Instructional Design Project

Integer Operations
Matthew Long EDTECH 503 (Summer 2011) Submitted to Dr Yu-Hui Ching 7/29/2011

Table of Contents
Synthesis Reflection Paper Part 1: Topic 1a: Learning Goal Statement 1b: Audience Description 1c: Rationale Part 2: Analysis Report 2a1: Needs Assessment Survey 2a2: Needs Assessment Data 2b1: Learning Context Description 2b2: Transfer Context Description 2c: Description of Learners 2d: Task Analysis Flow Chart Part 3: Planning 3a: List of Learning Objectives 3b: Objectives Matrix Table 3c: ARCS Table Part 4: Instructors Guide Part 5: Learner Content 5a: Learning Materials 5b: Assessment Materials 5c: Technology Tool Justification Part 6: Formative Evaluation Plan 6a: Expert Review 6b: One-to-One Evaluation 6c: Small Group Evaluation 6d: Field Trial Part 7: Formative Evaluation Report 7a: Evaluation Survey or Rubric 7b: Report the Results of the Expert Review 7c: Designers Response to Review Comments Part 8: AECT Standards Grid Appendix A: References

Page
3 5 5 5 5 6 6 6 7 8 8 9 10 10 11 14 15 28 28 28 28 29 29 29 29 30 31 31 31 34 34 40

Long| 2

Synthesis Reflection Paper

The metaphor that most symbolizes the instructional design process for me is that of the creation and implementation of a game plan in sports by a coach. The general public and learners only get to see the finished product which is the result of analysis, design, development, implementation, and evaluation. The analysis for a game plan starts with studying both your opponent and your own team and getting to know their strengths and weaknesses. This allows the coach to know how to best use his players to accomplish the task of winning the game. If this step is ignored then a coach could call all the right plays but have players in roles that they cant perform adequately enough to win. When designing instruction both the learners and learning task must be analyzed to determine the most effective methods for delivering the content. If the characteristics of both are not considered and used to guide the rest of the design process, than the final product might veer off course. The instruction could end up not meeting the needs of the learners or helping accomplish the intended learning task. The design and development of a game plan then is put together when the coaches meet and use their analysis to decide on the best use for each player for the game. The plan can take many different forms depending on the complexity of the opposing teams schemes and the familiarity of the coaches own team with the plays he plans on running. The instructional designer in this phase also must determine which type of learning will be taking place and tailor the instructional methods to those best suited for that type. Implementation is when the players and learners get their chance to see the game plan/instruction for the first time. The coaches work with the players on their specific duties within the schemes for the upcoming game during practice. Ideas and knowledge are transferred from the coaches to the players so that everyone is on the same page about what is expected of them and how they should function within the schemes. Players are expected to ask questions and improve their understanding as the schemes are practiced. If schemes are not working or players are not doing what was expected of them, the plan is revised. Learners meanwhile are asked to engage with new ideas and knowledge and incorporate them into existing schemata or mental models (Smith & Ragan, 2005). They interact with this new knowledge in a variety of different ways as the instructor continually offers formative assessment opportunities to gauge understanding and identify errors and misconceptions. The instructor can then use this information to revise their instructional methods. Finally the learner takes a summative assessment of some sort to see whether or not the learning goals of the instruction have been met. Evaluation of the game plan takes forth when the plan is actually implemented in the game situations. The plan is continually being assessed to see whether or not it is working and changes are being made in real time with the hope of producing better results during the game. After the game coaches will watch tape to review how the players did within the schemes. This knowledge will then help the coaches to revise their game plans for the following games. The instructional designer gets two chances to evaluate the instruction. One occurs traditionally before the implementation of instruction with a variety of phases mentioned by Smith and Ragan (2005) including Long| 3

expert reviews, one-to-one evaluations, small group evaluations and field trials. The designer also evaluates after the learners have taken their summative assessments to determine whether the instruction was effective and efficient. I began this course with no idea of what exactly instructional design encompassed. I now realize the great amount of time, thought, and planning that goes into the design of effective instruction. I was surprised at the amount of detail in which each part of the process is broken down into. The creation of the instructors guide with all of its elements gave me insight into how often I leave out portions of the outline in my lessons. Several of these elements are essential for helping learners connect the information to situations outside of the classroom which is vital. I was surprised at how easy the creation of the learner materials was simply due to the fact that I had fleshed out of all of the details through the flowchart, objectives matrix, and instructors guide. Though each step in the design process certainly took plenty of time and thought, it was very satisfying to see everything come together at the end. I enjoy being able to reflect and see the influence that each part of the process has had on the final product. This course has opened my eyes a great deal to the part that the design process plays in successful instruction. I have already found myself frequently relating ideas in other courses to the design principles encountered in this course. I believe that the iterative nature of ID will help serve as a reminder of the need to consistently evaluate and revise materials I produce both within MET coursework and the curriculum I teach. I will also try to evaluate the effectiveness of the learning materials and method of delivery before evaluating the learner if learners are struggling. Effective instructional design is essential to successful learning no matter the situation. Reference Smith, P.L., & Ragan, T.J. (2005). Instructional Design: Third Edition. Hoboken, N.J.: John Wiley & Sons, Inc.

Long| 4

Part 1. Topic
Part 1a. Learning Goal Statement After three hours of instruction, sixth grade mathematics students will successfully complete integer operations. 1b. Audience Description The audience for this instruction will consist of sixth grade mathematics students. Their only previous classroom instruction dealing with negative numbers consists of learning about negative temperatures on a thermometer. 1c. Rationale Need Integer operations are first introduced to students in sixth grade mathematics. A chapter of the learners textbook is devoted to developing the knowledge and procedural skills needed to successfully complete these operations. There are several different ways to model working with integers. These include using concrete objects such as chips of different colors, bubbles of positive and negative charges, and number lines. After students become familiar with the general idea of how integers work, they transition to a more mental process where the learner uses absolute value to solve the problems. This is where most students get lost. The use of absolute value is more abstract but when these procedures are mastered it allows automaticity when confronted with problems involving the operations. I have noticed that a significant portion of the student population still struggles with completing these problems mentally when I have them for class again for Algebra 1. These operations are used extensively throughout the rest of the mathematics curriculum and this skill needs to be mastered. Supplantive/Generative The overall strategy for instruction will be primarily supplantive. The learners do not have much prior knowledge of negative numbers. Integer operations are tested on state achievement tests starting in seventh grade which means that proficiency in this skill is expected of all learners. Also, mastery of these procedures can greatly affect performance in future mathematics classes. If not mastered, a learner will be dependent upon a calculator to complete the operations. A supplantive strategy will account for 80% of the instruction while the other 20% will be generative in nature. Major Instructional Strategy This project will employ the instructional strategy of learning procedures. This strategy will help meet the instructional goal by teaching the learners the correct procedures to correctly solve integer operations. The learners will apply declarative knowledge within Long| 5

these steps but being able to correctly follow the necessary algorithm is the key to correctly solving the problems. The majority of the objectives can be solved using linear procedures but a few have decision steps making them branching procedures.

Part 2. Analysis Report

2a1: Needs Assessment Survey Two separate learner assessment surveys were sent out. This survey was sent to 12 students who had completed the class the previous school year. Only two of the students responded. This other survey was sent to nine students who will be taking the class in the upcoming school year. Three of these students responded. The low response rate is due to the survey being conducted over the summer vacation when face-to-face contact was not possible with survey recipients. These responses may not be representative; more students need to be assessed at a later time. The survey was a Google form whose link was sent out using Facebook. The form was also embedded on the class website. 2a2: Needs Assessment Data Former Students Students have low confidence that theyll be able to successfully complete integer operations they will encounter in Pre-Algebra. Using a number line to complete the operations was the way that made the most sense out of the different ways presented.

Long| 6

Further detailed information pertaining to this survey can be found here. Future Students Students are confident that that can correctly solve operations involving positive whole numbers. Example problems show problems related to solving division problems where there is a remainder. Even without any formal instruction, all students gave the correct answer for a multiplication problem involving negative numbers.

Further detailed information pertaining to this survey can be found here. 2b1: Learning Context Description Teacher Characteristics I am the sole sixth grade math teacher in the district but I often exchange ideas with the other math and science teachers on my floor. Existing Curricula The curriculum is drawn mainly from the Harcourt Math Pennsylvania edition which is aligned with the Pennsylvania standards and assessment anchors. The majority of instructional time is spent on whole class instruction.

Long| 7

Hardware Available There is a PC laptop cart in the room with 20 Lenovo computers running Windows XP. There is also an ActivBoard attached to another laptop (DVD capable) and a TV/VCR combo. The laptops are connected to the Internet via a wireless router in the room. Classroom Characteristics The room in addition to the technology has two large chalkboards. Because of the length of the room it can easily be divided into 2 distinct sections with each section facing a different direction. School District Characteristics The district is one of the smallest public schools in the state of Pennsylvania. Teachers commonly have students 2 or 3 times throughout their middle and high school years. The district has plenty of technology available but it suffers from a problem that most districts encounter with incorporating the technology in an efficient and meaningful way into daily instruction. The small size means teachers teach between three to six different subjects a day. This puts a limitation on the amount of planning that goes into any one lesson. 2b2: Transfer Context Description There are a multitude of situations where learners will use integers outside of the classroom. Anytime you count anything you are using integers. Negative numbers are the component of integers that the learners are being introduced to. Cold climates will encounter negative temperatures during the winter. In science and engineering quantities are measured and negative numbers are needed to describe changes, or differences, or rates of change. The world of finance also uses negative numbers when an entity goes into the red ink. Elevations that are below sea level are also negative numbers. 2c: Description of Learners The learners are boys and girls typically 11-13 years old and predominantly Caucasian. Classes include learners of all levels of mathematical proficiency. The learners still possess a visible sense of curiosity and are not as peer-pressure driven as their older middle school counterparts. Only a small portion of the learners would identify math as a subject they like or as their favorite subject. A majority of the learners have heard of negative numbers and have a general idea of what they are used for. Very few students have ever looked at any information on how to solve operations involving negative numbers. Learners have received instruction on negative temperatures that are found on a thermometer in their previous math class.

Long| 8

2d: Task Analysis Flow Chart This flow chart can also be viewed here.

Long| 9

Part 3. Planning
3a: List of Instructional Objectives 1. Given several different integers, students will place the integers on a number line with 90% accuracy. a. The student will construct a number line. b. The student will place negative integer values in decreasing value to the left of zero. i. The student will place the sign for the negative integers to the left of the numbers. c. The student will place positive integer values in increasing value to the right of zero. 2. Given several different integers, students will identify the absolute values of the integers with 100% accuracy. a. The student will recall absolute value. 3. Given several different integers, students will identify the opposite numbers of the integers with 100% accuracy. a. The student will recall opposite numbers. 4. Given a series of problems comparing two integers, students will insert the correct symbol (>, <, or =) with 90% accuracy. a. The student will recall how integers are arranged on a number line. b. The student will recall the meanings of the inequality symbols. 5. Given a series of different arithmetic problems, students will identify each integer in those problems as a positive or negative number with 90% accuracy. a. The student will recall that the sign for the integer is located to the left of the number. i. If there are two signs to the left of a number, use the sign directly to the left to identify as a positive or negative number. b. The student will write out each integer as either a positive or negative number. 6. Given a series of addition problems, students will solve the problems with 90% accuracy. a. The student will determine the sign of each integer. i. If the addends are the same sign the student will use the sign of the addends for the sum. 1. The student will find the sum of the integers. ii. If the addends are different signs the student will determine the integer with the greater absolute value. 1. The student will determine the sign of the integer with the greater absolute value. 2. The student will find the difference of the greater and lesser absolute values. 3. The student will pair together the sign from 6.a.ii.1. and the number from 6.a.ii.2.

Long| 10

7. Given a series of subtraction problems, students will rewrite the subtraction problems as addition problems with 90% accuracy. a. The student will change the integer after the subtraction sign to its opposite number. b. The student will change the subtraction sign to an addition sign. 8. Given a series of subtraction problems, students will solve the problems with 80% accuracy. a. The student will rewrite the subtraction problem as an addition problem. b. The student will solve the addition problem. 9. Given a series of multiplication problems, students will solve the problems with 90% accuracy. a. The student will determine the sign of each factor. i. If the factors are the same sign the student will use a positive sign for the product. ii. If the factors are different signs the student will use a negative sign for the product. b. The student will find the product by multiplying the factors together. 10. Given a series of division problems, students will solve the problems with 90% accuracy. a. The student will determine the signs of the dividend and divisor. i. If they are the same sign the student will use a positive sign for the quotient. ii. If they are different signs the student will use a negative sign for the quotient. b. The student will divide the dividend by the divisor to find the quotient.

3b: Objectives Matrix Table

Learning Objectives 1. Blooms Taxonomy Classification Application Format of Assessment Paper & Pencil Formative Description of Test Form Constructed answer Sample Items Draw a number line. Place -3, 2, and 6 on the number line. Draw a number line and put zero in the center. What happens to the values as we go to the left of zero? Does 3- represent negative three? What happens to the values as we go to the right of zero?

1.a.

Knowledge

Observation

1.b. 1.b.i. 1.c.

Knowledge Knowledge Knowledge

Formative Formative Formative

Observation/Verbal Verbal Observation/Verbal

Long| 11

2.

Application

Paper & Pencil Formative Paper & Pencil

Completion

2.a.

Knowledge

Verbal

3.

Application

Completion

3.a.

Knowledge

Formative Paper & Pencil Formative

Verbal

4. 4.a.

Analysis Application

Completion Observation

4.b.

Analysis

Formative

Verbal

5.

Analysis

Paper & Pencil

List

5.a.

Knowledge

Formative

Verbal

5.a.i.

Comprehension

Formative

Verbal

5.b.

Application

Formative Paper & Pencil Formative Formative Paper & Pencil Formative

Observation

6. 6.a. 6.a.i. 6.a.i.1. 6.a.ii.

Application Analysis Knowledge Application Comprehension

Constructed answer Verbal Verbal Constructed answer Verbal

Determine the absolute value of the integer. |-4| : What does absolute value mean? Determine the opposite number of the integer. 6: What does it mean to be an opposite number? Compare the integers using >, <, or =. -7 3 Draw a number line from -7 to 3. What does > mean? Give an example of an expression that is true if > is used. Classify the numbers that make up the problem as positive or negative. -4 + -6 Is the 6 positive or negative in the expression -4 + -6? Why isnt 6 considered a positive? Write the integers represented in the problem. -4 + -6 Solve. 6 + -15 Are the signs of the integers the same or different? Would the answer be positive or negative? Solve. -3 + -1 Which integer has the greater value?

Long| 12

6.a.ii.1. 6.a.ii.2. 6.a.ii.3. 7.

Knowledge Application Application Application

Formative Paper & Pencil Paper & Pencil Paper & Pencil Formative

Verbal Constructed answer Constructed answer Constructed answer

7.a.

Knowledge

Verbal

7.b.

Knowledge

Formative

Verbal

8. 8.a. 8.b. 9. 9.a. 9.a.i. 9.a.ii. 9.b. 10. 10.a. 10.a.i. 10.a.ii. 10.b.

Application Application Application Application Analysis Application Application Application Application Analysis Application Application Knowledge

Paper & Pencil Paper & Pencil Paper & Pencil Paper & Pencil Formative Formative Formative Formative Paper & Pencil Formative Formative Formative Formative

Constructed answer Constructed answer Constructed answer Constructed answer Verbal Verbal Verbal Verbal Constructed answer Verbal Verbal Verbal Verbal

Would the answer be positive or negative? 18 + -13 Solve. 18 - 13 Solve. 18 - 13 Rewrite as an addition problem. -6 - 15 Which number needs to be changed to its opposite number? After the number is changed to its opposite, what is the last step to solve the problem? Solve. 8 - 13 Rewrite as an addition problem. 8 - 13 Solve. 8 + -13 Solve. -9 x -3 Are the integers the same sign or different? Should the product be positive or negative? Should the product be positive or negative? What is 9 times 3? Solve. -144 / 12 Are the integers the same sign or different? Should the quotient be positive or negative? Should the quotient be positive or negative? How many times does 12 go into 144?

Long| 13

3c: ARCS Table ARCS Motivational Strategies Plan Project Goal Statement: After three hours of instruction, sixth grade mathematics students will successfully complete integer operations.

ATTENTION
A.1 Perceptual Arousal Show examples of simple arithmetic problems. Ask learners if they remember a time when they would have considered these problems hard. Show a problem that will require them to work with negative numbers. A2. Inquiry Arousal Ask learners to write down what they believe the answer is, an explanation of how they got the answer, and why they think theyre right. A3. Variability The instructor will provide an overview of all the different forms that these operations can take. The instructor will provide various ways that these operations can be solved. They will explain why absolute value is the method they will be taught.

RELEVANCE
R1. Goal orientation Learners will be informed they will be learning the procedures to solve any operation involving integers. The objectives for each session will be provided. R2. Motive matching Learners will be given choices of different mediums for practice and selfassessment. R3. Familiarity The instructor will provide real-life examples of negative numbers used in situations outside the classroom. These examples should include negative numbers on a thermometer.

CONFIDENCE
C1. Learning requirements Inform learners that they will be shown the procedures step-by-step and perform several sample problems of each type. Inform learners that these concepts are not easy and that it is alright to struggle. C2. Success opportunities Instructor will provide corrective and remedial feedback during and after the completion of the tasks. Tasks are broken into sequential order so later tasks will require previous tasks knowledge be applied to latter tasks. Example problems are provided to allow learner to review procedures if needed. Long| 14

C3. Personal control All formative assessments will provide feedback. Online practice will provide autonomy and an opportunity for self-paced learning aligned with the instructional objectives.

SATISFACTION
S1. Natural consequences Knowledge will be applied to both numerical and word problems on both formative and summative assessments. S2. Positive consequences Instructor will allow learners to collaborate and help struggling peers. Instructor and peer feedback will be provided throughout the instruction. S3. Equity Feedback will be ongoing and structured towards the objectives introduced at the beginning of each session. Feedback will focus on the progress of each learner from their respective starting points to what they can accomplish in the present.

Keller, J. M. (1987). The systematic process of motivational design. Performance & Instruction, 26 (9/10), 1-8.

Part 4. Instructors Guide

Instructor Preparation: Make sure laptops can access Khan Academy and TenMarks websites. For TenMarks: Register on TenMarks for a teacher account. Set up student accounts within TenMarks. Set up curriculum for the class and assign learning objectives from the learning sessions to learners. Select textbook questions that align with sessions learning objectives for students to complete at end of session. Learning Session 1 (40 minutes): Understanding Integers Introduction Active Attention or Gain Attention Display several examples of simple arithmetic problems on the ActivBoard. Ask the learners if they remember a time when they would have considered these problems hard. Long| 15

Next, display an arithmetic problem that will require them to work with negative numbers.

Establish Purpose or Inform Learners of Purpose Inform the students that they will be learning how to complete different operations involving negative numbers. To do so, they will first need to understand integers. Arouse Interest and Motivation or Stimulate Learners Attention/Motivation Have the learners try to complete the displayed problem in their notebooks and write an explanation both of how they solved it and why they think theyre right. Ask several learners for their responses but do not provide the correct answer.

Preview the Learning Activity or Provide Overview Provide an overview of all the different forms that these operations can take with negative numbers being on either side of the operation symbol or even having three signs displayed in one problem, e.g., -3 - -6. Discuss the process that learners went through when learning how to add and subtract from starting with concrete objects and eventually progressing to a mental process. Inform the learners that they will spend only a short time using concrete objects and focus most of their energy on the procedure involving mental processes using absolute value.

Body Recall relevant prior knowledge or Stimulate recall of prior knowledge Deals with Objective 1 Select a student to draw a number line on the board from 0 to 5. Question the class on why the numbers are arranged in that order.

Process information and examples or Present information and examples Obj. 1: Place integers correctly on a number line. Ask how they believe the numbers would be arranged on the other side of 0. Discuss how negative numbers are represented symbolically and which side of the number the negative sign goes on. Define integers and ask learners for examples and nonexamples. Discuss how to write negative integers.

Long| 16

Practice or Provide for and Guide Practice For Obj. 1 Instruct learners to construct a number line that shows -6 to 2. This problem will be referred to as a Think/Pair/Share. Once a learner finishes they should pair up with a partner in their immediate vicinity and compare their answers. Once sufficient time has passed for learners to compare, call on a random student to come to the board and show their work. Focus Attention or Gain & Direct Attention Before starting instruction on objective 2, remind students that the order of numbers on either side of 0 should not look the same. Provide the reminder that as you go to the left on a number line your values become less.

Process information and examples or Present information and examples Obj. 2: Identify the absolute value of integers. Define absolute value and ask learners for examples. Discuss the absolute value of 0.

Practice or Provide for and Guide Practice For Obj. 2 Provide three practice problems. Values should include positive, negative, and zero. Allow sufficient time for completion then choose students randomly to provide their answer and reasoning. Process information and examples or Present information and examples Obj. 3: Identify the opposite number of an integer. Provide term and ask learners to generate a definition. Ask learners to generate examples. Discuss the opposite number of 0.

Practice or Provide for and Guide Practice For Obj. 3 Provide three practice problems. Values should include positive, negative, and zero. Allow sufficient time for completion then choose students randomly to provide their answer and reasoning.

Long| 17

Recall relevant prior knowledge or Stimulate recall of prior knowledge Deals with Objective 4 Draw = symbol and ask students what it means. Draw the inequality symbols > and <. Ask students what those symbols stand for and what they mean. Ask them to provide examples the correctly use the symbols.

Process information and examples or Present information and examples 4. Comparing integers using >, <, or =. Draw a number line and discuss what is happening to the values as you go farther to the right. Contrast this with the value of integers as you go farther to the left on the number line. Show how inequality symbols relate to a numbers position on the number line, e.g., 5 > 2 because 5 is to the right of 2 on the number line. Make sure to also demonstrate with two negative numbers, as value of negative numbers is counterintuitive. Ask learners to generate examples and nonexamples. Have them explain their reasoning.

Practice or Provide for and Guide Practice For Obj. 4 Provide three practice problems containing comparing a positive and a positive, a positive and a negative, and a negative and a negative. Allow sufficient time for completion then choose students randomly to provide their answer and reasoning. Once all information has been presented Learners will have the choice of completing questions outside of class on the computer using TenMarks, or completing selected questions on each learning objective from the textbook. Questions from the textbook should cover the full range of possible combinations of positive and negative values. For each learning session, questions from the learners textbook need to be selected ahead of time by the instructor. Employ Learning Strategies or Guide or Prompt Use of Learning Strategies Learners will be prompted to write down notes, example problems, and practice problems during all learning sessions. Evaluate Feedback or Provide Feedback Feedback will be provided throughout class instruction in all learning sessions relative to examples and nonexamples as well as the answers and reasoning provided by students in response to practice problems.

Long| 18

TenMarks provides instant feedback while textbook question answers will be provided the following learning session.

Conclusion Summarize and review or Provide summary and review Display a summary outline of the days notes for students to compare their notes to. Transfer learning or Enhance transfer Display a graphic of two area cities with negative temperatures. Ask students to decide which city has the colder temperature and what that means in relation to what they learned today.

Remotivate and Close or Provide Remediation and Closure Ask students to come up with another real-life situation that would compare two negative values. Assess Learning or Conduct Assessment Evaluate This will occur as the instructor views the student results on the website before the next class. Students who did the textbook problems will be assessed during the beginning of the next class session.

Feedback and Seek Remediation or Provide Feedback and Remediation The websites provide both feedback and remediation while the instructor could suggest other problems from the textbook for the learner to complete if they did not do well. This will apply to all learning sessions.

Learning Session 2 (40 minutes): Addition of integers Instructor Preparation: Look at student reports on TenMarks to assess student learning from previous learning session. Select textbook questions that align with sessions learning objectives for students to complete at end of session. Introduction Active Attention or Gain Attention Students will complete several questions related to the previous learning sessions objectives especially absolute value. Instructor will randomly select students to explain their answers and reasoning. Long| 19

Establish Purpose or Inform Learners of Purpose The learning objective of identifying integers within a problem and solving addition problems will be displayed on the board. Arouse Interest and Motivation or Stimulate Learners Attention/Motivation Body Recall relevant prior knowledge or Stimulate recall of prior knowledge Instructor will go over the answers to the selected questions from the textbook from the previous session. Learners may ask questions in which case the instructor should have the learner try to walk the instructor through the problem. This will allow both participants to find the reasoning mistake. Inform the learners that negative numbers are still capable of being added together. Ask learners whether they would classify a number with both a + and symbol beside it, as positive or negative.

Process information and examples or Present information and examples Obj. 5: Identifying integers as positive or negative within the context of a problem. Display several addition problems, e.g., 5 + 6, -3 + 7, -4 + -9. Ask students to classify each number as positive or negative. Describe how you classify a number that has two symbols in front of it. Provide another example and have a volunteer work through the problem with instructors guidance.

Practice or Provide for and Guide Practice For Obj. 5 Provide three practice problems similar in nature to the example problems. Allow the learners to engage in Think/Pair/Share. Once sufficient time has passed for learners to compare, call on random students for their answers and reasoning. Process information and examples or Present information and examples Obj. 6: Solve addition problems. Display a simple addition problem, e.g., 3 + 5 which involves two positive numbers. Explain how addition is first taught using concrete objects. Review the definitions of terms associated with addition such as sum and addend. Ask for a volunteer to demonstrate how a number line can be used to solve the problem. Long| 20

Display an addition problems involving adding a negative, e.g., 4 + -3. Demonstrate how to solve the problem using a number line. Ask learners to recall the definition for absolute value and provide an example. Display the procedures for solving addition problems using absolute value when both integers are the same sign and when the integers are different signs. Walk the learners through two example problems of each type using the procedures.

Focus Attention or Gain & Direct Attention Before students try the independent practice problems for Obj. 6 have them pair up with a partner and describe the steps of the procedure in their own words. Ask for a volunteer pair to explain the steps where the learners alternate describing the steps.

Practice or Provide for and Guide Practice For Obj. 6 Provide two other example problems and have a learner walk through the procedure with the instructor. Provide three practice problems similar in nature to the example problems. Allow the learners to engage in Think/Pair/Share. Once sufficient time has passed for learners to compare, call on random students for their answers and reasoning.

Once all information has been presented Learners will complete selected questions on each learning objective from the textbook. Questions from the textbook should cover the full range of possible combinations of positive and negative values.

Evaluate Feedback or Provide Feedback Textbook question answers will be provided the following learning session. Instructor will be circulating around the room as students are working to provide feedback and answer questions.

Conclusion Transfer learning or Enhance transfer Display a word problem, e.g., You have $15. You owe your friend $23. How much money will you have after you pay them? Model the problem using addition.

Assess Learning or Conduct Assessment Evaluate Students who did the textbook problems will be assessed during the beginning of the next class session. Long| 21

Learning Session 3 (40 minutes): Subtraction of integers Instructor Preparation: Create an account on Poll Everywhere. Create a multiple choice poll. Make sure that laptops can access the Poll Everywhere website. For Khan Academy: Register for a Google account or use current Google account to login to Khan Academys Coach section. Check and see if all students have a Google account. If not, set up Google accounts for students. Walk students through the process of adding you as a Coach within Khan Academy. Determine the exercise you would like the students to complete. Select textbook questions that align with sessions learning objectives for students to complete at end of session. Introduction Active Attention or Gain Attention Students will complete several questions related to the previous learning sessions objectives. Instructor will randomly select students to explain their answers and reasoning. Establish Purpose or Inform Learners of Purpose The learning objective of rewriting subtraction problems as addition problems and solving subtraction problems will be written on the board. Arouse Interest and Motivation or Stimulate Learners Attention/Motivation Ask learners if they think that subtracting a negative is possible. Preview the Learning Activity or Provide Overview Discuss what it means to rewrite something. Inform learners that you will be rewriting math by changing numbers and symbols. Body Recall relevant prior knowledge or Stimulate recall of prior knowledge Instructor will go over the answers to the selected questions from the textbook from the previous session. Learners may ask questions in which case the instructor should have the learner try to walk the instructor through the problem. This will allow both participants to find the reasoning mistake. Display three additional practice problems involving addition which learners will complete as a Think/Pair/Share. When sufficient time to compare has been allowed, the instructor will go step-by-step through the problem thinking aloud to model the correct reasoning.

Long| 22

Process information and examples or Present information and examples Obj. 7: Rewrite subtraction problems as addition. Ask learners to recall what opposite numbers are and provide examples. Display a simple subtraction problem, e.g., 4 2. Ask learners if they could rewrite the problem as an addition problem that would get the same answer. Allow a volunteer to come to the board and try. Go over the procedure of rewriting subtraction problems as addition. Walk learners through a few example problems similar to this. Display a subtraction problem where there is a negative number being subtracted. Demonstrate the procedure on this problem. Walk the learners through two more example problems using the procedure.

Focus Attention or Gain & Direct Attention Before using Poll Everywhere for rewriting, instruct learners to write that subtracting is the same as adding the opposite and underline it in their notes.

Practice or Provide for and Guide Practice For Obj. 7 Have learners go to your Poll Everywhere polls webpage and answer the question. Sample poll After all learners have answered, display the results. Allow the learners to collaborate on the correct answer before revealing which answer was correct. Continue this process with all of the polls questions.

Focus Attention or Gain & Direct Attention After using Poll Everywhere, ask learners to explain the process for rewriting subtraction problems as addition. Explain that each learner can only use five words for their part of the explanation so all of the learners will need to work together.

Process information and examples or Present information and examples Obj. 8: Solve subtraction problems. Display a subtraction problem used for the previous objective. Inform the students that you would like them to try and solve the problem this time instead of just rewriting it. Allow a volunteer to come to the board and show their work for how they solved. Do not verbalize whether or not it is correct. Ask a learner to recall the procedure for rewriting a subtraction problem as addition. Long| 23

Ask a learner to recall the procedure for solving an addition problem. Inform the students that solving a subtraction problem involves the combination of those events. Emphasize that determining the sign of each integer should be done only after the problem has been rewritten. Go back to the example problem and compare the procedures. Provide two more example problems and randomly select students to work through the problem with the instructor.

Practice or Provide for and Guide Practice For Obj. 8 Have learners go to your Poll Everywhere polls webpage and answer the question. After all learners have answered, display the results. Allow the learners to collaborate on the correct answer before revealing which answer was correct. Continue this process with all of the polls questions.

Once all information has been presented Learners will have the choice of completing questions outside of class on the computer using Khan Academy or TenMarks, or completing selected questions on each learning objective from the textbook. Questions from the textbook should cover the full range of possible arrangements of negative numbers.

Evaluate Feedback or Provide Feedback Khan Academy and TenMarks provide instant feedback while textbook question answers will be provided the following learning session. Instructor will be circulating around the room as students are working to provide feedback and answer questions.

Conclusion Summarize and review or Provide summary and review Display a summary outline of the days notes for students to compare their notes to. Transfer learning or Enhance transfer Display a graphic of a problem from a secondary science textbook involving the subtraction of a negative quantity to provide an example of where subtraction of negative numbers is used.

Assess Learning or Conduct Assessment Evaluate This will occur as the instructor views the student results on either of the websites before the next class. Long| 24

Students who did the textbook problems will be assessed during the beginning of the next class session.

Learning Session 4 (30 minutes): Multiplication and division of integers Instructor preparation: Look at student reports on both TenMarks and Khan Academy to assess student learning from previous learning session. Select textbook questions that align with sessions learning objectives for students to complete at end of session. Introduction Active Attention or Gain Attention Students will complete several questions related to the previous learning sessions objectives. Instructor will randomly select students to explain their answers and reasoning. Establish Purpose or Inform Learners of Purpose The learning objective of solving both multiplication and division problems will be written on the board. Body Recall relevant prior knowledge or Stimulate recall of prior knowledge Display problems that cover the full range of adding and subtracting with integers and ask learners to identify whether each integer is positive or negative. Process information and examples or Present information and examples Obj. 9: Solve multiplication problems. Display four multiplication problems that involve no, one, or two negative numbers in, e.g., 3 x 4, -3 x 4, 3 x -4, and -3 x -4. Ask a volunteer for an answer to the problem involving no negatives and then provide the answers for the other three problems. Repeat the above steps using different numbers. Display a third set of multiplication problems and ask the learners to complete them as a Think/Pair/Share. After sufficient time has been allowed for completion and sharing, call on volunteers for answers. Review the definitions of terms associated with multiplication such as product and factors. Ask the learners if they can describe the procedure for solving multiplication problems. Work with the learners to phrase the procedure in their own words. Long| 25

Provide two more example problems and randomly select students to work through the problem with the instructor.

Obj. 10: Solve division problems. Display four division problems that involve no, one, or two negative numbers in, e.g., 32 / 4, -32 / 4, 32 / -4, and -32 / -4. Ask a volunteer for an answer to the problem involving no negatives and then provide the answers for the other three problems. Repeat the above steps using different numbers. Display a third set of multiplication problems and ask the learners to complete them as a Think/Pair/Share. After sufficient time has been allowed for completion and sharing, call on volunteers for answers. Review the definitions of terms associated with division such as dividend, divisor, and quotient. Ask the learners if they can describe the procedure for solving division problems. Work with the learners to phrase the procedure in their own words. Provide two more example problems and randomly select students to work through the problem with the instructor.

Focus Attention or Gain & Direct Attention After presenting the information summarize the procedure for both types of problems by having the students write: When multiplying and dividing, if integers are both the same sign, the answer will be positive. If integers are different signs, the answer will be negative. Practice or Provide for and Guide Practice Provide students with ten selected problems from the textbook, five of each operation. Inform students that when they finish they should raise their hands for the instructor to come check their answers. Announce that once they have all the correct answers, they will become a helper and check their peers answers for correctness. They are to only tell their peer which problem(s) they miss, not the correct answer. Once their peer has all the correct answers they become the helper. This allows for quiet feedback on an individual level. Once a learner has gotten the correct answers and checked a peer, they may work on completing questions on the computer using Khan Academy or TenMarks.

Evaluate Feedback or Provide Feedback Khan Academy and TenMarks provide instant feedback.

Long| 26

Conclusion Summarize and review or Provide summary and review Ask students to write down two concepts they thought were hard/struggled with and two concepts they believed they had mastered for all of the learning sessions. Inform the students that they should look over and work on the concepts they had a hard time with before the summative assessment. Instructor should take note of what learners write down for concepts they struggled with.

Assess Learning or Conduct Assessment Evaluate This will occur as the instructor views the student results on either of the websites before the next class.

Feedback and Seek Remediation or Provide Feedback and Remediation Remind students they will be taking a summative assessment the next learning session. Remind them that TenMarks and Khan Academy contain problems similar to what they will see on the assessment so if they have had problems, they should spend time on those sites.

Learning Session 5 (30 minutes): Summative Assessment Instructor Preparation: Create preview learning activity questions based off of students reflections on concepts they had a hard time with. Create a summative assessment that covers all learning objectives. Introduction Preview the Learning Activity or Provide Overview Students will complete several questions based off of their self-reflection on concepts they thought were hard. Instructor will randomly select students to explain their answers and reasoning. Conclusion Assess Learning or Conduct Assessment Evaluate Students will take a summative assessment on all learning objectives. Sample summative assessment

Long| 27

Part 5. Learner Content

Part 5a. Learning Materials The learning materials for the instruction are in the form of five flipcharts which will be used with the projector and ActivBoard. The flipcharts can be viewed here. These flipcharts provide the instruction for the material and will be used during each learning session. Part 5b. Assessment Materials The summative assessment can be viewed here. The formative assessment materials used are a combination of instructor selected questions from the learners textbook and specified portions of the TenMarks and Khan Academy websites. These websites provide instant feedback to the learners as well as scaffolding. Survey polls created and performed using Poll Everywhere are also used for formative assessment. Part 5c. Technology Tool Justification The TenMarks and Khan Academy websites are being used because they help to individualize the instruction while providing hints, examples, and other scaffolding. Each site also provides a student overview that allows the instructor to view the progress and difficulties that learners are having with the material. The ActivBoard is being used because of how it allows for content to be prepared and delivered without requiring the instructor to do a lot of writing. The board also provides a large writing surface and is easily viewable from all parts of the room. The projector allows content from the instructors laptop to be displayed on the screen and helps ensure all learners can see the material. Poll Everywhere is used as a format assessment tool because it allows all learners to provide their input anonymously while promoting discussion about why learners chose their answers. It also helps give the instructor an overview of students understanding and what misconceptions or flawed understanding must be dealt with. Laptops are used to provide students access to the websites for practice problems as well to answer the poll survey questions.

Long| 28

Part 6. Formative Evaluation Plan

Part 6a. Expert Review The SME, Mike Bobby, is a fellow math teacher at my school building. He teaches PreAlgebra along with several other classes. He is familiar with the material as well as the common mistakes and misconceptions that students have. I submitted the materials on Wednesday, July 27 and received feedback on the instructional materials on Thursday, July 28. He was asked to evaluate the content of the instruction and summative assessment. He kept notes as he worked his way through the lessons. He focused on the mathematical correctness of the content, whether the material encouraged the learner to be active and engaged, and whether there was enough scaffolding to enable success in meeting the learning objectives. He kept track of his comments in an evaluation table that was provided with the materials for review. Several suggested revisions were implemented. Part 6b. One-to-One Evaluation I will work with two or three learners, one at a time. They will be selected based on their previous year grades in math class as well as their performance on standardized tests. They will be of differing ability levels. Before they begin to review the materials I will inform them of what Id like them to do and the importance about being honest. I will make sure to inform them that if they dont understand something, it is not their fault but that of the instruction. They are several questions I will be asking them while they work through the material such as: Are there any directions that are unclear or missing? Does the instruction make you confident that you could complete the practice problems successfully? Are all of the vocabulary terms adequately explained? Could you define them in your own words?

I will ask them to use the Read-Think-Aloud process described by Smith and Ragan (2005). This will help me to follow the thought process of the students and troubleshoot any difficulties. I will have the students take the summative assessments. The results from the assessments will help determine where the students skills fall off to allow for revision. Part 6c. Small Group Evaluation After making adjustments following the one-to-one evaluations, I will ask for volunteers from the grade to participate in the small group. I will then check the grades of the volunteers and select as diverse a group of ability levels as possible. This group will include 10 learners. We will meet during their study hall for one week. Long| 29

I will be an observer as the students go through the instructional material. As students are working I will be taking notes and provide only the amount of assistance needed for students to proceed. I will be looking for information to answer the following questions: Do the learners have the anticipated prerequisite skills? If they do, do they succeed? If not, what needs revised? If they dont, do they succeed? What skills were lacking? How long does the instruction take? Were the revisions made as a result of the one-to-one evaluations successful?

After the learners have completed the material, I will have a pizza party for them during their lunch period. We will have a group discussion where I will pose the following questions: Did you think the material was more exciting and engaging than a normal math class? What was your favorite activity and why? What was your least favorite activity and why? What would you change about the instruction? How confident are you that you can successfully complete the learning objectives?

Their input combined with the notes taken during their completion of the material and results from the assessment will help with any revisions that need to occur before the field trial. Part 6d. Field Trial I will have a fellow teacher use the materials in their updated form to deliver the instruction with one of my classes while I take notes in the back of the room. Several questions that I will be trying to answer as I observe include: Does the instruction take place as I had envisioned? If not, what was different? Was enough detail provided in the instructors guide to allow the instructor to focus on the students instead of the instruction? How does the instructor adapt the material to meet learners needs? Are all of the learners engaged throughout the lesson or are their portions where some get off task or lose focus?

I will meet with the instructor afterwards to get their feedback on the implementation of the instruction and their recommendations for revisions.

Long| 30

Part 7. Formative Evaluation Report

Part 7a. Evaluation Survey Page # Comment Designers Response

General Comments for Session #

Part 7b. Results of the Expert Review Session 1- Understanding Integers Flipchart Comment Page # Consider not using the x for multiplication to avoid later confusion 1 with using the variable x. I would use the dot or no sign at all, just put one number in parentheses. Do not provide examples. Have students provide them and write them 4 on the flipchart page as they are given. This is a good opportunity to add student participation. Two of your examples are not negative integers. They are however negative 5 numbers. This may be confusing since you defined negative integers at the top of the page. This is a great way to get students 6 moving around and giving all students a chance to participate. Nice job with providing closure to the 17 lesson. I believe many teachers fail to tie everything together at the end. Great job with adding something that is 18 from the real world to help motivate students. Consider assigning a specific number of problems. You could differentiate this 20 amount if necessary. Great job with allowing students to choose between two different assignments.

Designers Response

Noted - will be revised

Noted - will be removed

Noted - will be revised

Noted left up to instructor to decide this, note of emphasis added in instructors guide

Long| 31

General Comments for Session #1 Overall, I believe this is a great lesson. Very nice job with the instructors guide. I can tell you put quite a bit of effort into this lesson plan. The flipchart could probably use a little bit of color and photos/clip art to help motivate the lesson. One idea would be to add a photo of a football player and discuss rushing yards and how integers are used to football with stats. Session 2- Add Integers Page # Comment Designers Response Nice job with using warm-up problems 1 to review yesterdays lesson. Im not sure if Ive seen numbers written with symbols like examples b and c. Will lead into interpretation as 2 The only time Ive seen this is with part of learning objective addition/subtraction problems. Is this part of the textbook? Great job with using a number line to 8 and 9 help lower level learners. You will have no money. Im not sure if you can have -8 dollars. What if you change the question to a checking account question. You have $15, you write a check for $23. The check bounces and your bank charges you a 18 Noted will be revised $35 fee for writing a bounced check. What will you new account balance be. I dont think the bank would take away the $23 for the bad check since the transaction wont go through, but Im not sure. General Comments for Session #2 Great lesson. Session 3- Subtract Integers Page # Comment Designers Response Nice job with providing several 10 examples to help students master rewriting the problem. I like the unique idea to help maintain 12 students attention. 22 Great use of technology. General Comments for Session #3 Consider using a number line to show subtraction as a movement to the left on the number line. This may help students understand the more difficult problems. Long| 32

Session 4- Multiply and Divide Integers Page # Comment Typically the direction is to simplify 1 rather than solve. You simplify expressions and you solve equations. This is a great way to have students come up to the board to drag 2 expressions to the appropriate place. Having students use the technology will increase motivation. Two of these problems are exactly the 3 same. Consider changing the order of the problems around.

Designers Response Noted will be revised

Noted changed to actually allow this capability Noted will be revised Noted want to keep in this order to allow learners to compare between examples to generate own theory of rules of multiplying with integers

I like the addition of self-evaluation. General Comments for Session #4 Consider adding a table showing products like these: -3 x 3 -3 x 2 -3 x 1 -3 x 0 -3 x -1 Explain that when multiplying by an integer one smaller than the one before, the product is increasing by 3(because you are adding negative 3 one less time than the time before). This may help students see an explanation of why a negative multiplied by a negative is a positive value. Session 5- Summative Assessment of Integer Operations Page # Comment Designers Response

17

General Comments for Session #5 Consider adding some real-life problems to the assessment. Some multiple choice questions and an open-ended question to help students prepare for the PSSAs would also be beneficial. I believe students would be able to get through all of the lessons in the allotted time.

Long| 33

Part 7c. Designers Response to Review Comments There were several comments provided about the format and appropriateness of questions and symbols that will be changed prior to the implementation of the materials in the one-to-one evaluation setting. I chose not to include the recommendation for showing a table in Session 4 because I believe it is deadwood (Smith & Ragan, 2005). Real-life problems were not included due to time limitations with taking the assessment. These could be included in later courses when the objectives are reviewed and assessed. I chose not to include multiple choice questions due to wanting to see the students work to be able to identify where exactly errors in reasoning were being made. Time limitations also played into the omission of open-ended questions. Overall, the content was found to be engaging with enough scaffolding built in to the lessons to allow learners to achieve success.

Part 8. AECT Standards Grid

Professional Standards Addressed (AECT)
The following standards, developed by the Association for Educational Communications and Technology (AECT), and used in the accreditation process established by the National Council for Accreditation of Teacher Education (NCATE), are addressed to some degree in this course. The numbers of the standards correspond to the numbers next to the course tasks show on the list of assignments. Not all standards are addressed explicitly through student work. Assignments meeting standard in whole or part Standard 1: DESIGN 1.1 Instructional Systems Design (ISD) X ID Project 1.1.1 Analyzing X ID Project 1.1.2 Designing X ID Project 1.1.3 Developing X ID Project 1.1.4 Implementing X ID Project 1.1.5 Evaluating X Selected Discussion Forums; ID Project 1.2 Message Design 1.3 Instructional Strategies X ID Project 1.4 Learner Characteristics X ID Project Standard 2: DEVELOPMENT 2.0 (includes 2.0.1 to 2.0.8) 2.1 Print Technologies 2.2 Audiovisual Technologies 2.3 Computer-Based Technologies 2.4 Integrated Technologies Standard 3: UTILIZATION 3.0 (includes 3.0.1 & 3.0.2) 3.1 Media Utilization 3.2 Diffusion of Innovations 3.3 Implementation and

X X X

ID Project Reading Quiz; ID Projects (all assignments)

X X

(all assignments) ID Project

Long| 34

Institutionalization 3.4 Policies and Regulations Standard 4: MANAGEMENT 4.0 (includes 4.0.1 & 4.0.3) 4.1 Project Management 4.2 Resource Management 4.3 Delivery System Management 4.4 Information Management Standard 5: EVALUATION 5.1 Problem Analysis 5.2 Criterion-Referenced Measurement 5.3 Formative and Summative Evaluation 5.4 Long-Range Planning

X X X

ID Project ID Project

COURSE GOALS & OBJECTIVES The overall goal for the course is for each student to consider and use the systematic process of instructional design to create an instructional product. To achieve this goal, students will engage in activities that promote reflective practice, emphasize realistic contexts, and employ a number of communications technologies. Following the course, students will be able to: 1. Discuss the historical development of the practice of instructional design with regard to factors that led to its development and the rationale for its use 2. Describe at least two reasons why instructional design models are useful 3. Identify at least six instructional design models and classify them according to their use 4. Compare and contrast the major elements of three theories of learning as they relate to instructional design 5. Define instructional design. 6. Define the word systematic as it relates to instructional design 7. Define learning and synthesize its definition with the practice of instructional design 8. Relate the design of instruction to the term educational (or instructional) technology 9. Describe the major components of the instructional design process and the functions of models in the design process Long| 35

10. Provide a succinct summary of various learning contexts (declarative knowledge, conceptual, declarative, principle, problem-solving, cognitive, attitudinal, and psychomotor) 11. Build an instructional design product that integrates major aspects of the systematic process and make this available on the web. a. Describe the rationale for and processes associated with needs, learner, context, goal, and task analyses i. ii. Create and conduct various aspects of a front-end analysis Identify methods and materials for communicating subject matter that are contextually relevant

b. Describe the rationale for and processes associated with creating design documents (objectives, motivation, etc.) i. ii. iii. Construct clear instructional goals and objectives Develop a motivational design for a specific instructional task Develop assessments that accurately measure performance objectives

c. Select and implement instructional strategies for selected learning tasks i. Select appropriate media tools that support instructional design decisions

d. Describe the rationale and processes associated with the formative evaluation of instructional products i. Create a plan for formative evaluation

12. Identify and use technology resources to enable and empower learners with diverse backgrounds, characteristics, and abilities. 13. Apply state and national content standards to the development of instructional products 14. Meet selected professional standards developed by the Association for Educational Communications and Technology 15. Use various technological tools for instructional and professional communication

Long| 36

AECT STANDARDS (Applicable to EDTECH 503) 1.0 Design

1.1 Instructional Systems Design 1.1.a Utilize and implement design principles which specify optimal conditions for learning. 1.1.b Identify a variety of instructional systems design models and apply at least one model. 1.1.1 Analyzing 1.1.1.a Write appropriate objectives for specific content and outcome levels. 1.1.1.b Analyze instructional tasks, content, and context. 1.1.2 Designing 1.1.2.a Create a plan for a topic of a content area (e.g., a thematic unit, a text chapter, an interdisciplinary unit) to demonstrate application of the principles of macro-level design. 1.1.2.b Create instructional plans (micro-level design) that address the needs of all learners, including appropriate accommodations for learners with special needs. 1.1.2.d Incorporate contemporary instructional technology processes in the development of interactive lessons that promote student learning. 1.1.3 Developing 1.1.3.a Produce instructional materials which require the use of multiple media (e.g., computers, video, projection). 1.1.3.b Demonstrate personal skill development with at least one: computer authoring application, video tool, or electronic communication application. 1.1.4 Implementing 1.1.4.a Use instructional plans and materials which they have produced in contextualized instructional settings (e.g., practica, field experiences, training) that address the needs of all learners, including appropriate accommodations for learners with special needs. 1.1.5 Evaluating 1.1.5.a Utilize a variety of assessment measures to determine the adequacy of learning and instruction. 1.1.5.b Demonstrate the use of formative and summative evaluation within practice and contextualized field experiences. 1.1.5.c Demonstrate congruency among goals/objectives, instructional strategies, and assessment measures. 1.3 Instructional Strategies 1.3.a Select instructional strategies appropriate for a variety of learner characteristics and learning situations. 1.3.b Identify at least one instructional model and demonstrate appropriate contextualized application within practice and field experiences. 1.3.c Analyze their selection of instructional strategies and/or models as influenced by the learning situation, nature of the specific content, and type of learner objective. 1.3.d Select motivational strategies appropriate for the target learners, task, and learning situation.

Long| 37

1.4 Learner Characteristics 1.4.a Identify a broad range of observed and hypothetical learner characteristics for their particular area(s) of preparation. 1.4.b Describe and/or document specific learner characteristics which influence the selection of instructional strategies. 1.4.c Describe and/or document specific learner characteristics which influence the implementation of instructional strategies.

2.0 Development
2.0.1 Select appropriate media to produce effective learning environments using technology resources. 2.0.2 Use appropriate analog and digital productivity tools to develop instructional and professional products. 2.0.3 Apply instructional design principles to select appropriate technological tools for the development of instructional and professional products. 2.0.4 Apply appropriate learning and psychological theories to the selection of appropriate technological tools and to the development of instructional and professional products. 2.0.5 Apply appropriate evaluation strategies and techniques for assessing effectiveness of instructional and professional products. 2.0.6 Use the results of evaluation methods and techniques to revise and update instructional and professional products. 2.0.7 Contribute to a professional portfolio by developing and selecting a variety of productions for inclusion in the portfolio. 2.1 Print Technologies 2.1.3 Use presentation application software to produce presentations and supplementary materials for instructional and professional purposes. 2.1.4 Produce instructional and professional products using various aspects of integrated application programs. 2.3 Computer-Based Technologies 2.3.2 Design, produce, and use digital information with computer-based technologies.

3.0 Utilization
3.1 Media Utilization 3.1.1 Identify key factors in selecting and using technologies appropriate for learning situations specified in the instructional design process.

3.1.2 Use educational communications and instructional technology (SMETS) resources in a variety of learning contexts.
3.3 Implementation and Institutionalization 3.3.1 Use appropriate instructional materials and strategies in various learning contexts. 3.3.2 Identify and apply techniques for integrating SMETS innovations in various learning contexts. 3.3.3 Identify strategies to maintain use after initial adoption.

Long| 38

4.0 Management
(none specifically addressed in 503)

5.0 Evaluation
5.1 Problem Analysis

5.1.1 Identify and apply problem analysis skills in appropriate school media and educational technology (SMET) contexts (e.g., conduct needs assessments, identify and define problems, identify constraints, identify resources, define learner characteristics, define goals and objectives in instructional systems design, media development and utilization, program management, and evaluation).
5.2 Criterion-referenced Measurement 5.2.1 Develop and apply criterion-referenced measures in a variety of SMET contexts. 5.3 Formative and Summative Evaluation 5.3.1 Develop and apply formative and summative evaluation strategies in a variety of SMET contexts.

SMET = School Media & Educational Technologies

Long| 39

Appendix A: References
Smith, P. L. & Ragan, T. J. (2005). Instructional Design: Third Edition. Hoboken, NJ: John Wiley & Sons, Inc.

Long| 40