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Instructional Design Semester Project:

Report 2

Hannah Steele and L. Wimberly Tyler

Department of Leadership, Technology, and Human Development, Georgia Southern University

FRIT 7231: Instructional Design

Dr. Randy Hollandsworth

October 26, 2020

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5.0 Learner and Context Analysis

5.1. What is the target population?

The target population of learners are 11-12 year old sixth grade students that are below

average, average, and above average in regards to their current lexile level in an ELA/SS subject

area setting. A small percentage of the target population are English Language Learners.

5.2. Describe how you would determine the characteristics of the target population.

In order to determine the characteristics of the target population we would first determine

the entry level skills of the target population. First, we would administer a pretest with a series of

questions that examines the learner’s level of prior knowledge related to primary and secondary

sources of information, as well as their ability to conduct research to find such sources. These

questions would require students to identify primary and secondary sources. It would examine

their understanding of the use of primary and secondary sources for application of research

skills. We would also consult with each student to seek their input on what type of environment

they feel they do their best learning. In addition to this, we would conduct a learning inventory

similar to Gardner’s Learning Intelligence Inventory in order to determine each student’s

learning preference. Lastly, we would conduct a survey to determine the types of feedback each

student deems most helpful to them in the learning process.

Student Gender Race Age Gardner’s “How do you Feedback

Learning learn best?” Survey
Intelligence Conversation
Survey

Jetxenia F H 11 Interpersonal Talking through One on one

it and writing it verbal feedback
down from the
teacher
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Jordan M B 11 Linguistic Listening and Written

then explaining feedback from
what he heard a teacher with
steps for
improvement

Jacob M W 11 Bodily-Kinesthetic Individual work, Immediate

away from verbal feedback
distractions, in small pieces
drawing pictures to help him stay
that go along on track and
with learning change as he
goes

Harley F W 11 Spatial Having the Written

ability to be feedback from
creative, teacher with
drawing steps for
improvement

Payton M B 11 Interpersonal Using Individual

technology, feedback in
reading chunks to stay
independently on task

Mackenzie F B 12 Linguistic Being able to Verbal

communicate feedback from
orally, listening teacher
and writing it
down

5.3. Describe how you would determine the physical and organizational environment.

The physical environment of the classroom would contain enough desks for each of the

learners in the setting. The room would be set up in collaborative work groups along with some

single desks for those that prefer to work independently. The classroom will be equipped for

students to have access to technology with the reservation of the grade level computer carts.

Students will also have access to multiple texts sets reserved from the learning commons that are
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a variety of primary and secondary sources. Students will be able to examine the text sets to

decide whether or not the resources will be applicable to their research.

Technology Integration Assessment

Technology Students have their own login information given to them at the
Planning and beginning of the year that gives them access to the Microsoft suite and
Policies the Google for Education Apps. They have a school email through
Google Drive and Gmail, and there has been a recent shift in the county
to move from Microsoft apps to Google Apps. Recently, they have
implemented the policy that students should be using Google Classroom
in each classroom at least once a week. Teachers are expected to post
resources within Google Classroom for optional, at-home access. Each
grade level has a certain number of computer carts, so it was up to the
grade level team leaders to create a schedule for the carts to ensure that
every teacher was able to implement Google Classroom work days once
a week.

Finance Compared to districts surrounding ours, we spend more on technology

than others. We also have the ability to allocate certain Title 1 funds for
the acquisition of technology. Compared to our state, our district spends
less on technology, with most counties sized similarly to ours being
one-to-one with technology. We are not one-to-one, and have only a
select number of computers available to students in each grade level.

Equipment and Our school has both media labs and mobile labs. There are two
Infrastructure computer labs available for reserve through Sharepoint calendars. Each
grade level has access to four laptop carts. These are specifically
allocated to certain content areas Monday through Thursday, but they
are open for reservation for any class on Fridays. There are no in-class
computers unless the teacher has funded them on their own. The media
center does have roughly eight computers for student use. The school
does have high speed internet. Each classroom also has a SmartBoard
for teachers to use for instructional purposes.

Maintenance and Our school has a technology specialist that is available if we are having
Support any large, immediate issues with technology. We have an online system
where we can put in work orders to receive help. For smaller issues, the
media specialist is able to troubleshoot or walk us through solutions.
Technology is checked and inventoried frequently for problems. Each
computer cart has a pocket where teachers can write down issues and
keep up with repairs once they occur.

Professional Throughout the school year via Professional Learning Communities and
Development Professional Learning Days, teachers are taught how to use the most
recently technological resources available to them. The media specialist
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and assistant principal of instruction regularly email out information

about new online resources. They both readily volunteer to teach staff
how to use them or model their use in classrooms. There is a recent
district-wide initiative to become Google Educator Certified and the
county provides vouchers for the exam fee.

Technology Technology is used readily in classrooms throughout the school.

Integration Teachers are somewhat proficient in technology use, but there have
been several that have been deemed unofficial “tech support”
throughout the school since their skills are better. Students are also
somewhat proficient. They understand the use of online applications,
but their knowledge of physical computers rather than touch screen
devices is limited. Based on the ISTE Level of Technology Integration
Framework, classroom integration of technology in this instance would
be classified as Level 4b.

6.0 Writing Performance Objectives

6.1. State the Terminal Objective for your instructional plan.

Upon completion of the instructional unit, students will be able to acquire, access, and identify

primary and secondary sources of information when presented with a topic.

6.2. Prepare three Subordinate Objectives.

● Given access to an online research database (CN), demonstrate how to conduct the most

appropriate search strategy for a topic (B), based on the search filter “cheat sheet”

presented in the unit (CR). This subordinate objective falls within the psychomotor

domain and matches Gagne’s Psychomotor Skills.

● Using online databases and selected text sets (CN), choose the most appropriate primary

and secondary sources to support the topic provided (B) based on the review

presentation of argument writing strategies and supporting claims (CR). This subordinate

objective falls within the affective domain and matches Gagne’s Attitude Skills.

● When presented with a variety of sources and documents (CN), sort the sources into

primary and secondary categories (B), based on the definitions of primary and
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secondary sources given as notes during the instructional unit (CR). This subordinate

objective falls within the cognitive domain and matches Gagne’s Intellectual Skills.

Updated Learning Goal Worksheet

Program: ELA/SS 6th grade Date: 10/20/20 Instructor: Tyler/Steele

LEARNING GOAL MEASUREMENT

Observations X
Students will be able to acquire, access, and identify
primary and secondary sources of information when Formal Assessments X
presented with a topic.
Questioning/Discussion
X

Group Evaluation

Learning Outcomes

Performance Condition Intellectu Cognitive Verbal Motor Criterion

(learning Attitude
(tasks to perform goal)
environment) al Skills Strategies Information Skills (restrictions, tools)

Demonstrate how to Given access to X Search filter

conduct the most an online “cheat sheet”
appropriate search research
strategy for a topic database

Choose the most Using online X Review

appropriate primary and databases and presentation of
secondary sources to selected text argument writing
support a topic sets strategies and
supporting claims

Sort provided sources Given a variety X Primary and

into primary and of sources and secondary source
secondary categories documents definition notes

7.0 Assessments

7.1. Select one SO; describe the manner by which you would assess whether or not the

learner achieved that objective.

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When presented with a variety of sources and documents (CN), sort the sources into primary and

secondary categories (B), based on the definitions of primary and secondary sources given as

notes during the instructional unit (CR).

We would assess whether or not the learner had achieved the above objective by giving

students ten sources of information and instructing them to sort them into categories based on if

they are primary or secondary sources. There will be five of each source type. Students would

have received definitions of primary and secondary sources during unit instruction to assist them

in their determinations. This would be a formal assessment in an either/or format given to

students to complete on a Google form created by the instructor. Students would have achieved

the above objective if seven out of the ten sources were sorted into their correct categories.

7.2. What types of assessment instruments will your instruction have? Why?

The assessment instruments featured in the instructional unit will be varied based on the

learner analysis sample population results. There will be informal assessment in the form of

discussion throughout the instructional unit, which will involve call and response questioning,

immediate feedback, and opportunities for students to verbalize their understanding in their own

terminology. More formal assessments will include the sorting activity mentioned, along with

observations of student primary and secondary source selection, and interactive review activities

such as Kahoot or Quizizz technology applications. A variety of assessments will be given

throughout the unit in multiple formats in order to meet the preferred learning styles of all

students. These assessments will include multiple choice questions, either/or, oral discussions,

written responses, and application in their research studies.

We have chosen to include these types of assessment in order to reach as many learning

preferences as possible, as well as to provide assessment and feedback fluidly throughout the
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instructional unit. The student responses to the feedback survey in our learner analysis sample

population determined the types of assessment instruments chosen for the unit. Our sample

population indicated written or verbal feedback, mostly given throughout the learning

experience, was most useful for further performance improvement. The chosen assessment

instruments readily and efficiently allow for those forms of feedback.

7.3. Write items that assess the SOs in 5.2. Include an answer key or rubric.

Given access to an online research database (CN), demonstrate how to conduct the most

appropriate search strategy for a topic (B), based on the search filter “cheat sheet” presented in

the unit (CR).

Worksheet to be used while conducting search strategies - Answers are in red.

List the phrases and/or words you used for your search strategy:

Answers will vary.

List the search filters you applied in your search strategy:

Answers will vary.

Briefly explain why you chose to apply each search filter you used:

Answers will vary.

Which filter was the most helpful? Why do Which filter was the most unhelpful? Why do
you think that is? you think that is?
Answers will vary. Answers will vary.

Based on what you know about each filters function and the results you received when testing
a few of them, please describe the search strategy and filters you think would be most
appropriate and helpful for your topic:

Answers will vary but should discuss a logical reason for why their selected strategy produces
the greatest amount of helpful results.
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Using online databases and selected text sets (CN), choose the most appropriate primary and

secondary sources to support the topic provided (B) based on the review presentation of

argument writing strategies and supporting claims (CR).

For each source selected, the students will fill out the following table:

Name: ___________________ Topic: __________________________

Name of Source Primary or Secondary? Explain why you chose this

source to support your topic.
Why should it be considered
“most appropriate” for your
research?

The portions of the table related to name and type of source will be checked for correctness.

Each written response concerning source selection will be scored using the following scale:

1 - The explanation for source selection did not thoroughly or logically explain why the source

can be used to support the topic.

2 - The explanation for the source selection logically explains why the source was chosen. It

clearly connects the contents of the source to the topic. However, the explanation is not

thorough; it is 1-2 sentences with little elaboration.

3 - The explanation for source selection logically AND thoroughly explains why the source was

chosen. It connects the contents of the source to the topic and elaborates on how the source can

be used to support their research; it is 3-5 sentences in length and is well thought out.
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When presented with a variety of sources and documents (CN), sort the sources into primary

and secondary categories (B), based on the definitions of primary and secondary sources given

as notes during the instructional unit (CR).

Assessment for subordinate objective 3 - answers in red

Sort the following sources into primary and secondary source categories:
Letter biography interview documentary textbook diary news report
speech encyclopedia photograph

Primary Secondary

Letter Biography
Interview Documentary
Diary Textbook
Speech News report
Photograph Encyclopedia

8.0 Planning the Instructional Strategy: Theoretical Bases

8.1. For the TO, specify and exemplify an appropriate pre-instructional activity or

activities.

Upon completion of the instructional unit, students will be able to acquire, access, and identify

primary and secondary sources of information when presented with a topic.

As a pre-instructional activity, students will first be given a pre-assessment that will

include a variety of question types that are multiple choice and written response questions. After

students have completed their pre-assessment, their numerical scores will be used to determine

their level of mastery. In addition to this, the instructor will project 2 artifacts onto the interactive

board (a photograph and newspaper article). Then, students will be asked to identify which

artifact they think represents a primary and a secondary source and explain why on a sticky note.

The Systematic Design of Instruction states that “learners must attend to a task in order to learn

how to perform it” (Dick, et al., 2015, p. 175). In order to increase student motivation to learn,
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activities aligning with the ARCS model developed by John Keller will be conducted as pre-

instructional strategies. We will have students brainstorm how the terminal objective could be

useful in their personal lives. Though the TO will ultimately be used for research purposes or

argumentative writing, students will be presented with ideas such as using primary and

secondary sources to research NBA teams to form March Madness predictions or using their

research skills to present a logical and informed argument to their parents about getting the pet

they want. This draws student attention and provides relevance, and it could also result in

extrinsic satisfaction should the skills be applied for personal reasons beyond the instructional

unit. Lastly, students will be informed of the subordinate objectives before the instructional unit

begins. This will be done by posting them in the room as a main focal point.

8.2. For a SO associated with that TO, specify and exemplify an appropriate presentation

strategy or strategies.

Given access to an online research database (CN), demonstrate how to conduct the most

appropriate search strategy for a topic (B), based on the search filter “cheat sheet” presented in

the unit (CR).

In order to present the information associated with this subordinate objective, it would be

appropriate to distribute a “cheat sheet” style graphic organizer that covers the most common

search filters and what they do. A PowerPoint about them can be presented and students would

fill out the graphic organizer with what each filter does. This strategy allows the instructor to

verbally and visually explain the information, and the students would have the graphic organizer

to keep for reference throughout the instructional unit. This would be considered the deductive

pattern of content presentation. The learning guidance in this strategy would come in the form of

the PowerPoint presentation via examples, introduction of new content, and content structure
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through slide order. It will also come in the form of the graphic organizer, which organizes

information into a concise manner to assist with cognitive recall.

8.3. For the same SO, specify and exemplify an appropriate practice activity or activities.

In order to practice the selected subordinate objective, the students would spend time

conducting different searches and interacting with the search strategies and filters presented in

the instructional session. This subordinate objective falls into the psychomotor domain, so

effective practice would involve using those same motor skills. While learning to demonstrate

effective search strategies does require some trial-and-error, assistance to students can be given

through certain stipulations or “challenges.” For example, detailed topics can be given to

students with the instruction to find specific information by using search strategies. Another

method could be having students use each search filter with the same topic and record their

results. Throughout the practice, feedback will be given as a guiding force. It will focus on

reinforcing effective strategies used by students as well as helpful critiques for adjusting

performance to be more effective. Overall, appropriate practice for the subordinate objective

would be to physically interact with the research databases in a multitude of ways.

8.4. For the TO, specify and exemplify an appropriate evaluation follow-through activity or

activities.

To assess the level of student understanding, students will be given a culminating

research presentation assignment. Within this presentation, students will be asked to choose a

topic that interests them and support their research with the use of primary and secondary

sources. The research presentation should include information from sources that are applicable to

their topic. Within this presentation, students should also provide a step by step explanation of
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how they located their primary and secondary sources, including explanation of what worked

well for them and why, and discriminate between the variety of sources that they acquired.

9.0 Planning Logistics and Management for Instructional Materials

9.1. For the TO, provide a description of the learning experience and how you have

planned for it.

The purpose of this instructional unit is for students to be able to allocate resources in

order to incorporate primary and secondary sources into their research for argument

enhancement. In order to achieve this goal, we must first give students the opportunity to

demonstrate their prior knowledge and current understanding of primary and secondary

resources through a pre-assessment and informal identification activity. Then, students will

receive direct instruction with the guidance of a graphic organizer to take notes pertaining to the

difference between each type of resources and examples.

Next, once students have been assessed and it is determined that the learners understand

the difference between the two types of resources, they will be able to use technology to locate

these resources derived from specific search strategies, online databases, and selected text sets.

The level of student understanding will be determined through informal observations and

instructor feedback, along with having students complete the organizer given to them to reflect

on their individual research strategy reasoning. Lastly, students will explain and identify their

reasoning for each primary or secondary source they have selected to enhance their research

pertaining to their particular topic.

9.2. Provide a material, technology, and resources logistics checklist.

Materials Graphic organizers, search strategy guide,

sorting activity

Technology
Resources
9.3. Provide an organizational matrix/table showing learning initiatives, activities, lessons.
Learning Initiatives
Given access to an online
research database,
demonstrate how to conduct
the most appropriate search
strategy for a topic, based on
the search filter “cheat sheet”
presented in the unit.
When presented with a
variety of sources and
documents, sort the sources
into primary and secondary
categories, based on the
definitions of primary and
secondary sources given as
notes during the instructional
unit.
Using online databases and
selected text sets, choose the
most appropriate primary and
secondary sources to support
the topic provided based on
the review presentation of
argument writing strategies
and supporting claims.
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Student laptops with internet access, teacher
created presentation about primary and
secondary sources
Selected text sets, access to online databases
Lessons and Activities Materials and Technology
First, students will be ● Online research
instructed to access the online databases such as
databases accessed through GALILEO or
the school’s website. Then EBSCOHOST
using their filter “cheat ● Search filter “cheat
sheet”, each student will be sheet”
given a topic from a list at ● Worksheet related to
random and asked to locate an search filters Featured
appropriate informational in section 7.3.
article about the topic while ● Student laptops with
completing the responses on internet access
their paper. ● Topic list for random
topic assignment
First, students will be ● Primary and
presented with a mini-lesson Secondary source
covering the definitions and presentation
examples of primary and ● Sorting Activity
secondary sources. Next, supplies - either paper
students will be given a list of or interactive
sources and will sort them slideshow using
into primary and secondary software like Google
categories. Slides or Nearpod
Time required - 1 class period
Students will be given access ● Research Analysis
to online search databases and Table featured in
the table displayed in section section 7.3.
7.3. Students will use the ● Online search
technology provided to gather databases such as
sources for their research GALILEO or
presentation and fill out the EBSCOHOST.
table for each source ● Internet capable
thoroughly. device such as a
In order to give students laptop.
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adequate time to conduct

research and document
research analysis, the time
required will be 2 class
periods.
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References

Dick, W., Carey, L., Carey, J. O. (2015). The systematic design of instruction (8th edition).

Pearson.