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Running head: INSTRUCTIONAL COMPONENTS OF INSTRUCTIONAL DESIGN

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Principles of Instructional Design
Instructional Design Project
Report 2- Instructional Components
Matthew Tyler

Running head: INSTRUCTIONAL COMPONENTS OF INSTRUCTIONAL DESIGN
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Instructional Components of the Instructional Design

Our text, The Systematic Design of Instruction, notes that, “It is the design of the
instructional experience that makes the difference” (Dick &Carey, 2015, p.219). An instructional
design must utilize instructional strategies, materials, and assessment instruments that enable
learners to meet performance objectives. The delivery system for the hour and a half instructional
workshop I present to the second grade teachers at Green Sea Floyds Elementary is designed be a
traditional model. I will meet with the teachers after school in a classroom at their building and
conduct a workshop which will enable learners to create and utilize EDpuzzle to increase
engagement and accountability during workstation rotations.
Performance Objectives
The learners are expected to meet the following performance objectives:
1. Use internet browser to locate www.edpuzzle.com.
2. Create EDpuzzle account by signing up with Google.
3. Utilize keywords to search for an instructional video using EDpuzzle channels.
4. Select an instructional video using EDpuzzle channels.
5. Create a minimum of two open ended questions for EDpuzzle assignment.
6. Embed a minimum of two open ended questions into EDpuzzle assignment.
7. Create a minimum of two multiple choice questions for EDpuzzle assignment.

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8. Embed a minimum of two multiple choice questions into EDpuzzle assignment.
9. Publish EDpuzzle lessons.
10. Assign EDpuzzle to students.

Assessment
Since this lesson is presented as a workshop for teachers who requested a method to
engage learners and hold them accountable at video stations during their station rotations due to
difficulty they were having in this given area, a pre-test is not applicable. I did however
administer a survey which identified each teacher’s experience with the blended rotation model,
experience utilizing videos for instruction, and comfort level with technology. The learners had
an average of three years of blended learning experience and felt fairly comfortable using
technology in their classrooms. In addition, all learners had experience utilizing videos for
instruction. A table with detailed analysis of learner data in regards to experience with the
blended rotation model, experience utilizing videos for instruction, and comfort level with
technology, can be found in part one of this project. This survey provided a fuller background
knowledge of the learners in regards to their experience with technology.
In order to assess learners in the attitudinal domain, I will observe their behaviors and infer
their attitudes from their actions. I will note if they remain eager to learn new technology skills
and attend the voluntary after school session they requested. Psychomotor skills will be assessed
when the learners type open response questions and multiple choice questions during the creation
of their EDpuzzle project. Intellectual skills will be assessed when learners create their EDpuzzle

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account, open response questions, multiple choice questions, and select instructional videos from
EDpuzzle channels. The intellectual skills are embedded in the assessment rubric.
As an assessment to see if the seven learners have mastered the performance objectives, I
will observe each learner as she completes the required performance objectives, and I will utilize
a simple yes/no rubric to verify successful completion of each task. Mastery results when
learners work independently to demonstrate all performance objectives within 25 minutes, thus
resulting in a successful EDpuzzle project. In addition, each learner will complete a selfreflection learner rubric to indicate personal success with performance objectives. I will inform
learners that when rubrics are completed I am provided with needed information so that I can
alter instruction, if needed, and be more effective.

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Instructional Sequence
Introduction: Pre-instructional Activities
In order to motivate the learners, they will be asked if they would like to transform passive
students into engaged accountable students during video station rotations. I will then establish
the purpose of the workshop and tell the learners they will each create an EDpuzzle account and
video product which ties directly to the standards they are teaching and includes embedded
multiple choice and open ended questions. Then, I will project a pre-made three minute
EDpuzzle. The whole group will watch it and answer embedded video questions together so they
can experience what their students will experience when using EDpuzzle at station rotations.
This activity will create relevance and satisfaction by enabling the learners to understand how the
finished product they create today in this session will engage learners and hold them accountable
in rotations tomorrow. In order to help learners gain confidence, I will review how EDpuzzle
enables them to use the same videos they have used previously, but in a different way. I will then

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utilize the learner’s rubric to provide an overview of specifically what will be covered in the
workshop. I will present the learners with their self-assessment rubric so that they will know
exactly what to expect and explain to them that this rubric will help me determine ways that I can
improve delivery and application in future workshops.
Next, we will begin with recall of relevant prior knowledge. I will display the homepage
link www.EDpuzzle.com and learners will use relevant prior knowledge of how to navigate the
internet browser to locate the homepage for EDpuzzle and sign up with their Gmail usernames
and passwords. This will allow an EDpuzzle account to be created. Learners will be given
approximately seven minutes to complete this activity. I will walk around the room, monitor, and
provide verbal feedback and assistance as needed. If this area is mastered it will be checked as
mastered on the rubric. These pre-instructional activities will require the learners to be in a whole
group setting since the EDpuzzle is projected on the SMARTBoard and the video questioning
activity is completed as a group.
Content Presentation
Now, I will provide learners with a handout of the steps that I will model so that they can
follow along and make any needed notes. Learners will observe as I use the SMARTBoard and
model how to search for instructional videos using EDpuzzle channels. I will point out that some
channels such as YouTube are familiar. I will model how to type the subject in the EDpuzzle
search bar and select a video by clicking on it. After the selected video, which is no more than 7
minutes, projects I will watch it and make sure the content is appropriate. Then, I will click “use
this video”.
Next I will model how to create and embed an open ended question. I will model how to
click the green question mark icon in the top right corner of screen. Then I will click and drag the
black vertical bar located under the video to the section of the video where I wish to insert a

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question. I will click the question mark on the green ticker below the video. Then, I will type my
open ended question in the box that displays and click save.
To create and embed a multiple choice question, I will click on the green question mark icon
again and click and drag the black vertical bar to the section of the video where I wish to insert a
multiple choice question. Then I will click the question mark on the green ticker below the video.
Now I will click the green icon that has an image of a checked box. I will type my multiple
choice question in the first box and type one answer choice in each of the boxes below it. I will
click the check mark icon beside the correct answer and the x icon beside the incorrect answers.
Then I click save.
I will publish the EDpuzzle by pressing the blue box in the right hand corner that says
finish. In order to assign the EDpuzzle to my class, I will model how to create a class by clicking
create class in the projected white box that displays once you click finish. I will name the class
and click the check mark beside of the class name. I will model how to click the “prevent
skipping” button and assign a due date by clicking on the due date on the projected calendar.
After pressing “send” the class code pops up and I will model how to click “Will Do” to share
code with students.
EDpuzzle Creation Learner Guide
Based on the instructional goal, learners will be able to do the following:
 Create an EDpuzzle account by signing up with Google.
Click on the icon that says sign up with Google.
Log in using your Gmail username and password.
 Search for instructional videos using EDpuzzle channels.
Type subject in EDpuzzle search bar.
Select video from given EDpuzzle channels by clicking on it.
Click use this video.
 Create and embed open ended questions.
Click green question mark icon in top right corner of screen.
Click and drag the black bar to the section of the video where you wish to insert a question.
Click the question mark on the green ticker below the video.
Type open ended question in the box that pops up.
Click save.
 Create and embed multiple choice questions.

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Click green question mark icon in top right corner of screen.
Click and drag the black bar to the section of the video where you wish to insert a question.
Click the question mark on the green ticker below the video.
Click green icon that has image of a checked box.
Type in multiple choice question in the first text box.
Type in one answer choice in each text box below the question.
After typing answer in text box click check mark icon if that answer is correct. Click x icon if
that answer is incorrect.
Click add answer under bottom text box if more than one answer choice is needed.
Click save.
Publish EDpuzzle lesson by pressing the blue box in the right corner that says finish.
Assign EDpuzzle to students.
Create a class.
Name class.
Click check mark beside of class name.
If you want to prevent skipping as students answer questions, click the designated button that
says “prevent skipping”.
If you want to assign a due date, click the calendar to show the designated due date.
Press send and class code pops up.
Click “Will Do” to share class code with students.

Learner Participation
The learners will work in collaborative groups of two or three and reference the handout as
needed in order to 1) search for instructional videos using EDpuzzle channels 2) create and embed
a minimum of two open ended questions 3) create and embed a minimum of two multiple choice
questions 4) publish the project, and 5) assign it to students. Searching for instructional videos
that address specific standards and creating open ended and multiple choice questions will be an
entry skill most learners already possess and apply in this part of the lesson. However, embedding
questions will be a new skill. Publishing and assigning the EDpuzzle will be new skills also since
the program is new to the learners. As the learners complete this activity, they will be given 25
minutes to create a total of five questions. A minimum of two questions are open ended and a
minimum of two are multiple choice. I will walk around the room, monitor, and provide verbal
positive feedback or redirection as needed. If a learner is struggling, I will work with that

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particular learner and provide redirection in the area of concern. As performance objectives are
mastered, I will check them off as mastered on the rubric.
Assessment
As a final activity, learners will work independently to create an EDpuzzle assignment by
1) searching for instructional videos using EDpuzzle channels 2) creating and embedding a
minimum of two open ended questions 3) creating and embedding a minimum of two multiple
choice questions 4) publishing the project, and 5) assigning it to students. Since learners have a
handout to reference and first participate in the practice application part of the session in
collaborative pairs, the scaffolding should ensure that learners are successful when working
independently. In order to obtain mastery, learners must meet all performance objectives
independently in a time frame of 25 minutes. If there are learners who are unsuccessful with
specific performance objectives when working independently, I will work with them one on one
to redirect and clarify.
Follow Through Activities
In closing, I will quickly review the steps to create, publish, and assign an EDpuzzle
video with embedded open response and multiple choice questions. I will also explain how
EDpuzzle offers data on each learner. It allows the teacher to identify: specific questions students
had difficulty with, specific questions which required some students to replay the video to clarify
before determining the answer, and specific questions the group as a whole had difficulty with.
This enables the teacher to know how to plan for remediation or enrichment for the assessed skill
when creating their next EDpuzzle. In order to ensure that learners are able to transfer what they
have learned in a variety of ways, I will ask them to brainstorm ways to use EDpuzzle in addition
to station rotations. Some may mention they could post EDpuzzle assignments on their Google

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Classroom and provide it as a form of remediation or enrichment for student use at home. I will
answer any questions and provide my email address so that the teachers may contact me in the
future if needed. I will also give them the address to an EDpuzzle tutorial I created and posted on
YouTube.
In order to get additional feedback on the session and how to improve it, the learners will
complete the following exit slip which was created based on the Dick and Carey text, The
Systematic Design of Instruction.
Question

Yes/No

Was the instruction interesting?
Did you understand what you were
supposed to learn?
Were the materials directly related to
the objectives?
Were sufficient practice exercises
included?
Were the practice exercises relevant?
Did the creation of an EDpuzzle really
measure your knowledge of the
objectives?
Did you receive sufficient feedback on
your practice exercises?
Did you feel confident when creating
an EDpuzzle independently?

Media Selections and Rationales for Delivery of Instruction
Media selection for the presenter will include the use of a laptop with an attached projector,
speakers, and a SMARTBoard during the direct instruction parts of the session. These items are

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provided to each school by the district. These media selections will allow the presenter to
effectively introduce and guide the whole group through an EDpuzzle, and it will enable the
presenter to model each step of the process so that everyone can see and hear what to do. Each
learner at the workshop will need a laptop, earbuds, and Wi-Fi access. The district provides each
teacher with a laptop and Wi-Fi is available in each classroom. As a result, access to the free
website, www.EDpuzzle.com, is available. In order for each learner to integrate the tool introduced
in this session into their blended learning rotations in their classrooms, each student at the
EDpuzzle rotation will need a device, headphones, and WiFi access. Each teacher’s classroom has
enough devices for each student to participate in the EDpuzzle rotation, so this tool will be
applicable to the session participates. As a presenter, I am knowledgeable regarding the creation of
EDpuzzle learning assignments and its integration in rotation stations, and there is no cost incurred
in the presentation of this workshop.
While working on the project, I found that although some resources are available I also have
to create items that will be used in the lesson. I found a short EDpuzzle to use as a whole group
engagement strategy that will serve as an anticipatory set. We work through the short projected
EDpuzzle together so that the learners experience what their students will experience at video
stations. I was able to take this introductory EDpuzzle example from the EDpuzzle site without
revising. I utilized the following link: https://edpuzzle.com/assignments/ 5626f7cb9826491
c578a1d91/watch. You must first create an EDpuzzle account in order to access this link.
As I use direct instruction to teach the learners how to create an EDpuzzle for their
students, I will create an EDpuzzle on site during the session, and model step by step directions.
This will enable me to pace the lesson based on the learners’ needs, and provide them the
opportunity to ask questions about any step in the process that is unclear to them.

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As an additional memory aid, I have created an EDpuzzle tutorial, posted on YouTube, for
the learners to have available once the session is over. The following link is utilized:
https://youtu.be/F8_9KF52YaM. As a follow through activity, learners are given the option to
provide me with their EDpuzzle access code so that I can see the future EDpuzzles they create
for class use. We will exchange Gmails and I will be able to offer support and provide feedback
as needed.