2.6 Instructional Design
Candidates model and facilitate the effective use of research-based best practices in instructional design when designing and developing digital tools, resources, and technology-enhanced learning experiences. (PSC 2.6/ISTE 2f)
Artifact:
Famous Americans Webquest
Reflection:
The webquest is an example of a third grade lesson designed for self-paced online learning experience for students. It integrated Social Studies Georgia Performance standards with the Common Core English Language Arts objectives and addressed multiple National Educational Technology Standards for students. The principles of the Universal Design were taken in consideration to make this project accessible and comprehensive to a range of learners (National Center on Universal Design for Learning, 2013). Embedded videos, audio directions for each step of the process, video scripts, alternative image names, and appropriate reading levels of chosen online resources were the key elements to make this learning experience challenging, but successful for all learners.
The most important step in the development of the webqeust was instructional design, which modeled effective ways to stack the standards and make learning of this not-so-fun topic relevant and as much engaging for students as possible. A sound instructional base of the webquest made it effective and more powerful than any technology tool could without it. The design of the lesson was built on the Backward Design Model, often called Understanding by Design, described and advocated by Wiggins (2005). Learning goals and outcomes were established first, and then all learning activities were developed to address the predetermined academic goals. The provided rubric served as a guide for students to analyze, progress monitor, and evaluate own learning throughout the lesson. The same assessment tool was used by the teacher to evaluate student academic outcomes.
Scaffolding and clear directions were important components of research-based practices used in this lesson design. Students were provided with multiple forms of necessary assistance in every task. A talking avatar took on a role of a facilitator who explained the purpose, expectations, and process steps for each task. Students were referred to online reading resources to build necessary background knowledge about famous Americans and make connections to their own personal characteristics. Students were introduced to a variety of technology tools to support their learning. For example, the read aloud and built-in dictionary options within Nettrekker, the school’s protected search engine, was used to help students read any words and/or phrases that might be difficult for them. Students had a choice to complete tasks in any format that would support their leaning styles and individual preferences. For instance, students could choose to use a traditional graphic organizer to brainstorm ideas for their writing or utilize any of the available applications to build their own mind maps. Making choices and connections to personal lives ensured student engagement and impacted learning outcomes.
The webquest was design mostly for individual tasks: research, brainstorming, writing, and presentations. Allowing students to work in pairs or small groups throughout each task could improve student understanding of the topic and spark creativity in their writing. It is important to remember that learning is more effective when students communicate and refine own thinking based on their peers’ ideas and teachers’ guidance.
References
National Center on Universal Deign foe Learning. (2013). The three principles of UDL. Available at http://www.udlcenter.org/aboutudl/whatisudl
Wiggins, G. & McTighe, J. (2005). Understanding by design .Alexandria, VA.: Association for Supervision and Curriculum Development
The webquest is an example of a third grade lesson designed for self-paced online learning experience for students. It integrated Social Studies Georgia Performance standards with the Common Core English Language Arts objectives and addressed multiple National Educational Technology Standards for students. The principles of the Universal Design were taken in consideration to make this project accessible and comprehensive to a range of learners (National Center on Universal Design for Learning, 2013). Embedded videos, audio directions for each step of the process, video scripts, alternative image names, and appropriate reading levels of chosen online resources were the key elements to make this learning experience challenging, but successful for all learners.
The most important step in the development of the webqeust was instructional design, which modeled effective ways to stack the standards and make learning of this not-so-fun topic relevant and as much engaging for students as possible. A sound instructional base of the webquest made it effective and more powerful than any technology tool could without it. The design of the lesson was built on the Backward Design Model, often called Understanding by Design, described and advocated by Wiggins (2005). Learning goals and outcomes were established first, and then all learning activities were developed to address the predetermined academic goals. The provided rubric served as a guide for students to analyze, progress monitor, and evaluate own learning throughout the lesson. The same assessment tool was used by the teacher to evaluate student academic outcomes.
Scaffolding and clear directions were important components of research-based practices used in this lesson design. Students were provided with multiple forms of necessary assistance in every task. A talking avatar took on a role of a facilitator who explained the purpose, expectations, and process steps for each task. Students were referred to online reading resources to build necessary background knowledge about famous Americans and make connections to their own personal characteristics. Students were introduced to a variety of technology tools to support their learning. For example, the read aloud and built-in dictionary options within Nettrekker, the school’s protected search engine, was used to help students read any words and/or phrases that might be difficult for them. Students had a choice to complete tasks in any format that would support their leaning styles and individual preferences. For instance, students could choose to use a traditional graphic organizer to brainstorm ideas for their writing or utilize any of the available applications to build their own mind maps. Making choices and connections to personal lives ensured student engagement and impacted learning outcomes.
The webquest was design mostly for individual tasks: research, brainstorming, writing, and presentations. Allowing students to work in pairs or small groups throughout each task could improve student understanding of the topic and spark creativity in their writing. It is important to remember that learning is more effective when students communicate and refine own thinking based on their peers’ ideas and teachers’ guidance.
References
National Center on Universal Deign foe Learning. (2013). The three principles of UDL. Available at http://www.udlcenter.org/aboutudl/whatisudl
Wiggins, G. & McTighe, J. (2005). Understanding by design .Alexandria, VA.: Association for Supervision and Curriculum Development