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Instructional Design Project
Creating a collaborative Google
presentation
Denise Holder
Boise State University
EDTECH 503
Fall 2013
Dr. Jesús Trespalacios
Instructional Design Project 2
Part 1a. Learning goal
After writing a paragraph in class with the direction of teacher, second grade
students will use four 30-minute class periods to create a slide with text and
an image in a shared Google presentation.
Part 1b. Audience
The learners are second grade students at Johnson Elementary School in Fort
Collins, Colorado. Johnson Elementary School is a K-5 elementary school
located within Poudre School District.
Part 2. Analysis Report
Part 2a. Needs Assessment Survey
In order to assess needs, two surveys were posted in Survey Monkey
(http://www.surveymonkey.com). Two surveys were created due to reaching
the maximum amount of questions allowed on the first survey. Learners
could access these surveys directly through the following links:
Survey 1 - http://www.surveymonkey.com/s/ZVCDCC3
Survey 2 - http://www.surveymonkey.com/s/6QFGVZ2
The needs assessment surveys were administered to twenty five second
graders in a whole group setting. These surveys were posted on Instructor’s
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class website where learners could access surveys by clicking a button that
linked directly to the survey. Learners accessed the surveys with the
direction of Instructor. Learners took this survey online in one of the school’s
two computer labs. Instructor read each question aloud, and learners
answered questions one at a time. Using in the moment assessment,
Instructor would clarify assessment questions if learners were unable to
construct meaning. Instructor waited for every learner to complete each
question before moving on.
Part 2b. Needs Assessment Data
Demographics: Twenty five second grade learners - 14 girls and 11 boys -
participated in the survey.
Experience with Google Drive: All learners have no knowledge of or
experience with Google Drive and its applications. Learners do not know
how to access Google Drive or share within Google Drive.
Computer experience: Ninety two percent of learners have a computer in
their home. Ninety two percent of learners enjoy working on computers,
while eight percent do not. When data was further analyzed, learners that
did not enjoy spending time on computers did have computers in their
homes. Those two learners have confidence in their computer abilities. One
of those learners stated that working on a computer was easy, while the
other learner stated that working on a computer was super easy and she
could teach others.
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Computers are used by second grade learners for a variety of purposes. A
high percentage use computers to play games.
Part 2c. The Learners
All learners have had experience with computers in kindergarten and first
grade. Kindergartners and first graders receive thirty minutes of weekly
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technology instruction. This instruction includes skills such as learning the
basic parts of a computer and their functions, how to turn on and log in to
the computer, and how to access basic programs.
In second grade, students receive an hour of technology instruction where
they continue to build upon the basic skills presented in the previous grades
and become introduced to Microsoft Word and Excel, among other programs.
Three second graders are English language learners. These students have
another language spoken in their home but can speak and understand
English. One learner has a disability that has been identified in an
Individualized Education Plan. This disability does not affect computer skills
performance or confidence.
When addressing learning styles, more than half of the learners prefer
working by themselves.
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Sixty four percent of students prefer to think about new material as opposed
to talking about it. Fifty six percent of learners stated that they remember
new material best when they see the information.
Part 2d. Learning Context
Equipment and facility: Learners will be working in one of the two computer
labs available in Johnson Elementary. Each computer lab is equipped with a
SMARTBoard and a projector. Faronics Insight is installed on the Instructor
machine in each computer lab. Faronics Insight allows Instructor to view all
students’ computers in one screen, lock keyboards and mice, and share a
student’s screen with the class for teaching purposes.
There are thirty two Dell desktop computers, set up in rows, in each lab that
have access to the internet and a color printer. Computers are connected to
the district server. Items created on these computers can be saved to a
student’s personal server folder. Many basic programs, such as Pixie and
Sebran, are on all computers. Learners experienced using these programs in
kindergarten and first grade.
In the classroom, there are nine computers available - two desktops, six
laptops/netbooks, and one iPad. Learners are knowledgeable in turning on a
computer, accessing programs that are stored on the computers, and
accessing web-based programs that are a requirement for classroom work
through a school website. Learners have access to these computers during
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daily independent work time (Daily 5) and experience success at working
independently on the computers.
Instructor characteristics: Instructor is skilled in accessing the internet,
server, and Google Drive. In addition, Instructor is comfortable working with
computers, knowledgeable in creating materials using all applications in
Google Drive, and knowledgeable in sharing materials with colleagues and
students in Google Drive.
Part 2e. Transfer context
Beginning in fourth grade, learners use Google Drive to complete individual
and group projects. Skills learned in this project will be transferable to future
assignments and projects that will use Google Drive as the vehicle to
complete the tasks. Learners will be involved in 21st century skills, such as
creativity, communication, and technological awareness that will benefit
them as they continue their educational journey and transition into the
workforce. The presentation skills practiced in this project are skills that are
necessary for the learner in their future as a student. Teachers will be
asking students to create presentations to share with their classes. Strong
presentation skills are also important when seeking a job. An applicant must
present themselves in a positive light to their desired employer. Employers
seek people that have strong communication and presentation skills to
deliver the message of their company.
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Part 2f. Learning task analysis
Collaborative Google Presentation
Introduction to Google Drive
Find Google Drive on school website
Access Google Drive
Access Shared with Me folder
View presentation file in Shared with
Me folder
Enter text onto personal slide
Complete steps to log in to Google
Drive/Shared with Me folder
Access presentation
Find personal slide
Enter text in title section
Enter text in main section
Enter photo onto personal slide
Complete steps to log in to Google
Drive/Shared with Me folder
View new folder containing images
View personal slide
Import picture onto personal slide
Resize and position image
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Part 3. Planning
Part 3a. Rationale
Creating a class book will be done in a new, collaborative, digital way. With
the use of technology, specifically Google Presentation accessed through
school computers, each student will create an individual slide. The
completed presentation will be shared with families by posting the link to the
digital story on the classroom website. Also, each slide will be printed out
and included in a class book.
Students will apply their current technology and writing skills in this project.
While this project will focus on the technical aspect of creating a slide in
Google presentation, it covers a variety of standards. Students will be
meeting the Creativity and Innovation standard presented by the
International Society for Technology in Education (ISTE). One indicator
addressed in this standard asks that students create original works as a
means of personal or group expression. By adding original student writing to
a Google presentation slide, students will successfully complete this indicator
for the ISTE standard. This project also meets Colorado State Standards for
second grade in reading, writing, and communicating, specifically in the area
of writing and composition. Students will organize their ideas, write a
personal narrative, use conventions in their writing, and share their
completed work with an audience.
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While the generative strategy is used in this project, the major strategy used
is supplantive. Students will be guided by the instructor and follow what the
instructor has modeled. Most steps will be guided for the students, and the
instructor will be present to answer any questions as students work through
this process. This method of instruction aligns with the Instructivist
approach. Students will use a template for the creation of their slide, but
they will have an opportunity to use some creativity when deciding their font
style and size. Students will also be able to analyze their success to see if
they have correctly completed each step.
Part 3b. Learning Objectives
1 Students will be able to open a web browser to access the internet.
1.1 Using a computer mouse the student will identify the
web browser (Firefox) icon on the task bar.
1.2 Using a computer mouse the student will double click the
browser icon to open Firefox.
2. Students will be able to locate Google Drive on the school website.
2.1 Students will be able to use the mouse to point to the
correct link and click once to open Google Drive.
3. Using their district username (also known as ‘lunch number’) and
password, students will be able to use the keyboard to log in to Google
Drive.
4. Students will be able to access the class Google Presentation in the
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Shared with Me section in their Google Drive.
4.1 Students will use a computer mouse to click once on
Creature Comforts in the Shared with Me section.
4.2 Students will locate the slide that corresponds with their
classroom number and use computer mouse to click once
on it.
5. Students will be able to complete a slide in Google Presentation using
a template. See Appendix A.
5.1 Using writing previously done in the classroom, students will
type the title of their comfort object, their name, and age.
5.1.1 Students will be able to type in name of their comfort
object after deleting the title.
5.1.1.1 Students can change font style and
shape by highlighting completed text and
using the font and size drop down
menus.
5.2 Students will be able to type in their paragraph.
5.2.1 Using the keyboard, students will type in their edited
paragraph.
5.2.1.1 Students can change font style and
shape by highlighting completed text and
using the font and size drop down
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menus.
5.3 Students will be able to insert a picture onto their slide.
5.3.1 Students will locate and resize picture in Shared with
Me section.
5.3.1.1 Students will locate their picture in the
Shared with me section and click once
with their computer mouse.
5.3.1.2 Students will use computer mouse to
select the resize tool to resize their
photo.
6 Students will be able to present their slide to an audience effectively.
6.1 Students will orally present their slide to the class. Instructor
will evaluate. See Appendix C
Part 3c. Objectives Matrix Table
Objective Number
Bloom’s Taxonomy classification
Scaffolding strategy to be employed to teach objective
Type of assessment
1.0 Application Supplantive Performance
task
1.1 Application Supplantive Performance
task
1.2 Application Supplantive Performance
task
2.0 Application Supplantive Performance
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task
2.1 Application Supplantive Performance
task
3.0 Application Supplantive Performance
task
4.0 Application Supplantive Performance
task
4.1 Application Supplantive Performance
task
4.2 Application Supplantive Performance
task
5.0 Synthesis Generative Performance
task
5.1 Application Supplantive Performance
task
5.1.1 Application Supplantive Performance
task
5.1.1.1 Application Generative Self assessment
5.2 Application Supplantive Performance
task
5.2.1 Application Supplantive Performance
task
5.2.1.1 Application Generative Self assessment
5.3 Application Supplantive Performance
task
5.3.1 Application Supplantive Performance
task
5.3.1.1 Application Supplantive Performance
task
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5.3.1.2 Application Supplantive Performance
task
6.0 Synthesis Generative Performance
task
6.1 Synthesis Generative Informal peer
assessment/
Formal rubric
Self-assessment evaluations are opportunities for students to reflect on how their product looks to them and change their work as they see fit.
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Part 3d. ARCS Table
Project goal statement: After creating a personal narrative using the writing
process in the classroom, second grade students will use four thirty-minute
class periods to create a slide that is part of a class Google Presentation and
share the slide with their peers. This presentation will be shared with
families of students. Each slide will be printed out and become a page in a
published class book.
ATTENTIONA1. Perceptual Arousal
Read a Creature Comforts class book created by a previous second grade class
Ask students what similarities they notice on each page Inform students that this project will be available online for family
members and friends to see. Also, this presentation will be printed out to create a class book.
A2. Inquiry Arousal Question students about the use of Google Drive
A3. Variability Share different layout possibilities to see different ways students can
complete this project – See Appendix B
RELEVANCER1. Goal orientation
Share goals of the project with students Share rubric with students to define expectations Explain importance of using technology
R2. Motive matching Discuss the value of completing this project in Google Drive Discuss ability to share their writing with a larger audience
R3. Familiarity Guide students through the use of Google Drive
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Post/share the flow chart with students to be used as a visual when going through the project
Give examples of when students would use Google Presentation in the future
CONFIDENCEC1. Learning requirements
Provide rubric to all students to show expectations for the project - See Appendix C
Share self-assessment with students to have them be thinking about how they will rate their performance at the end of the project - See Appendix D
C2. Success opportunities Provide in-the-moment, on-going feedback as tasks are completed Offer students options to change font style or color
C3. Personal control Students create a personalized slide with Google Presentation After direct instruction, online work will allow students to complete the
task at their own pace
SATISFACTIONS1. Natural consequences
Learners will apply new skills to the completed slideS2. Positive consequences
Encourage positive behaviors Share positive examples on SMART Board
S3. Equity Provide differentiated learning opportunities for learners that are in
clear need of intervention Feedback, evaluation, and assessment will occur continuously
throughout the project Expectation of success for all learners
(Keller, 1987, p. 2)
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
Prior to starting this project, Instructor must create a Google Presentation
and 26 individual slides using a template similar to the one found in
Appendix A.
Introduction
1. The instructor will gain learners’ interest by reading a Creature Comforts
book from a previous second grade class.
2. To establish purpose of this project, the instructor will:
A. Inform students of the ISTE standard of creativity and innovation.
B. Inform students that they will present their written information to a
larger audience through the use of technology.
3. To increase student interest, instructor will inform students that the final
project will be shared with all second-grade families. The project will also
be printed out and made into a class book that will be available in the
classroom throughout the school year.
4. To preview the learning activity, the instructor will share the steps of the
project with the students.
A. Access Google Drive
B. Type the paragraph about their creature comfort onto a slide in Google
presentation
C. Locate and insert their picture onto their personal slide.
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Body
Session 1
1. Students will log onto the computer using their individual username and
password and open Mozilla Firefox. Instructor will log on to the computer as
well and have the school website shown on the SMART Board. (School
website is the default home page when logging on to a school computer.)
2. Direct learner’s attention to the SMART Board and show where Google
Drive is located on the drop down menu. Instruct students to click on Google
Drive on their own computer.
3. Instruct students to type in their individual username and password just
as they did when logging into the computer to begin this process.
4. Direct attention to the SMART Board and show where Shared with Me is
located in Google Drive. Click on Shared with Me to view Creature Comforts
presentation. Instruct students to click on Shared with Me on their own
computer and then select the Creature Comforts file.
5. Instruct students to log off their computers.
Session 2
1. Guide students through logging in to Google Drive and accessing the
Creature Comforts file. You will have the website on the SMART Board and
talk through the process as students work through it.
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2. When all students are logged in, direct student attention to the SMART
Board. Explain to the students that each student will have his/her own slide
to work on. Inform students that they will select the slide number that
corresponds with their classroom number. Complete an example for them:
If Hannah’s classroom number is 8, she will select slide number 8. Show
them how this will look. After previewing the activity, have students select
own slide. Walk around to make sure that each student has chosen the
correct slide before proceeding to the next step.
3. Call attention to the SMART Board. Show students how to click in the
Comfort Object’s Name box and add the name of their comfort object. Also,
show how to add their name and age, separated by a comma. Show students
how to change font style and color. Inform students that they are not to
change font size. When you have explicitly demonstrated these steps,
students can complete theirs independently.
4. Inform students that they will type the words from their edited copy of the
Creature Comforts paragraph in to the text box on the slide. Demonstrate
how to do this on the SMART Board. Make sure you point out that the words
inside of the text box will need to be deleted before they begin typing. Show
them how this is done. Ask if students have clarity on the task. When you
feel that most students are clear on the expectation, they may begin working
independently. Walk around and provide assistance as necessary.
5. Instruct students to log off their computers.
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Session 3
1. Guide students through logging in to Google Drive and accessing the
Creature Comforts file. You will have the website on the SMART Board and
talk through the process as students work through it.
2. Draw attention to the SMART Board. Click inside the photo box. On the
menu bar, select Insert. Choose Image from the drop down menu. Inform
students that individual pictures will be in the Shared with Me section. Scroll
to find your picture, click on it, and then click the Select tab under the
pictures. Explicitly demonstrate how to resize and reposition the picture
using their computer mouse. Delete the picture you inserted and repeat the
process.
3. Ask students to complete these tasks with you as you repeat the
directions orally. Once their picture is inserted on to their slide, discuss
resizing and repositioning. Inform students that they must use their
computer mouse to click on a corner to resize the picture. They must be
reminded that the finger stays pushed down as the computer mouse moves.
Inform students they are to complete this task independently but you are
available to assist if necessary. Monitor student work by walking around the
computer lab. Offer assistance as needed.
4. Instruct students to log off their computers.
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Conclusion
Session 4
1. If some students need time to complete their slide, they may log on to a
computer and complete their work. The remaining students will not log on to
their computers. You will open up the Creature Comforts presentation to be
viewed on the SMART Board. Each student will present their slide to the
group by reading it out loud.
2. Provide positive feedback about each slide. Encourage feedback from the
audience.
3. Assess each slide as students present them.
4. Review the goals that you shared with students at the beginning of the
project.
By successfully completing the slide, the goals that were shared at the
beginning of the project have been met.
5. Have students complete self-assessment.
Part 5. Learner Content
Part 5a. Learning Materials
The following materials will be used for instructional purposes:
Learning Material Purpose
Instructor Guide This is the lesson plan that the instructor will
use to teach the project to students.
Template for Student This example shows the instructor how to set
Instructional Design Project 26
Work up a slide in Google Presentation.
Previous Year’s Example This example will show students another way
to complete the assignment.
5b. Assessment materials
The following materials will be used for assessment purposes:
Assessment Material Purpose
Google Presentation
Slide Assessment
This rubric will allow students to see how they
will be assessed at the end of this project.
The instructor will use this to assess each
student.
Student self evaluation This document will be used by students at the
end of the project to self assess their slide.
5c. Technology Tools
The following technology tools will be used to support the learning project:
Technology Tool Purpose
Computers in computer
lab
All computers in the lab are connected to the
internet.
SMART Board/Projector Instructor will be able to guide students
through the project as they work through
each step. Also, instructor could project
student examples onto the SMART Board as
students are working through their slide.
Insight Classroom
Management Software
Instructor will be able to monitor all student
progress from one computer. Instructor can
use this program to share a student’s work
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that is exemplary with the rest of the class.
Google Drive Students will use this internet-based program
to access the class presentation and create
their slide.
Part 6. Evaluation
6a. Evaluation Plan
To evaluate the effectiveness of this instructional design project,
Kirkpatrick’s Four-Level Evaluation Model will be used. Learners would
receive a survey that is similar to the self-evaluation (smiling face, straight
face, frowning face) in Appendix D with questions such as:
Level I – Learner Results
Did you complete the project?
Did you feel that there was enough time to complete the slide?
Do you like the slide you created?
Level II – Learning
Are you able to log in to Google Drive without help?
Are you able to add a picture to a slide in Google Presentation?
Instead of having these questions in survey form, these questions could
be answered by having students complete the task while the instructor
observes performance.
Level III – Behavior
Have you logged in to Google Drive on your own?
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Have you created your own projects in Google Drive?
Level IV – Results
To determine the effectiveness of the project, a testing situation could be
created where students must complete all of the steps of this project
independently. The desired outcomes could be listed on a board, and
students would work until completion. If the learners were older, this idea
would be one to consider. With the young age of these targeted learners,
observation throughout the year to see the effectiveness of the instructional
design project seems more appropriate. Success will be determined by the
transference of skills to other projects of this nature.
6b. Subject Matter Expert Review
Ann Durkin, technology specialist and gifted and talented coordinator at
Johnson Elementary School, was the Subject Matter Expert (SME) who agreed
to review this Instructional Design Project. Ann teaches one-hour technology
classes to students in third through fifth grades each week. She is very
familiar with Google Drive and uses it in her weekly instruction with her
students. Ann is willing to collaborate with any teacher to integrate
technology into their instruction. The eight-question evaluation survey was
created in Google Drive and shared with Ann on November 25, 2013. Ann
completed the survey on November 26, and she and I met that day to
discuss her responses.
6c. Evaluation Survey
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As stated above, the survey was created using Google Drive. The following
questions were given to her with room for comments. We reviewed her
answers together. I received verbal feedback, as well as the written
feedback from this survey.
Questions for the SME:
Is the instructor guide easy to follow?
Will the guide help the instructor lead the learners in the completion of
this project?
Are the activities presented in a logical, sequential order?
Are the learning materials appropriate for the learners?
Will the learning materials support learner success in this project?
Are the vocabulary/terms shared appropriate for the learners?
Are the assessment materials appropriate for determining learner
success?
Do you have any suggestions to improve this project?
6d. Report of Expert Review
Instructor Guide
The SME felt that the Instructor Guide was clear and easy to follow. Breaking
skills down for the instructor into small steps was noted as being helpful.
Activities were presented in a logical order. SME noted that I should include
the direction for instructor to create the slides for each child in Google
Presentation prior to the project start.
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Learning Materials
Learning materials were thought to be perfectly appropriate for second-
grade learners. Providing examples for students to reference as they
completed this project was thought to be very helpful. Also, providing a pre-
made template was seen as something that would create success in this
project.
General
The SME made a suggestion that the typing for the paragraph should be
done prior to the project. She stated that students should create this
paragraph in something other than the template in the presentation. Based
on her prior experience with older students, SME stated that students seem
to get into each other’s work accidentally. To alleviate this concern, SME
suggested that this paragraph be created in Microsoft Word. If work was
accidentally deleted, students could go back and retrieve the work in the
other document using copy and paste.
It was noted that the ISTE standard of collaboration is being met at the
second grade level, and she stated that learners would be meeting the tech
operations and concepts standard. SME felt that was impressive for second
graders.
6e. Comments
The suggestions given by the SME can be easily incorporated into future
iterations of this project. While the inclusion of directing the instructor to
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create individual slides in the presentation prior to the start is a good
suggestion, I especially appreciate the suggestion to type the paragraph for
the slide in a document outside of the slide. This idea makes complete sense
to me, and it is not something I had thought of prior to speaking with the
SME. When designing this project, I was struggling with having to spend
time in these sessions typing a paragraph that was going to be created prior
to the project. The bulk of the time was going to be spent typing because
my students are not proficient with their typing skills at seven and eight
years old. Our second-grade students currently use Microsoft Word in their
technology time. I could have them create this document in Google Drive
since we are introducing Google Drive to them in this project. If that change
was made, the project would have to change from the narrow focus of
creating one slide in a Google Presentation into a more broad focus of
accessing Google Drive and working within its applications.
Part 7. Reflection
Taking care to design instruction is like nurturing a tree from seed to
maturity. Each tree starts off as a seed. This seed should be planted in good,
hearty soil. Taking care of this seed by watering and fertilizing is a must for
it to grow sturdy. Once the tree is sturdy, we must continually nourish the
tree and maintain it by pruning. If we take the care a tree needs to become
mature, it will be strong and last for many years.
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The instructional designers are the good, hearty soil in which that seed is
planted. They have seen the picture of what the tree is supposed to look like
when it is mature, and, even though that tree is a small seed right now, they
take the steps needed to get that tree to maturity. Throughout the life of the
project, instructional designers analyze learners, content, and how to deliver
instruction. They determine the best approach, as a gardener would try and
determine the best fertilizer. Some fertilizers work for some trees, while
others don't. The same holds true for determining which approach to use in
instruction. Once the project has been completed, we must look at the
outcome and make changes if necessary. Just like a tree pruner, we will
revise the project and perhaps take out some ideas with the hope that this
action will make the project stronger.
This course challenged me by having to think about the theory of good
design strategies, create charts that link objectives with strategies, and
apply that information into the ID projects that were submitted. I usually do
not take the time to break down each portion of the instruction I do in my
classroom, so I was challenged by breaking down the project into minute
steps and taking a deep look at what needed to be accomplished in each
step of the ID project. In leaving this course, I have gained the knowledge of
how to effectively design instruction. The analysis of learners and content,
identification of learning outcomes and aligning instruction with them, and
assessment of learning are all critical components of good design. A designer
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must remember to begin with the end in mind and, once that end has come,
revision must take place to improve learner performance.
As I worked through this course, I saw parallels to what we are currently
doing in our school this year. Each grade level is looking at state standards
and using those standards as guides to create units for our students. This
process is called Understanding by Design (UbD). We see where we want
our students to be and design instruction to achieve those goals. We are
aligning our learning outcomes and our assessments, and when a unit is
complete, we take the time to revise it. Larson and Lockee (2014) believe
that outcomes, assessments, and strategies in your design should reflect
each other, or be aligned, so that they support the learner in mastering the
required knowledge and skills.1 When reflecting on this quote, as well as the
experiences I had and knowledge gained this semester, I am confident that I
am on the right path to effective instructional design.
1 Larson, M. B., & Lockee, B.B. (2014). Streamlined ID: A practical guide to instructional design. (Chapter 6, p. 115). New York: Routledge.
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Appendix A
Template for student work
Create a template similar to this in Google Presentation. Duplicate the slide so that you have one for each student in the class.
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Appendix B
Example of previous Creature Comfort pages
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Appendix C
Google Presentation Slide Assessment
This will be given to students as a reference when working on the slide.
Teacher will use this assessment when the slide is complete.
Name _________________________________________
Google Presentation Slide Assessment
4 3 2 1Title Name of object
and name and
age of student
included.
Name of object
or name and
age of student
included. Did
not include both.
Included name
of object.
No title.
Text Easy to read.
Font and font
size vary
appropriately.
Fonts are
generally easy
to read.
Font size may
vary somewhat.
Overall
readability is
difficult.
Too many
different fonts
and/or font
sizes.
Text is very
difficult to
read.
Inappropriate
Fonts or font
sizes.
Image Image is correct
size and in box.
Perfectly
centered.
Image fits in the
box.
May be off
center.
Image is too
small of too
large.
No image.
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Appendix D
Student self evaluation
Name ____________________________________________
Student Self-evaluationI knew how to add a title.
I remembered to add my creature comfort’s name, my name, and my age.
I knew how to add text.
The font I used was easy to read.
I knew how to add a picture.
My picture was the correct size and put in the picture box.
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