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Mini Project Assignment

Meganne Mc Neil-Harry

A Paper Presented in Fulfillment
Of the Requirements of
EDID 6505 Systems Approach to Designing Instructional Materials -

Trimester 2 (2014)
University: University of the West Indies Open Campus
eTutor: Dr. Leroy Hill
Course Coordinator Dr. Camille Dickson- Deane

Verb Usage Program (V.U.P)

Needs Assessment Plan

Goal/ Purpose: to design a 2 day workshop designed to encourage teachers to reintroduce the use of
the Simple Future tense in the classroom environment and the English Language
Objectives: -to explain the formation of the use of the Future Tense
-to practice the use of the future tense in context
-to design activities that will encourage the use of the future tense as a verb option
Target Audience: 5 Teachers in an English Department at a secondary school in South Trinidad
ranging in ages between 30-55. The group includes the Head of Department and 4
trained teachers in the specific Curriculum area. The range of ages of participants
was chosen unintentionally but the advantage of the range will lead to the personal
experience of the more senior teachers who were actually privy to the use of the
Future tense.
Data Collection Methods:
1. Brainstorming -this will engage the participants into conjuring up ideas of usage
of the tense in practice. Where is the tense frequently seen in use? Is it still
2. Objective Referenced Tests- in the form of worksheets of practice activities
3. Participatory Observation- since the program is geared toward encouraging the
reintroduction of the tense usage, simulations and guided practice will be used
and observed by the other members of the program for visual clarity to persuade
the usage.
4. Work samples -the program will tend to be a prototype of the plethora of
strategies that can be employed to engage the usage of the future tense. Hence,
during the course of the program, the teachers will assume the role of student
and be used as a simulation with the use of activities that will bring the teachers
to the understanding of not making the tense obsolete but still relevant. Thus, the
main objective as stated will be to create astronomical predictions using the
future tense.

1. Development Cost/ Ease- Very low. Ministry of Education has provided
resources which as usually underutilised such as tablets, computers, writing
material, printers etc.
2. Buy In / Persuasion Potential- the reintroduction of the tense usage has to be sold
creatively to the participants in the workshop to encourage its use in lesson
planning and delivery.
3. Work samples- the final outcome of the workshop will demonstrate the creation
of horoscopes and fortune cookies using the future tense.
Sources: Ministry of Education (MOE), Secondary Education Modernization Programme:
Secondary School Curriculum, English Language. September 2008.
Elder members of the English Department will be able to use their personal
experience as a marker for the success of the reintroduction of the Future tense into
the Curriculum.
Optimals How to use future tense verbs in context to foster
synthesis within the classroom and the external
Actuals -How to form future tense verbs
(infinitive) + will/ shall/could etc. + main verb
-Assess the recall of the usage of the tense
Feelings -Negative attitudes of participants toward tense usage
-Why is the tutelage of the tense avoided?
-Lack of practice?
-The shift in societal and environmental tenets affect the
manner in which language is delivered

Causes -Future tense is not used in the register of Trinidadian
-Capitalisation of the fast pace, modern world, people
speak as they live ....actively using simple present or past
-Colleagues veer away from the use as it presents a
challenge that can be avoided with other tense options.
-Curriculum designers are accepting of the shift in tense
usage and the planning of curriculum presents options.

Solutions -Intervention of other teachers within the English

How will you use this information?
The program results will be used for the evaluator to assess the credibility of the reintroduction
of the future tense usage in the English Language curriculum. The program will be designed as a
prototype of samples, activities and experience (participatory observation). It may be copied by
the participants to recognise the need for variety in mechanics and creativity of the students.

-More reinforcement through teaching delivery and
-Greater need to design individual lessons that will
require the future tense as an option.
-Curriculum Specialists and Instructional designers/
teachers should use the tense in lessons more regularly.
Task Analysis
As introduced in the V.U.P Needs Assessment Plan, the need for the inclusion / reintroduction of the active
usage of the Simple Future tense in any educational context was identified. The purpose for conducting
such a plan was to facilitate the lack of use within the cognitive learning environment. Therefore, in an
effort to meet the tenets of fulfilling the aforementioned usage, the following task analysis was created.
The task identified in the table below is sequenced in a procedural manner to allow the participants in the
work shop to follow the task in an effort to meet the stated objective effectively.

Objective: to create a fortune cookie using the Simple future tense.
Independently- 1
Collectively - 2
List the uses in context
Open a Microsoft Word document
Save the document named Fortune Cookie
State the various ways the tense can be used
Analyse the uses stated


Explain the importance
Put each down in the document
Justify each response
Demonstrate an understanding of the importance


Identify the formation
Think about an example
Type example
Dissect the example
Highlight the component parts
Label the parts


Complete a sample question
Focus on the visual document provided on the computer
Read sample question thoroughly
Pick out the verb/s
Type them separately in the document
Divide the verb into future tense components
Label the parts



Read sample fortune cookie exhibited as set induction
Read aloud
Read quietly
Underline the simple future tense in the sample
Type selected examples



Describe the level of difficulty
Rate the level of difficulty of the exercise



Develop a futuristic affirmation using the simple future tense
Brainstorm ideas
Write down the ideas
Structure the prediction use the tense
Complete the affirmation



Outline timeframes for the creation of the fortune cookie


Task Analysis Worksheet

Criteria for Task Selection

40 pts

10 pts

10 pts

10 pts

30 pts

Notes Priority
TASKS #1 #2 #3 #4 #5 #6 #7 #8
Identify the formation of the
40 10 10 10 10 100

Complete sample question 40 10 5 55 4
Explain the importance of the
verb use
15 5 10 15 45 2
List the uses of the Simple
Future tense
10 10 10 5 35 1
Read the sample 20 10 30 5
Highlight the examples of the
tense in the sample
40 10 50 6
Dissect the simple future
tense verb
35 10 10 10 65 7
Create / develop a fortune
cookie affirmation
40 10 10 60 8
Comment on the level of
difficulty of the exercise
15 5 5 25 50
Outline the timeframe
allocated to perform the task/
meet the main objective
30 5 5 15 55
The Above task were rated on the following criteria:

Criticality How Important is the performance of the task to the goals or mission of the organisation
Universality/Frequency How widely and commonly is the task performed
Standardization - is the task performed the same in all applications
Feasibility support is available for the task to be learned/the task will be used in its application context.
Difficulty - How difficult is it to learn to perform the task

VUP Program
Prerequisite Analysis

Open MS Word
Type Save
Practice tense
Explain features of the
Simple Future Tense
Brainstorm simple
Future Tense Usage
suitability of
difficulty of
Groups Transform verbs
using practice
Apply tense to a
production activity
Dissect an
Choose a
Design a fortune
cookie idea using
new tense

Terminal Objective: Given access to 35 students in Form 2, following a 2 day workshop on the simple
future tense, participants will demonstrate effective instruction of the tense using
modern contexts such as astronomical predictions e.g. fortune cookie ideas.
After conducting verbal interviews with the participants of a 2 day training workshop in
Simple future tense usage, the teachers in the English Department would be able to:

Define the simple future tense (Knowledge)
Label the tense structure within an example (Knowledge)
Demonstrate 90% understanding of the tense usage through practice exercises (Application)
Select an appropriate context to use the simple future tense (Knowledge)
Analyse the use of the Simple Future tense in writing astronomical predictions (Analysis)
Apply the simple future tense in writing a fortune cookie idea (Application)
Create a fortune cookie idea (Synthesis)
Evaluate the importance of the Simple future tense in modern English mechanics (Evaluation)

Performance Rubric

Terminal Objective: Given access to 35 students in Form 2, following a 2 day workshop on the simple
future tense, participants will demonstrate effective instruction of the tense using
modern contexts such as astronomical predictions e.g. fortune cookie ideas.

1 2 3 4 5 Total
infinitive verb
into the
Simple future
more than
90% of the
60-80% of
About half of
the important
75% of the
Integrate verb
formation into
exercises (10
No items
were correct
in the
Less than 5
items were
Only 5 items
were correct
More than 5
items were
All 10 items
were correct
create a
fortune cookie
idea using the
Simple future

assesses how
the fortune
cookie idea is
presented i.e
-Nature of
-no features
1 feature
2 features
2 or more
inclusion of

Application Assessment Multiple Choice Items

Objective 1: Define the simple future tense
Scenario: The definition of the verb tense is illustrated on the open MS word document provided to the
participants in the V.U.P workshop. The intentions are for them to choose a true or false response to the
given definition.
The simple Future tense is a verb tense indicating action that has not yet begun.
a) True
b) False

Objective 2: Label the tense structure within an example
Scenario: A sample of the simple future tense in use is presented on the projector in the computer lab
where the workshop will be taking place, participants are asked to work in assigned groups to label the
tense structure within an example.
You will find happiness

Auxiliary verb Base form of the main verb
The future tense comprises of:
a) Article and action word
b) Noun and adjective
c) Helping word and main verb
d) Parts of speech

Objective 3: Demonstrate 90% understanding of the tense usage through practice exercises.

Scenario: The following constructions were placed a projector and presented to participants in the V.U.P

Which of the above statements best illustrates the use of the simple future tense?
a) 1
b) 2
c) 3
d) 4

Objective 4: Apply the simple future tense in writing a fortune cookie idea
Paula and her friends are out to dinner to celebrate the birthday of a dear friend. As the birthday surprise is
brought to the table, the birthday girl receives a sumptuous cookie embellished with beautiful adornments.
After much gearing on, Susan bites into the delicious cookie but discovers a hidden message.
Which of the following details may be found in the message?
a) A bashful admirer will soon be revealed.
b) A friend will soon bring you a gift.
c) Your life will be filled with magical moments
d) If your desires are not extravagant, they will be rewarded.

Contextual Analysis Worksheet

Directions: Identify relevant factors in categories (only where and when appropriate) and indicate the effect
they will have by circling appropriate number.

-2 Greatly impedes
-1 Slightly impedes
+1 Slightly facilitates
+2 Greatly facilitates

Orienting Context
Learner Factors
Not all participants are mentally ready to participate in such a workshop -2 -1 +1 +2
All 5 participants are experienced with the English Language curriculum -2 -1 +1 +2
The Future tense usage is familiar to the participants -2 -1 +1 +2
Most teachers see the usefulness of using the verb tense in their delivery -2 -1 +1 +2

Immediate Environment Factors
Availability of the schools computer lab and its resources -2 -1 +1 +2
Compliance to updated systems software (MS Word) -2 -1 +1 +2

Organizational Factors
Administrative support for the use of the facilities -2 -1 +1 +2
Permission for time away from daily duties to ensure teacher attendance -2 -1 +1 +2
Instructional Context
Learner Factors
Not all teachers agree with the intent of the workshop due to lack of creativity -2 -1 +1 +2
The use of the technology in the Computer lab causes concern to teachers who think that they are not very
competent -2 -1 +1 +2

Immediate Environment Factors
Sufficient computers for each teacher to work individually -2 -1 +1 +2
Adequate and appropriate furniture to enable movement for pair and group work
-2 -1 +1 +2
Synchronized eyes software should be installed on each P.C -2 -1 +1 +2
Necessary equipment such as projector and speakers to be provided and set up by the IT technician
-2 -1 +1 +2
Organizational Factors
Scheduled clinical supervision lessons will be given to teachers within the subsequent month
-2 -1 +1 +2
Transfer Context
Learner Factors
A school intranet is assumed to be initiated to carry out similar activities in the classroom through the
students school laptops -2 -1 +1 +2
Teachers are able to disseminate the various contexts taught in the workshop
-2 -1 +1 +2
Teachers are able to engage the students into using the simple future tense creatively in other contexts
-2 -1 +1 +2
Immediate Environment Factors
Cross curriculum teaching is encouraged by all teaching staff to ensure the practice of the verb usage
-2 -1 +1 +2
The Supervisor (HOD) of the department should assist in ensuring that workshop skills gained are being
well used -2 -1 +1 +2

Organizational Factors
Administration and curriculum specialists are to devise an intrinsic reward for the teacher who practices
the verb usage most effectively. -2 -1 +1 +2

Meganne Mc Neil-Harry
Power Point Lesson
Assignment 1
EDID 6505
Meganne Mc Neil-Harry

Please click to view presentation. Do ENJ OY!
Advance Organisers
Objective: After attending a 2 day workshop, the participants should be able to effectively
apply the simple future tense in writing a fortune cookie idea.
Target Group: Teachers in the English Department @ a Secondary school
Resources &
Materials: computers, projector, PowerPoint material, paper, updated software programs,
Internet access, IT support technicians.
Advance Organisers:
Over the decades, English language proficiency has been continuous. With the
paradigm shift to the paperless environment, several basic tenets of the English
language are becoming obsolete due to a lack of use and creativity of use to
improve tutelage. The Future tense form of the verb has fallen prey to this shift
and so the teacher has to be reintroduced to the verb form in a creative manner.
Simple Future Tense lends to the creation of astronomical predictions of any
form. In the past the tense was taught by rote, however, VUP Training
Programme will try to foster discovery learning through the integration of the
fortune cookie idea.
Fig. 1
Form into tense
Transform verb

Fig. 2
In the diagrams above, the provide a comparative organiser to suggest the method of teaching Simple
future tense in the past (Fig.1) and the recommended methods in contemporary time (Fig. 2) to add to the
creativity and interest of the learner.

the verb
Form the
multiple uses
Analogy # 1
Task: Choose one verb from the given list and write something whimsical including the verb in
the Simple future tense
Imagine that you and your childhood crush (Jim) have decided to get married. Jim wishes to
maintain some tradition therefore despite Hollywood preferences for the phrase, "I do," the actual
wedding vow response in most religious ceremonies is "I will" and so Jim wants this to be maintained.
You both have professed your love for each other but you all have agreed to write your own
vows for the wedding ceremony.
I will not covet what is not under our roof; you and our children will be enough.
I promise soft kisses and warm hugs when times are tough, and lots of them just because I
I will be a good husband by sharing our responsibilities at least 50/50.
I promise to be there to teach our children all that I can about the world by being there and
making them by best friends.
Lastly, I will admit when I am wrong and be a compromising partner so we can work
together to solve our problems, so we can be together to enjoy our successes.

Analogy #2
Task: The learner should be able to transform the infinitive verb into Simple future tense
Transforming the infinite verb into the Simple future tense is like making a jug of orange juice.
Only two basic ingredients need to be added.
Jug of Juice Simple future Tense
Orange concentrate Main verb
Water Will/shall
Sugar(optional) Pronoun (I/you/we etc)

Reflective Writing
My experience on doing this mini- project was as the instructional designer. The outlined mini-project has
undertaken a development process which includes training needs assessment, task analysis, instructional design,
graphic/page layout design, production of training materials, course evaluation.

Five (5) teachers within the Secondary school system practising English curriculum were engaged to take part in a
two day workshop. The participants are all specialists in the field due to several years experience teaching the
curriculum. The varying ages of the participants were intentionally chosen between 30-55 years old to widen the
spectrum of knowledge required for the implementation of the Verb Usage Program (V.U.P). The choice of
participants was decided to facilitate relevance to the topic of the workshop and the usability of the terminal

Within the V.U.P Program, several ID strategies were employed which included scaffolded instruction and
cooperative learning. The concept was based on the idea that at the beginning of learning, students need a great
deal of support; gradually, this support is taken away to allow students to try their independence (Collins, Brown,
& Newman, 1986; Vygotsky, 1978). Pearson (1985) called this the gradual release of responsibility.
The integration of this strategy was used within the PowerPoint Lesson: The Analogies whereby the main verb to
wed was used to create wedding vows using the Simple future.

In addition, Cooperative learning is also a very effective instructional strategy that works well in literature-based
instruction (Slavin, 1987). Students learn to read, write, and think by having meaningful engagements with more
experienced individuals (Wells, 1990). Many times these individuals may be their peers. The Advance Organisers
presented the terminology and structure of the Simple Future Tense and included the structure that was
fundamental but in the workshop the aim was to advance the tutelage of the verb tense into more creative,
cutting edge methods such as the fortune cookie idea. The PowerPoint lesson category integration looked at
the peer work of the participants to further develop the efficiency of the use of the verb tense. These two strategies
were employed to foster a shift in the mindset of educators about the significance of using the Simple Future

Blooms taxonomy was used in the development process within the Prerequisite Analysis component which
proved to be very challenging in light of design. After several attempts and conferencing with the Group
facilitator, I was able to create a comprehensive diagram that met with the features of Blooms hierarchy.
Some integral parts such as the Prerequisite analysis and writing objectives were tedious. I had gotten a few
suggestions of making the activities within the workshop more difficult but I chose to maintain the simplicity of
the activities to obtain the clarity of the intent and not lose the main focus of the terminal objective. In doing so the
subsequent parts were relatively easier to design and maintain the focus without creating any ambiguity of

The use of the Microsoft applications- Smart charts in the design of some of the diagrams was not effective. I
became frustrated almost, in designing some of the parts like the comparative, graphic organiser. However, this
challenge has made me become very proficient in manipulating the software. Trial and error tactics were engaged
and I was successful in producing clear, precise representations.

Throughout the course of the workshop development, my fellow Wengerans feedback and support was very
helpful even though many times I felt discouraged at the failure to meet the requirements each week. Their
detailed comments greatly aided me in my constant review of the parts and the abilities I obtained with patience
and determination to progress. I was very disillusioned due to the sense of misunderstanding of the objectives at
the beginning and for several consecutive weeks. However, I persisted after the BBC sessions allowed me to not
feel alone in my lack of understanding. The course coordinators and the Group Facilitators continued
encouragement to progress was commendable.

Reiser, R. (2001). A history of instructional design and technology: Part II: A history of instructional
design. Retrieved from:

Morrison, G. R., Ross, S. M., Kemp, J. E. (2011). Designing Effective Instruction. 6th Ed.)