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Instructional Design Model for Teaching German History and Language through Film

Kayla Weiglein
CECH, Instructional Design & Technology, University of Cincinnati
IDT 8010: Instructional Design
Mr. Gibbons
December 8, 2021

Subject Beginning of
matter Target
knowledge Semester Response to Task
language
Too much or too knowledge Language Usage
little in Target Instruction
Language Audience Proficiency
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Learner
Analysis

Evaluation & Stating

Revision Objectives

Learner
Centered
WebQuests

Selection of Presentation
Learner
Methods &
Participation Homework
Material

Utilizing
Materials

Open
Previously
Sources
Created
Provide guidance
Materials
in both target
and native
Prep Online
language
Hybrid
Environment
Zoom

WebQuests
Canvas

Figure 1:The instructional design model for teaching a module German history and language

through film.

Instructional Design Model for Teaching German History and Language through Film
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         Teaching a second language, although unique in delivery, is not drastically different from

designing other forms of instruction. There still needs to be clear objectives, assessments, and

evaluation and revision. Figure 1 is an adaptation of the ASSURE model to include factors when

teaching German 2001 at the University of Cincinnati. The various stages in the cycle

demonstrated in figure 1 are universal when designing instruction. Each component is part of the

decision-making process used to design a course. This paper examines the model created in

figure 1 which is adapted for a single module used in German 2001.

Design Factors

Subject Matter

         The module used for the instructional design model in Figure 1 was created to introduce

German language learners to German history, culture, and language through film. The film

aspect provides a unique perspective on East and West German relations and what life was like

in former East Germany. The ramifications of this period of German history is still discussed

today and learners are typically not exposed to German history in previous language courses at

the University of Cincinnati or in high school. In fact, many students come into the classroom

with little to no knowledge of German history beyond the end of World War II. Throughout the

module the students are introduced to new topic-specific vocabulary, background knowledge, the

Film “Good Bye, Lenin!” viewed in the target language with German subtitles, scene

breakdowns and analysis, discussions paired with partner activities, WebQuests, new

grammatical structures, and a final presentation. The module also has the students learn about

German cinema, which is something they will continue to be exposed to throughout their

German studies. Therefore, basic film terminology and analysis in the target language is a skill
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that will transfer to their future studies and expose them to German culture for them to discover

independently.

Target Audience

According to Dick et al. (2014) the target population is/are “the ones [leaners] you want to “hit”

with the appropriate instruction” (p. 96). The target audience or demographic for this module

would be adult learners in their third semester of German in a university setting. Alternatively,

the learners test at an A2 level in German prior to beginning the course or have two or more

years of high school German. Either way, the learners need to have previous German language

knowledge at a beginner level. The students are typically a mix of men, women, or non-bianry

learners. The students come from various knowledge and socio-economic backgrounds which

means that their German language knowledge needs to be assessed early on in order to tailor the

German history unit to meet the needs of all the students. At the intermediate level at UC, the

students are either interested in the target language and want to pursue a major or minor, or they

need to fulfill language requirements before graduating, participating in a co-op, or to be eligible

to participate in a study abroad program.

Needs

         The needs of the students are individually based. There are students who need

accommodations such as extra time on quizzes, but there are overall needs in the classroom that

go beyond a form provided at the beginning of the semester. Since all of the learners come in

with unique backgrounds and abilities, it is vital to learn what works best for them as a teaching

style. Are they more visually oriented? Are some students more advanced than others? Do some

students require more explanation and guidance? Do they work well with a partner or in small
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groups? These questions are imperative to find out towards the beginning of the semester to

ensure that lessons are feasible, goal oriented, and that there is time to accommodate various

needs. For example, students in the intermediate German 2001 course this Fall 2021 semester

expressed a dislike for large vocabulary lists and instead wanted to learn the vocabulary within

context rather than separately. Keeping this in mind, materials are created that less explicitly

incorporate vocabulary which also include a chance for learners to practice.

Additional Key Considerations

Learning Environment

         German 2001 or intermediate German 1 is taught in an online setting using the Learning

Management System Canvas and Zoom. The websites used to create WebQuests require students

to explore various sites in the target language including social media, new sites, travel sites, etc.

Although there is still a strong preference for traditional in-person instruction, the pandemic has

forced instruction to be online. This is ideal for implementing WebQuests and allowing students

the flexibility and independence when working on assignments. It also allows the learners to

explore the German-speaking world beyond our classroom and their everyday environment. The

breakout rooms on Zoom provide the  students the chance to still work with partners and groups

like they would in-person.

Performance Context

            Due to the intermediate German 2001 classroom environment being online and hybrid

during this Fall 2021 semester, as the designer and facilitator, there was a need to ensure the

learners were guided throughout their learning process and that the use of newly acquired
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knowledge and skills will not be reprimanded. Learners are also given more opportunities to

speak and record themselves without the pressure of a live audience. This allows them to work in

a comfortable setting, record themselves as many times as they need to, and to take breaks.

Model

Explanation and Justification

         The model shown in figure 1 is adapted from the ASSURE model of instructional design

created by Henich, Molenda, Russel, and Smaldino. The ASSURE model “guides instructors

through the lesson design process by embracing the use of technologies”  and “appreciates

“students’ learning styles and [draws] on constructivism where learners interact with others in

their environment to build upon previous knowledge” (Han, 2015, p. 2). Since previous

knowledge is at the core of second language learning, this model best suited the teaching style,

learning outcomes, audience, and environment for the module expressed in the figure 1.

Learner Analysis

According to Dick et al. (2014) learner analysis is “the determination of pertinent characteristics

of members of the target population. Often includes prior knowledge and attitudes toward the

content to be taught, as well as attitudes toward the organization and work environment” (p.

408).  Figure 1 expresses the first step in the cycle used in developing the German 2001 module

on German history, culture, and language through film. Assessing the students target language

knowledge is an ongoing process throughout the semester, however, the initial assessment begins

at the beginning of the semester when the instructor first interacts with the students. Unlike in

other settings, at the University of Cincinnati, the instructors of the basic language courses do not
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have the advantage of teaching the same students throughout their German academic career.

Therefore, each semester one has to start over as an instructor.

The same is true for subject matter background knowledge. Even if the learners have prior target

language knowledge, they may not have been exposed to the culture of where the language is

spoken. Therefore, in order to prepare the module, the learners need to be provided with

background information and vocabulary along with the content of the film being used.

In addition to the background and language knowledge, learners may also have certain attitudes

relating to the learning environment. The majority of the learners had been exposed to online

language instruction due to the pandemic, but others have not. This change in instruction can be

overwhelming and learners may question the effectiveness. It is crucial to analyze the learners to

achieve a sense of the level of guidance needed to perform tasks and what additional aids they

may need.

Stating Objectives

         This next step in the cycle shown in figure 1 is perhaps the most crucial when preparing

for instruction. Objectives are essential for not only the learners, but for the instructors or

facilitators of the instruction. According to Dick et al. (2014), objectives are a “statement of what

the learners will be expected to do when they have completed a specified course of instruction,

stated in terms of observable performances; also known as performance objective, behavioral

objective, and instructional objective” (p. 408). Objectives answer the questions of what, how,

and why for learners during a lesson, activity, or assessment. Objectives need to be obtainable

and have purpose. That is also why it is important for instructors to think about their objectives

during the design process to ensure that their lesson aligns with the learner’s performance.
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         This stage in the cycle shown in figure 1 is when instructors should also think about how

the learners will be assessed. This can be accomplished through the use of rubrics that clearly

state a breakdown of the performance tasks that will be conducted by learners. For German, this

typically includes a response to the task, meaning that the learners understood and answered the

prompt correctly. The use of language both with appropriate vocabulary and grammar. Finally,

proficiency is achieved at the end which includes the adoption of newly learned skills and

knowledge.

Selection of Methods & Material

         Material and method selection are a crucial step in the design process of instruction and

should be done prior to implementation along with creating objectives and assessment tools.

Both of these selections are based on the learning context which is the “actual physical location

(or locations) in which the instruction under development will be used” (Dick et al., 2014, p.

408). For the model expressed in figure 1, the physical location is virtual using Zoom. This

affords the instructor more opportunities and drawbacks than in a traditional in-person

classroom. One of the challenges is the development or use of materials. Most of the textbooks

used in the basic language courses are not easily adapted to an online environment which means

that the instructor is tasked with adding supplemental materials or adapting materials that already

exist to fit the needs of the learners in a virtual environment. For example, the textbook

traditionally used in 2001 has activities that require the students to physically move and interact

with one another. The virtual space does not allow for this to be adapted; therefore, the instructor

has to find a different delivery method in order to ensure that the learners are still obtaining the

knowledge gained in such an activity. Open sources used for supplementing materials may also
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pose a problem due to copyright infringement and can also take a tremendous amount of time the

instructor may not have to adapt it to their classroom.

Utilizing Materials

After material selection, a preview or evaluation of the materials should be conducted prior to

implementation. This also includes prepping the environment. This includes the level of

guidance used to help aid the students in the completion of a lesson or task. Part of this level is

scaffolding which according to Dick et al. (2014) is the “teacher, peer, or mediated guidance for

students’ learning provided when support is needed for progress and withdrawn as students

develop proficiency” (p.410). This step goes hand in hand with the selection process. If the

material selected is too challenging for the student’s level, it may not be worth the time and

effort to scaffold. Scaffolding is needed regardless of the activity or lesson, but the selection

should be appropriate from the start. For example, an instructor can’t expect students to be able

to read works of Immanuel Kant or Kafka in the target language in their first semester. The

materials need to not only fit the topic, but the level as well or the materials need to be adaptable.

Online learning environments also demand more written or verbal guidance than in-person

instruction may need. Since learners work independently for the majority of their online course

work, enough guidance needs to be provided for the learners to feasibly achieve the learning

outcomes set up for them. Therefore, reviewing materials, prepping the environment, and

providing guidance is crucial to ensure learner success.

Learner Participation

         Learner participation is what happens during instruction but should be planned ahead of

time. This is the level of involvement learners will have during the lesson or in the online
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environment. This includes partner or group activities, discussion (both in class and online), and

formative assessments. When teaching on Zoom, this involves planning out breakout room

sessions, in class discussion prompts, writing prompts, and low stakes formative assessments.

The assessments can come in many forms. For this Fall 2021 semester, grammar topics provided

a chance to have students practice and be assessed in class without the pressure of a mistake

impacting their grade. The level of student involvement should be mapped out when lesson

planning and sufficient time should be factored in. Providing the students the chance to

participate in class either by having them read in the target language, answer review questions, or

respond to a short writing prompt, keeps motivation and engagement up throughout the lesson.

Evaluation & Revision

         This final step in the cycle shown in figure 1 is the evaluation and revision process

conducted after instruction. According to Dick et al. (2014) evaluation is the “investigation

conducted to obtain specific answers to specific questions at specific times and in specific places;

involves judgments of quality levels” (p.407). This stage of the cycle is the examination of what

worked well throughout the implementation process and what did not work well. This is both an

investigation of the instruction and the materials. Although they are often dependent on each

other, both the materials and instruction need to be examined independently. In the case of

second language learning, this is also an examination of the use of the target language. Although

the philosophy of exposing learners to as much of the target language as possible is a sound

theory, in practice, there are times during instruction where there is a communication breakdown

that can’t be ignored. Reevaluating and revising the language level is a crucial component for

both the instructional delivery and the materials used during instruction.
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Model as a Whole

         The model works as a cycle that gets repeated for each lesson and revision. Beginning

with analyzing the learners and their needs and ending with evaluation and revision. Each stage

has its own place on a timeline during instruction either being completed before during or after

instruction. At the core of the cycle is the students being at the center and the main focus for the

overall design. The course that this module will be used supports an inquiry-based approach that

shifts the learning to the student versus the instructor and the instructor's role is a guide rather

than the central focus. Each component of the main cycle breaks off to include its own tasks to

be met for the instructor ensuring that the design process addresses each component of

instruction.

Application and Implementation

         The model in figure 1 is the concluding module taught in the intermediate German 2001

course and was first implemented in the Fall of 2021 at the University of Cincinnati. Each step in

the cycle shown in the model demonstrates the process used to create and revise the module. The

module spans over four weeks of the semester and includes lessons, film, homework

assignments, discussion board posts, WebQuests, quizzes, and a final summative project. The

goal of the module is to introduce students to German history, culture, and film through the

target language. Each class period will be different but the model will begin with building

vocabulary and background knowledge prior to watching the film “Good Bye, Lenin!”.  There is

no textbook for this course so the instructor would have to find materials for each lesson. Each

class period contains an exercise that emphasizes and has students practice their either writing,

reading, listening, or speaking skills.

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Evaluating Technologies and Strategies

         The model shown in figure 1 allows instructors the freedom to implement various forms

of technology and to set up a successful online learning environment. This flexibility allows

instructors to think outside the box and adapt their instruction to the needs of their learners. One

of the challenges with flexibility is knowing where to start and how to select materials. This is a

tedious process and there is not one way to do it. There is a saying in German “wer die Wahl hat,

hat die Qual” which roughly translated means the more choices one has, the harder it is to

choose. Therefore, the lack of rigid structure is both a strength and a weakness in the sense that

one can choose whichever strategy or technology they want to implement but it may not be the

right one for the target audience, lesson, or environment.

Model Benefits and Pitfalls

The table in Figure 2 outlines the strengths and limitations of the model shown in Figure 1.

Strengths Limitations

·   Allows students to engage in the target ·   Learners may not have continuous stable access
language both inside and outside of the to technology.
classroom.
·   The materials adapted from others sources, even
·   Uses authentic resources to have tailored, may not sufficiently meet the needs of the
students engage with target language learners by either being too challenging or not
uses in a real-world context. challenging enough.

·   Utilizes an inquiry-based approach
that provides learners guidance to learn
based on their own interests and
experiences.
·   Fosters creativity for both students and
instructors in a structured environment.
·   Copyright issues make using online sources more
challenging.
·   There may not be enough structure for students in
an online environment to stay on task.
·   The technology could be too challenging.
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·   Students have access to accessibility

tools and technology to enhance
learning.

·   Technology is mobile and students can

learn anywhere.

Figure 2: Table with strengths and limitations of the model for the module on teaching German
history, culture, and language through film. 

References

Dick, W., Carey, L., & Carey, J. O. (2014) The Systematic Design of Instruction (8th ed.)

Pearson.

Han, Lixin. (2015) The ASSURE Model: Integrating Technology into Learning. University of

Victoria. EDC1335.

(8th ed.) Pearson.