Goal-directed Instructional Design Plan - Who I am...

Author - Annie Kim A problem or a need there must be a problem of practice or an educational need that should be addressed during the lesson. Students will create a multimedia presentation to introduce who they are to the the class. They will focus on what qualities they have to contribute to a greater community and what they feel they need the greatest assistance with to be a better member of a community A real-world performance how the learning objective fit into a real-world activity or need. Exploration of the self, what one has to contribute/offer, as well as what one struggles with and needs assistance with is essential in the classroom community and the real world An instructional objective the objectives are based on the final outcome, activity or test. These objectives will each be different for the four types of knowledge; performing skills, recalling facts, identifying examples of concepts, and applying principles. Students will demonstrate the ability to introduce themselves concisely using technology of their choosing Students will assess their individual strengths and convey what they can contribute to a community Students will assess their individual weaknesses and share what they struggle with and/or what they need assistance with Students will understand the culture of the classroom community and its emphasis on respect, confidence, humility, vulnerability, and community A set of essential content the basic ideas and skills that will allow the learner to complete the task or understand the content. Students will be provided with a project map that explains each step of the process of the projects with due dates and other info Students will engage in a discussion about What is essential in a learning community? Students will participate in a quick-write responding to: Everyone has unique qualities that add to our community. What are your strengths? What unique qualities do you possess? What expertise do you bring to our community? What are you proud of? Students will share how they responded to: No one is perfect and we all have areas that we struggle with. What do you struggle with? What do you need assistance in? How are you at asking for help? How can we help and support you to grow in this area? Students will have access to screencast tutorials on using iMovie, VoiceThread, and Animoto. They will also have two class periods of lab time Provide manual transcript or access to written guide An evaluation consisting of a test or observation an assessment, observation or product showing that the objectives can be accomplished in the real-world setting. Students will create and present their multimedia presentations to the class Students will complete a post-reflection after all members of the learning community share their creations. The post-reflection will ask them to reflect on the assignment and connect it to the discussion we had on the first day of class about the essentials of a learning community Students will also be asked to reflect on what they liked, didnt like, what they learned, and feedback about this lesson/assignment to help me make it better in the future

Michigan State University, Educational Technology Programs http://edutech.msu.edu

 A method to help participants learn the method to deliver the content; a lesson. 1. Day 1: discuss essential elements of a learning community along with class expectations and syllabus a. pass syllabus and have students take it home and read through it b. briefly talk about class expectations c. classroom discussion on the essential elements of a learning community d. show Where Good Ideas Come From by Steven Johnson (4:06) provide subtitles or transcript 2. Day 2: quick-write about personal strengths and assign writing about weaknesses a. begin class with quick write and explain that this should be expected on most days b. have students share with someone next to them and that they will introduce one another to the class c. introduce Who I Am provide handout and web access d. in class or HW (depending on time) - student response to their weaknesses e. HW - assign students to watch screencast of video tutorials and to have an idea of what they want to use to present their projects and to have an idea written on paper for their project, which they will begin tomorrow in the lab Provide manual transcript or access to written guide 3. Day 3-4: computer lab a. begin class addressing any questions students have on the project, tools, etc. Have students participate anonymously using polleverywhere.com b. allow students to use time to create and walk around to check to make sure everyone is confident with their own creations; check for understanding 4. Day 5: presentations and post-reflection a. students present their creations b. show the video Positive Education with Character Strengths (8:35) provide subtitles or transcript c. post-reflection assignment given

Motivation: Meaningfullness content and activities must have meaning for the learner Students will assess who they are, build confidence in their unique positive qualities, and grow aware of the areas of weakness they may need assistance Students will learn about their colleagues Pleasant consequences the effects that achieving the goal will have on the learner Students will understand the culture of the learning community and begin to have ownership of it Students will get to know the members of their learning community Students will feel like they belong in this learning community and that they have something to offer Students will know that this learning community is a safe place Novelty an attention-getting, humorous or curious manner that relates to the useful information in your lesson The first 5 days of the term sets the tone for what students will experience in this class. Instead of combing through the syllabus, students will be asked to take it home so that we can take advantage of class time The discussions will leads students to understand what I value as an educator and how the things I value play out in the classroom Students will see the different resources and tools I use in the classroom and understand the expectations that they will also be utilizing multiple resources and tools Jumping into this first project will have students caught off guard and excited for the

Michigan State University, Educational Technology Programs http://edutech.msu.edu

unconventional road ahead Socialization - a strong motivator for student learning Students will work in pairs, small groups, larger groups, and as a class Students will be using their cell phone for polleverywhere.com Students will be engaged in a fun project at the beginning of the term instead of typical term openers like syllabus, rules, etc. Students will be motivated by the creative openness of the class Students will be motivated by the technology tools presented to them Students will be encouraged to tweet me, text me, or leave comments on the classroom website as needed Audience For what audience are you designing this lesson? Consider the following: Age: High school students (juniors & seniors) Skill level (including technology skills): Students from all skill levels can participate Prerequisite knowledge (including technology background) Students must first understand and accept the Code of Digital Citizenship Students must have at least a basic understand of computer functions such as typing and navigating the Internet Students must be willing to participate and be open to try things they dont know or quite understand Technology Needs the computers, software, programs (such as Angel or other CMSs) printers, equipment, Internet access, time in the computer lab will be needed to successfully complete your technology-rich lesson. Students will be given two class periods of computer lab time Students will need access to iMove, VoiceThread, Animoto, or other programs they would like to use Students will need a flash drive to save their files on

Michigan State University, Educational Technology Programs http://edutech.msu.edu