Chris Mason March 23, 2012 Ed Tech 503 4173

Table of Contents

Reflective Synthesis Paper Part One Topic 1a. Stated Learning Goal 1b. Description of Audience 1c. Rationale Part Two Analysis Report 2a1. Needs Assessment Survey 2a2. Needs Assessment Data 2b1. Learning Context Description 2b2. Transfer Context Description 2c. Description of Learners 2d. Task Analysis Flow Chart Part Three Planning 3a. List of Instructional Objectives 3b. Objectives Matrix Table 3c. ARCS Table Part 4 Instructor Guide Instructor Guide Part 5 Learner Content 5a. Learning Materials 5b. Formative and Summative Assessment 5c. Technology Tool Justification Part Six Formative Evaluation Plan 6a. Expert Review 6b. One to One Evaluation 6c. Small Group Evaluation 6d. Field Trial Part Seven Formative Evaluation Review 7a. Evaluation Survey 7b. Experts Review 7c. Comments on Change Part Eight AECT Standards AECT Standards

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Synthesis/Reflection Paper Instructional design a complex and challenging process. It takes a lot of time and there are many important steps that need to be completed in a specific order. It is clear to me that building a house would be a great metaphor for designing instruction. When people decide that they want to build a house there are many things they need to consider before the building process begins. One of the first considerations is what kind of house to build and who will build it. Instructional designers must make a similar decision. They must decide what theory or model they will use. Home builders also have to think about what their needs are (does the house need a furnace and/or air conditioning? How many bedrooms are required? Do they need a garage?). This is comparable to designing instruction. You need to analyze the environment and the learners before you can begin to design the instruction. You need to identify what the needs of your learners are. After the analysis is completed, designers of instruction and home builders must design their project. They need to consider all of the needs that were discovered and build those into the plan. Next, they will begin to build. The instructional designer will create the content and learning materials. Finally, the people move into their new house and they monitor and evaluate their house to ensure that everything works and functions as it should. The final steps of the instructional design process consists of the learning plan being implemented and changes being made were necessary to the plan. This process has deepened my understanding of how to create goals. I was not aware of how tedious the process is. I did not realize that there was so much analyzing and assessing. As a teacher, I have implemented learning plans where I have been provided the outcomes and indicators and nothing else. The process was similar, but I never had to create the learning goals or objectives. I found that it gave me a deeper understanding of what the students needed to know and be able to do. Creating goals that were specific, measureable, attainable, relevant, and time sensitive. The process of creating learning goals was new for me and it took me out of my comfort zone, but I know that was very beneficial for me. Developing the instructional guide for the facilitator was a practice that I have an abundance of experience. I have been creating learning plans for thirteen years. The process that we used by Smith and Ragan was unfamiliar to me. I did not think that it was an easy process for a facilitator to follow. It will help me to improve my own learning plans. I will ensure that I include more detail when I am planning. I was very familiar with differentiated instruction. It is a process that I always implement when planning learning plans. It is more work initially, but it saves time and is very beneficial to all students in the end. Planning the instructional guide was the segment of this development that I had the most experience in and that I was the most confident with. ARCS model and the motivational aspect of instruction design extends further into the learning plan than I was aware. I thought it was set at the beginning of the learning plan and then was not attended to again. I was not aware of how deep motivation runs in a learning plan. It is now clear to me that motivation should be tied to the students success, competence and effort. It was also interesting to see the ties between differentiated instruction and ARCS model. Students

motivation is tied to their ability to do the work, their interests, and their learning style. I will continue to apply the ARCS Model Guide for the learning plans that I develop in the future. The components of the guide will ensure that I meet the needs of all my students throughout the learning plan and after its completion. Learning about the design process will help with my current position as an administrator of an elementary school. Many of the decisions that are made at schools are made using the same process as ADDIE. Administrators and staff must identify the needs in the school and the time frame to implement a solution. They must then come up with the framework or plan. They then gather all the resources need. Next they put the plan into motion. Finally, they must evaluate the effectiveness of their plan and make changes as necessary. This is the same with designing instruction. Going through the process will help me to be more thorough and to seek assistance and collaboration with colleagues and supervisors. This class and the process of designing instruction will also benefit me for an idea I will be implementing during the next school year. I plan on providing professional development modules for my staff. I am going to demonstrate practical ways to integrate technology into their learning plans. We have an abundance of technological tools at our disposal in my school. I assumed that the teachers at my school were taking advantage of those opportunities and our good fortune. They are not using the technology because they do not know how to use it. They are not comfortable with the technology. They want to learn how to use it. I will use the design process we studied in this class to help me create the modules for my staff. This will be one of the most practical and beneficial uses of this class for me. I feel that I have a strong grasp on instructional design. The understanding that I have will allow me to actualize what I have learned in my job. Wiggins and McTighe define the act of understanding as being able to teach it, use it, prove it, connect it, explain it, defend it, [and] read between the lines (p. 82). I feel that my understanding is strong because I have accomplished all of those during this class with instructional design. One of the most powerful ideas that sums up what I learned is that I will continue to challenge my assumptions about what knowledge is and how we acquire it. I will heed the words of Smith and Ragan (2005) when they say that old and new assumptions will be considered reflectively, not retaining old assumptions because they are comfortable nor accepting new assumptions because they are popular (p. 368). Ragan, T.J., & Smith, P.L. (2005). Instructional design third edition. Hoboken, NJ: John Wiley & Sons, Inc. Wiggins, G., & McTighe, J. (2005). Understanding by design. expanded 2nd edition. Alexandria, VA: ASCD.

Part One - Topic 1a. Stated Learning Goal Fifth grade students will create a book review pod cast using Audacity and display it on their blog. 1b. Description of audience The learners for this instructional design are in a fifth grade classroom. They attend school at Prairie View School in Dalmeny, Saskatchewan. Prairie View School is a rural school which serves students from Kindergarten to grade six. There are 270 students who attend Prairie View School. 1c. Rationale There are several important reasons to create this instructional design for our school. First, a goal of our school has been to find innovative ways to implement technology into our learning plans. We also have a renewed curriculum that is being implemented in our province. Our staff is looking to apply technology into our new curriculum. There are two technological tools which the students will use for this project to enhance their communication skills: blogs and Audacity. Second, creating book review pod casts will be a new activity for our students. They will have the ability to share their book review with their peers through a new means. They will be able to discover books they have not read and provide their feedback of the book to their peers. Finally, this instructional design will cover two outcomes: CR 5.1 - Analyze and respond to a variety of grade-level texts; CC 5.1 - Compose and create a range of visual, multimedia, oral, and written texts. This will be an engaging activity for the students and a way for teachers to include technology in a meaningful way in their learning plans. This instructional design will be a combination of 95% supplantive strategy and 5% generative strategy. The students will mainly be following the instruction of the teacher. The teacher will provide examples, checklists, and will facilitate the instruction so that the students have the required skills and knowledge to complete the task. There is limited generative strategy involved in this instructional design. The students will have the ability to make their own choice on which book they wish to read. The major instructional strategy which this instructional design is procedural. Procedures tell us in what order certain steps should be taken (Smith and Ragan p. 81). Procedures have a definitive process and what is expected is clearly outlined. Procedures may have one or more sets of steps to follow. Smith and Ragan (2005) also state that a relatively supplantive, didactic, expository approach, rather than a highly generative discovery approach seems to be best for teaching procedures. My instructional design can be characterized as the instructional strategy procedure. The students will be following the steps of how to write a paragraph, record with audacity, and upload their

information onto a blog. The goals are mainly an application of procedures. The learners are essentially learning a process to complete a task. There will be benefits of learning the procedure. The students will learn how to deliver a message in a different way and they will receive and provide feedback in a new and interesting way. They will have the ability to use technology for other purposes. They will also practice creating paragraphs. Part Two - Analysis Report 2a1: Needs assessment survey I know this and I can show someone else 9 10 9 5 16 10 12 20 0 0 0 0 0 25 12 I think I know this and I can do this 16 13 14 15 9 13 13 5 0 0 5 0 0 0 13 Yes 25 23 22 25 19 19 22 I have not done this before; it is new to me 0 2 2 5 0 2 0 0 25 25 20 25 25 0 0 No 0 2 3 0 6 6 3

Do you know how to write a paragraph? Do you know how to write an introductory sentence? Do you know how to write a closing sentence? Do you know what a hook is? Do you know what a setting is? Do you know what a plot is? Do you know what a personal connection is? Do you know how to edit writing? Do you know how to use Audacity to record your voice? Do you know how to use Audacity to export and MP3 file? Do you know how to create a blog post? Do you know how to insert an audio file in a blog post? Do you know how to insert an image file in a blog post? Do you know how to respond to a blog post? Do you know what a reflection is?

Do you have a computer at home? Are you allowed to use the computer at home? Do you enjoy using computers at home? Is your computer at home connected to the Internet? Do you play games on the computer? Do you use the computer at home for homework? Do you enjoy reading?

2a2: Needs assessment data

The students were provided with a paper survey. The instructor tabulated the results. The questions that were asked in the survey would provide the instructor with a snap shot of the skill level of the students for this instructional design project. There are many important skills that need to be performed at an independent level in order for the students to be able to complete this learning plan. The answers provided by the students would allow the instructor to know how they would need to differentiate their learning plan in order to ensure each student experiences success. It also allows the instructor to know where each student enters this learning plan. Hence, they will know how much time to allow for the learning plan. The graphs on the previous page highlight three important skills. These skills include knowing how to write a paragraph, how to use Audacity, and how to create a post on a blog. These were deemed the most important skills by the designer and the content expert. These skills would also take the most time to facilitate with the students if they had no previous experience with them. The students all had experience writing paragraphs and felt they knew how to complete this activity. This activity would take minimal time to facilitate with the students. There are more in-depth skills that would have to be reviewed or introduced (such as hook and closing sentence). The students had not been introduced to Audacity. It would be a new tool for the students to learn how to use. There would need to be considerable time spent learning how to use Audacity. Finally, the students have had some experience with creating a blog post. Five students thought they knew how to do this. Twenty students were new to creating blog posts. The instructor would be able to utilize the knowledge of the five students who had experience with the rest of the class. 2b1: Learning context description One of the goals of the school where the instructional design will be used is implementing technology in meaningful ways to meet the needs of the twenty first century students. The school has invested a significant percentage of their budget towards upgrading our technology. The students and teachers have excellent technological tools at their disposal. High speed Internet is readily available throughout the school and there is ample time to use the technology available. The software is very current and the capability to access funds for technological resources is available. There are a pod of five computers in each classroom in addition to the thirty computers in the computer lab. The library also has eight computers available for student use. Each classroom is equipped with a SmartBoard. Audacity has been downloaded on each computer in the school. The school discussed their goal with the School Community Council and received overwhelming support. Each member of our school community can see the need to prepare our students for the world of technology that we live in. The teachers using this I.D. are quite comfortable with technology. They are comfortable with change and see themselves as facilitators. These teachers use technology on occasion. These teachers are new to this content and the grade level. There is a renewed curriculum that is being implemented in the province where this instructional design is being delivered. It has a greater emphasis on the use of technology. The group that will be a part of this instruction is in the same building. The classes are not accustomed to an abundance of group work and have predominantly been information receivers. The education community and school system places a priority on student achievement and engagement.

2b2: Transfer context description The skills and knowledge that the students will gain from this instructional design will be of use in many ways to the students. The central skill that students will learn through this activity is communication. They will learn a variety of ways to communicate. The students will discover how to communicate in several different ways. They will learn how to record their voice digitally and upload it to the Internet. If a student is interested in music or manipulating audio files for entertainment purposes (sound effects, radio, Internet podcasts, etc.). They will also learn how to share their thoughts through a blog post. They will provide feedback for their peers book review pod cast. These forms of communication will help the students to share ideas or solve problems on-line for questions they have regarding homework or hobbies. They will have the ability to create blogs that focus on areas of interest to the students. The book review will help the students find books that they may be interested in reading. The book reviews will allow students to hear about books that they may not have had the opportunity to discover. It may lead to an increased interest in reading on the part of the students. It will also help them to avoid books that do not fit their interest level. 2c: Description of Learners The students who will be participating in this instructional design are ten, eleven, and twelve years old. They attend Prairie View School and are in a grade five classroom. The ethnic background of the students in grade five consist of 80% Caucasian, 16% First Nation, and 4% Asian according to the school data information system. 56% of the students are females and 44% of the students are males. At school, the students have been exposed to some technology through their teachers learning plans. They have used a keyboarding program called All The Right Type. They have explored Kid Pix. They have located information on the Internet. They have also created some projects using PowerPoint and Word. They have learned about reliable resources on the Internet in grade five and they have built an inquiry page using Wikispace. At home, many of the students have used a computer. Every student has a computer in their house. There were only two students who did not use their home computer. One student did not enjoy using their home computer. All the familys had a computer that was connected to the Internet. Nineteen students had used the computer to complete their homework and play games on the computer. Twenty two students enjoy reading.

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2d: Task Analysis Flow Chart

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Part Three - Planning 3a: List of instructional objectives 1. The students will read and comprehend a book at their reading level 2. Students will write paragraphs using the paragraph writing model of one introductory sentence, three body sentences, and one closing sentence 3. The students will write an introduction, explanation, connection and summary paragraph of a book at their reading level 4. The students will write a paragraph to explain a personal connection of a book at their reading level 5. The students will edit their writing 6. The students will record their book review using Audacity and export as an MP3 7. The students will speak with clarity and appropriate volume 8. The students will create a blog post and insert an audio and image file 9. The students will respond to three student's blogs 10. In their blog, students will write a reflection on the strengths and weaknesses of their work after reviewing their peers blogs. 3b: Objectives matrix table
Learning Objectives 1 2 3 4 5 6 7 8 9 10 Application Application Evaluation Evaluation Performance Performance Performance Performance Rubric Checklist Checklist Rubric Blooms Taxonomy Classification Comprehension Application Evaluate Comprehension Analyze Application Format of Assessment Paper and pencil Paper and pencil Paper and pencil Paper and pencil Paper and pencil Performance Description of test form Rubric Rubric Rubric Rubric Rubric Checklist Sample items

Summarize book by writing a book review Apply rules for writing paragraph while writing book review Evaluate the book when writing book review Connect to the book when writing book review Examine book review for errors Use Audacity to record book review and then export with a computer Produce the book review using Audacity Use a blog website to create a new post Critique a peers book review by leaving a comment on their post Evaluate students own book review by leaving a comment on their post

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3c: John Kellers Motivational Categories of the ARCS Model Categories & Subcategories ATTENTION A.1. Perceptual arousal What can I do to capture their interest? The teacher will have a discussion/brainstorming session with the students about where they find interesting books to read. How can I stimulate an attitude of inquiry? The students have the freedom to read the book of their choice. The students will be encouraged by the teacher to read a book that is of interest to them or a book that may answer questions that they are wondering about. How can I maintain their attention? The students attention would be maintained because they are discussing a book in which they chose to read. They may also be interested in learning how to use new technological tools to present their book review. Process Questions

A.2. Inquiry arousal

A.3. Variability

RELEVANCE R.1. Goal orientation How can I best meet my learners needs (How do I know their needs?) The teacher will provide continuous monitoring of student progress throughout each step of the learning plan. They teacher will also offer feedback to the students. How and when can I provide my learners with appropriate choices, responsibilities, and influences? The students readiness level would be considered. The students will also be provided with a rubric for the assignment. The students will know exactly what is expected of them. The students will also be provided with an example of a book review podcast as a model for their project. How can I tie the instruction to the learners experiences? They will have the choice to read a book that is of interest to them. They will have to discuss a way in which they were connected to the book in their book review podcast.

R.2. Motive matching

R.3. Familiarity

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CONFIDENCE

C.1. Learning requirements

C.2. Success opportunities

C.3. Personal control

How can I assist in building a positive expectation for success? The teacher will provide exemplars, monitor the class during the activity, and provide step by step instructions to complete the activity. How will the learning experience support or enhance the students beliefs in their competence? The students will gain confidence in their competency because they will be provided with continuous feedback and instruction that ensures the completion of each procedure. The rubric will clearly identify the levels of success that the students can aim to achieve. How will the learners clearly know their success is based on their efforts and abilities? The teacher will provide a clear roadmap of exactly where the students are going and how they will get there. The students will know exactly what is expected of them and how they can achieve the best possible mark. This is provided through the rubric, step by step instruction, and teacher feedback.

SATISFACTION S.1. Natural consequences How can I provide meaningful opportunities for learners to use their newly acquired knowledge/skill? The students will provide a reflection of their own work and three of their peers work after the book review podcasts are completed. The students will also have new tools to present knowledge they have gained. What will provide reinforcement to the learners successes? They will receive positive feedback from their peers on their book review podcast. They will have formative (monitoring) and summative (rubric) feedback from their teacher. They will also reflect on their successes during the project. How can I assist the students in anchoring a positive feeling about their accomplishments? The teacher has provided clear expectations for the students. The teacher will then mark each students work with the rubric that was provided to the students. The teacher will also post one positive statement on each students blog.

S.2. Positive consequences

S.3. Equity (Keller, 1987, p. 2)

Keller, J. M. (1987). The systematic process of motivational design. Performance & Instruction, 26 (9/10), 1-8.

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Part Four Instructors Guide

Introduction

Active Attention or Attention Gain

The students will brainstorm ways to discover good books. The teacher will make a list of the ways on the board. The students will share their answers. Establish Purpose The students will be informed that they are going to create book podcasts. The will be told that the reason that the book podcasts will be created is so the students have method of discovering new books that may be of interest to them. They will also create the book podcast as a way to connect and demonstrate comprehension of the book they have read. Arouse Interest and Motivation The students will discover how to use new forms of technology. They will be able to use these forms of technology in many other content areas. The students will be informed that they will be able learn how to: 1. create an audio file using Audacity 2. upload an audio file onto their blog 3. upload The students will also have the ability to chose the chapter book that they want to read. They will ensure that the chapter book is appropriate for their reading level and content(some students may not be able to complete a chapter book so the teacher can differentiate the task by asking the student to complete a book of a different length or they can listen to a book; the theme of the book can be dependent on the content area being studied at the time of the task and student interest will be considered). Preview the Learning Activity The students will be told that they have three weeks to complete a chapter book of their choice. The students will be encouraged to read a book that may answer questions that they are wondering about or an area they are interested in. The teacher will hand out the book podcast rubric and checklist. Body Recall Relevant Prior Knowledge The students will begin to work on their review. They will be reminded that they need to include the following paragraphs in their book review:

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introduction - which will include the title, author, genre, and hook characters and setting provide plenty of detail plot an interesting and detailed summary of the main events student connection an explanation of how the student connected to the story summary - well summarized paragraph with information on who may enjoy this book Process Information and Examples Then the teacher will provide the students with examples of book review podcasts created by other students. The podcasts will be examples of podcasts that did well according to the rubric provided. Focus Attention The students will brainstorm ideas for the book they chose to read. Employ Learning Strategies The students will begin to write their book review. They will work through the writing process (write draft, revise, good copy). They will use the writing skills that they already possess. Practice The students will help edit each others book reviews. After they have finished their book review they will then practice their book review orally. Provide Feedback The teacher will be circulating throughout the class continuously providing informative feedback to the students as they complete their task. Conclusion Summarize and Review The students will record their book review orally using Audacity. They will create an audio file that will be uploaded to their blog. The students will also take a picture of their book cover with a digital camera. Transfer Learning The students will create a blog post. They will upload their audio file and their image file onto their blog post.

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Remotivate and Close Each student will review three of their peers book review podcasts and provide feedback to those students. They will provide one positive statement regarding their book review. They will also provide a reason as to why they would be interested or why they would not be interested in reading their book. Assess Learning The teacher will mark each students book review podcast using the rubric. The teacher will provide feedback to each student through the rubric and by posting a positive remark on their blog. Feedback and Seek Remediation Finally, the students will provide a reflection on their blog post of their book review podcast. They will discuss one thing that they would change and one thing they think they did really well.

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Part Five Learner Content 5a: Learner Material

Creating the Book Review on the Blog

Upload Image File:
1. 2. 3. Log onto our blog Click on the button at the top of the page that says New Post Enter the name of the post at the top of the page. Please title your post with the title of your book and then your name. The same format as the following: The Mouse and The Motorcycle Book Review by C. Mason Next, click on the word image to insert an image file onto your post. Add the image from your files by clicking on the words From Computer at the top of the new window Left click on the button that says select files Locate the file and click on the open button Align the picture to the left by clicking on the radio button in front of word left Click the button that says insert into post

4. 5.

6. 7. 8. 9.

Upload Audio File:

1. 2. Click on the word audio to insert an audio file onto your post. Add the audio from your files by clicking on the words From Computer at the top of the new window Locate the file and click on the open button Ensure that the radio button in front of the words Embedded Audio Player is highlighted by left clicking in the radio button. Click on the word publish on the left side of the screen to finish your book review post.

3. 4.

5.

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Steps for Using Audacity

Please ensure that you have practiced your book review MANY times before you record it. This will help your book review sound awesome! 1. 2. 3. 4. 5. 6. 7. Turn on the computer Log into the computer with your username and password Left click on the start button. Left click on All Programs Left click on Audio Production Then left click on Audacity Plug the headphones into the computer and put them in a comfortable position on your head. When you are ready to a read your book review, left click the red button at the top of the page. When you have completed your story left click the button with the yellow square on it. Then left click on the file button at the top of the page. Left click on the Export as MP3 button. Give the audio file the File Name: book review left click on the save button. It may say Are you sure that you want to save the file as MP3? Left click yes Left click yes on the next window that pops up. You are finished

8.

9. 10. 11. 12. 13. 14. 15. 16.

If you ever make a mistake, left click the stop button, then left click the edit button at the top of the page, finally left click the undo record button. This way you will be able to start again. It is the only way to fix your mistake.

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5b: Formative and/or Summative Assessment Materials

Book Review Podcast Assessment

Name ____________________________________________ 4 3 2 1

Interesting presentation Introduction: (title, author, genre)

Wow! Sounds like a cool book! Im listening! Way to start with a bang! You included the title, author and genre. Well organized and informative. You provided lots of interesting information about the books main events/ideas & some important details. Yes! You really related to the book. Your connections were clearly stated and beyond surface level. Well-summarized & good closing. You really wrapped up it up. You told who would be interested in your type of book Fast enough, loud enough & you sounded enthusiastic.

Good introduction. It just lacks that spark of excitement. Some of the required information is missing. Mostly organized & informative. You provided lots of detailed information about the book.

Summary (Include: setting, characters and plot).

You forgot to tell us something important, but you did try to introduce it. Most of the required information is missing Somewhat organized. Lacks detailed information

What introduction? Needs a lot of work.

Connections

Conclusion and Recommendation

Yes, you connected to the book. Your connections need to be more clearly stated Mostly well-done. You told who would be interested in reading your book.

You connected to the book. Your connections need to be clear and beyond surface level. O.K. You told who might be interested in reading the book.

Did you read the book? Inappropriate content. Who are your characters? Im not sure I understand. Didnt connect to any part of the book.

No recommendation You didnt say who would be interested in the book. What? Couldnt hear you! Too fast (or too slow!)

Voice

Pace & volume were mostly good. Some enthusiasm detected.

You forgot a couple things that were supposed to be completed

Pace & volume could be improved. May have been somewhat rushed
You forgot several things and it made the review somewhat unclear

Components

You did everything you were supposed to.

You did not include many things. Please review what you need to complete

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Checklist for Book Review Podcast

Introduction: o title o genre o author Paragraph 2 o setting o characters Paragraph 3 o plot Paragraph 4 o connection to the story Paragraph 5 o Conclusion and Recommendation o COPS o You recorded your voice with Audacity o Picture for book Podcast
5c: Technology Tool Justification The students will be using several different technological tools to help them complete their task of creating a book review podcast. Our school is focusing on using technology more frequently during instruction. The students will have the ability to chose which book review podcast they

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want to listen to. They will also have the ability to provide feedback to their peers in a nonthreatening manner. Audacity will be used by the students to digitally record their book review. I decided to use Audacity because it is on all of the computers at our school and it is free. The students needed a way to record their voice digitally. The students need a tool to display their book review podcast. I chose to use kid blog (http://kidblog.org/home.php) because my students already had accounts set up. They were familiar with this site. They also needed to be able to comment on one of their peers book review podcast. They also needed to be able to reflect on their book review podcast. Part Six Formative Evaluation Plan 6a: Expert Review Subject Matter Expert My SME is a teacher who has taught grade five for eight years. She is currently a differentiated instruction and curriculum facilitator in our school division. She also has a lot of experience implementing technology. She is currently enrolled in a Special Education post graduate program. The materials will be submitted to my subject matter expert April 13. This will provide ample time for her to review the project. I will ask for her to provide me with the feedback by April 27. Some of the questions that I will ask my subject matter expert are: Does the goal align with provincial ELA goals? Is the material suitable for grade five students? Does the instruction meet the needs of the students? Does the assessment tool match the goals of the instruction? 6b: One to One Evaluation During this evaluation I would bring in two grade five students to test the learning plan with. I would also bring in a grade five ELA teacher for this evaluation. The one to one evaluation would be video recorded. This would be another way that I could observe how the learning plan unfolded. I would ensure that they had read a book of their choice. I would explain to the students and the teacher the purpose of the learning plan. I would share the rubric and checklist with the students. I would have them begin the writing process. After the completion of the writing process I would have the students go through the steps of using the technological tools required to complete this activity. The students would then listen to each others book review podcast and provide a reflection. Do you understand how the writing process works? Are the expectations of the rubric clear? Are there any steps missing from the checklist?

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Are the steps for using the technology clear? Are the book review podcasts a valuable tool for discovering new books? The teacher would be asked to go over the instructional design project. The teacher would be asked to share their feedback with the designer based on the following questions: Is the learning goal achievable in the given time frame? Are the tasks to be performed by the students appropriate for that grade level? Please suggest any changes you believe would ensure the learning goal was achieved.

6c: Small Group Evaluation Based on the information gathered in the one to on evaluation, I would make the necessary changes to the instructional. In the small group evaluation I would have a teacher and six grade five students present. I would also video recorded so that I may look back on the learning task to look for struggles and successes. The teacher would be asked to jot down questions and concerns as they watched me deliver the learning task. The teacher would be provided with a copy of the Instructors Guide. During this evaluation, I would be looking to see if the students had an easy time understanding what was required of them. I would be trying to observe where they struggled. Some of the questions that I would be reflecting on would include: Was the instruction completed in three hours? Were there common places in the instruction where the students struggled? Did the students understand the vocabulary? If there were struggles, how can that part of the instruction be tiered? Do the students score well on the rubric? I would again ask the teacher to provide feedback to me. They would be asked the following questions: Is the learning goal achievable in the given time frame? Are the tasks to be performed by the students appropriate for that grade level? Please suggest any changes you believe would ensure the learning goal was achieved. 6d: Field Trial The information received from the small group evaluation would allow the instructional designer to make the necessary changes to improve the plan. I would chose at three different teachers to perform the field trial. It would be beneficial if the people who field tested the instruction varied in experience. It would be valuable if a beginning teacher, a teacher new to this content, and a teacher with experience in this content and age group was able to facilitate this instruction. The time to facilitate this instruction would be an important aspect to be aware of. I would also want to see how well the students did on the assessment. I would also want to see to what degree the students were engaged in the instruction. It would be advantageous to video record this lesson.

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Some questions that I would want answered for the field test evaluation would include: Was the instruction easy to follow? How did the students perform according to the rubric? Were the students engaged in the instruction? Are there elements of the instruction that need to be differentiated? Are the skills and knowledge acquired by the students applicable to other situations? Part Seven Formative Evaluation Report 7a: Evaluation Survey Does the goal align with provincial ELA goals? Is the material suitable for grade five students? Does the instruction meet the needs of the students? Does the assessment tool match the goals of the instruction? Part 7b. Experts review Does the goal align with provincial ELA goals? This instructional design project follows the English Language Arts goals, because the ELA Curriculum focuses on five different contexts and five different types of units. This activity could fit under any of the five contexts. The instructional design project created by Mr. Mason encompasses several of the outcomes in the English Language Arts Curriculum. Is the material suitable for grade five students? The content is at an appropriate readiness level for grade five students based on their prior knowledge from the grade four curriculum. The content would be interesting and motivational to the students as they would have the ability to choose what they want to read for this project. This task is relevant and appropriate as it is a writing task from the English Language Arts Renewed Curriculum. The task is attainable by all students. The technology supported the needs of the students. The details of how to manipulate the technology is specific and well laid out. Does the instruction meet the needs of the students? The instruction provides scaffolds to support all levels of writing. The instructions are clear. There are checklists to ensure students complete each part of the task. The assessment uses language that the students can understand and they knew what is expected of them. There is a balanced mix of groupings. There is time when the students will work individually, in a group and or with a partner.

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Does the assessment tool match the goals of the instruction? The rubric includes criteria from the English Language Arts Renewed Curriculum. It is a direct reflection of the outcomes and it aligns with the ELA goals. It also reflects the goals set out in the instructional design project.

Part 7c. Comments on Change Based on the feedback from my subject matter expert I will not be changing any part of my instructional design project. I will be cognizant of the needs of my learners and will monitor changes that may need to be made. The changes would be made for students who require additional supports such as adaptation or modification of their programming. Part Eight AECT Standards Grid AECT 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). 1.1.3.b Demonstrate personal skill development with at least one: computer authoring application, video tool, or electronic communication application.

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1.1.4 Implementing 1.1.4.a Use instructional plans and materials which they have produced in contextualized instructional settings (e.g., practica, field experiences, 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.

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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 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).

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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