EDTECH 503 IDProject#2

8/3/2019 EDTECH 503 IDProject#2

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Stefanie Welty

EDTECH 503 (Fall 2009)

Instructional Design Project #2

Submitted to: Dr. Ross Perkins

December 8, 2009

Project Title: Forming an Introduction and Thesis Statement



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Table of Contents

Reflection Paper 3

Part 1: Topic -

Part 1a: Goal 5

Part 1b: Audience 5Part 1c: Rationale 5

Part 2: Analysis Report -

Part 2a.1: Learning Context 6

Part 2a.2: Transfer Context 6

Part 2b: Description of the Learners 6

Part 3: Planning -

Part 3a: List of Learning Objectives 8

Part 3b: Objectives Matrix Table 9

Part 3c: ARCS Table 10

Part 4: Instructor Guide 14

Part 5: Learning Materials -Part 5a: Learning materials 17

Part 5b: Formative and/or Summative assessment materials 17

Part 5c: Technology tool rationale. 17

Part 6: Formative Evaluation Plan -

Part 6a: Expert Review 19

Part 6b: One-to-one evaluation 19

Part 6c: Small group evaluation 19

Part 6d: Field trial 20

Part 7: Formative Evaluation Report -

Part 7a: Evaluation survey or rubric 21

Part 7b: Report of expert review 21

Part 7c: Comments on suggested changes 22

Part 8: AECT Standards Grid 24

Appendix A 30

Appendix B 32

Appendix C 33

Appendix D 34

Appendix E 35



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Synthesis Reflection Paper

I must admit that prior to this course, I did not have a solid understanding of instructional

design. As a teacher, I knew what needed to be covered according to the curriculum and I knew

how to align that curriculum to our state standards, but I never gave lesson planning much morethought. Sometimes I would be fortunate enough to come across a pre-designed unit from, but

more often than not, I found myself winging it from one lesson to the next. I never really had an

idea of where I was going until I got there and when I would get to the end, I would throw

together some form of assessment. I can now say that I truly understand why instructional

design is important.

According to Smith & Ragan (2005), “instructional design refers to the systematic and

reflective process of translating principles of learning and instruction into plans for instructional

materials, activities, information resources, and evaluation” (p. 4). I can honestly say that until I

completed the design process myself, I did not truly understand this definition. From my

coursework this semester, I better understand the ID process by relating instructional design to

building a house. One must pre-assess before building a house. Land needs to be surveyed in

order to determine whether or not it is safe for a house in addition to inform helping identify the

materials needed to build the house. This is similar to the instructional design process in that the

ID must first survey the needs of the learners in order to understand what instruction needs to be

provided. Additionally, the architect must carefully map out the design of the house to be sure

that it includes the specifications for the rooms, electricity, water, heat, etc. The instructional

designer must carefully map out an instructional unit or lesson so that it includes the

specifications of objectives, instructional guide, student materials, assessments, etc. Both of

these processes require a great deal of pre-assessment and carefully detailed planning in order to

design a safe house or effective instructional unit.

ID Projects 1 & 2 in this course have taught me how valuable having an instructional

designer can be. I have learned how difficult it can be to separate the teacher from the

instructional designer and how important it is to assume nothing . Although I have always known

to survey my students ahead of time, I haven’t always done it. I now have the proof for why it is

important from ID Project #2. Earlier in the year, I took for granted that a group of my students

knew how to write a persuasive essay. Though they did have a basic understanding of the essay

form, instruction was still needed. Had I taken the time to develop a persuasive writing unit like



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I did for this project, I believe my students could have been more successful at building their

arguments. If I would have conducted a proper needs assessment, I could have developed the

appropriate materials and had a more successful unit.

ID Project #1 taught me how time consuming it is to assume that your learner or

instructor has no background knowledge of the topic. For several years I taught students how to

use digital video cameras, but until completing ID Project #1 and the flowchart, I never thought

about every single little step, how to break them down to teach them, and how they are were

connected. Of course conducting a needs assessment could eliminate some of the basics, like

turning on a video camera, but completing this project has given me a newfound respect for

instructional designers and the time and detail that goes into planning a unit.

Finally, based on the experience I have had in designing a useable instructional unit for

ID Project #2, I see the instructional design process becoming heavily incorporated into my

teaching profession. I see this system as being extremely useful for me in the future since I am in

a new teaching position this year. Utilizing the steps of the instructional design plan will help

me plan and implement a better curriculum that is balanced between content and 21st

century

technology skills. Because I now know how to conduct a needs assessment, design the

instruction and materials, and create formative and summative assessments, I can see how all of

the steps work together and why each one is equally important for a successful instructional unit.

The practice I have had by completing each of the ID Projects will help me to take a step back

from being the teacher and design solid and effective instruction for my 21st

century students.

Ragan, T. J., & Smith, P. L. (2004). Instructional Design (Wiley/Jossey-Bass Education). New

York, NY: Wiley.



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Part 1: Topic

Part 1a: Goal

Given a persuasive writing prompt and one 75-minute class period, students will write an

introduction and thesis statement for a persuasive essay that defends one side of the argument.

Part 1b: Audience

This instructional design project is intended for 8th

grade students who are enrolled in

either an English 8 or English 8 Enriched course in Pennsylvania.

Part 1c: Rationale

Writing the introduction and thesis statement for a persuasive essay was chosen as this

design project not only because of the immediate writing skills the learners are required to have

in 8th

grade, but also for the impact this project will have on the learners as they move throughout

their adult lives. Whether attending college or applying for a job, the learners will need to be

able to sell themselves or their perspective to appropriate audiences and will need to be able to

make their point within the opening paragraph which is why I am choosing to concentrate on that

aspect of a persuasive essay.

The overall strategy used in throughout this process is supplantive. This lesson is being

created for students who have not had any formal training in how to write an essay. In order to best understand the steps and processes of writing an essay, particularly the introduction and

thesis, this process is best done through supplantive instruction. Students will of course have the

opportunity to practice the preferred skills, but for the purpose of this initial lesson those

opportunities will be teacher led.

The predominant learning strategy used in this design project is concept learning. The

project focuses on this strategy because of the nature of the writing process. Students will use

other skills such as declarative knowledge when learning about the steps of writing and the

pieces that go into the introduction paragraph, however, the point of this lesson is to get students

to write their own paragraph. In order to do so, students must fully understand the concept of

writing an introduction paragraph and demonstrate on their own that they understand the concept

by writing their own paragraph.



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Part 2: Analysis Report

Part 2a.1: Learning Context

The instruction for this project will take place in an 8th

grade Language Arts classroom.

According to the Commonwealth of Pennsylvania, all 8th grade students are expected to have the

same knowledge and skill set for writing a persuasive essay, so this lesson can be used in any of

the 8th

grade language arts sections with appropriate accommodations or modifications for the

learners.

Part 2a.2: Transfer Context

Not only will students use the persuasive writing skills gained in this lesson throughout

their schooling, but there are additional times in life when these skills will be useful. Whenever

these learners leave school and look for a job, they may need to create a resume, write a cover

letter for an application, or prepare for an interview. The ability to gain a reader’s attention and

make them want more is a valuable skill when it comes time to sell yourself as the best candidate

for the job.

Part 2b: Description of the Learners

Each class will consist of 15-20 students who are grouped into sections according to

abilities. Regardless of the tracking or grouping of students, the instructor will have students ineach class with reading and writing levels ranging from below basis (below grade level) to

advanced (well above grade level). Special education students with Individualized Educational

Plans (IEPs) are included in the general education classroom. These students are expected to

receive the same instruction with accommodations or modifications if needed, but are also

expected to be proficient and on grade level with their writing skills. Similarly, gifted education

students are included in the general language arts classes. These students are also expected to

maintain grade level writing skills, but may require further enrichment opportunities if their

writing has already excelled that of a “typical” 8th

grade student.

In addition to the varied learning abilities, the instructor will encounter a diverse student

population. The population of this school in which the instruction will take place is

approximately 40% African American, 56% Caucasian, and 4% other minorities. Additionally,

almost 64% of the students in this building come from an economically disadvantaged



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background. It’s important to remember that learning how to write an essay is not always a top

priority for some students when they have more difficult issues to deal with outside of school.



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Part 3: Planning

Part 3a: List of Learning Objectives

1.0 When given a persuasive writing prompt, the student will correctly identify the question and

how to answer it.

1.1 Given a persuasive writing prompt, the student will carefully read the entire prompt.

1.2 After reading the given prompt, the student will determine the two opposing sides of

the topic.

1.3 After determining the possible responses to the persuasive writing prompt, the student

will choose one side of the topic to support.

1.4 After reading the given prompt, the student will identify the specific requirements for

answering the question.

1.4.1 After reading the given prompt, the student will identify how many

examples and/or reasons are required to answer the question.

2.0 Given a persuasive writing prompt, the student will brainstorm for a 5-paragraph persuasive

essay.

2.1 Given a blank sheet of paper, the student will brainstorm and write down at least three

reasons to support his or her side.

2.2 Given a blank sheet of paper, the student will brainstorm and write down possibleattention grabbing openings.

3.0 Given a persuasive writing prompt, the student will correctly write the introduction and thesis

statement for a persuasive essay.

3.1 Given a list of possible essay openers, the student will choose one attention grabbing

idea and write this for the beginning of his or her introduction.

3.1.1 Given a blank sheet of paper and attention grabbing strategy, the student

will include as much detail as necessary to support the opening statement.

3.2 Given a blank sheet of paper, the student will write his or her three reasons that will

be used to defend the chosen position.

3.3 Given a blank sheet of paper, the student will conclude the introduction paragraph by

writing a solid thesis statement.



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Part 3b: Objectives Matrix Table

Objective

Number(1)

Bloom’s Taxonomy

Classification(2)

Strategy to be

employed to teach

the objective(3)

Type of Learning(4)

1.0 Comprehension S Procedure1.1 Comprehension S Concept Learning

1.2 Knowledge S Declarative Knowledge

1.3 Evaluation G Cognitive Domain Strategies

1.4 Knowledge S Declarative Knowledge

1.4.1 Knowledge S Declarative Knowledge

2.0 Application S Concept Learning

2.1 Analysis G Concept Learning

2.2 Analysis G Concept Learning

3.0 Synthesis S Problem Solving

3.1 Application G Declarative Knowledge

3.1.1 Application G Concept Learning3.2 Synthesis G Concept Learning

3.3 Synthesis S Concept Learning



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Part 3c: ARCS Table

Project Goal Statement: Given a persuasive writing prompt and one 75-minute class period,

students will write an introduction and thesis statement for a persuasive essay that defends one

side of the argument.

ATTENTION

A.1 Perceptual Arousal

The lesson will begin with advertisements that students are familiar with to gain their

attention and introduce the topic of persuasion.

The persuasive prompt given will be one of student interest. The topic will be something

the learner can relate to. For example, 8th

grade students may be asked to persuade the

reader to visit a particular pizza restaurant in town.

A2. Inquiry Arousal

After viewing current advertisements, students will be asked to brainstorm ads or

commercials that have been effective in making them want to buy a product or participate

in a specific activity.

Before looking at different persuasive techniques, students will be asked to brainstorm

different methods that work in persuading them to do something.

A3. Variability

Examples used during the instruction will not only be in essay form, but also will be in

video, audio, and print form (advertisements).

Students will have the opportunity to brainstorm and organize thoughts through both

whole group instruction and small group instruction before being responsible for

completing the assignment individually.



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Part 3c Continued: ARCS Table

RELEVANCE

R1. Goal orientation

Topics and examples chosen will be of high-interest for each student group. Both may

vary depending on demographics of the student group.

The topic is of high importance and relevance as it is improving writing skills, an area in

which many students need instruction and practice.

Students will be shown the relevance of persuasive writing by sharing examples of job

applications, college applications, letters to the editor, junk mail, etc. so they can connect

how persuasive techniques are used outside of essay writing.

R2. Motive matching

Although the essay topic will be provided, students will choose which side of the topic to

support, what attention grabbing techniques to use, and what organizational strategy to

use for their essays.

R3. Familiarity

The instruction will be linked to learners’ previous experiences by sharing examples of

advertisements that students are familiar with and that have had an effect on them.

The essay topic will be one that students have an interest in and one from which theycould possibly even see results from their essay.



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CONFIDENCE

C1. Learning requirements

Students will not be rushed through the learning process of writing a persuasive essay.

Time will be taken to ensure each student is comfortable with each step before moving on

to the next.

C2. Success opportunities

Students will have the opportunity to first experience the content as a group. Group

brainstorming will give each student an idea of what is expected from each activity.

Students will then have the opportunity to practice each skill individually with assistance

from the teacher when needed. Once the student has successfully completed the task, the

instruction will continue.

Teachers and classmates will give positive feedback on student contributions to the

discussion and lesson activities before moving on to any constructive criticism.

C3. Personal control

Each student will be required to complete his or her own introduction and thesis

statement; therefore, the individual student is the only one who can take responsibility for

a successful assignment.

A scoring rubric, the same rubric used for the Pennsylvania State Writing Assessment,will be given to the students, explained, and used to grade the final persuasive essay.

Students will have access to this rubric from the beginning of the assignment.



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SATISFACTION

S1. Natural consequences

Once all instruction is complete, the students will have one class period to brainstorm,

organize, and beginning writing the introduction and thesis statement for the given

persuasive writing prompt.

S2. Positive consequences

The teacher and peer reviewers will provide positive feedback as well as constructive

criticism for the introduction written during the given class period.

S3. Equity

Students will be expected to meet the state standards for writing.

Students will be recognized for their accomplishments and achievements as they move

throughout the lesson before moving on to the final persuasive writing prompt.

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

26 (9/10), 1-8.



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Part 4: Instructor Guide

Introduction

Gain Attention

Have students take their seats and give approximately three minutes to answer thefollowing “Bell-Ringer” question in writing: “When you hear the term persuasive writing , what

do you think of?”

Inform Learners of Purpose

Explain that the purpose of the lesson is for students to be able to successfully write the

introduction and thesis statement for a persuasive essay. You as their instructor will break down

the writing process and guide them step-by-step on how to write an introduction and thesis

statement.

Stimulate Learners’ Attention/Motivation

Refer students back to the Bell-Ringer and have volunteers share their responses. Record

their ideas of persuasive writing for the class to see and for future reference. Explain to students

that persuasive writing does not only come in the form of essays. At this point share with

students several examples of persuasive writing. Use examples of a video advertisement, a print

advertisement, and a job or college application in which the applicant must “sell his or her self”.

Use examples that the students are familiar with. Brainstorm ideas about why and how each

example is a form of persuasion.

Preview the Learning Activity

Review the two-day structure of the unit. Explain that the instruction will take place on

the first day and the writing will take place on the second day. Instruction will include the

definition of persuasive writing, persuasive writing techniques and why they work, various

attention grabbing techniques for beginning an essay, and the definition of a thesis statement.

There will also be a review of what a writing prompt looks like, how to break apart a prompt and

determine what the question is asking, and organizing your thoughts. Finally, there will be a

review of the writing scoring rubric used in Pennsylvania.



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Body

PART I: The Basics

Students should complete the “Basics Handout” during this part of the instruction. Refer

to the Bell-Ringer activity. Highlight student responses that come close to the definition of

persuasive writing. You can use the following definition or any variation that is most relevant

for your students. Definition: Persuasive writing is an essay that tries to convince a reader to

believe what you believe about a certain topic.

Share examples of persuasive writing techniques. For each technique, be sure to include

a relevant example for discussion. Share and discuss examples of bandwagon, glittering

generalities, name-calling, plain folks, stereotyping, and testimonials.

Discuss attention-grabbing strategies in the same manner as writing techniques. These

strategies include starting the introduction with an unusual detail, a strong statement, a quote, an

anecdote (a short story that is included to make a strong point), a statistic or fact, a question, or

an exaggeration or outrageous statement. As practice, have students come up with their own

example of each attention grabbing strategy using the topic of For or Against School Uniforms.

Finally, define Thesis Statement : one strong sentence at the end of the introduction that

states your opinion and tells the reader what you are going to talk about in your essay . You may

use the definition provided or you may use one that is more relevant for your students.

PART II: PRACTICE

Use the following writing prompt for the lesson: Your local school board is looking into

requiring students to wear uniforms. Write a letter to your school board and defend your opinion

on wearing school uniforms.

Share the uniform prompt and help students work through the process of breaking down

the question to figure out what the assignment is. Students should underline the key parts of the

prompt; the topic of school uniforms, the type of response is in letter format, and they should

choose a side for or against school uniforms.

Partner students and have each group choose their side of the argument and take five

minutes to brainstorm possible reasons or support for their side of the topic. Create a class list of

pros and cons to school uniforms. Have partners refer back to their examples of attention

grabbing techniques to choose the best one for the argument. Finally, partners should write a



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thesis statement that includes their position and reasons for their position. Allow students 10

minutes to complete the activity and put together all three pieces into an introductory paragraph.

Finally, review the Pennsylvania scoring rubric and explain how the rubric is used to grade

persuasive essays.

PART III: FINAL PRACTICE

The second day is comprised of a review of the terminology and techniques used in

persuasive writing, an assigned writing prompt, and time for students to complete an introduction

and thesis statement for the writing prompt. Students should review the steps of the writing

process from the day one partner activity and individually complete the pre-writing as well as the

introduction and thesis statement for a new writing prompt: Select the best pizza restaurant in

town and convince your classmates to buy their pizza. Prompt can be changed as needed to meet

the students’ interests and needs.

Conclusion

At the conclusion of the two-day lesson, have students switch papers with one other

student to peer review the introduction and thesis statement. Students should share one

compliment of something done well and one suggestion of something to improve in the

introduction.

Bring students together for a brief review of the lesson content. Have students share with

the class their own definition of persuasive writing, various techniques used to persuade,

attention-grabbing openers, and the definition of a thesis statement.

Close the lesson by reminding students that persuasion is not just in writing. They see it

in their everyday lives. Share one final video advertisement that students are familiar with and

conclude by having students tell you what kind of persuasive technique the advertisement uses.



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Part 5: Learning Materials

Part 5a: Learning Materials

Instruction for this unit includes one student handout (Appendix A) that is designated for

definitions and examples of terminology. The instructor is also provided with several examplesof persuasion that can be used during instruction. Two persuasive video commercials can found

in Appendix B, a print advertisement can be found in Appendix C, and a sample cover letter for a

job application can be found in Appendix D. Use of the examples provided is at the discretion of

the instructor. Teachers are encouraged to use materials that best meet the needs and interests of

their individual students.

Part 5b: Formative and/or Summative Assessment Materials

Formative Assessment occurs throughout the two-day lesson. The instructor will

circulate through the classroom as students individually complete the “Basics Handout” to ensure

each student is writing accurate definitions and examples. Circulation allows the teacher to

assist students who may be having trouble early on in the process. Teachers will also circulate

during the partner writing activity and peer review to assist any groups that may be struggling in

coming up with their own ideas for beginning a persuasive essay.

Summative Assessment comes in the form of the Pennsylvania State Writing Rubric.

The persuasive writing and conventions rubrics can be found on the Pennsylvania Department of Education website. For lesson purposes, both the writing and conventions rubrics have been

combined into one domain rubric for student and teacher use (Appendix E). Teachers will

remind students to refer to the rubric throughout their writing to ensure they are effectively

meeting the requirements and conventions of persuasive writing.

Part 5c: Technology Tool Rationale.

Most of the instruction for the persuasive writing lesson does not involve technology.

The places where technology comes into play involve a few websites that demonstrate examples

of persuasive works other than writing. The Internet, in particular YouTube, helps make

television and the commercials we see on TV accessible. As long as the site is not blocked on

the district server, this site offers one of the easiest and most reliable means of accessing



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commercials that are relevant to the student body in a timely manner. YouTube will be used to

access two commercials that demonstrate persuasive techniques. In order to share these videos

with the class, the teacher must also have access to a computer and LCD projector. Most

districts have these available if not in every classroom, then at least sign out and share

throughout the school.



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Part 6: Formative Evaluation Plan

Part 6a: Expert Review

Mary Rider-Dincher, a 7th

grade Language Arts teacher, is the expert reviewer for this

project. She is in her third year of teaching middle school language arts and has completed the

Teachers College Reading and Writing Workshop at Columbia University. Because Ms. Rider-

Dincher works in my building, she has a knowledge base regarding the demographics of our

students. Also, because she is the 7th

grade teacher, she has a solid idea of what the students

already know regarding writing before they enter 8th

grade. Ms. Rider-Dincher will review the

goals, instructor guide, and student materials portions of the design project. She will be

reviewing the overall design, content accuracy, usability of materials, and alignment of the

objectives to the instruction. The SME survey can be found at the following website:http://bit.ly/6lvFmW

Part 6b: One-to-one evaluation

This level of evaluation will be done with two students from different 8th

grade language

arts sections and one 8th

grade language arts teacher. One student will be from the enriched

language arts section and one will be from the basic language arts section. Each student and the

teacher will sit down with the instructor guide and student materials to work through the lesson.The evaluators will be responsible for making sure the content, definitions, and examples

provided make sense and are of interest to 8th

grade students. They will be asked to talk about

anything that is unclear or difficult to understand. The designer will take suggestions from the

students and teacher in regards to the difficulty of the content and relevance of the examples.

Part 6c: Small group evaluation

Because this lesson relies heavily on supplantive strategies and teacher-led instruction, it

would be difficult to conduct a small group evaluation without an instructor. This group will

consist of nine students; three students from an inclusion language arts class, three students from

a regular section of language arts, and three students from an enriched section of language arts.

This nine student mixed-ability group will work through the lesson as it stands with changes

made from the one-to-one evaluation along with an instructor who will be teaching the writing



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process in a regular classroom setting. The students and instructor will have a feedback session

with the designer after the lesson is complete in order to discuss any difficulties the evaluation

group may have had throughout the lesson. The designer will seek ways to improve the design

and instruction in ways that will best benefit all learners.

Part 6d: Field trial

The field trial will take place with six language arts teachers, each with three language

arts sections. There are three middle schools in the trial district and each middle school has two

language arts teachers per grade. The 8th

grade teachers will implement with each 8th

grade

class. Regular education students, gifted students, and students with IEPs will all receive the

same lesson with the teacher making any individual accommodations. One the two-day lesson

has been completed, each of the six teachers will complete a survey on the effectiveness of the

lesson and anything that needs to be changed regarding the objectives, teacher guide, and/or

student materials. Any recommended changes will be made immediately so the instructional unit

may be implemented in other schools.



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Part 7: Formative Evaluation Report

Part 7a: Evaluation survey or rubric

The subject matter expert will answer the following questions after reviewing the

instructional design project.

Goals

1. Are the goals clearly stated?2. Are the goals age-appropriate?

3. Are the goals effectively aligned with the lesson content?

4. Are the goals achievable?

5. Please offer an explanation and/or comments for any of the above questions to helpimprove the lesson goals.

Content

1. Is the content age-appropriate?

2. Is the content relevant to the learners?3. Does the content accurately reflect the steps of writing the introduction of a persuasive

essay?

4. Please offer an explanation and/or comments for any of the above questions to help

improve the content of the lesson.

Instructional Materials 1. Are the instructional materials age-appropriate for the learner?2. Are the lesson examples relevant to the learners?

3. Are the materials and instruction designed to promote student achievement?

4. Is the technology used in the lesson the best tool for the job?5. Please offer an explanation and/or comments for any of the above questions to help

improve the instructional materials.

Overall Design 1. Please give any comments you have on the overall design of the lesson. Please provide

examples for any improvements you may suggest.

Part 7b: Report of expert review

Overall, Ms. Rider-Dincher, the SME for this project, felt the design was age-appropriate,

relevant to the learners, and achieved the goals in which the designer set out for the students to

meet. All of the yes/no questions asked in regards to goals, content, and instructional materials



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were answered in the positive manner. Ms. Rider-Dincher feels that the goals are clear, age-

appropriate, clearly stated, and reasonably achievable for 8th

grade. She also feels that the

content is accurate, age-appropriate, and what I believe is extremely important, is that the content

is relevant to the learners. Finally, Rider-Dincher believes that the materials are relevant, age-

appropriate, they promote student achievement, and the technology is used because it’s the best

tool for the job, not just as a way of incorporating technology.

Ms. Rider-Dincher did offer a few comments and suggestions regarding the instruction.

She believes that students should be pushed to do their best and that it’s healthy for them to reach

a certain level of frustration. She is unsure of the effectiveness of providing “comfort” due to her

understanding of frustration theory. She does, however, like the personal responsibility that is

expected of students by requiring them to complete their own introduction paragraph in addition

to the group practice.

The SME was generous enough to offer several other examples of topics that have a high

interest level among students in our school as she has found that offering students a choice of

topics is an effective way to get students to perform well in their persuasive writing. For

persuasive essays, she offered the use of mp3 players or cell phones in school; deciding a best

entertainer, athlete, or team award; and defending a preferred video game or game system.

Rider-Dincher suggested using the Online Writing Lab at Purdue as an additional technology

tool to help students who may be struggling with forming a thesis statement.

Overall, Rider-Dincher likes the fact that the lesson is broken down into stages and that

each stage involves heavy modeling from the instructor. She has found that her students crave

constant feedback and it is sometimes difficult to get them to self-assess and give helpful peer-

reviews. Also, she suggested breaking the rubric into stages to alleviate the overwhelming

feeling with the less confident and proficient writers.

Part 7c. Comments on suggested changes

In order to make this lesson more effective for the learners, I will first address the use of

the writing rubric. As suggested by the SME, I will build into the instruction teaching of the

writing rubric. More explanation will be needed than just a brief overview for struggling writers.

I will build in a piece of instruction that breaks down each domain area with examples of what



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writing looks like for each possible score. This should help those who struggle with writing so

they can better understand exactly what a “4”, the highest score, looks like and so on.

The other piece that I will look into changing is the topic for the writing assignment. For

the purpose of the lesson, all group practice will remain on the same topic, school uniforms.

However, for the individual student practice, the instructor guide will offer several examples as

provided by Rider-Dincher, so the teacher has more to work with. The teacher will decide upon

the ultimate topic(s), but as the designer, I will provide suggestions of topics for instructor

perusal.



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Part 8: AECT Standards GridThe following standards, developed by the Association for Educational Communications and

Technology (AECT), 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 next to the course tasks show on the list

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

Assignments meeting standard in whole or part

Standard 1: DESIGN

1.1 Instructional Systems Design

(ISD) X

ID Projects 1 & 2

1.1.1 Analyzing X ID Projects 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 21.1.5 Evaluating X Selected Discussion Forums; ID Project 2

1.2 Message Design1.3 Instructional Strategies X ID Project 2

1.4 Learner Characteristics X ID Project 1

Standard 2: DEVELOPMENT2.0 (includes 2.0.1 to 2.0.8) X ID Project 02

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

2.2 Audiovisual Technologies2.3 Computer-Based Technologies X (all assignments)

2.4 Integrated Technologies

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 andInstitutionalization 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 Management4.3 Delivery System Management

4.4 Information Management

Standard 5: EVALUATION

5.1 Problem Analysis X



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5.2 Criterion-Referenced

Measurement X

ID Project 2

5.3 Formative and Summative

Evaluation X

ID Project 2

5.4 Long-Range Planning

COURSE GOALS & OBJECTIVES

The overall goal for the course is for each student to consider and use the systematic process of

instructional design to create an instructional product. To achieve this goal, students will engage

in activities that promote reflective practice, emphasize realistic contexts, and employ a number of communications technologies. Following the course, students will be able to:

1. Discuss the historical development of the practice of instructional design with regard tofactors that led to its development and the rationale for its use

2. Describe at least two reasons why instructional design models are useful

3. Identify at least six instructional design models and classify them according to their use

4. Compare and contrast the major elements of three theories of learning as they relate to

instructional design

5. Define “instructional design.”

6. Define the word “systematic” as it relates to instructional design

7. Define “learning” and synthesize its definition with the practice of instructional design

8. Relate the design of instruction to the term “educational (or “instructional”) technology”

9. Describe the major components of the instructional design process and the functions of

models in the design process

10. Provide a succinct summary of various learning contexts (declarative knowledge,

conceptual, declarative, principle, problem-solving, cognitive, attitudinal, and

psychomotor)

11. Build an instructional design product that integrates major aspects of the systematic

process and make this available on the web.

a. Describe the rationale for and processes associated with needs, learner, context,

goal, and task analyses



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i. Create and conduct various aspects of a front-end analysis

ii. Identify methods and materials for communicating subject matter that are

contextually relevant

b.

Describe the rationale for and processes associated with creating designdocuments (objectives, motivation, etc.)

i. Construct clear instructional goals and objectives

ii. Develop a motivational design for a specific instructional task

iii. Develop assessments that accurately measure performance objectives

c. Select and implement instructional strategies for selected learning tasks

i.

Select appropriate media tools that support instructional design decisions

d. Describe the rationale and processes associated with the formative evaluation of

instructional products

i. Create a plan for formative evaluation

12. Identify and use technology resources to enable and empower learners with diverse

backgrounds, characteristics, and abilities.

13. Apply state and national content standards to the development of instructional products

14. Meet selected professional standards developed by the Association for Educational

Communications and Technology

15. Use various technological tools for instructional and professional communication



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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 onemodel.

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 alllearners, 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.

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 learningand 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.



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

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

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 Development2.0.1 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 effectivenessof instructional and professional products.

2.0.6 Use the results of evaluation methods and techniques to revise and updateinstructional 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.



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3.0 Utilization

3.1 Media Utilization

3.1.1 Identify key factors in selecting and using technologies appropriate for learningsituations specified in the instructional design process.

3.1.2 Use educational communications and instructional technology (SMETS) resourcesin 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 variouslearning 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 anddefine 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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APPENDIX A

Persuasive Writing: The Basics Handout

Complete the following handout as your teachers instructs you on the basics of persuasive writing.

1. Definition – Persuasive Writing

________________________________________________________________________

________________________________________________________________________ ________________________________________________________________________

2. Persuasive Writing Techniques (a.k.a. Propaganda)

Technique Example Why It’s Effective

Bandwagon

Glittering Generalities

Name-Calling

Plain Folks

Stereotyping

Testimonials



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3. Attention Grabbing Essay Starters

Essay Starter Teacher Example My Example

Unusual Detail

Strong Statement

Quote

Anecdote

Statistic or Fact

Question

Exaggeration

4. Definition - Thesis Statement ________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

Created by Stefanie Welty



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APPENDIX B

Persuasive Commercial Advertisements (both can be found on YouTube by searching the

title of the ad)

o New Mac versus Windows 7 PC Ad - Breaking News (use for introduction)

o Sony Ping Pong Hot Commercial Featuring Justin Timberlake and Peyton

Manning (use for lesson conclusion)

Apple Inc. (Producer), & MixxedbagDotCom (Uploader). (2009, October 25). New Mac vs

Windows 7 PC Ad - Breaking News [Video file]. Available from

http://www.youtube.com/watch?v=8AXMzkG-a40

Sony Electronics (Producer), & Sony Electronics (Uploader). (2009, September 10). Sony Ping

Pong Hot Commercial Featuring Justin Timberlake and Peyton Manning [Video file] Available

from http://www.youtube.com/watch?v=Lo5gbTirdn4



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APPENDIX C

Persuasive Print Advertisement from ESPN The Magazine

[Print advertisement for America’s Milk Processors]. (2009). ESPN The Magazine, 12(18), 31.



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APPENDIX D

Sample Cover Letter for Summer JobSample Cover Letter - Summer Job

Your Contact Information

FirstName LastName

Address

City, State, Zip Code

Phone Number Cell Phone Number

Email

Employer Contact Information

Name

TitleCompanyAddress

City, State, Zip Code

Date

Dear Hiring Manager,

I am interested in the summer position at Sarasota Store advertised in The Sarasotian.

I have excellent communication skills and an aptitude for customer service. My past experienceas a volunteer at Sarasota Hospital made it necessary for me to focus on providing quality

customer service, and also enabled me to work with all types of people.

I believe that my communication skills, customer service abilities, and positive work ethic would

make me an asset to your store.

Thank you for your consideration. I can be reached at [email protected] or 222-222-

2222. I look forward to hearing from you soon.

Sincerely,

Your Signature

Your Typed Name

Doyle, A. (2009, November 1). Re: Top 10 Resume and Cover Letter Tips [Web log message].

Retrieved from http://jobsearch.about.com/od/resumesandcoverletters/a/summer.htm



APPENDIX E

Screen Capture of PSSA Writing Rubric

Howey, L (2009, November 7). PSSA Writing Rubric. Retrieved from

www.teacherweb.com/PA/PaxonHollow/mshowey/writing_rubric.pdf

EDTECH 503 IDProject#2

Documents

Transcript of EDTECH 503 IDProject#2