Matthew Bersano

Tera Little
Tera Little
PTH 655
8/01/2022

Instructional Design Project – Great Explorations

#1. Needs assessment:
● Who were your learners? Be specific-what are the cognitive/motor/affective abilities,
overall background, home/educational, current situation, age, experiences…
○ Psychomotor - Our learners were able to watch and listen to our
demonstrations/lesson, with limited abilities to assume proper postures or
duplicate our form but were not at the level to demonstrate exercises efficiently
and confidently.
○ Cognitive - Our learners were 3rd-6th grade students, at all different levels of
learning. Being from a small school/community sometimes can
negatively/positively impact learners. The students were able to recite the
acronym that we had come up with along with reciting other facts we had
mentioned that session.
○ Affective - Many of the students had siblings, which can increase affectiveness of
children, along with being in a summer program everyday with other students.
When a student would fall or get upset, there were a few other students that were
quick to lend a helping hand. Our learners seemed to have a slightly changed
outlook on exercise and that it can be fun.
● What kind of learners are in your audience? (what type of learner are they-“watch and
listen” vs “theory and fact” vs “be active” etc pg 132)
○ Our students were “be active” learners due to their short attention span and lack of
foundational knowledge of the subject.
● What do you think their level of expertise is? - (novice vs experts and the continuum
pg 133). What evidence do you have for your decision?
○ Their level of expertise was novice, evidenced by their age and general
knowledge of healthy activities and choices, along with the information given by
their teacher.
● What are the expectations of your audience?
○ Our audience’s expectation was to have fun.
● What are the specific needs of your audience? What questions from Table 5-1 (137)
did you ask to determine the needs of your audience? Discuss why doing the needs
assessment is so important to effective instruction.
○ Who are the participants? We will have students from 3rd to 6th grade.
○ What is the audience’s prior exposure to the topic? They’ve had talks on nutrition
and fitness in the past.
○ What is their experience with the subject? Novice.
○ How many participants will be present? There will be 23-24 students.
 Matthew Bersano
Tera Little
Tera Little
PTH 655
8/01/2022

○ Are there any special needs children? Not in the 3rd-6th grade age range.
○ What is the gender ratio? There are only about 2 girls.
○ How do they learn? They learn through activities and having fun.
○ What are they learning right now? The week we did our activity was STEM
themed, so they’ve been learning about topics related to science, technology,
engineering, and math.
○ What are their likes and dislikes? They like playing “Gaga Ball,” but know other
suggestions, like “everyone is it.”
○ What is the physical environment like? We will have access to the playground
○ What resources will we have access to? Any playground equipment we ask for in
advance and that they have.
○ Asking these questions was important because we need to know who our audience
will be. We will teach adolescents, teenagers, and adults all differently due to
their maturity level, as well as catering to their current level of knowledge or
understanding. Since they are younger, and don’t have as much experience, we
will have to make the information easier to digest and try not to overload them.
● Describe the potential INFLUENCES that may affect your learners as discussed in
lecture. Consider generational, perceptual, cultural and learning styles.
○ Since our learners are children who most likely aren’t there completely
voluntarily, they won’t be ready or willing to sit down to a lecture in a classroom
to hear a bunch of facts about things that aren’t immediate concerns to them.
Instead, they will want something that is fun and simple, while being both
physically and mentally stimulating.
○ Due to how young they are, we also shouldn’t expect them to understand too
many of our cultural references and to expect them to reference things that we are
unaware of.
○ Since they have grown up with high-speed internet and social media, their
attention spans will be very short. They will most likely want to jump from one
thing to another, especially if they aren’t particularly having fun with that activity,
so we should plan to have numerous shorter activities, rather than one long
activity.

#2. Learning objectives:

● What is the Stem?
○ The stem is a direct question or incomplete statement that leads into the answer
within a learning objective.
● Why do we use learning outcomes?
 Matthew Bersano
Tera Little
Tera Little
PTH 655
8/01/2022

○ To begin with the end in mind and set up learning for success. These objectives
aid in assessing the performance of the teacher, along with understanding how the
learner received the information presented.
● What is Bloom’s Taxonomy and how do we use it?
○ Bloom’s Taxonomy is a hierarchical system, moving beyond role mentalization
with analysis, synthesis, and evaluation. Through reflection we facilitate a deeper
understanding of how learning should be, and at what complexity the learning
objectives should be set at for the learners at hand. Bloom’s Taxonomy takes into
consideration psychomotor, cognitive, and affective domains with learning
objectives.
● Write your learning objectives in the chart. Identify the ABCD and the word you used
from the Taxonomy wheel.
○ Text is centered due to formatting issue and not being able to see the full word.

Psychomotor By the end of the in-service, 75% of the 3rd-6th graders will demonstrate their favorite
(doing) exercise with mild verbal cueing.
Cognitive By the end of the in-service, 75% of the 3rd-6th graders will recall the B.U.R.P.S.
(knowledge- acronym without any verbal cueing.
thinking)
Affective (feeling, By the end of the in-service, 75% of the 3rd-6th graders will show continued desire to
values) move their bodies inside/outside.

#3. CONTENT Process

Define each type of goal for learning and how the content-process ratio plays a role in each.
○ Knowledge Acquisition:
○ The goal of this learning is to gain a majority of knowledge on a chosen topic.
There is more time with content and a shorter amount of time with processing the
information, this provides the learner with the ability to chunk information
together to aid in short term to long term retention.
○ Skill Acquisition:
○ The goal of this learning is to gain a new set of physical skills. The time spent
processing the content just learned is longer than the time spent learning the
content, this is to ensure that the learner has time to play with the new information
and practice their skills.
○ Attitude Development:
 Matthew Bersano
Tera Little
Tera Little
PTH 655
8/01/2022

○ The goal of this learning is to gain a new attitude towards the topic taught. The
time spent in content is less than the time spent in processing the information.
Upon processing, the learners will perform some individual and group reflection.
A pre and post assessment of attitudes is highly recommended for learners as
well.
○ Application:
○ The goal of this learning is to gain the ability to apply the new knowledge in a
short time. There is a larger bout of lecturing about the content and then there is a
period of time a little bit longer to process the information and apply it in a small
group.
● Which one did you focus on in your teaching session and why?
○ We focused on skill acquisition, mainly due to the fact that we were teaching
children, and they like to move and get up and play with the knowledge. This
ratio ensures the maximum amount of time playing with the information and little
time sitting and lecturing about it. The goal of our in-service is to provide
knowledge of the benefits of exercise, while having the children obtain new
exercising skills.
● What did the CONTENT:PROCESS RATIO look like for your learners? Explain which
template you used to work from and why.
○ Like mentioned above, we tried to model the skill acquisition, to ensure that the
students gained the skill of new ways to move their bodies. We spent the first 3
minutes playing a game of tag, then sat the students down and gave around a 10-
minute lecture that included a think-pair-share. After the lecture, we had the
students perform various exercises right after a quick demonstration, which lasted
15-20 minutes. Within that time, we were also asking the students to recall some
of the information they had just learned and play with it. At the end we spent 5
minutes discussing what we had learned and then assessing how us teachers
taught and how well our students learned.
● What were the big CHUNKs of information you used? What big topics? What content
did you put in each CHUNK?
○ Exercise is good!
■ Exercise helps your body (feel better)
■ Exercise helps you learn
■ Exercise helps your mind (feel better)
■ Exercise helps you sleep
● How did you help your audience remember the BIG CHUNKS?
○ We used a silly acronym, which was B.U.R.P.S.
 Matthew Bersano
Tera Little
Tera Little
PTH 655
8/01/2022

○ B: Be active for 30 minutes each day

○ U: Upgrade your brain
○ R: Remember to drink lots of water
○ P: Play with friends and family
○ S: Sleep for 8-9 hours
#4 Motivational Hooks
● What are some ideas you had for your MOTIVATIONAL HOOKS? Write down 5
ideas you had and your rationale. Identify the ones you used in your session. Were
they effective? Why or why not?
○ Starting off with a game: This will prime the students’ brains, along with starting
them off with fun to set up their mindset. This went well with the kids, playing tag
was a big hit. We ran around and laughed with each other before settling down for
introductions.
○ Dressing up in referee/superhero costumes: This was to catch the students off
guard and let them have a few laughs to associate more fun with learning and
exercise. This got a few students to laugh and ask a few questions, but not the
response we were looking for. Perhaps the age group was too old/young, along
with having a smaller group.
○ Showing a video of superhero exercising: Students could create an association of
their favorite superhero moving their body, so then they would hopefully do the
same.
○ Having student(s) demo an exercise: This would get students involved
immediately and provide them with the opportunity to share their experience.
○ Start off with telling a story: If it were the right story, it would capture the
student’s attention, and it would be geared towards the benefit/fear of
exercising/not.

#5 Content Boosters-Active learning Strategies

Give a brief description of the following active learning strategy. State if this activity might work
well with your audience? Why or why not?
○ Think-Pair-Share: This is a technique in which a teacher asks students questions to
ponder over, before having discussions in groups to integrate all their
knowledge/ideas together, then finally presenting their new answer to the class. This
strategy could work with our audience because we can ask them to come up with a
simple list of exercises or foods, which having groups may make the activity more
fun, but they could also get distracted by each other if they group up.
 Matthew Bersano
Tera Little
Tera Little
PTH 655
8/01/2022

○ Drawing: This strategy asks you to draw pictures related to or that remind you of the
information you are learning as a quick recall method when studying. This activity
could work well with some members of our audience if they are artistic because the
drawing will always be linked back to their experience with us and what we taught
them.
○ Reciprocal Teaching: This technique involves having the students pair up in at least
groups of 2 and share the information they learned in their own words. This could
work okay for our students, those who were focused; however, it may not be the best
plan. It could cause these younger students (third grade) to get off task and talk about
other topics, such as sports or video games.
○ Missed first 20 min of lecture recap: The missed first 20 minutes of lecture recap, is
when students try to describe in their own words what they had learned within class,
like they are reciting it to a friend that may have missed class. This technique would
not work for our students, because first we were not lecturing for 20 minutes and
second, they are young and need more structure with these larger time chunks.
○ Game Show: This technique involves teaching or reviewing the content in the form of
a popular game show, such as Jeopardy. This could work well with our audience
because it’s interactive, can be team based, fun, and can add competition.
○ Scavenger hunt: This technique is a good method to get the students to look through
the resources the teacher provides. For example, giving the students questions in
which, they will find all the answers in the lecture notes or the book. This activity
would work well with our kids if we were planning on giving them handout during
our session, but, since we don’t have any handouts, it won’t work.
○ Stations: With this strategy, the teacher sets up several stations that have a designated
topic and activity. The students then go around to each station to participate in the
activity and learn about that topic. This could also work well with our audience
because the continuous changing of topics and activities would help keep their
attention on the topic they are supposed to be learning.
○ Case studies: A case study is a more advanced style of studying/learning, in which the
learner applies previous knowledge and actively researches new information to solve
a problem. This strategy is most likely too advanced for our young audience.
○ Concept Maps: This strategy involves summarizing and connecting information at a
very basic level, with boxes and arrows, for quick review of a topic. This strategy
may be too advanced for our audience because they may need more cueing to recall
information than what a concept map would give.
○ Small Discussion Group: This is an interactive strategy that allows the learners to
bounce ideas off each other, building off each other’s knowledge and experience.
 Matthew Bersano
Tera Little
Tera Little
PTH 655
8/01/2022

Although this strategy could work for listing exercises or healthy foods, it may not
allow for more advanced or uncommon knowledge or simple facts to be shared, such
as that you should get 9 hours of sleep every night, so it may not be appropriate for
our audience.
○ Polling/Quizzing: This is another interactive strategy that is more directed than small
discussion groups. Questions can be posed and specific potential answers to direct
discussion and thoughts. This can work for our audience to get them to think deeper
about their health.

● Identify the active learning strategies you used in your teaching session. Did they
appear to engage your learners? Why or why not? Would you change anything about
the active learning strategies that you choose?
○ Quizzing: This strategy brought out the competitive spirit in the kids. They really
enjoyed calling out each letter of the acronym and telling us what it meant. We
wouldn’t change anything about this strategy.
○ Think-Pair-Share: This activity was alright. The kids were engaged; however,
quite a few of them got off topic as soon as they split up. We would probably
bypass this strategy next time and use one that would allow us to directly keep the
kids engaged with the topic at hand.
○ Sharing out loud: The students seemed to really like this strategy. It kept them
engaged and the students who hadn’t quite grasped the concept could get
reminders without any embarrassment. We wouldn’t change anything about this
strategy.

#6 Assessment of learning:
● What is the purpose of assessment? What is the difference between formative and
Summative assessment?
○ The purpose of assessment is to gain an understanding of how effective you are as
a teacher and how learners are learning the material intended. The main difference
between formative and summative assessments is that formative is ongoing,
allowing for the ability to obtain feedback and improve in needed areas as
opposed to summative being an assessment at the end of all content resulting in
direct response on performance.
Formative: Ongoing process allowing instructors and learners to adjust instructional practices
based on feedback and performance.
 Matthew Bersano
Tera Little
Tera Little
PTH 655
8/01/2022

Summative: Determine how well the students learned the content presented, happens at the end of
a term, and typically results in a grade.
● How did you assess your learners? Describe the assessment you used by providing
details on the HOW, WHAT and WHEN. Were you able to determine if your
audience learned what you wanted them to learn? Why or why not?
○ Psychomotor: (Question above in #2) We asked the students this question as soon
as we were done doing all our exercises, and 75% of the students demonstrated
their favorite exercise of the day without any verbal queuing, and 25% of the
students just demonstrated their favorite exercise in general. We were able to
determine that the students remembered some of the exercises we just showed
them, however it does not show the long-term effects of learning.
○ Cognitive: (Question above in #2) We asked the students to recite the acronym
B.U.R.P.S. as a whole group together with the first letter as a verbal cue. 80% of
the students were able to shout out the correct response each letter. We were able
to determine what they learned, and it was in fact the acronym.
○ Affective: (Question above in #2) This was the last question we asked the
students, and upon asking them to sit to stand (like raise your hand), 90% of the
students said that they would commit to having 30 minutes of fun moving their
bodies around. This is where we were able to see if the students learned the
importance we were trying to display with exercise and hopefully change some
attitudes.
Educational Handout Questions:
● What were 3 main considerations when developing your educational material
handouts for your learners? Why were these your top 3?
○ Education: The education level of our audience was important because we needed
to make sure they understood the material without going as far as offending them
or making it boring. If we used too complex of words or sentences, they wouldn’t
understand the information we wanted to convey and may even find it boring;
however, if we made it too simple, they may be intellectually offended or bored
from the content, not learning anything new.
○ Prior Knowledge: We also had to consider the audience's prior knowledge, to
know what level of content to use. We need to make sure our audience knows that
exercise is good for you before getting into the principles of progression,
specificity, or reversibility.
○ Relatability: As we created our handout, we also had to consider how it might
relate to our audience, essentially why it should be important to them. This would
 Matthew Bersano
Tera Little
Tera Little
PTH 655
8/01/2022

help them be more interested in not only reading what we put in the handout, but
also diving deeper into what else is known about healthy lifestyles.
● What did you do to ensure your documents met Health Literacy standards as
discussed in class? (List at least 3 intentional actions)
○ Throughout the handout that we made, we counted syllabus (no more than 3) to
the words as we put them in and tried to use bulleted lists. We used pictures
where we could, and when done with it, we used the accessibility tool in word to
ensure it was at a 5th grade reading level.
● Cite your references here that you used for your educational handouts. Use AMA
citation style. Citations must be within the last 5 years. Should have 2-3 citations.
1. Paruthi S, Brooks LJ, D’Ambrosio C, Hall WA, Kotagal S, Lloyd RM, et al.
Recommended amount of sleep for pediatric populations: a consensus statement
of the American Academy of Sleep Medicine. J Clin Sleep Med. 2016;12(6):785–
786.
2. Popkin BM, D’Anci KE, Rosenberg IH. Water, hydration, and health. Nutr Rev.
2010;68(8):439-458.
3. Healthy Lifestyle-Fitness Basics: Mayo Clinic website. Published April 08 2022.
https://www.mayoclinic.org/healthy-lifestyle/fitness/basics/fitness-basics/hlv-
20049447. Accessed July 12, 2022.