Running head: COMPREHENSIVE INSTRUCTIONAL DESIGN PLAN

Comprehensive Instructional Design Plan

Susan Daly
University of West Georgia
MEDT 7490

COMPREHENSIVE INSTRUCTIONAL DESIGN PLAN

Client Information
Mrs. Raegan Dillon is a Gifted Facilitator at May Howard Elementary. Her email is
raegan.dillon@sccpss.com. She has been teaching for many years and enjoys integrating
technology and hands on inquiry based teaching into her classroom. Gifted education is a pull
out program at her school. She services third through fifth grade students. The students visit her
for approximately for four fifty minute segments a week with the fifth day having a double serve
of 80 minutes.
Instructional Problem
Mrs. Dillon augments the students homeroom teachers curriculum in Gifted Education
Program (GEP). The children come to GEP with prior knowledge of the Georgia Standards and
Mrs. Dillon takes their understanding to a deeper level. Her request was for a makeover for her
art bots lesson. During the time she teaches this lesson, the students are learning about
electricity. In particular, the following is addressed during the lesson.
S5P3. Students will investigate the electricity, magnetism, and their relationship.
b. Determine the necessary components for completing an electric circuit.
c. Investigate common materials to determine if they are insulators or conductors of electricity.
Being that the students have had some experience in the homeroom classroom on closed and
open circuits, there is no need for Mrs. Dillon to take the time teaching the basics on this
concept.

In the past, she has found some of the students did not always recall all of the

terminology or have a clear understanding. Mrs, Dillon would quickly find a website or pull up
a video to reteach the content as needed. The students would then apply the concept of a closed

COMPREHENSIVE INSTRUCTIONAL DESIGN PLAN

circuit to make an Art Bot. They enjoyed designing and watching them move. Once the
excitement had died, the class would have a discussion regarding how it worked
Re-designed Lesson
Mrs. Dillon has requested a Power Point that could be placed in her Google Classroom for the
students to refresh their memories on the vocabulary and components of the electric circuit. She
also wanted to go more in depth and have the students understand the difference between series
and parallel circuits. Mrs. Dillon realized that the students could look it up the information on
the computer, but with the limited serve time she would like to have it all prepared in one spot.
The slides of the Power Point were designed with student appropriate text and images. Each
slide focused on one main point with a visual and text. Many of the visuals included are
originals. If they were from the internet, I used two methods to keep them in compliance with
the copyright laws. First, I filtered the search for labeled for reuse and found most of the other
photos and diagrams. We still were in need of a couple more. Mrs. Dillon is using them for face
to face teaching and they have been identified in the reference section so it is ethical for us to use
them.

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We kept the instructional method for providing directions and creating the Art Bot the same.
The second portion of the re-design of the lesson was on the evaluation. She requested a method
which utilized technology to assess the students understanding of the application of electrical
circuits to the Art Bot. However, she did not want it in a quiz format. We decided to have the
student partners take a picture of the Art Bot, import into the app Skitch and then use the drawing
and typing overlays to superimpose a diagram of the closed circuit on the Art Bot. This would
allow the students to demonstrate their understanding of a closed circuit. A rubric would be
provided to guide them in the requirements for the diagram. The students would upload the
finished picture/diagram as an assignment in Google Classroom along with a short paragraph
explaining the cause of the movement of the Art Bot.
Sample Project

Evaluation Method
A rubric was created to guide the students in their creation of the photo/diagram. This would
not only help Mrs., Dillon grade the projects but provide insight into the students understanding
of electrical circuits.

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Art Bot and the Electrical Circuit Rubric

Category
Diagram
Components

3
Includes all three
components of the
electrical circuit

Labels

Accurately labels
all three
components
Correctly
superimposes the
three schematics
diagrams over the
picture of the
actual electrical
circuit.

Schematics

Explanation

Thoroughly and
accurately
explains how the
Art Bot moves.

2
Includes two of
the components
of the electrical
circuit.

1
Includes one of
the components
of the electrical
circuit.

0
Includes none
of the
components of
the electrical
circuit.
Accurately
Accurately
Accurately
labels two of
labels one of
labels none of
the components. the components. the components.
Correctly
Correctly
Correctly
superimposes
superimposes
superimposes
the two
the one
none of the
schematics
schematic
schematics
diagrams over
diagram over
diagrams over
the picture of
the picture of
the picture of
the actual
the actual
the actual
electrical
electrical
electrical
circuit.
circuit.
circuit.
Accurately
Attempts to
Does not
explains how
explain how the explain how the
the Art Bot
Art Bot moves
Art Bot Moves.
moves

Right Solution
The students needed access to background information on the electrical circuit. The Power
Point utilized the multimedia theory. The multimedia principle was applied by using both visual
and text on the slides. When placing the text and visuals, I utilized the spatial contiguity
principle by placing the text near the visuals. The slides are purposefully kept sparse. Extra
words, pictures and sounds are best excluded in accordance with the coherence principle.
Following these principles will help the students focus on the content contained on the slides. I
was also cognizant of the design elements and principles. The color, white space and balance
were considered to make the slides more appealing.

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The selection of creating a diagram using the app Skitch was based on my article reviews.
According to article, Science visual literacy: learners perception and knowledge of diagrams,
science texts average between 1.46 and 1.38 graphics per page. Additionally these types of
diagrams are frequently included in high stake tests. According to the research, the authors
found that students read the text first and then occasionally viewed the graphics. When reading
the visuals, many had difficulty determining the meaning. One of the suggestions by the
researchers was to have student engage in creating their own diagrams. This is the reason we
selected to have the students superimpose the schematic of an electric circuit over the actual
picture of the Art Bot that utilizes an electrical circuit to run. This would help the students make
the connection between the tangible objects and the symbols in a schematic drawing. Also it
shows the continuous path the electrons follow when powering a load. The Art Bot is a fun way
to explore with electrical circuits and the use of the app Skitch incorporates a visual as a method
of evaluation.
ACRL Visual and Literacy Competency Standards
Standard Three
The visually literate student interprets and analyzes the meanings of images and visual media.
Performance Indicators:
1. The visually literate student identifies information relevant to an images meaning.
Learning Outcomes:
a. Looks carefully at an image and observes content and physical details
b. Reads captions, metadata, and accompanying text to learn about an image
c. Identifies the subject of an image
d. Examines the relationships of images to each other and uses related images to inform
interpretation
e. Recognizes when more information about an image is needed, develops questions for
further research, and conducts additional research as appropriate

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The redesign of the lesson addresses standard three. The students utilize the Power Point and
read the text to learn about the image on the slide. This enables them to have a better
understanding of the concept addressed. When creating their evaluation, they are required to add
captions and symbols to help interpret the meaning of the photo.
Reflection
I enjoyed completing this assignment because it gave me a chance to utilize all the concepts
we have been learning this summer. It was fun to work with another teacher and discuss the
rational for the re-design. I did have to stop and rationalize what I was doing and rethink the
process. With the application of these theories and principles for this lesson, it will help me
apply these concepts to my own creation of curriculum.
References
Frey, N., & Fisher, D. (2008). Teaching visual literacy: Using comic books, graphic novels,
anime, cartoons, and more to develop comprehension and thinking skills. Thousand Oaks,
CA: Corwin Press.
Golombisky, K., & Hagen, R. (2010). White space is not your enemy: A beginner's guide to
communicating visually through graphic, web & multimedia design. Amsterdam: Focal
Press/Elsevier.
Mctigue, E. M., & Flowers, A. C. (2011). Science visual literacy: Learners' perceptions and
knowledge of diagrams. The Reading Teacher, 64(8).