated. Students will make sure the material being presented is not too

difficult for the half hour session. The students will also provide feedback on whether the lessons

will grasp the attention of the students in their age-group and at the level of multiplication they

know.

Questions:

1. Did the time allocated seem reasonable to go through the lesson at a speed that everyone will

learn from?

2. Is the material easy to follow and comprehend?

3. Do the activities line up the lessons and are they engaging enough to keep the students

attention?

4. Is the material presented in a manner that all the students will be on task?

5. Did the students enjoy the lesson?

Part 6d. Field Trial

For a larger scale instructional design a field trial is necessary. In this case revisions

would initially be made to the instruction based on the information gathered in the small group

evaluation. The purpose of the field trial is to ensure that the revisions made as a result of the

small group evaluation are effective; to become aware of any problems that might develop in a

real instructional setting; and to be able to say with certainty that the instructional design is effective.

The field trial will take place after the first class of students attends the lessons. Directly

following the lesson, students will be asked to complete a survey will they will answer questions

about the effectiveness and comprehension of the lessons. Also, it will ask them how this lesson

will keep their attention and the usefulness of the lesson. Lastly, they will be asked if the time

allocated was enough time for the material being presented.

Questions:

1. Were the instructions clear and easy to follow?

2. Did the time allocated seem reasonable for the lessons being taught?


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3. Did you feel that you benefited from the lesson at hand?

4. Was the material presented useful? If so, how?

5. Did you enjoy the lesson?

6. What could I have done differently with this lesson to really catch your attention?


Part 7a. Evaluation Survey or Rubric

The form https://docs.google.com/a/u.boisestate.edu/spreadsheet/gform?key=0Ap0s1AnzODoOd

DFzNEVlMWxIZFRuX19uOHJlYzlTUVE&hl=en_US#edit) created for the SME to complete

was designed to ensure the instruction is:

· Effective

· Efficient

· Interesting/Motivating

· Usable

· Acceptable

It was created in Google Docs and asks relevant questions covering each of the above

areas. The form was emailed to the SME along with a copy of this report.

Part 7b. Report the Results of the Expert Review

The reuslts of the SME’s evaluation were useful in evaluating the overall instructional

design. The results are divided into three categories: Revisons that should be made immediately,

questions on collection of data; and suggestions that should be ignored.

Immediate Revisions

Mrs. Kinsey said that some of my objectives were to challenging to put in the beginning

of the unit. She said that I should start off with my basics; definitions and examples of

multiplication, and then move onto the more challenging material further in the unit. I agree

with her after looking into my objectives. She also suggested to use technology right at the

beginning of the unit, instead of waiting until further into the lessons. She said that, “this would

grab their attention immediately!”

Questions on Collection of Data

Mrs. Kinsey had one recommendation in the area of data collection. She suggested an

additional follow-up questionnaire at either six or nine months be administered to the learners.

Mrs. Kinsey felt this would be necessary to ensure that the instruction was successful.

Suggestions that Should be Ignored

Mrs. Kinsey offered no suggestions that should be ignored.

Overall the results of the SME evaluation indicated that the learner materials were clearly

written, user friendly and followed a clear, concise step-by-step process. Mrs. Kinsey felt the

ARCS Motivational Stratgies Plan used effective strategies for motivation.

https://docs.google.com/a/u.boisestate.edu/spreadsheet/gform?key=0Ap0s1AnzODoOdDFzNEVlMWxIZFRuX19uOHJlYzlTUVE&hl=en_US#edit

https://docs.google.com/a/u.boisestate.edu/spreadsheet/gform?key=0Ap0s1AnzODoOdDFzNEVlMWxIZFRuX19uOHJlYzlTUVE&hl=en_US#edit


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Part 7c. Comments on Change

The SME recommended two changes to the instructional design. The first

recommendation was to change the order of some of the objectives listed. The SME felt some

were to difficult to have at the beginning of the unit and to move them to the end. When we met

face-to-face, we discussed this point in greater detail. We agreed that it would be benefical for

the learners to learn some of the objectives towards the end of the unit.

The second recommendation was to use technology and have the students using

technology at the beginning of the unit instead of the middle and end. I agree that this will grab

the attention of the students and make the “want” to learn greater.

The information I received from both the SME Evaluation form and face-to-face meeting

was invaluable. The recommedations made by Mrs. Kinsey will strengthen my instructional

design and make it more beneficial for the learners.

Part 8. ACET Standards Grid

The following standards, developed by the Association for Educational Communications and

Technology (ACET), and used in the accreditation process established by the National Council

for Accreditation of Teacher Education (NCATE), are addressed to some degree in this course.

The numbers of the standards correspond to the numbers net to the course tasks show on the list

of assignments. Not all standards are addressed explicitly through student work.

Assignments Meeting Standards in Part or Whole

Standard 1: DESIGN

1.1 Instructional System Design

(ISD)

X ID Projects 1 & 2

1.1.1 Analyzing X ID Project 1

1.1.2 Designing X ID Projects 1 & 2

1.1.3 Developing X ID Projects 1 & 2

1.1.4 Implementing X ID Project 2

1.1.5 Evaluating X Selected Discussion Forums; ID Project 2

1.2 Message Design

1.3 Instructional Strategies X ID Project 2

1.4 Learner Characteristics X ID Project 1

Standard 2: DEVELOPMENT

2.0 (Includes 2.0.1-2.0.8) X ID Project 2

2.1 Print Technologies X Reading Quiz; ID Projects 1 & 2

2.2 Audiovisual Technologies

2.3 Computer Based

Technologies

X All Assignments

2.4 Integrated Technology


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Standard 3: UTILIZATION

3.0 (Includes 3.0.1 & 3.0.2

3.1 Media Utilization X All Assignments

3.2 Diffusion of Innovations

3.3 Implementation and

Institutionalization

X ID Project 2

3.4 Policies and Regulations

Standard 4: MANAGEMENT

4.0 (includes 4.0.1 & 4.0.3)

4.1 Project Management

4.2 Resource Management

4.3 Delivery System

Management

4.4 Information Management

Standard 5: EVALUATION

5.1 Problem Analysis X

5.2 Criterion-Refrenced

Measurement

X ID Project 2

5.3 Formative & Summative

Evaluation

X ID Project 2

5.4 Long-Range Planning

ACET STANDARDS (APPLICABLE TO EDTECH 503)

1.0 Design

1.1 Instructional Systems Design

1.1.a Utilize and implement design principles which specify optimal conditions for learning.

1.1.b Identify a variety of instructional systems design models and apply at least one model.

1.1.1 Analyzing

1.1.1.a Write appropriate objectives for specific content and outcome levels.

1.1.1.b Analyze instructional tasks, content, and context.

1.1.2 Designing

1.1.2.a Create a plan for a topic of a content area (e.g., a thematic unit, a text chapter, an interdisciplinary

unit) to demonstrate application of the principles of macro-level design.

1.1.2.b Create instructional plans (micro-level design) that address the needs of all learners, including

appropriate accommodations for learners with special needs.

1.1.2.d Incorporate contemporary instructional technology processes in the development of interactive

lessons that promote student learning.

1.1.3 Developing

1.1.3.a Produce instructional materials which require the use of multiple media (e.g., computers, video,

projection).


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1.1.3.b Demonstrate personal skill development with at least one: computer authoring application, video

tool, or electronic communication application.

1.1.4 Implementing

1.1.4.a Use instructional plans and materials which they have produced in contextualized instructional

settings (e.g., practicum, field experiences, and training) that address the needs of all learners, including

appropriate accommodations for learners with special needs.

1.1.5 Evaluating

1.1.5.a Utilize a variety of assessment measures to determine the adequacy of learning and instruction.

1.1.5.b Demonstrate the use of formative and summative evaluation within practice and contextualized

field experiences.

1.1.5.c Demonstrate congruency among goals/objectives, instructional strategies, and assessment measures.

1.3 Instructional Strategies

1.3.a Select instructional strategies appropriate for a variety of learner characteristics and learning

situations.

1.3.b Identify at least one instructional model and demonstrate appropriate contextualized application

within practice and field experiences.

1.3.c Analyze their selection of instructional strategies and/or models as influenced by the learning

situation, nature of the specific content, and type of learner objective.

1.3.d Select motivational strategies appropriate for the target learners, task, and learning situation.

1.4 Learner Characteristics

1.4.a Identify a broad range of observed and hypothetical learner characteristics for their particular area(s)

of preparation.

1.4.b Describe and/or document specific learner characteristics which influence the selection of

instructional strategies.

1.4.c Describe and/or document specific learner characteristics which influence the implementation of

instructional strategies.

2.0 Development

2.0.1 Select appropriate media to produce effective learning environments using technology resources.

2.0.2 Use appropriate analog and digital productivity tools to develop instructional and professional

products.

2.0.3 Apply instructional design principles to select appropriate technological tools for the development of

instructional and professional products.

2.0.4 Apply appropriate learning and psychological theories to the selection of appropriate technological

tools and to the development of instructional and professional products.

2.0.5 Apply appropriate evaluation strategies and techniques for assessing effectiveness of instructional and

professional products.

2.0.6 Use the results of evaluation methods and techniques to revise and update instructional and

professional products.

2.0.7 Contribute to a professional portfolio by developing and selecting a variety of productions for

inclusion in the portfolio.

2.1 Print Technologies


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2.1.3 Use presentation application software to produce presentations and supplementary materials for

instructional and professional purposes.

2.1.4 Produce instructional and professional products using various aspects of integrated application

programs.

2.3 Computer-Based Technologies

2.3.2 Design, produce, and use digital information with computer-based technologies.

3.0 Utilization

3.1 Media Utilization

3.1.1 Identify key factors in selecting and using technologies appropriate for learning situations specified in

the instructional design process.

3.1.2 Use educational communications and instructional technology (SMETS) resources in a

variety of learning contexts.

3.3 Implementation and Institutionalization

3.3.1 Use appropriate instructional materials and strategies in various learning contexts.

3.3.2 Identify and apply techniques for integrating SMETS innovations in various learning contexts.

3.3.3 Identify strategies to maintain use after initial adoption.

4.0 Management

(None specifically addressed in 503)

5.0 Evaluation

5.1 Problem Analysis

5.1.1 Identify and apply problem analysis skills in appropriate school media and educational

technology (SMET) contexts (e.g., conduct needs assessments, identify and define problems,

identify constraints, identify resources, define learner characteristics, define goals and objectives

in instructional systems design, media development and utilization, program management, and

evaluation).

5.2 Criterion-referenced Measurement

5.2.1 Develop and apply criterion-referenced measures in a variety of SMET contexts.

5.3 Formative and Summative Evaluation

5.3.1 Develop and apply formative and summative evaluation strategies in a variety of SMET contexts.

SMET = School Media & Educational Technologies


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