Principles​ ​of​ ​Instructional​ ​Design

Instructional​ ​Design​ ​Project

Report​ ​1:​ ​Pre-instructional​ ​Components
Sara​ ​Glenn​ ​and​ ​Joy​ ​Rohrbaugh
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Instructional​ ​Analysis​ ​Context:

As​ ​media​ ​specialists​ ​at​ ​an​ ​elementary​ ​and​ ​a​ ​middle​ ​school​ ​in​ ​the​ ​same​ ​school​ ​district,​ ​we​ ​plan​ ​to
analyze​ ​and​ ​design​ ​instruction​ ​to​ ​help​ ​prepare​ ​students​ ​for​ ​the​ ​transition​ ​from​ ​elementary​ ​to
middle​ ​school.​ ​ ​We​ ​will​ ​be​ ​analyzing​ ​the​ ​instruction​ ​of​ ​one​ ​classroom​ ​of​ ​fifth​ ​grade​ ​students​ ​at
Lake​ ​Forest​ ​Elementary​ ​School​ ​in​ ​Greenville,​ ​South​ ​Carolina.​ ​ ​This​ ​classroom​ ​is​ ​made​ ​up​ ​of​ ​26
students.​ ​ ​Our​ ​analysis​ ​will​ ​take​ ​place​ ​near​ ​the​ ​beginning​ ​of​ ​the​ ​school​ ​year,​ ​when​ ​students​ ​have
had​ ​little​ ​instruction​ ​from​ ​their​ ​current​ ​teacher​ ​on​ ​devices​ ​or​ ​the​ ​use​ ​of​ ​Google​ ​for​ ​the​ ​classroom.
Students​ ​have​ ​visited​ ​the​ ​computer​ ​lab​ ​once​ ​a​ ​week,​ ​but​ ​have​ ​not​ ​used​ ​their​ ​Google​ ​username
and​ ​password.​ ​ ​Students​ ​have​ ​access​ ​to​ ​three​ ​student​ ​laptops,​ ​one​ ​student​ ​ipad,​ ​and​ ​three
Chromebooks​ ​in​ ​the​ ​classroom.

Rationale:
Our​ ​school​ ​district​ ​is​ ​currently​ ​in​ ​the​ ​midst​ ​of​ ​a​ ​Personalized​ ​Learning​ ​Initiative​ ​and​ ​all​ ​students
from​ ​3rd-12th​ ​grade​ ​will​ ​be​ ​issued​ ​a​ ​Chromebook​ ​on​ ​or​ ​before​ ​the​ ​2018-2019​ ​school​ ​year.
Students​ ​arrive​ ​at​ ​middle​ ​school​ ​with​ ​varying​ ​degrees​ ​of​ ​comfort​ ​with​ ​technology.​ ​Almost
immediately​ ​they​ ​are​ ​expected​ ​to​ ​know​ ​how​ ​to​ ​log​ ​into​ ​devices​ ​and​ ​use​ ​Google​ ​Classroom​ ​and
Google​ ​Apps​ ​for​ ​Education​ ​to​ ​complete​ ​assignments.​ ​Knowing​ ​these​ ​concepts​ ​will​ ​equip
students​ ​for​ ​success​ ​in​ ​middle​ ​school​ ​and​ ​eliminate​ ​much​ ​of​ ​their​ ​stress​ ​in​ ​the​ ​transition​ ​from
elementary​ ​school.

Description:
As​ ​media​ ​specialists,​ ​we​ ​are​ ​responsible​ ​for​ ​teaching​ ​our​ ​own​ ​standards,​ ​such​ ​as​ ​ISTE​ ​and
Standards​ ​for​ ​the​ ​21st​ ​Century​ ​Learner.​ ​In​ ​addition,​ ​we​ ​strive​ ​to​ ​support​ ​our​ ​teachers​ ​in
addressing​ ​their​ ​own​ ​subject-based​ ​standards.​ ​For​ ​this​ ​project​ ​we​ ​will​ ​help​ ​students​ ​master​ ​the
following​ ​ISTE​ ​standards:

5.​ ​Digital​ ​citizenship

Students​ ​understand​ ​human,​ ​cultural,​ ​and​ ​societal​ ​issues​ ​related​ ​to​ ​technology​ ​and​ ​practice​ ​legal
and​ ​ethical​ ​behavior.
a.​ ​Advocate​ ​and​ ​practice​ ​safe,​ ​legal,​ ​and​ ​responsible​ ​use​ ​of​ ​information​ ​and​ ​technology
b.​ ​Exhibit​ ​a​ ​positive​ ​attitude​ ​toward​ ​using​ ​technology​ ​that​ ​supports​ ​collaboration,​ ​learning,​ ​and
productivity
c.​ ​Demonstrate​ ​personal​ ​responsibility​ ​for​ ​lifelong​ ​learning
d.​ ​Exhibit​ ​leadership​ ​for​ ​digital​ ​citizenship

6.​ ​Technology​ ​operations​ ​and​ ​concepts

Students​ ​demonstrate​ ​a​ ​sound​ ​understanding​ ​of​ ​technology​ ​concepts,​ ​systems,​ ​and​ ​operations.​ ​a.
Understand​ ​and​ ​use​ ​technology​ ​systems
b.​ ​Select​ ​and​ ​use​ ​applications​ ​effectively​ ​and​ ​productively
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c.​ ​Troubleshoot​ ​systems​ ​and​ ​applications

d.​ ​Transfer​ ​current​ ​knowledge​ ​to​ ​learning​ ​of​ ​new​ ​technologies

Learners:

Student​ ​Name Race/Ethnicity Age

Richard​ ​A. African-American 10

Alicia​ ​B. Caucasian 10

Umar​ ​B. Arabic 10

Giovanni​ ​C. Hispanic 10

Antonio​ ​C. Hispanic 10

Henry​ ​C. Caucasian 10

Said​ ​C. Hispanic 11

Myrsini​ ​G. Caucasian 10

Alejandro​ ​G. Hispanic 10

Danielle​ ​H. Caucasian 10

Jahiah​ ​H. African-American 11

Rebecca​ ​H. Caucasian 10

Mya​ ​H. Hispanic 10

John​ ​K. Caucasian 10

Keira​ ​K. African-American 10

Nevaeh​ ​M. Hispanic 10

Ny’Quentin​ ​M. African-American 11

Barbara​ ​M. Hispanic 10

Ella​ ​M. Caucasian 10

Mattilyn​ ​M. Caucasian 10

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Grayson​ ​P. Caucasian 10

Lila​ ​R. Caucasian 10

Isaias​ ​S. Hispanic 10

Curtis​ ​S. Caucasian 10

Cody​ ​T. Caucasian 10

De’Andre​ ​W. African-American 10

Performance​ ​context:
The​ ​students​ ​taking​ ​part​ ​in​ ​this​ ​unit​ ​are​ ​in​ ​Ms.​ ​Sullivan’s​ ​class​ ​at​ ​Lake​ ​Forest​ ​Elementary
School.​ ​They​ ​have​ ​varying​ ​degrees​ ​of​ ​comfort​ ​with​ ​technology​ ​and​ ​have​ ​had​ ​a​ ​diverse​ ​range​ ​of
experiences​ ​with​ ​technology,​ ​as​ ​many​ ​of​ ​them​ ​moved​ ​to​ ​Lake​ ​Forest​ ​from​ ​another​ ​district​ ​or
state.​ ​ ​ ​All​ ​students​ ​spend​ ​one​ ​hour​ ​a​ ​week​ ​working​ ​in​ ​the​ ​computer​ ​lab.​ ​ ​The​ ​classroom​ ​teacher
also​ ​has​ ​access​ ​to​ ​one​ ​laptop​ ​cart​ ​and​ ​one​ ​Chromebook​ ​cart​ ​and​ ​has​ ​utilized​ ​each​ ​cart​ ​once​ ​in​ ​the
classroom​ ​so​ ​far​ ​this​ ​school​ ​year.

When​ ​students​ ​enter​ ​middle​ ​school​ ​in​ ​Greenville​ ​County​ ​School​ ​District,​ ​they​ ​are​ ​expected​ ​to​ ​be
familiar​ ​with​ ​Chromebooks,​ ​checking​ ​teacher​ ​websites,​ ​reading​ ​online​ ​homework​ ​calendars,​ ​and
Google​ ​Apps​ ​for​ ​Education,​ ​including​ ​Google​ ​Classroom.​ ​Transitioning​ ​to​ ​middle​ ​school​ ​is
difficult​ ​for​ ​many​ ​students,​ ​but​ ​students​ ​who​ ​attend​ ​elementary​ ​schools​ ​which​ ​do​ ​not​ ​utilize
one-to-one​ ​technology​ ​are​ ​at​ ​a​ ​distinct​ ​disadvantage​ ​when​ ​entering​ ​sixth​ ​grade.

Instructional​ ​Goal​ ​Statement:

Fifth​ ​grade​ ​students​ ​will​ ​be​ ​able​ ​to​ ​sign​ ​into​ ​Google​ ​Classroom​ ​using​ ​their​ ​usernames​ ​and
passwords,​ ​access​ ​an​ ​assignment,​ ​create​ ​a​ ​copy​ ​in​ ​their​ ​own​ ​Google​ ​Drive,​ ​complete​ ​the
assignment,​ ​and​ ​submit​ ​the​ ​assignment​ ​in​ ​Google​ ​Classroom.

Lesson​ ​1:​ ​Learning​ ​login,​ ​logging​ ​into​ ​Google​ ​Apps​ ​for​ ​Education​ ​(logins​ ​for​ ​all​ ​Google
applications​ ​look​ ​the​ ​same),​ ​looking​ ​at​ ​Google​ ​possibilities,​ ​like​ ​docs,​ ​slides,​ ​etc.
Lesson​ ​2:​ ​Creating​ ​a​ ​Google​ ​Doc​ ​and​ ​saving​ ​it​ ​to​ ​Drive
Lesson​ ​3:​ ​Logging​ ​into​ ​Classroom​ ​and​ ​joining​ ​a​ ​class,​ ​getting​ ​an​ ​assignment
Lesson​ ​3​ ​or​ ​4,​ ​depending​ ​on​ ​understanding:​ ​Creating​ ​copy​ ​of​ ​Google​ ​Doc,​ ​saving​ ​in​ ​drive,
turning​ ​in​ ​as​ ​an​ ​assignment.
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Goal​ ​Analysis:
Based​ ​on​ ​the​ ​instructional​ ​goal,​ ​learners​ ​will​ ​be​ ​able​ ​to​ ​do​ ​the​ ​following:
● Sign​ ​into​ ​Google​ ​using​ ​their​ ​unique​ ​username​ ​and​ ​password
● Create​ ​a​ ​document​ ​in​ ​Google​ ​Docs
● Access​ ​Google​ ​Classroom
● Access​ ​assignments​ ​in​ ​Google​ ​Classroom
● Copy​ ​an​ ​assignment​ ​into​ ​Google​ ​Drive
● Submit​ ​an​ ​assignment​ ​in​ ​Google​ ​Classroom

Subskills​ ​Analysis:
● Access​ ​Google​ ​Chrome​ ​on​ ​their​ ​own​ ​device
● Find​ ​Google​ ​Drive
● Sign​ ​into​ ​Google

Entry​ ​Behaviors​ ​Analysis:

● Turn​ ​on​ ​computer
● Log​ ​into​ ​student​ ​computer
● Open​ ​an​ ​internet​ ​browser
● Complete​ ​and​ ​turn​ ​in​ ​hard​ ​copies​ ​of​ ​assignments​ ​from​ ​teacher

Learning​ ​Domain Skills​ ​Needed

Intellectual​ ​Skills 1. Follow​ ​instructions​ ​given​ ​regarding

how​ ​and​ ​when​ ​to​ ​sign​ ​in,​ ​how​ ​to
answer​ ​a​ ​question​ ​posted,​ ​how​ ​to​ ​copy
an​ ​assignment,​ ​how​ ​to​ ​submit​ ​an
assignment.

Psychomotor​ ​Skills 1. Use​ ​keyboarding​ ​skills​ ​to​ ​type

username​ ​and​ ​password​ ​into​ ​Google​ ​to
sign​ ​in.
2. Use​ ​mouse​ ​skills​ ​to​ ​navigate​ ​internet
browser,​ ​select​ ​options​ ​from
drop-down​ ​menu,​ ​click​ ​on​ ​browser
buttton.

Attitudes/Behavior 1. Follow​ ​classroom​ ​rules.

2. Stay​ ​seated​ ​at​ ​computer.
3. Raise​ ​hand​ ​to​ ​ask​ ​for​ ​assistance,​ ​as
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needed,​ ​or​ ​ask​ ​a​ ​classmate.

4. Complete​ ​questions,​ ​assignments,​ ​and
other​ ​classwork.

Verbal​ ​Information 1. Ask​ ​for​ ​help​ ​when​ ​needed.