Unit 1

Learning
activity

Experimental Task 1
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Learning
activity

Experimental task Unit 1

Instructional Design
Objective:
To plan the first stage of Instructional Design that may anticipate the improvement of your students’
English language learning.

1. Methods and approaches (10 points)

Activities to be carried out:
✓ Theoretical issues concerning the first stage of ID: Analysis.
✔ Make a detailed needs analysis of the students (make their profile, precise their
learning problem, previous knowledge, learning style, strengths, weaknesses and
potentialities, from the individual /group point of view) etc.
✔ Explanation of the preliminary hints you may find in the classroom, that may facilitate to
detect the language problem, how you are going to meet the needs of your learners,
Precising the learning objectives, preliminary knowledge.
✔ Illustration of examples in the classroom practice
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THEORETICAL ISSUES CONCERNING THE FIRST STAGE OF

INSTRUCTIONAL DESIGN: ANALYSIS

The first stage of instructional design, Analysis, is a critical phase where the
instructional designer gathers information to understand the learners, their needs, and
the context in which learning will occur. This stage involves conducting a thorough
analysis of various elements, including the learners' profiles, needs, previous
knowledge, learning styles, strengths, weaknesses, and potentialities.

1. Detailed Needs Analysis of Students:

Profiles:

Demographics: High school students aged 15-17.

Backgrounds: Diverse backgrounds, including varying socio-economic levels

and cultural experiences.

Learning Problems:

Identifying Challenges: Conduct surveys, interviews, and observations to

identify potential challenges such as language barriers, diverse academic strengths, and
gaps in foundational knowledge.

Previous Knowledge:

Assessing Prior Knowledge: Pre-assessments to gauge the students'

understanding of the subject matter and identify any misconceptions.

Learning Styles:

Understanding Preferences: Use learning style inventories or assessments to

understand how students prefer to process information (visual, auditory, kinesthetic).

Strengths and Weaknesses:

Performance Data: Review academic records and standardized test scores.

Observations: Classroom observations to identify behavioral strengths and

weaknesses.

Potentialities:
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Interests and Passions: Surveys and discussions to uncover students' interests

and passions.

Aspirations: Interviews to understand career aspirations and personal goals.

2. Preliminary Hints in the Classroom:

Language Problem Detection:

Observations: Notice any hesitancy or reluctance to participate in verbal

activities.

Written Work: Review written assignments for language proficiency and clarity.

Communication Patterns: Analyze the dynamics of group discussions to identify

language barriers.

Meeting Learners' Needs:

Differentiated Instruction: Tailor instruction to accommodate diverse learning

needs.

Multimodal Approaches: Incorporate a variety of instructional methods (visual

aids, hands-on activities, technology) to address different learning styles.

Learning Objectives and Preliminary Knowledge:

Clear Objectives: Define specific, measurable, and achievable learning

objectives.

Pre-assessment Results: Align instruction with identified gaps in preliminary

knowledge.

3. Illustration of Examples in Classroom Practice:

Example 1 - Identifying Learning Styles:

Conduct a learning style inventory at the beginning of the semester.

Use this information to create flexible lesson plans that cater to visual, auditory,
and kinesthetic learners.

Example 2 - Addressing Language Barriers:

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Introduce peer collaboration and group activities to encourage language practice

in a supportive environment.

Provide additional language resources and support for students who may
struggle with verbal expression.

Example 3 - Tailoring Instruction:

Based on pre-assessment results, customize lessons to focus on specific areas

where students demonstrated a lack of understanding.

Integrate real-world examples that align with students' interests to enhance

engagement.

Example 4 - Encouraging Reflection:

Incorporate reflective activities to encourage students to identify their strengths,

weaknesses, and areas for improvement.

Use journals or online platforms for students to express their thoughts about the
learning process.

In conclusion, the Analysis stage is foundational to effective instructional

design. By conducting a detailed needs analysis, educators can gain valuable insights
into their students' profiles, tailor instruction to meet diverse needs, and create a
learning environment that maximizes each student's potential. The examples provided
demonstrate practical applications of theoretical principles in a classroom setting,
fostering a student-centric approach to instruction.
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EVALUATION RUBRIC

ASPECTS QUALIFICATION SCALE

TO
EXCELLENT VERY GOOD ACCEPTABLE INSUFFICIENT
EVALUATE
100 80 70 50
Explain the theoretical
Explain the theoretical issues
Explain the theoretical issues on ID model with
on ID model with acceptable
Theoretical issues on ID model with good explanations about its Explain the theoretical issues on
explanations about its first
issues on the rich explanations about first stage: analysis, ID model with poor explanations
stage: analysis that may
ID stages: its first stage: analysis, design that may facilitate about its first stage: analysis, with
facilitate to work out how you
analysis, which may facilitate to to work out how you are few arguments that may not
are going to meet the needs of
design. work out how you are going to meet the needs of facilitate to work out how you are
your learners, but with some
going to meet the needs your learners. going to meet the needs of your
limitations.
of your learners. learners.

Able to describe,
characterize ,
Able to describe, characterize
Able to describe, explain and illustrate the Able to describe, characterize ,
explain and illustrate the
characterize, explain and Theoretical issues on ID explain and illustrate the
theoretical issues on ID with
illustrate the theoretical with good explanations theoretical issues on ID with poor
acceptable explanations about
issues on ID with rich about its first stage: explanations about its first stage:
Written its first stage: analysis.
explanations about its analysis. analysis.
expression Show a good use of the lexical
first stage: analysis Show a good use of the Show a poor use of the lexical
and grammatical patterns of the
Show a good use of the lexical and grammatical and grammatical patterns of the
language with some minor
lexical and grammatical patterns of the language language with some errors (10)
errors (8) that may sometimes
patterns of the language with some minor errors (6) that hinder communication..
disturb communication.
with some minor errors that do not hinder
(4) that do not hinder communication.
communication.

Can illustrate in a
theoretical and practical
Can illustrate in a
way the ID model with Can illustrate in a theoretical Can illustrate in a theoretical and
theoretical and practical
rich explanations for and practical way the ID model practical way the ID model with
way the ID model with
improving the English with certain limitation in the limitation in the explanations
good explanations about
explanations about its first about its first stage: analysis, that
language learning , and its first stage: analysis for
Cognitive stage: analysis for improving is not clear for improving the
develop with creativity improving the English
achievement the English language learning English language learning
the first stage from the language learning
supported with the theories supported with the theories
from the theories studied
theories studied that studied about English language studied about English language
that support English
support English language acquisition in the classroom acquisition in the classroom
language acquisition in the
acquisition in the practice. practice
classroom practice.
classroom practice.