Running head: TEXTBOOK REFLECTION 1

Textbook Reflection

Courtney Bzdelik

Seton Hall University

EDST 6306
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Before diving into the instructional design (ID) model, I first want to reflect upon the

learning theories and environments the author, Alison A. Carr-Chellman (2016) addresses in the

text. I found that I aligned most with the behaviorist theory in the classroom. Carr-Chellman

describes this theory as “reinforcing” and “shaping” proper behaviors so that “teaching becomes

largely about the control of the environment” (p. 15). When we see the desired behavior or

outcome, we know that learning has occurred. I found this theory most commonly applied in a

mathematics classroom because the teacher tends to guide the instruction and learning. This is

different from the other learning theories and environments that Carr-Chellman spoke of such as

constructivism, user-designed, and inquiry-based. These models are learner-centered and focus

on the “process of learning” (p. 96). The instruction is guided by the input of the learner as they

construct and build upon their own learning. While I do think I incorporate a few elements of the

constructivist theory in my classroom because I encourage students to be active participants and

problem-solvers, I mostly approach my classroom with a behaviorist theory. Specifically, in a

high school mathematics classroom, students may not know what their learning objectives

should be if I simply gave them a topic such as “The Pythagorean Theorem.” This particular

concept is completely new to them, so it would be difficult to collaborate on learning objectives

or goals and allow them to design their own unit. I also thought it was interesting how Carr-

Chellman aligns the instructional design model with a behaviorist approach when instruction

today favors and encourages a constructivist, user-designed, or inquiry-based approach.

After reading about the ID model, I wanted to reflect on the nine steps and how I have

utilized them within the geometry unit I have created on the Pythagorean theorem. The first two

steps address learning goals and objectives. Carr-Chellman emphasizes the importance of

creating a meaningful goal with a measurable verb and then supporting that goal with objectives
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with a measurable behavior. When writing my goals and objectives, I focused on using Bloom’s

Taxonomy for appropriate verbs. The verbs I used were “apply,” “identify,” “solve,” “describe,”

“recognize,” and “explain.” As Carr-Chellman suggests, I based my learning objectives from the

learning goals. The learning objectives are sub-steps of the learning goals and measure what the

learner is expected to demonstrate knowledge of by the end of the lesson.

The third step of ID is the testing component. This component was new and different for

me because the model recommends creating assessments aligned to the learning goals and

objectives before creating the actual lesson. Carr-Chellman argues that aligning test items with

the objectives will ultimately help support the rest of the instructional design process. This is

because you are focusing on what you want the learning to be able to achieve by the end of the

unit (p. 46). I typically wait until the end of a unit to create an assessment, so this was a

challenging change for me to make when creating my unit. When mapping out my unit, I tried to

think about the assessment I wanted to do for each objective before filling in the actual lesson

plan.

Knowing the learners and the prerequisites needed is the fourth step of ID. In a

mathematics classroom, knowing each student’s ability level and foundational skills is essential

to having a successful lesson or unit. For my unit, I created an analysis of needs survey for the

students to complete. This survey provides feedback on student’s previous knowledge of the

Pythagorean Theorem as well as prerequisite skills such as simplifying radicals. Based on results

of the survey, a lesson may need to be added at the beginning of the unit addressing the

necessary algebra skills needed in the unit.

Analyzing and incorporating texts to support the learning goals of the unit is the fifth step

of ID. I found this section more useful for other courses such as English, history, or science.
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Because mathematics is very “black and white,” the texts utilized are course textbooks which are

deemed accurate and relevant. However, in my unit, I asked the students to research the history

of the philosopher and mathematician, Pythagoras. Instead of having the students research the

history on their own, I could find reliable sources in advance for the them to utilize.

The sixth step of creating learning activities was my favorite piece when putting together

my unit. Carr-Chellman states that an activity should have five components “pre-instructional

activities, information presentation, student participation, testing, and follow through” (p. 62).

My pre-instructional activity consisted of researching Pythagoras. This represents relevance to

the students because it reminds them the Pythagorean Theorem was created and originated by

someone. Instead of just telling the students the Pythagorean Theorem formula, the Starburst

candy activity presents the information in a hands-on setting and encourages student

participation. The instruction is guided by the activity and encourages discussion as to why the

formula works and where it comes from. At the end of the activity, the students are then tested

with actual right triangle problems in which they apply what they have learned.

How information is presented, and the media used to support the lesson and activities is

the seventh step of ID. I find that the SMART board is the most useful form of presentation in a

mathematics classroom because diagrams can be “marked-up” and more easily drawn. For

example, a right triangle looks more accurate when drawn on the computer versus drawn by hand

on a whiteboard. Therefore, I would present most lessons of my unit on the SMART board.

When choosing what media to use to support my lessons, I immediately thought of a YouTube

video in which a football play is demonstrated using a right triangle. This video supports the

learning objective of applying the Pythagorean Theorem to real world scenarios.

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The eighth step of ID is the implementation of instruction. Carr-Chellman encourages

teachers to test the lesson on a small group of students to see how the instruction works in a real-

world setting and adapt the lesson accordingly. While I understand her reasoning for this, I think

this may be an unrealistic goal. It would be difficult and time-consuming to gather a small group

of students for a trial run of the unit. Although it is not ideal for my unit to be taught without a

trial run, I would use the first time I teach it as a learning experience to adapt and adjust for the

next year. This leads to the ninth and final step of ID on evaluating and revising the instruction.

Carr-Chellman states there are two forms of evaluation, formative and summative (p. 79).

Formative assessments are “aimed at improving”, while summative assessments are “aimed at

decision making and assessing effectiveness” (p. 79). Since I have not taught this unit yet, the

evaluation and revision component would be utilized throughout and after the completion of the

unit. I would evaluate the effectiveness of the lessons, test items, presentation tools, problems

used, and the media incorporated. The unit would then be adjusted and improved for the next

year.

Carr-Chellman mentions in the final chapter of the text that the instructional design

model is rarely used in classrooms. However, research shows that the ID model “tends to

increase student enjoyment, student achievement, and classroom organization (p. 183). The ID

model is a methodical and organized approach to creating a lesson which can be adapted to many

classrooms and learners. By focusing on the alignments of the goals, objectives, test items, texts,

activities, and media used, learning results become stronger and more effective.
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Reference

Carr-Chellman, Alison A. (2016). Instructional Design for Teachers: Improving Classroom

Instruction. Routledge: New York, NY.