Instructional Design Plan

7

Comprehensive Instructional Design Plan

Andrea Ryles

University of West Georgia

Client: Erin Payne, Spanish Teacher at East Ridge High School in East Ridge, TN

Contact information: erinpayne331@gmail.com

Instructional Problem:

The instructor will begin teaching at East Ridge High School in the fall. Unfortunately, she is using an outdated textbook that has few online resources. She also has very few visual aids. She is open to having an outsider create some additional activities that she could use to enhance her lessons, especially activities that involve visuals and encourage speaking. The top concerns that need to be addressed are:

The lack of student oral participation. The instructor hopes the activities will encourage her students to speak in Spanish.

The need for weaker students to have support. The instructor would like to have a basic video that she can post online to help reinforce the basic idea of reflexive verbs for students who need more repetition.

The need for a fun project that allows students an opportunity to be creative while applying what they have learned about reflexive verbs.

The Redesigned Lesson:

Within the first few days of the unit, students will view a Powtoon video that I created. It is an instructional video that covers the basic premise of reflexive verbs and their conjugation. The video will also be made available to students online so that they may view it as many times as they needed.

I also created a PowerPoint that uses selfies on each slide. I took photos of myself with my cellphone and posted them on a PowerPoint. The instructor will then ask students (in Spanish) about the activity that the person is doing in each slide. This allows students to practice reflexive verbs in the third person. The instructor will also ask personal questions using the slides. For example, for the slide that shows a person waking up, the teacher may also ask, At what time do you wake up? Such an activity allows students to practice the reflexive verbs in different forms.

Once students have practiced vocabulary and grammar for at least a week and quizzed over reflexive verbs, the instructor will hand the students the instructions for the Selfie Project. On the project, students will take their own selfies and use them in a Piktochart. They will be shown a Piktochart that I already created as a model. They will also have time in the computer lab to learn how to use Piktochart (instructions sheet is included).

On presentation day, each student will present their Piktochart to the class and talk about their daily routine in Spanish using reflexive verbs and the vocabulary from Chapter 2.

Evaluation:

Although the instructor already has quizzes to periodically evaluate her students on grammar and vocabulary, the units final project provides an opportunity for students to demonstrate understanding of both the grammar and vocabulary in the same assignment.

The rubric evaluates students on the following criteria: task completion, visuals, grammar, comprehensibility and vocabulary. The rubric is a variation of the SWELL Rubric (Speaking and Writing Evaluation for Language Learners) which is commonly used on spoken and written assessments in Gwinnett County, Georgia. Other foreign language teachers in the country use similar rubrics as well.

For convenience and time management purposes students will submit a link to their project in the teachers dropbox prior to reporting to class on presentation day.

Student Project Directions and Rubric:

My Selfie Project

Task: You will take twelve selfie pics (which represent your daily routine) and put them on an infographic on piktochart.com. You will also present your Piktochart to the class and tell your classmates about your daily routine in Spanish! You need to be able to talk about your routine without any written words to help you.

Make sure to do the following:

Speak at least 10 sentences.

Use at least 8 different reflexive verbs from Chapter 2.

Use despus de, antes de and hay que at least once.

Use at least 5 of the following miscellaneous vocabulary words:

la toalla, el desodorante, el champ, el jabn, el maquillaje, el secador de pelo, el cepillo de dientes, la pasta dental, la seda dental o el peine.

Practice, practice, practice! You will present this in front of the class.

Exceeds Expectations

Meets Expectations

Almost meets expectations

Does not meet expectations

Task Completion (40%)

40pts - The student thoroughly completed the task. They included everything they needed to, both in the spoken portion and in the Piktochart. The student was really prepared.

35pts The student mostly completed the task. The student left out something, but it wasnt major.

30 points - The student left out a pic or two and/or skipped over a sentence or two.

0-25 points - The student did not sufficiently complete the Piktochart and/or the spoken portion of the assignment.

Visuals

(20%)

20 pts - The student had all 12 visuals. The visuals were appropriate and represented each stage well. The Piktochart is well laid out and easy to follow.

17 pts- The student had a visual for every stage. The visuals were appropriate and represented each stage well, but the images were not laid out well.

14 pts - One or two visuals were missing or one or two visuals did not match up well with the stage is represents.

0-13 points - There were more than 2 visuals missing and/or there were either too many visuals that didnt represent the stages well or there was an inappropriate image used.

Grammar and Comprehensibility

(20%)

20 pts - There are no grammar errors and the student requires little to no interpretation to follow.

17pts - There are a couple of mistakes but nothing major. The student showed that he/she knows how to conjugate a reflexive verb and/or the student required interpretation, but nothing major.

14 points - There are more than just a few errors. The student is shaky on reflexives and may need some tutoring and/or a little extra interpretation was needed.

0 - 13 points - The errors made stand in the way of understanding the presentation or the student showed little to no understanding of reflexive verbs.

Vocabulary

(20%)

20 pts - The student used all the necessary vocabulary and used it correctly.

17pts - The student either left out a vocabulary word or used one incorrectly.

14 points- The student left out a couple of vocabulary words or used a couple incorrectly.

0 -13 points- The student didnt use a sufficient amount of vocabulary in his/her presentation.

How do I use Piktochart?

Step #1: Go to piktochart.com

Step #2: Click sign up

Step #3: Fill out the information and click create my account. If you already have a gmail account, you can connect with gmail.

Step#4: Choose a template or click create a new Piktochart.

Step #5: If you choose a template instead of creating your own, click create to begin.

Step #6: Explore the images and text options. If you need help, click the word tour locate in the bottom left corner. Dont forget to save as you go!

Step #7: When you finish, press publish. Then you can share your link with your teacher by putting the link to your infographic in your teachers dropbox.

Solution Rationale:

The Powtoon was created with Multimedia Theory and Dual Coding Theory in mind. Minimal text was used on the slides, as it is difficult for students to listen if they are distracted by narration. Therefore, more audio was used than text. Only necessary text was used. Also, the additional visuals were used to entice the learner, but were used sparingly to avoid overloading the viewer.

For the PowerPoint, I began taking a sequence of selfies as I went through the stages of my daily routine. After taking them, I loaded them onto a PowerPoint. I was careful to follow the principles learned about color, text and layout. I kept the background neutral with a red accent color. The text used on the PowerPoint is to guide the students into talking about each photo. It also helps remind the teacher to ask about the activities that happened before and after each stage of the routine.

As I took my selfies, I had a lot of fun. Then, I realized that if I was enjoying taking selfies of a daily routine, so would the students. After all, they are the selfie generation! That activity gave me the inspiration to create the Selfie Project. I chose Piktochart because it can be used in presentation mode and is user-friendly. I even made sure to create my own Piktochart as an example for students, so that they understand what is expected of them. The goal of the activity is to have them apply reflexive verbs to their own lives. Just as John Dewey stressed the importance of learning by doing, this activity is one that allows students to apply reflexive verbs and vocabulary to their daily routine; thus, students are learning while doing (Dewey, 1916).

ACRL Visual Literacy Competency Standards:

Standard 5: The visually literate student uses images and visual media effectively.

Performance indicators:

1. The visually literate student uses images effectively for different purposes.

Learning Outcomes:

a.Plans for strategic use of images and visual media within a projectb.Selects appropriate images and visual media aligned with a projects purposec.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.

Learning Outcomes:

a.Uses appropriate editing, presentation, communication, storage, and media tools and applications to prepare and work with imagesc.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.

Learning Outcomes:

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

4. The visually literate student communicates effectively with and about images.

Learning Outcomes:e.Reflects on the effectiveness of own visual communications and use of images

Standard 6: The visually literate student designs and creates meaningful images and visual media.

Performance Indicators:

1. The visually literate student produces visual materials for a range of projects and scholarly uses.

Learning Outcomes:

a.Creates images and visual media to represent and communicate concepts, narratives, and arguments (e.g., concept maps, presentations, storyboards, posters)c.Produces images and visual media for a defined audienced.Aligns visual content with the overall purpose of project

2. The visually literate student uses design strategies and creativity in image and visual media production.

Learning Outcomes:

a.Plans visual style and design in relation to project goalsb.Uses aesthetic and design choices deliberately to enhance effective communication and convey meaningc.Uses creativity to incorporate existing image content into new visual products

3. The visually literate student uses a variety of tools and technologies to produce images and visual media.

Learning Outcomes:

a.Experiments with image-production tools and technologiesb.Identifies the best tools and technologies for creating the visual productc.Develops proficiency with a range of tools and technologies for creating images and visual media

4. The visually literate student evaluates personally created visual products.

Learning Outcomes:

a.Evaluates personally created visual products based on project goalsb.Evaluates personally created visual products based on disciplinary criteria and conventions c.Reflects on the role of personally created visual products as a meaningful contribution to research, learning, or communicatione.Revises personally created visual products based on evaluation

Artifacts:

Format

Title

Access

Infographic

Mi Rutina Diaria

https://magic.piktochart.com/output/14902777-daily-rutine-copy

Video

Reflexive Verbs

https://www.youtube.com/watch?v=bxDFGzGLPs0

PowerPoint

La Rutina Diaria de Andrea

(posted on wiki for Comprehensive Instructional Design Plan)

Reflection:

Although creating activities for this unit on reflexive verbs was time consuming, most of it was entertaining. My favorite part was taking the selfies, which only served as inspiration for my project idea.

The video was the most challenging. Although I have made Powtoons before, the site is constantly changing. It seems that each time I get on it, there is something new about the layout. Since it had been a few months since the last time I had made a Powtoon, I had to troubleshoot a few times.

Upon completion of this project, I think the students will enjoy the activity. Even though there will be a learning curve with Piktochart, it is important for them to learn new technology. Furthermore, the activity helps students to learn the vocabulary and grammar while creating with it.

References:

Dewey, J. (1916). Democracy in education. New York, NY: Macmillan.

Hattwig, D., Burgess, J., Bussert, K., and Medaille, A. (2011). ACRL Visual Literacy

Standards for Higher Education. http://www.ala.org/acrl/standards/visualliteracy.