Principles of Instructional Design

Instructional Design Project

Report 1: Pre-instructional Components
Sara Glenn and Joy Rohrbaugh

Instructional Analysis Context:

As media specialists at an elementary and a middle school in the same school district, we
plan to analyze and design instruction to help prepare students for the transition from
elementary to middle school. We will be analyzing the instruction of one classroom of fifth
grade students at Lake Forest Elementary School in Greenville, South Carolina. This
classroom is made up of 26 students. Our analysis will take place near the beginning of the
school year, when students have had little instruction from their current teacher on devices
or the use of Google for the classroom. Students have visited the computer lab once a week,
but have not used their Google username and password. Students have access to three
student laptops, one student ipad, and three Chromebooks in the classroom.

Rationale:
Our school district is currently in the midst of a Personalized Learning Initiative and all
students from 3rd-12th grade will be issued a Chromebook on or before the 2018-2019
school year. Students arrive at middle school with varying degrees of comfort with
technology. Almost immediately they are expected to know how to log into devices and use
Google Classroom and Google Apps for Education to complete assignments. Knowing these
concepts will equip students for success in middle school and eliminate much of their stress
in the transition from elementary school.

Description:
As media specialists, we are responsible for teaching our own standards, such as ISTE and
Standards for the 21st Century Learner. In addition, we strive to support our teachers in
addressing their own subject-based standards. For this project we will help students master
the following ISTE standards:

5. Digital citizenship
Students understand human, cultural, and societal issues related to tech nology and practice
legal and ethical behavior.
a. Advocate and practice safe, legal, and responsible use of information and technology
b. Exhibit a positive attitude toward using technology that supports collaboration, learning,
and productivity
c. Demonstrate personal responsibility for lifelong learning
d. Exhibit leadership for digital citizenship

6. Technology operations and concepts

Students demonstrate a sound understanding of technology concepts, systems, and
operations. a. Understand and use technology systems
b. Select and use applications effectively and productively
c. Troubleshoot systems and applications
d. Transfer current knowledge to learning of new technologies
Performance context:
The students taking part in this unit are in Ms. Sullivan’s class at Lake Forest Elementary
School. They have varying degrees of comfort with technology and have had a diverse range
of experiences with technology, as many of them moved to Lake Forest from another
district or state. All students spend one hour a week working in the computer lab. The
classroom teacher also has access to one laptop cart and one Chromebook cart and has
utilized each cart once in the classroom so far this school year.

When students enter middle school in Greenville County School District, they are expected
to be familiar with Chromebooks, checking teacher websites, reading online homework
calendars, and Google Apps for Education, including Google Classroom. Transitioning to
middle school is difficult for many students, but students who attend elementary schools
which do not utilize one-to-one technology are at a distinct disadvantage when entering
sixth grade.

Instructional Goal Statement:

Fifth grade students will be able to sign into Google Classroom using their usernames and
passwords, access an assignment, create a copy in their own Google Drive, complete the
assignment, and submit the assignment in Google Classroom.

Lesson 1: Learning login, logging into Google Apps for Education (logins for all Google
applications look the same), looking at Google possibilities, like docs, slides, etc.
Lesson 2: Creating a Google Doc and saving it to Drive
Lesson 3: Logging into Classroom and joining a class, getting an assignment
Lesson 3 or 4: Depending on understanding: Creating copy of Google Doc, saving in drive,
turning in as an assignment.

Goal Analysis:
Based on the instructional goal, learners will be able to do the following:

 Sign into Google using their unique username and password

 Create a document in Google Docs
 Access Google Classroom
 Access assignments in Google Classroom
 Copy an assignment into Google Drive
 Submit an assignment in Google Classroom

Subskills Analysis:

 Access Google Chrome on their own device

 Find Google Drive
  Sign into Google

Entry Behaviors Analysis:

 Turn on computer
 Log into student computer
 Open an internet browser
 Complete and turn in hard copies of assignments from teacher

Learning Domain
Skills Needed

Intellectual Skills

1. Follow instructions given regarding how and when to sign in, how to answer a
question posted, how to copy an assignment, how to submit an assignment.

Psychomotor Skills

1. Use keyboarding skills to type username and password into Google to sign in.
2. Use mouse skills to navigate internet browser, select options from drop-down menu,
click on browser button.

Attitudes/Behavior

1. Follow classroom rules.

2. Stay seated at computer.
3. Raise hand to ask for assistance, as needed, or ask a classmate.
4. Complete questions, assignments, and other classwork.

Verbal Information

1. Ask for help when needed.

Instructional Goal Statement:

Fifth grade students will sign into Google Classroom using their usernames and passwords,
access an assignment, create a copy in their own Google Drive, complete the assignment,
and submit the assignment in Google Classroom.
Our instruction is guided by the ISTE technology standards for digital citizenship which
state that students will:

Understand human, cultural, and societal issues related to technology and practice legal and
ethical behavior.
a. Advocate and practice safe, legal, and responsible use of information and technology
b. Exhibit a positive attitude toward using technology that supports collaboration, learning,
and productivity
c. Demonstrate personal responsibility for lifelong learning
d. Exhibit leadership for digital citizenship

Technology operations and concepts

Students demonstrate a sound understanding of technology concepts, systems, and
operations. a. Understand and use technology systems
b. Select and use applications effectively and productively
c. Troubleshoot systems and applications
d. Transfer current knowledge to learning of new technologies

Performance Objectives:

 Students will use the computer to log into Google Classroom successfully.
 Students will use the computer to navigate to the correct class in Google Classroom.
 Students will use the computer to find and click on their assignment in Google
Classroom.
 Students will use the computer to create a personal copy of the assignment from
Google Classroom in their own Google Drive.
 Students will use the computer to complete their assignment.
 Students will use the computer to submit their completed assignment through Google
Classroom.

Sample Assessments:
The teacher will use informal observation to assess students’ successful navigation to
Google Classroom, to the correct class, and to the assignment. The teacher will access each
student’s completed assignment in Google Classroom and will share it with the classroom
teacher, who is responsible for the ELA curriculum. The classroom teacher will decide
whether or not to formally assess the submitted assignment, a book review of a book the
student has read recently. Our focus is on the assessment of students’ knowledge and
application of the technology skills utilized to complete and turn in the assignment.
This screenshot is an example of the teacher assessing whether or not each student
successfully navigated to Google Classroom and joined the appropriate class.This
screenshot is an example of how the teacher will assess whether or not each student was
able to successfully submit an assignment in Google Classroom.

Instructional Sequence:
This unit will be split into three to four lessons, depending on time constraints and how
quickly the students are able to acquire these new skills. In lesson 1, students will learn how
to log into Google Apps for Education using their district-assigned credentials. We will
briefly introduce the basic Google Apps, including Google Docs, Sheets, Slides, and
Classroom. In lesson 2, students will practice creating a Google Doc and saving it to their
Drive accounts. In lesson 3, students will access Google Classroom, join a class, and find an
assignment. After a brief assessment of the students’ understanding, we will give them time
for additional practice or move on to the final lesson information. In lesson 4, students will
create a copy of the assigned Google Doc, rename and save it in Drive, then complete and
turn in this assignment through Google Classroom.

Pre-instructional Activities:
Students will be assessed prior to the unit to be sure they are familiar with the basic
functions of their computers, including how to turn them on, use the keyboard to log in, and
use the mouse to navigate to the Chrome icon and open a browser window. Students must
also understand teacher expectations for turning in hard copy assignments in general before
taking this next step toward turning in assignments digitally. With the classroom teacher’s
help, we will informally assess the students to ensure they possess these skills before
moving into the unit.

Information and Example for Each Objective:

The media specialists and computer lab teacher will be in the computer lab with students as
they are working to achieve the performance objectives. The teachers will be informally
assessing students as they work. The teachers will encourage the students to ask for help if
they struggle to complete a task or objective or need any assistance. The teachers will
informally assess students progress as they monitor the students. The final assessment will
occur when the teacher checks to see that each student submitted an assignment in the
classes’ Google Classroom.

Strategies for Teaching Each Objective:

Each objective will be modeled for the students by the teacher. Students will then use
hands-on practice to acquire and demonstrate the skill. Students are encouraged to help
each other as needed, utilizing peer tutoring. Teachers will also monitor and offer
individual assistance, as needed.

Media Selections and Rationales for Delivery of Instruction:

In order to teach this unit, Google Chrome and Google Apps for Education will be used.
These were chosen based on the Greenville County School District’s emphasis on the use of
Google products in the classroom. The Personalized Learning Initiative throughout GCSD is
concentrated on providing Chromebooks for students from grades 3 through 12 to use for
both classwork and homework, so it is essential that students be aware of and familiar with
using these Google devices and apps.

Summative Assessments/Evaluations:
The students’ success with their Google doc submission is automatically recorded in the
Google Classroom for the teacher to access. The assignments will be shared with the
classroom teacher, who may choose to use the book report as an English-Language Arts
grade.

Evaluation Materials:
Students will complete a Google Forms survey both before the lessons begin and after they
are completed to assess their skills. These surveys will tell us what they learned and what
they still may need to practice. If necessary, we will allow students another opportunity to
refine these newfound skills in an upcoming lesson.

The teacher will be able to assess whether or not students have learned the skills of
accessing assignments, copying Google Docs, and turning in assignments, by watching for
their submissions in Google Classroom. If students do not complete or turn in assignments
properly, she will follow up with them to ensure they learn these skills. Students who have
mastered the initial instructional goals will be encouraged to add images from the internet
using Google Searches within the Google doc, expand upon the information in the book
report, and/or make changes to the color, font, or spacing of their Google doc.

Procedures Used In Evaluation Process:

Students will be assessed prior to beginning the lessons, after completing the series of
lessons, and at the end of each lesson for understanding. All assessments will take place in
the computer lab so that all students have full access to computers. The final summative
evaluations will be made based on the students’ submitted assignments. Students will have
one computer lab period after the lessons end to complete and submit their book reports
through Google Classroom. At the end of this period, students will complete their post -test
survey to show their comfort levels with Google Docs and Classroom. As some students
may not be as familiar with these tools when the lessons begin, we will use this final c lass
period to provide individual or small group assistance as needed. Principles of