Designing instruction laying the foundation

Tuesday January 13th 2015

9:00 am – 4:00 pm

University of Albany

Instructional Design Workshop

Kathleen Stone

Director of Curriculum and Instructional Design

SUNY Empire State College

Kathleen.Stone@esc.edu

Designing Instruction: Laying the

Foundation

Morning Session

Goals, Objectives, Instructional Design Models

Workshop Goals and Objectives

A goal of this workshop is to increase participants

awareness of instructional design.

Objectives: At the end of this workshop you will

be able to:

Write learning goals and measureable objectives for a

learning opportunity.

Apply an instructional design model towards the creation

of a learning opportunity.

Determine appropriate learning activities for a learning

opportunity.

Determine engagement and motivational strategies for a

learning opportunity.

Determine assessment strategies for a learning

opportunity.

Goals and Objectives

Language – Goals, Objective, Outcomes

Why are they important?

tell students what is important

alignment with assessments

help students gain metacognitive skills

are covered under standard 14 of the middle states

accreditation requirements (new standard 5 starting

2017)

When will you be writing learning goals and

objectives?

Goals

Goals are broad statements that describes the

ultimate purpose of the instruction.

Learning goals are not typically written to be

measurable, but provide the framework for

designing learning experiences.

A goal of this workshop is to increase participants

awareness of instructional design.

Practice 1. Write one goal right now that you have for this

workshop.

2. Write one goal that you have for students in a

learning opportunity you are designing (course,

lesson, LibGuide)

Basics of Objectives

Who (learner)

How (action verb - measurable)

What (content)

Conditions and Criteria (if applicable)

The participants will write a measurable objective.

Given a list of verbs, the participants will write a measureable objective in 10 minutes.

ABCD Method: Audience, behavior (action verb), condition, degree

Domains of Learning

(revised Bloom’s Taxonomy)

Cognitive

Remembering, Understanding, Applying, Analyzing,

Evaluating, Creating

Factual, Conceptual, Procedural, Metacognitive

Affective

Feelings, values, motivations, attitudes, etc.

Psychomotor

Physical movement, motor skills, etc.

Activity

Divide into groups of 2 or 3

Choose one goal to use as a starting point for

creating measurable learning objectives.

Write a measurable learning objective for each level

of the cognitive domain (six total)

Write two measurable learning objectives that

address two levels of the affective domian.

Write one measurable learning objective that

addresses the psychomotor domian.

Overview of Instructional Design

Models

Why use an ID Model?

Common Models

ADDIE

Backward design

Universal Design for Learning

Kemp design model

Dick and Carey

Adapt!

Basic ADDIE Model

Analysis Phase: Instructional problem, overall goals,

environment, learners, timeline - etc

Design Phase: Plan out the instruction - learning

objectives, types of activities, assessments

Development Phase: Create the content, activities,

assessments

Implementation Phase: Delivery - carry out

instruction

Evaluation Phase: Evaluate the effectiveness of the

instruction

Backward Design

Identify Learning Goals

What do you want students to know?

What do you want students to be able to do?

Why is this difficult for them to know/do on their own?

Determine acceptable evidence

How will you know that they got it?

How will you assess that they got it?

What counts as understanding in your class or field?

Backward Design Plan learning activities and instruction

What activities will you use to make sure that they got

there?

How are these activities connected to students’

understanding?

What is Backward Design? By Kristine Kershaw

Universal Design for Learning

Principle 1 - Provide multiple means of

representation

Principle 2 – Provide multiple means of action

and expression

Principle 3 – Provide multiple means of

engagement

UDL at a Glance by CAST

Kemp Model

Dick and Carey Model

Activity

Develop your instructional design plan for a

lesson, course, LibGuide etc.

First – Read over the steps.

Next - Complete Steps 1a, 1b and 2a on pages

11 and 12.

Create 2 goals, and 4 objectives

Try to identify at least one affective learning

objective.

Quick Check

Please answer each question in 1‐2 sentences.

What was the most useful or meaningful thing you

learned during this session?

What question(s) remain upper‐most in your mind

as we end this session?

Afternoon Session

Assessing Learning, Resources &

Activities, Motivation

Developing Instructional Activities

Assessing learning

Summative assessment measures the

learning that was described in the learning

objectives.

Often occurs at the end of a learning experience,

but can occur during at specific intervals (lesson,

unit, topic).

Summative assessments are useful for collecting

data and reporting on our student’s achievement.

They should ALIGN with the goals and objectives

of the course.

Assessment Alignment Example

Given a list of verbs, the participants will write a

measureable objective in 10 minutes.

How could I assess this objective?

What evidence would I need to prove the learner

achieved this objective successfully?

Think-Pair-Share

First, think about the questions for 1-2 minutes on

your own. Then share your thoughts with one other

person.

What kind of summative evaluations have you

used or taken?

How effectively do they measure learning and at

what levels?

What kind of information do they provide the

instructor and student?

Assessing learning

Formative assessments are given during

learning to determine the progress of the

students. They can be a learning experience

They allow the instructor to adapt to the students

needs.

They allow the student to learn about their own

learning and to give feedback on the learning

experience.

Formative assessments include a very diverse

range of techniques that can be used to assess

learning from basic knowledge to higher level

critical thinking skills.

Classroom Assessment

Techniques

CATs – Classroom assessment techniques are

formative assessments that can help inform your

teaching and your students learning.

They are usually ungraded and sometimes

anonymous

learner centered

teacher directed

mutually beneficial

Classroom Assessment

Techniques

Using the CAT handout and your goals and objectives

developed this morning, pick three CATs that you may

want to use in your instruction

Depending on what you are designing, you may not

use all three of the CATs.

If you are teaching online, creating a LibGuide, or

incorporating technology in some other way, think of

ways that you may adapt a CAT for the technology

you are using.

To learn more about CATs – please refer to Angelo, T. A. and

Cross, K. P. (1993). Classroom Assessment Techniques. (2nd ed.).

San Francisco, Jossey-Bass Inc.

Older edition is available full-text ERIC Number: ED317097

Learning activities

Content Delivery

Readings, audio, video, web search, flipped

classroom

CATs! - CATs that focus on learning content or

metacognition are learning activities for the

students.

Self-assessment quizzes

Discussion, debate, group work, case studies,

jigsaw activities, role playing, peer assessments

Experiential learning, service learning, problem-

based learning

Group Activity

In groups of 2 or 3 brainstorm to create a list of

potential learning activities that you have used or

may want to use.

Select one group member to be the

spokesperson to share the activities.

Keep in mind –

Activities provide the student with the ability to meet

the stated learning objectives.

Consider the learning environment, resources, and

time available.

Motivation: ARCS Model

Attention

Relevance

Confidence

Satisfaction

Attention Incongruity and Conflict: Use contradictions, play

"devil’s advocate"

Concreteness: Use visual representations, anecdotes and biographies

Variability: Change—tone of voice, movements, instructional format, media, layout & design of instructional material, and interaction patterns

Humor: Use puns, humorous analogies & anecdotes, and jokes (w/moderation)

Inquiry: Use problem-solving activities and constructive practices

Participation: Use games, simulations, role-playing, etc.

Stop Take 2 minutes to look at the attention

section of the motivation handout.

Check at least two attention strategies

you will use in your instructional plan.

Relevance

Experience: Tell learners how new learning will

use existing skills. Relate to learner interests

Present Worth: Explicitly state the current value

of instruction

Future Usefulness: Relate instruction to future

goals (have students participate in this)

Need Matching: Give students the opportunity to

achieve, exercising responsibility, authority, and

influence

Modeling: Use enthusiasm, peer-modeling, etc.

Choice: Provide choices for students, let them

choose

Stop Take 2 minutes to look at the relevance

section of the motivation handout.

Check at least two relevance strategies

you will use in your instructional plan.

Confidence

Learning Requirements: Advise students of

requirements (goals & objectives).

Difficulty: Sequence activities in increasing

difficulty w/continual but reasonable challenge.

Expectations: Use metacognition to forecast

outcomes based upon effort; set realistic goals.

Attributions: Encourage students to internalize

locus of control by attributing success to

themselves

Self-Confidence: Foster using confidence

strategies

Stop Take 2 minutes to look at the confidence

section of the motivation handout.

Check at least two confidence strategies

you will use in your instructional plan.

Satisfaction Natural Consequences: Allow students to use

newly acquired skills in realistic, successful

settings

Unexpected Rewards: Include student

expectation of extrinsic reward (for boring tasks)

or use a surprise reward

Positive Outcomes: Provide feedback—praise,

personal attention, motivation—immediately

Avoidance of Negative Influences: Don’t use

threats, surveillance practices and total external

evaluation

Scheduling: Repeat reinforcement at fluctuating,

non-predictable intervals

Stop Take 2 minutes to look at the satisfaction

section of the motivation handout.

Check at least two satisfaction

strategies you will use in your

instructional plan.

ARCS Motivation

Look back at the motivation strategies

Did this workshop attempt to use

something in all four groups?

What strategies did I use?

What strategies should I have used?

Completing The Instructional

Plan

We have discussed:

Goals and objectives

Domains of learning

Instructional design models

Summative and formative assessments

Learning activities

Motivation

Logistics

Room set-up and climate

Classroom rules and expectations

Technology use

Accessibility, training, ease of use

Website design

Blended and online course

Completing the Instructional Plan

You completed steps 1 and 2a of your plan

Wrote your goals

Identified characteristics of your learners

Wrote measurable learning objectives based on

your goals

Now complete steps 2b, 3a and 3b.

Make sure you include summative assessments to

measure your objectives, CATs, learning activities

and motivational strategies you will use.

Then you will trade your plan with someone else

and they will give you feedback in 4a.

Quick Check

Please answer each question in 1‐2 sentences.

What was the most useful or meaningful thing you

learned during this session?

What question(s) remain upper‐most in your mind

as we end this session?

Thank you!

Contact me

Email:Kathleen.Stone@esc.edu

Twitter: KathleenAStone

Linkedin: Kathleen Stone