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:
morgan_green-_mdp_projectreport.docx | |
File Size: | 24 kb |
File Type: | docx |
Reflection:
The Multimedia Design Project/ WebQuest was completed to provide students the opportunity to use critical thinking skills to evaluate who is the most influential figure of the Greek and Roman societies. I designed this project independently with careful attention to research-based best practices in instructional design. The WebQuest was designed for 10th grade below and on-level world history students to gain a better understanding of historical figures from Greek and Roman societies. Students were asked to research six key historical figures of the period and determine which one was the more influential by supporting their claim with evidence from their research in a two-page report. During the development of this process of the WebQuest, I used A.D.D.I.E. as a reference to ensure that the instructional design is implemented effectively (McGriff, 2000). I worked through the various stage first by addressing a need that the class had, then designing how the need would be assessed. In continuing with using A.D.D.I.E approach, I began to outline what different learning tasks the students would complete and designing the rubrics for the students to follow. During the semester, I tried the WebQuest out with my students and looked for feedback on it. By following the A.D.D.I.E, I was able to create a WebQuest that met the needs of all of my learners in the class.
Standard 2.6, Instructional Design provided me the opportunity to 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 in my classroom. In the development of the WebQuest, I was able to model and facilitate the effective use of research-based best practices through the use of the A.D.D.I.E model. I started by giving students a pre-assessment to see where their needs where. From there I determined that they confused the influential figures that are important to understanding for future lessons in world history and in their other classes such as literature. I also wanted to challenge the students to think critically about the topic, which is why the students evaluated the historical figures in Greek and Roman society. Once, I established my learning targets, I then focused on the design of the learning tasks. Considering my students are at a variety of stages in their learning, I scaffolded the assignment to build a strong foundation by having the students complete a graphic organizer. The students would use videos and documents are resources to collect this information. I also wanted the class to decide on what they thought as a group, so I utilized a Poll Everywhere so they could vote on their choice. Once I found the learning tasks, I then had to build the WebQuest using Weebly. I linked each page to one another to assist in the organization of the learning tasks. This will help students move through in an orderly fashion and give them easy to follow directions. Through the implementation process, I acted as a facilitator roaming around the room assisting students in the learning tasks and ensuring that they were using higher order thinking skills in their finished products. At the end of the WebQuests, students were asked to complete a survey about it. This feedback helped me improve future WebQuests that I do.
Completing the Multimedia Design Project/ WebQuest provided me an opportunity to implement research-based strategies in my classroom. I learned how to effectively use A.D.D.I.E through each stage and see the importance that it provides in creating an excellent lesson. I now reference A.D.D.I.E in developing another assignment to ensure that I have ample data to then start the design and development stages to meet the appropriate learning outcomes prior to implementation. I found the feedback from the students valuable for future WebQuests. To further improve the Multimedia Design Project/ Webquest, I would like to have added more resources for the students to utilize during their research stage. I believe that this would have given them more variety and help them make an even more educated decision.
This artifact impacts student learning. During the developmental stages of the WebQuest, I used research-based practices to enhance and engage student learning. I was able to use A.D.D.I.E to tailor the lesson to reach higher order thinking skills for my students. Student learning can be assessed through the multiple learning tasks that the students complete in each stage of the WebQuest. The rubrics and informal assessments provide the opportunity for teachers to see where students need additional support and where they are succeeding. This can allow for teachers to assist them to reach the higher order thinking skills that the WebQuest provides.
Reference
McGriff, S. J. (2000). Instructional System Design (ISD): Using the ADDIE Model[PDF]. Penn State University.
The Multimedia Design Project/ WebQuest was completed to provide students the opportunity to use critical thinking skills to evaluate who is the most influential figure of the Greek and Roman societies. I designed this project independently with careful attention to research-based best practices in instructional design. The WebQuest was designed for 10th grade below and on-level world history students to gain a better understanding of historical figures from Greek and Roman societies. Students were asked to research six key historical figures of the period and determine which one was the more influential by supporting their claim with evidence from their research in a two-page report. During the development of this process of the WebQuest, I used A.D.D.I.E. as a reference to ensure that the instructional design is implemented effectively (McGriff, 2000). I worked through the various stage first by addressing a need that the class had, then designing how the need would be assessed. In continuing with using A.D.D.I.E approach, I began to outline what different learning tasks the students would complete and designing the rubrics for the students to follow. During the semester, I tried the WebQuest out with my students and looked for feedback on it. By following the A.D.D.I.E, I was able to create a WebQuest that met the needs of all of my learners in the class.
Standard 2.6, Instructional Design provided me the opportunity to 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 in my classroom. In the development of the WebQuest, I was able to model and facilitate the effective use of research-based best practices through the use of the A.D.D.I.E model. I started by giving students a pre-assessment to see where their needs where. From there I determined that they confused the influential figures that are important to understanding for future lessons in world history and in their other classes such as literature. I also wanted to challenge the students to think critically about the topic, which is why the students evaluated the historical figures in Greek and Roman society. Once, I established my learning targets, I then focused on the design of the learning tasks. Considering my students are at a variety of stages in their learning, I scaffolded the assignment to build a strong foundation by having the students complete a graphic organizer. The students would use videos and documents are resources to collect this information. I also wanted the class to decide on what they thought as a group, so I utilized a Poll Everywhere so they could vote on their choice. Once I found the learning tasks, I then had to build the WebQuest using Weebly. I linked each page to one another to assist in the organization of the learning tasks. This will help students move through in an orderly fashion and give them easy to follow directions. Through the implementation process, I acted as a facilitator roaming around the room assisting students in the learning tasks and ensuring that they were using higher order thinking skills in their finished products. At the end of the WebQuests, students were asked to complete a survey about it. This feedback helped me improve future WebQuests that I do.
Completing the Multimedia Design Project/ WebQuest provided me an opportunity to implement research-based strategies in my classroom. I learned how to effectively use A.D.D.I.E through each stage and see the importance that it provides in creating an excellent lesson. I now reference A.D.D.I.E in developing another assignment to ensure that I have ample data to then start the design and development stages to meet the appropriate learning outcomes prior to implementation. I found the feedback from the students valuable for future WebQuests. To further improve the Multimedia Design Project/ Webquest, I would like to have added more resources for the students to utilize during their research stage. I believe that this would have given them more variety and help them make an even more educated decision.
This artifact impacts student learning. During the developmental stages of the WebQuest, I used research-based practices to enhance and engage student learning. I was able to use A.D.D.I.E to tailor the lesson to reach higher order thinking skills for my students. Student learning can be assessed through the multiple learning tasks that the students complete in each stage of the WebQuest. The rubrics and informal assessments provide the opportunity for teachers to see where students need additional support and where they are succeeding. This can allow for teachers to assist them to reach the higher order thinking skills that the WebQuest provides.
Reference
McGriff, S. J. (2000). Instructional System Design (ISD): Using the ADDIE Model[PDF]. Penn State University.