Running head: COMPREHENSIVE INSTRUCTIONAL DESIGN PLAN

Comprehensive Instructional Design Plan

Joseph D. Tench
University of West Georgia
MEDT 7490

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Client Information
Mr. Ely Self is a high school mathematics and physics teacher at North Hall High School
in Gainesville, Georgia. His email address is ely.self@hallco.org. Mr. Self has been teaching
high school mathematics for 2 years and physics for 1 year. He has a strong mathematics
background and has shown great success in teaching mathematics. He currently is advisor to the
school fishing club and coaches golf. Both mathematics and physics have specific needs for
visuals, including free body diagrams, magnetic fields, electrical circuitry with components,
electron configurations, and many more. The use of visual literacy will benefit Mr. Self and his
students greatly.
Instructional Problem
Mr. Self teaches in the Hall County School district. This district makes use of a learning
management system, Canvas, which teachers can collaborate with each other by sharing their
materials that they have uploaded to Canvas. In scouring through the materials available on
graphing circle relations and converting the equation of a circle from general form to standard
form and vice-versa, Mr. Self has been disappointed with the material that is currently available.
Students struggled last year with understanding that one relation can its equation written in
various forms.
This activity will allow students to see how the various components in a relation can
affect its graph using GeoGebra. The students will also be able to see how two different
equations can result in the same graph. By using Desmos, students will be able to create
visually-appealing graphs that they can copy using the Snipping Tool into a visual to show how
two different equations can produce the same graph. The students will then use an equation

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editor, such as the one in Microsoft Word, to algebraically demonstrate how to convert from one
form to the other.
Standards Addressed
The following standards were taken from the Georgia Department of Education website
that contains state-released materials for the high school mathematics course Analytic Geometry.
MGSE9-12.G.GPE.1 Derive the equation of a circle of given center and radius
using the Pythagorean Theorem; complete the square to find the center and radius
of a circle given by an equation.
MGSE9-12.G.GPE.4 Use coordinates to prove simple geometric theorems
algebraically. For example, prove or disprove that the point (1, 3) lies on the circle
centered at the origin and containing the point (0,2). (Focus on circles.)

Students will have the opportunity to practice the algebraic steps necessary to complete
these assignments prior to being required to submit their assignment. In class examples,
homework practice, and formative quizzes will all give students a chance to learn and
demonstrate these concepts prior to being required to submit the assignment.
Example of Visual the Students Will Create

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Because we changed how students will convey their understanding of the standards, we
had to come up with a new way to evaluate their understanding. I created a rubric for the new
assignment. The rubric will include evaluation based on content as well as the use of technology.
The rubrics will be uploaded to Canvas so students have immediate access to them. Students
will also submit their assignments in Canvas.
The following rubric will be used for the redesigned lesson.
Visual Rubric
Name:_______________________________________________
Concept
Use of Desmos
for graph

Abysmal
(1 pt.)
Student did not
include a graph

Average
(2 pts.)
Student included
a hand-drawn
graph

General Form
of Circle

Student did not

include the GF

Student included
an equation, but

Acceptable
(3 pts.)
Student included
a computergenerated graph,
but was
generated
through Desmos
Student included
an equation in

Accomplished
(4 pts.)
Student included
a graph from
Desmos

Student included
a correct GF

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of their circle
Standard Form
of Circle
GF SF
Conversion

SF GF
Conversion

Equation
Editor

it was not in GF

GF, but it was

incorrect
Student did not
Student included Student included
include the SF of an equation, but an equation in
their circle
it was not in SF
SF, but it was
incorrect
Student did not
Student
Student
convert their GF incorrectly
incorrectly
equation to SF
converted their
converted their
GF equation to
GF equation to
SF and had
SF and had few
many errors
errors
Student did not
Student
Student
convert their SF incorrectly
incorrectly
equation to GF
converted their
converted their
SF equation to
SF equation to
GF and had
GF and had few
many errors
errors
Student did not
Student used an Student used an
use an equation
equation editor,
equation editor,
editor in their
but had many
but had a few
equation
formatting errors formatting errors
conversions

Example of the Cartoon That the Students Will Create

equation
Student included
a correct SF
equation
Student correctly
converted their
GF equation to
SF

Student correctly
converted their
SF equation to
GF

Student correctly
used an equation
editor

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The following rubric will be used to evaluate the students cartoons. This rubric will be
uploaded to Canvas and will be available to students immediately. Mathematical content and
utilization of technology will both be components of evaluation.
Cartoon Rubric
Name:_______________________________________________
Concept
Number of
Slides
Dialogue

Circle Problem

Abysmal
(1 pt.)
Student included
1-2 slides
1-5 pieces of
dialogue
included

Average
(2 pts.)
Student included
3-4 slides
4-6 pieces of
dialogue
included

Acceptable
(3 pts.)
Student included
5 slides
7-9 pieces of
dialogue
included

Problem was not

included

Problem was
included, but
was answered
mostly incorrect.

Problem was
answered mostly
correct, or
lacked required
skills learned in
the course.

Accomplished
(4 pts.)
Student included
6 slides
10 or more
pieces of
dialogue
included
Problem
answered was
relevant and
required skills
learned in the
course

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Change of
Scenery

No background
was used

Digital
Submission

No evidence of
digital
submission

Only 1
background was
used

2 different
backgrounds
were used
Only textual
evidence of
submitting
answer digitally
was included.

At least 3
different
backgrounds
were used
Visual evidence
of submitting
answer digitally
was included.

ACRL Visual and Literacy Competency Standards

Standard Five
The visually literate student uses images and visual media effectively.
Performance indicators:
1.

The visually literate student uses images effectively for different purposes.
a. Plans for strategic use of images and visual media within a project
b. Selects appropriate images and visual media aligned with a projects purpose
c. Integrates images into projects purposefully, considering meaning, aesthetic criteria,
visual impact, and audience
d. Uses images for a variety of purposes (e.g., as illustrations, evidence, visual models,
primary sources, focus of analysis)
e. Uses images for subject-specific and interdisciplinary research, communication, and
learning

2.

The visually literate student uses technology effectively to work with images.

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a. Uses appropriate editing, presentation, communication, storage, and media tools and
applications to prepare and work with images
b. Determines image file format, size, and resolution requirements for a project, and
converts images accordingly
c. Edits images as appropriate for quality, layout, and display (e.g., cropping, color,
contrast)
3.

The visually literate student uses problem solving, creativity, and experimentation to

incorporate images into scholarly projects.

a. Experiments with different ways of integrating images into academic work
b. Uses visual thinking skills to clarify and solve problems

The re-design of the lesson addressed ACRL standard five. Within this standard, several
learning objectives were addressed. Of the twenty-first century learning skills, several were
used. Those include problem solving, creativity, and experimentation. Experimentation exists
by having to design new images. The new images being the visual and the comic strip. Students
had free range to manipulate images so they could tell the story that they wanted to tell. Students
were encouraged not keep in mind fair use rules regarding copyright.
As stated earlier, students have a difficult time understanding that two different equations
can have the same graph. So, I have created two different assignments for them to complete to
address this issue. Both utilize imagery to help solidify the concepts. I have also incorporated
several pieces of instructional technology that the students must utilize in order to complete the
assignments. All parts of these assignments will be done digitally and the final product will also

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be submitted digitally to Canvas. This course has taught me how to effectively teach students
using visual literacy components. The comic is directly related to an assignment from the
course. The visual is a derivation of the redesigning of instructional materials assignment.
Rather than re-design an existing visual, students are coming up with their own. It would be a
great idea to have them revisit their visual later in the course and update it using any knowledge
they gained throughout the course.
Reflection
This assignment was the most challenging for me. For one, it is at the end of the
semester and I have about run out of creativity. Another reason this was difficult for me was the
subject matter that I teach. Visuals in mathematics are generally graphs, charts, or formula
sheets. Incorporating the concepts that I have learned in this class to make these visuals more
appealing was not easy. I decided to essentially avoid this issue by having students create their
own visual and their own comic. They will still be required to demonstrate their knowledge of
the material, but they will also be required to create a visual that describes their understanding. I
think that this involves higher level thinking than simply taking a quiz. I think that this
assignment has been worthwhile. Having this in Canvas will be great because I can share it with
my fellow teachers and get their feedback.