ISE 482 Moody1 Instructional Design ISE 482: ISE Senior Capstone Design

ISE 482ISE 482 MoodyMoody 11

Instructional DesignInstructional Design

ISE 482: ISE Senior Capstone DesignISE 482: ISE Senior Capstone Design


Purpose of the processPurpose of the process

Identify instructional objectivesIdentify instructional objectives What do you expect the student to know or be What do you expect the student to know or be

able to do at the end of the instruction?able to do at the end of the instruction? Develop specific content and sequences to Develop specific content and sequences to

achieve the objectivesachieve the objectives Identify how instructional effectiveness will Identify how instructional effectiveness will

be evaluatedbe evaluated Formative: during the instructionFormative: during the instruction Summative: after the instructionSummative: after the instruction


An example An example

Develop an instructional module to teach Develop an instructional module to teach middle school students simple statistical middle school students simple statistical principles (mean, variance, standard principles (mean, variance, standard deviation.)deviation.)


An 8-stage process …An 8-stage process … Stage 1: Define instructional goalsStage 1: Define instructional goals Stage 2: Conduct an instructional analysisStage 2: Conduct an instructional analysis Stage 3: Identify entry characteristics Stage 3: Identify entry characteristics Stage 4: Develop performance objectivesStage 4: Develop performance objectives Stage 5: Select an instructional methodStage 5: Select an instructional method Stage 6: Assemble instructional materialStage 6: Assemble instructional material Stage 7: Plan and conduct formative Stage 7: Plan and conduct formative

evaluationevaluation Stage 8: Plan and conduct summative Stage 8: Plan and conduct summative

evaluationevaluation


1. Instructional goals: our example1. Instructional goals: our example

Students will master simple descriptive Students will master simple descriptive statistics.statistics.


2. Instructional analysis2. Instructional analysis What are the steps involved in achieving the What are the steps involved in achieving the

instructional goals?instructional goals? To understand the concept of the mathematical mean, To understand the concept of the mathematical mean,

a student must:a student must:• recognize that there is variability in the worldrecognize that there is variability in the world• define “data”define “data”• understand the concept of a “center value” in dataunderstand the concept of a “center value” in data• etc.etc.

To calculate the mean, a student must be able to:To calculate the mean, a student must be able to:• add a list of numbers (data points)add a list of numbers (data points)• count the number of data points in the listcount the number of data points in the list• divide the sum of the data by the number of data pointsdivide the sum of the data by the number of data points• etc.etc.


Your turnYour turn Perform the instructional analysis for Perform the instructional analysis for

finding the variance …finding the variance …


3. Identify entry characteristics3. Identify entry characteristics

What skills and knowledge can we expect What skills and knowledge can we expect learners to bring with them?learners to bring with them? Middle school students possess the following:Middle school students possess the following:

• basic math skills (counting, addition, multiplication, basic math skills (counting, addition, multiplication, division, etc.)division, etc.)

• ““worldly knowledge” such as understanding the worldly knowledge” such as understanding the variability of things like heights, distances, weights, variability of things like heights, distances, weights, etc.etc.

• etc. etc.


4. Develop performance objectives4. Develop performance objectives

Specific enough to guide the instructor in teaching Specific enough to guide the instructor in teaching and the student in learningand the student in learning

Observable and measurableObservable and measurable For our example, at the end of our module the For our example, at the end of our module the

students should be able to:students should be able to: Calculate the mean of a data setCalculate the mean of a data set Calculate the variance and standard deviationCalculate the variance and standard deviation Explain what a given mean and standard deviation can Explain what a given mean and standard deviation can

tell one about the data (i.e., the central tendency and tell one about the data (i.e., the central tendency and inherent variability in the data.)inherent variability in the data.)


5. Select an instruction method5. Select an instruction method What techniques will you employ to teach this What techniques will you employ to teach this

topic?topic? Options might include:Options might include:

LectureLecture LaboratoryLaboratory Hands-on problem solvingHands-on problem solving Case studyCase study Small group discussionSmall group discussion SimulationSimulation etc.etc.

What would you choose for our example?What would you choose for our example?


6. Assemble materials6. Assemble materials

Reading assignmentsReading assignments Lecture notes, slides, etc.Lecture notes, slides, etc. ExamplesExamples Discussion questionsDiscussion questions In-class problemsIn-class problems Demonstration materialsDemonstration materials Etc.Etc.


7. Formative evaluation7. Formative evaluation

How will you evaluate and modify your How will you evaluate and modify your instruction as you proceed?instruction as you proceed? ““Pilot test” Pilot test” Monitor progress during class and adjust as Monitor progress during class and adjust as

necessarynecessary• ask questionsask questions• watch for nonverbal feedbackwatch for nonverbal feedback

HomeworkHomework


8. Summative evaluation8. Summative evaluation How will you evaluate the effectiveness of How will you evaluate the effectiveness of

your instruction?your instruction? ExamsExams ProjectsProjects Course evaluationCourse evaluation

REMEMBER: You are evaluating the REMEMBER: You are evaluating the achievement of the instructional achievement of the instructional objectives!objectives! Can the students calculate a mean?Can the students calculate a mean? etc. etc.


Some pointers from the pros …Some pointers from the pros …

Teaching a class is fundamentally different Teaching a class is fundamentally different from making a presentationfrom making a presentation

YOUR preparation will determine successYOUR preparation will determine success Prepare, review, rewrite, review, etc. as Prepare, review, rewrite, review, etc. as

many times as necessary to ensure your many times as necessary to ensure your notes are complete and accuratenotes are complete and accurate

Focus on a few main points (3 or 4) and Focus on a few main points (3 or 4) and emphasize understandingemphasize understanding


Some additional pointers …Some additional pointers … ““Open with gusto” and “finish strong”Open with gusto” and “finish strong” Call attention to what you consider Call attention to what you consider

importantimportant Your goal is to engage the class in the Your goal is to engage the class in the

materialmaterial ““Active learning” is preferred to lecturing Active learning” is preferred to lecturing

becausebecause ((primaryprimary) the more a student interacts with the ) the more a student interacts with the

material, the better it is learned, andmaterial, the better it is learned, and it’s more interesting!it’s more interesting!

Documents

ISE 482 Moody1 Instructional Design ISE 482: ISE Senior Capstone Design