KellyA_KA

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Kelly 1

Part 1: Identification of a Learning Problem

1) Briefly describe your target audience.The target audience consists of ten fifth grade students. The students ages range from ten to twelve years old. The students

attend a private, Catholic, school in Augusta, Georgia.

2) Describe the problem and explain how it was identified. Support the need for the instruction with a brief needs assessment.

What are the discrepancies between the current (actual) and desired (optimal) states? Over the course of two years, it has been noted that many students do not always understand what it means to study and stay

organized. They want to be successful but do not always know how to achieve that success. Teachers and parents agree that as

students enter the upper grade levels, many students are not equipped with the tools they need to study and stay organized. In addition

to observations by teachers and parents, the problem was identified by reviewing ten fifth grade students test scores, homework

grades, report card averages and study hall data. The following self-assessment was also given to determine what students know aboutthemselves as learners: How do you learn? What are three ways you study? How do you stay organized? Based on the on the

information reviewed, the following has been determined:

Seven of the ten students have at least on C in an academic subject. Students are receiving an average of one homework slip a week. The ten students were unable to identify learning strengths and effective learning strategies based on the self-assessment

results.

3) Formally state the goal of your instruction.

Students will develop tools and strategies to increase the amount of homework completed and submitted. Students averages will show improvement in each academic subject. Students will be able to identify and describe their own learning strengths and utilize study methods. Students will demonstrate effective use of an assignment pad.

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Part II: Learner Analysis

IntroductionThe primary audience is composed of ten fifth grade students, ages 10-12 years old. The school in which the students attend

has approximately 450 students in grades Kindergarten through 8th

grade. It is a private, Catholic, school in Augusta, Georgia. All ten

students are white. Five are girls and five are boys. English is the primary language by all ten students. 80% of the students have

attended the school since kindergarten or transiently. 30% of the students come from single parent homes. Five of the ten students are

diagnosed with ADHD and currently take medication for attention issues. Two students take medication for attention issues but are not

diagnosed. One student is diagnosed with an auditory processing issue. Data and information about the learners was obtained through

the following collection tools:

Student files from the school office

Student survey results Student interviews Notes from Parent-Teacher Conferences Teacher observation notes Teacher interviews Permanent Records containing annual report cards and standardized test scores

Entry Skills and Prior Knowledge Reading and Writing skills Basic computer skills Given a set of instructions, students are able to log onto websites and complete tasks. Some guidance may be necessary

from a teacher or parent.

Access to internet Most students have access to a handheld Apple device (iPhone, iPad, iPod).

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Prior Knowledge

Recognize there are different types of learners Identify homework and learning strategies Identify strategies to maintain organization

In order to determine prior knowledge about learning styles, learning strategies, and organizing, students were administered a

pre-assessment survey. The survey was taken using ActiVote, an anonymous response system connected to the promethean board, and

written responses. The pre-assessment survey results showed that 80% of the students agree that it is important to have a quiet place to

complete homework and study. 90% of the students answered that they can identify at least one person who helps them study. 60% of

students indicated that it is ok to leave projects to the last minute. 60% of students said that keeping a binder with tab dividers is the

best way to stay organized while the remaining 40% said that writing down assignments is the best way. Finally, 100% of the students

agreed that spending 0-15 minutes is sufficient amount of time to prepare for a test. The second part of the pre-assessment survey was

a series of short answer questions. The following questions were asked of each student: How do you learn? What are ways you

study? What are some strategies you use to help yourself stay organized? Most of the students said that they learned by paying

attention to the teacher and doing my work. For the second question, some students said that they study by my mom/dad quizzes

me. Reponses to the third question regarding organization, some students answered keep my desk clean and put my papers in my

binder.

Attitudes Toward Content and Academic MotivationStudents were interviewed and given a survey to determine their attitude toward the content and academic motivation. 70% of

the students said that they frequently feel frustrated when completing homework or studying for a test, 20% said that this happens

occasionally, and 10% said that they never feel frustrated. When asked about keeping up with handouts, pencils, and other schools

supplies, 30% of the students rated themselves as always having trouble keeping up with materials, 50% rated themselves as

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sometimes having trouble with keeping up with materials, and 20% rated themselves as never having trouble with keeping up with

supplies. The learners were asked to rate their motivation towards learning new ways to study and stay organized. 60% of the students

stated that wanted to learn more while 40% stated that they did not want to learn more. In addition, three parent conferences were held

to discuss study and organization habits. Below is summary of concerns expressed by the parents in the meetings.

Parent Concerns

A Student does not consistently write down all homework assignments; Forgets to bring home books or homework folder;

Binder is not kept neatly; Does not know how to study independently for a test. Does not show motivation to look for ananswer in a book if there is something he does not know or understand.

B Student does not bring home weekly newsletter causing parent to be unaware of a test. Student has trouble completinghomework assignments and becomes frustrated especially in math.

C Parent C states that she does not understand why her child does not know how to study. She makes flashcards and makes

student re-read the chapter in the textbook. Student still continues to be frustrated and perform poorly on tests.

Educational Ability LevelsAccording to information obtained from permanent records, eight of the ten students are on grade level in all subject areas. The

majority scored in the average and above average range on standardized testing in grades 4-5. The subject area that showed the most

weakness is math. The report card grades and test scores indicate that this is an area of weakness for several of the students. Only one

student is eligible for receiving accommodations in school. This particular student is given extended time on tests. All tests are

recorded and administered orally on an iPad for this student.

General Learning PreferencesThe learners prefer hands on activities. They also like games, working with a partner, having a choice in the type of work they

do (choice board), and activities that involve the computer. This information was obtained from a student survey and teacher

observations.

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Attitude Toward Teachers and SchoolThe majority of learners expressed appreciation and respect toward their teacher. One student felt indifferent about the teacher.

All of the learners feel safe at school and respected by their teachers. 50% of the students look forward to school and learning new

things, 30% sometimes enjoy school, and 20% do not enjoy school.Group Characteristics

According to the results of the Learner Survey, students bring a variety of learning strengths to the classroom. 50% identified

their first area of strength as visual learners, 30% identified their first area of strength as kinesthetic learners, and 20 % of students

identified themselves as auditory learners. In addition to the Learner Survey, the teacher wrote down notes about the students. The

following are some of the behaviors observed:

Seven of the ten students have attention issues.

Two students struggle to complete assignments in a timely manner All students prefer interactive activities, especially working on computers. Five of the students desks are cluttered with papers and unorganized.

Part III: Task Analysis

Subject Matter ExpertI am serving as my own SME for this instructional plan. In 2011, I received a Bachelor of Science degree in Early Childhood

Education from Georgia College and State University. I am currently pursuing a masters degree in Instructional Technology from

Georgia Southern University. I have two years of teaching experience in a K-5 setting. My first year of teaching was in a third grade

public school in Waynesboro, Georgia. This past school year, I taught fifth grade in a private, Catholic, school in Augusta, Georgia.

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Task Analysis DescriptionA task analysis was conducted using both a topic analysis and procedural analysis to ensure that as many details as possible

were in the design. To begin, I made a list of topics that need to be addressed in my unit. This information is based on results from

learner surveys, student data, and parent-teacher conferences. The content structures identified in the topic analysis included facts(definitions and characteristics of learners and study environments) and concepts (learning styles, organization, and study

environments).

As I elaborated on the components of each concept, I realized that there are a few procedures involved with my topic. To

ensure that I covered as many details as possible, I wrote step by step instructions for students to organize their space and time. I also

had a colleague review the steps to make sure that obvious details were not omitted. After this was completed, I integrated the

procedures with the topic outline.

Significant attitudes discovered during the topic analysis include positive attitudes that that lead to successful learning in the

classroom and beyond. The topic analysis included information on the benefits of learning and utilizing study skills and how they can

help students of all ages achieve success. Below is an outline that includes a combination of the topic and procedural analysis.

1. Study Skills1.1.Why is it important to study?

1.1.1. Assist in remembering information that is useful1.1.2. Assist in doing well on homework, quizzes, tests, projects1.1.3. Lifelong benefits such as organization and time management skills

2. Types of Learners Survey2.1.Auditory Learners

2.1.1. Characteristics2.1.2. Study methods

2.2.Visual Learners2.2.1. Characteristics

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2.2.2. Study methods2.3.Kinesthetic

2.3.1. Characteristics2.3.2. Study methods

3. Organization3.1.Organizing your space

3.1.1. Why is it important to have a clean space to work?3.1.1.1. Both in school and a future job, if you arent organized, you may not get credit for your hard work. 3.1.1.2. Keeping a clean and neat space will help you to keep track of your assignments and make good grades.

3.1.2. What does a clean space look like?3.1.2.1. Two sharpened pencils with an eraser are in your cup.3.1.2.2. All other school supplies (markers, crayons, pencils) are put away in a pencil bag.3.1.2.3. All folders are neatly stacked on the left side of your desk.3.1.2.4. No loose papers.3.1.2.5. Books are neatly stacked biggest to smallest (pyramid) on the right.3.1.2.6. No trash inside your desk.3.1.2.7. Nothing on the floor.

3.2.Organizing your time3.2.1. Tips for using your time wisely3.2.2. How do you rate your use of time?3.2.3. Make use of Assignment Pad

3.2.3.1.

Why use an assignment pad?3.2.3.1.1. Assignment pads help you remember what homework you need to do and what books you need to bring

home.

3.2.3.2. How to use your assignment notebook.3.2.3.2.1. Open your assignment pad.3.2.3.2.2. Place it on your desk or a flat surface to write.3.2.3.2.3. Make sure you are using the pages in order (1, 2, 3).3.2.3.2.4. When your teacher says it is time to write down your homework, grab pencil and be prepared to write.

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3.2.3.3. How to write down your assignments correctly.3.2.3.3.1. Write down ALL pages of the homework and key words such as read, memorize, or answer questions.3.2.3.3.2. If you do not have homework in a class, write NONE, and a synopsis of what you did in class (ex:

movie, activity)

3.2.3.3.3. If you have a long term assignment (book report or project) write this in the space that says other.3.2.3.4. Check your assignments to make sure you have everything written down correctly.

4. Goal Setting4.1.What does it mean to set goals?4.2.Short term goal setting

5. Study Environment5.1.Describing your study environment

5.1.1. Everything that is around you when you study.5.2.Aspects of a study environment

5.2.1. Setting5.2.1.1. The place where you study.

5.2.2. Light5.2.2.1. Light can affect your ability to concentrate5.2.2.2. Easier to read if the room is well lit.5.2.2.3. Dimly lit rooms might put you to sleep or cause eye strain.

5.2.3. Sound5.2.3.1. Can affect concentration5.2.3.2.

Find a quiet place to study5.2.3.3. Soft music can be appropriate

5.2.3.4. Keep the television off5.2.4. Temperature

5.2.4.1. Find a place to study that is not too hot or cold.6. Wrap up/Post Assessment

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2C: Identify and describe characteristics and study methods of a kinesthetic learner

Terminal 3 Objective: Students will identify appropriate organization strategies to maintain organization of space and

materials.

Enabling Objectives

3A: Reorganizes desk using pyramid technique

3B: Uses assignment pad, and seeks outside monitoring if necessary

Terminal 4 Objective: Students will increase awareness of positive home study skills.

Enabling Objectives

4A: Identify and describe aspects of a study environment

4B: Describe ways to organize a study area at home

Terminal 5 Objective: Student will employ positive work habits.

Enabling Objectives

5A: Display a positive attitude toward learning

5B: Identify and describe attitudes and behaviors that lead to successful learning in the classroom and beyond

Terminal 6 Objective: Students will set obtainable short term goals of achievement.

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Content

Performance

Recall Application

Fact 1A, 1B, 2, 2A, 2B, 2C, 3, 4A,4B 1

Concept

Principals

Procedure 3A, 3B, 6

Interpersonal

Attitude 4, 5B 5, 5A

Terminal and Enabling Objectives American School Counselor Association NationalStandards for Students

Terminal 1 Objective: Apply learning strategies to real

life situations

Enabling Objectives

1A: Define the terms study and study skills

1B: Name three ways that people study

Standard B:Students will complete school with the

academic preparation essential to choose from a wide

range of substantial post-secondary options, including

college.

A:B1.6Use knowledge of learning styles to positively

influence school performance

A:B1.7Become a self-directed and independent learner

A:B2.6Understand the relationship between classroomperformance and success in school

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Terminal 2 Objective: Students will identify his/her

preferred learning style.

Enabling Objectives

2A: Identify characteristics and study methods of an

auditory learner

2B: Identify characteristics and study methods of a visual

learner

2C: Identify characteristics and study methods of a

kinesthetic learner

Standard A:Students will acquire the attitudes,

knowledge and skills that contribute to effective learning

in school and across the life span.

Standard B:Students will complete school with the

academic preparation essential to choose from a widerange of substantial post-secondary options, including

college.

A:B1.6Use knowledge of learning styles to positively

influence school performance

A:B1.7Become a self-directed and independent learner

Terminal 3 Objective: Students will identifyappropriate organization strategies to maintain

organization of space and materials.

Enabling Objectives


3B: Uses assignment pad, and seeks outside monitoring if

necessary

Standard A:Students will acquire the attitudes,

knowledge and skills that contribute to effective learning

in school and across the life span.

A:A1.5Identify attitudes and behaviors that lead to

successful learning

A:A3.1 Take responsibility for their actions

Terminal 4 Objective: Students will increase awareness of

positive home study skills.

Enabling Objectives

4A: Examine aspects of a study environment

4B: Describe ways to organize a study area at home

Standard B:Students will make decisions, set goals and

take necessary action to achieve goals.

PS:B1 Self-knowledge Application

PS:B1.12Develop an action plan to set and achieve

realistic goals

STANDARD C: Students will understand the relationship

of academics to the world of work and to life at home and

in the community.

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A:C1 Relate School to Life Experiences

A:C1.1Demonstrate the ability to balance school, studies,

extracurricular activities, leisure time and family life

C:A2.9Utilize time- and task-management skills

Terminal 5 Objective: Student will employ positive work

habits.

Enabling Objectives


5B: Identify and describe attitudes and behaviors that lead to

successful learning in the classroom and beyond

A:A1 Improve Academic Self-concept

A:A1.1Articulate feelings of competence and confidence

as learners

A:A1.2 Display a positive interest in learning

A:A1.3Take pride in work and achievement

A:A1.5Identify

attitudes and behaviors that lead to successful learning

Terminal 6 Objective: Students will set obtainable short term

goals.Standard B:Students will make decisions, set goals and

take necessary action to achieve goals.

PS:B1 Self-knowledge Application

PS:B1.12Develop an action plan to set and achieve

realistic goals

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Part V: Development of Assessments

Lesson 1:

Why is it

important to

study?

KWL Chart toanswer the

question What

do you know

about study

skills?

PowerPoint

presentation,

Study Skill with

audio.

Define terms

using word

map.

Lesson 2:

Benefits of

Study Skills

PowerPointpresentation,

Study Skills:

Study Smarter

with audio.

Written

summary or

concept map to

explain

benefits of

study skills.

Lesson 3:

Ways People

Learn

Tutorial

introducing

learning styles.

Mnemonic

device

following

presentation.

Lesson 4: What

type of learner

am I?

YouTube videofollowed by

self-assessment

to identify

learning

strengths.

Lesson 5:

Organizing

Yourself

Read story andwatch tutorial

about keeping

an organized

desk. Draw

picture or create

video with

organization

tips.

Lesson 6:

Organizing

your Time

Self-assessmentsurvey followed

choosing an

appropriateplanner to keep

track of

assignments.

Explain whattype of planner

chosen and the

importanceusing a planner

in a video or

discussion post.

Lesson 7: Goals

Tutorialexplaining goal

setting with

examples.

Students will

create and short

term goals using

handout.

Lesson 8:

Studying at

Home

Tutorial tounderstand

aspects of a

study

environment.

Drill and

practice

flashcards.

Lesson 9:

Study

Environment

Categorize

items

conducive to

study

environment

using T-Chart.

Help other

students

improve their

own study

environments

given different

scenarios.

Lesson 10:

Post Assessment/

Wrap Up

Complete PostAssessment

Questionnaire.

Complete and

upload KWL Chart.

Goals Students will

identify anddescribe their

own learning

strengths and

utilize study

methods.

Students

averages will

show

improvement

in eachacademic

subject.

To increase theamount of

homework

completed andsubmitted.

Students will


own learning

strengths and

utilize study

methods.

Students

averages will

show

improvement

in eachacademic

subject.

Students will


own learning

strengths and

utilize study

methods.

Students

averages will

show

improvement

in eachacademic

subject.

Students will


own learning

strengths and

utilize study

methods.

Students

averages will

show

improvement in

each academicsubject.

To increase the

amount ofhomework

completed and

submitted.

Students

averages willshow

improvement in

each academic

subject.

To increase the

amount of

homework

completed and

submitted.

Students will

pass assignment

pad checks.

Students

averages willshow

improvement in

each academic

subject.

Students

averages willshow

improvement in

each academic

subject.

Students will

identify and

describe their

own learning

strengths and

utilize studymethods.

Students

averages willshow

improvement

in each

academic

subject.

Students will

identify and

describe their

own learning

strengths andutilize study

methods.

Students will

identify anddescribe their own

learning strengths

and utilize study

methods.

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Objec

tivesTerminal 1

Objective:

Apply

preferred

learning

strategies to

real lifesituations.

1A: Define theterm study and

study skills

Terminal 5

Objective:

Students will

employ

positive work

habits.

5A:Display apositive

attitude toward

learning

5B: Identify

and describe

attitudes and

behaviors that

lead to

successful

learning in the

classroom andbeyond.

Objective

5B:Identify

and describe

attitudes and

behaviors that

lead to

successful

learning in

the classroom

and beyond

Terminal 1

Objective:

Apply

preferred

learning

strategies to


Objective 1B:Name three

ways that

people study

Terminal 2

Objective:

Students will

identify his/her

preferred

learning style.

2A: Identify anddescribe

characteristicsand study

methods of an

auditory learner

2B: Identify anddescribe

characteristics

and studymethods of a

visual learner

2C:Identify anddescribe

characteristics

and study

methods of a

kinesthetic

learner

Terminal 3

Objective:

Develop

effective

organization

techniques to

utilize in aclassroom

setting.3A:Reorganizes

desk using

pyramid

technique

Terminal 3

Objective:

Develop

effective

organization

techniques to


setting and

beyond.

3B:Uses

assignment pad,

and seeksoutside

monitoring if

necessary

Objective 6:Set

short term goals

of achievement

Terminal 4

Objective:

Students will

increase

awareness of

positive home

study skills.4A: Identify and

describe aspectsof a study

environment

Terminal 1

Objective:

Apply

preferred

learning

strategies to


Terminal 4

Objective:

Students will

increase

awareness of

positive home

study skills.4B: Describe

ways to

organize astudy area at

home

1A: Define the term

study and study

skills

Objective 1B:Name three ways

that people study

Terminal 2

Objective:

Students will

identify his/her

preferred learning

style.2A: Identify and

describe

characteristics andstudy methods of an

auditory learner


characteristics and

study methods of a

visual learner

2C:Identify and

describe

characteristics and

study methods of a

kinesthetic learner

Terminal 3

Objective: Develop

effective

organization

techniques toutilize in a

classroom setting

and beyond.

Terminal 4

Objective:

Students will

increase awareness

of positive home

study skills.

4A: Identify and

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describe aspects of a

study environment

4B: Describe ways

to organize a study

area at home

Terminal 5Objective:

Students will

employ positive

work habits.

5A:Display apositive attitude

toward learning

5B: Identify and

describe attitudes

and behaviors that

lead to successful

learning in the


Asses

sment

s

Students will

create a word

map for theterms Study

skills.

Differentiation: Students can

choose a

template that I

provide or

make their own

template using

a blank

document.

Create a

concept map or

write asummary

stating why

having goodstudy skills is

important.

Differentiatio

n:Concept Map-

Create your

own or use a

template

provided.

Written

Summary-

Students canlist bullet

points or write

in paragraph

Quiz

Differentiati

on: Audio

version

available;

extended time

available

Quiz

Differentiatio

n: Audio

version

available;

extended time

available

Performance

Task with

Rubric forgrading

Create adrawing or

video that

explains how to

keep a clean and

organized space.

Differentiation:

Students have a

choice of howthey will

complete the

assignment.

Assignment Pad

Check using a

ChecklistAND Quiz

Differentiation:Audio version

and extended

time

Performance

Task

Students willcomplete short

term goal sheets.

Differentiation:Handout 1:

Students will

use a checklist

with pre-

determined

goals.

Handout 2:

students willchoose three

weekly goals.

Quiz

Differentiation:Audio version

and extended

time

Performance

Task- Students

willexperiment

with light,

sound, setting,and

temperature to

locate and

describe their

perfect study

environment.

Differentiatio

n:

Studentsmanipulate/cho

ose different

studentenvironments

to test which

one is most

Questionnaire and

KWL Chart

assessed usingrubric

Differentiation:

Audio version ofQuestionnaire

available.

Student choice to

write or type KWL

Chart.

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Kelly 17

form. appropriate.

UDL Multiple meansof

representation

Multiple meansof

representation

Multiple means

of expression

Multiple meansof

representation

Multiple meansof expression


Multiple meansof representation

Multiple means

of engagement



Multiple meansof engagement

Multiple means ofrepresentation

Multiple means of

expression

Part VI: Content Sequencing and Instructional Strategies

Sequence Description Objective

1 Students will employ positive work habits. 5

2 Apply their preferred learning strategies in real life situations. 1

3 Students will identify his/her preferred learning style. 2

4 Students will identify appropriate organization strategies to maintainorganization of space and materials.

3

5 Students will set obtainable short term goals of achievement. 6

6 Students will increase awareness of home study skills. 4

This sequence builds on concepts in a concept-related order. The major concepts for this unit are learning styles, organization,

and study environments. The learner will proceed through one unit at a time just as a teacher plans and delivers lessons. Each unit

includes reading material, tutorials, class discussions, and hands-on activities to maintain learner interest.

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Lesson 1: Why is it Important to Study?

Terminal 1 Objective: Apply preferred learning strategies to real life situations.

Enabling Objectives

1A: Define the terms study and study skills

Terminal 5 Objective: Student will employ positive work habits.

Enabling Objectives


5B: Identify and describe attitudes and behaviors that lead to successful learning in the classroom and beyond.

Motivational Strategy:Students will be instructed to complete a KWL Chart to answer the question What do you know about study

skills? Incorporating options that activate prior knowledge will aide in comprehension (Rose and Gravel, 2010).

Initial Presentation: Students will be directed to independently read the PowerPoint presentation, Study Skills: Study Smarter.An

audio version of this will be available if students would like to listen to the slides. This strategy is listed as one of the UDL guidelines,

providing multiple means of representation (Morra and Reynolds, 2010).

Generative Strategy:Students will correctly define the termsstudy andstudy skillsby creating a Word Map (Greenwood, 2002). The

Word Map technique is useful for helping students develop a general concept of "definition" (Schwartz and Raphael, 1985). Finally,

add 1-2 ideas to the L section of the KWL chart.

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Lesson 2: Benefits of Improving Study Skills

Objective 5B:Identify and describe attitudes and behaviors that lead to successful learning in the classroom and beyond

Initial Presentation: Have students independently read assigned slides on the PowerPoint presentation, Study Skills: Study Smarter.

An audio version of this will be available if students would like to listen to the slides. This strategy is listed as one of the UDL

guidelines, providing multiple means of representation (Morra and Reynolds, 2010).

Generative Strategy: Students will provide examples of why acquiring good study skills is important. Students can choose to

summarize what they learned in a paragraph or concept map. One of the best practices for teaching an online class is to provide

opportunities for student choice. This practice encourages differentiation of learning (Kerr, 2011). Finally, add 1-2 ideas to the L

section of the KWL chart.

Lesson 3: Ways People Learn

Objective 1B: Name three ways that people study

Initial Presentation: A tutorial will be used to present three ways that people learn (auditory, visual, and kinesthetic). Students will

be given examples of each learning style and additional tips on how to make the most of their study time. Tutorials are used to present

new material for initial learning (Morrison, Ross, Kalman and Kemp, 2013).

Generative Strategy: The tutorial will suggest mnemonic and direct students to rehearse the mnemonic. Verbal mnemonics help the

learner recall information (Morrison, Ross, Kalman and Kemp, 2013). Next, students will be given a scenario where they are to

imagine how they would learn a new game. Given a list of phrases, students will mark how they would learn the game and identify if

each strategy is auditory, visual, or kinesthetic. Finally, add 1-2 ideas to the L section of the KWL chart.

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Lesson 5: Organizing Yourself

Terminal 3 Objective: Develop effective organization techniques to utilize in a classroom setting.

Enabling Objectives


Motivational Strategy: Students will read a short story about a student who forgets assignments, loses papers, and neglected to

study for a spelling test because she did not write it in her assignment pad. This strategy provides learners with detailed information

about a real-life situation. Morrison, Ross, Kalman and Kemp refer to t his as a Case Study (p.213). The story will include an audio

version. Providing audio is listed as one of the UDL guidelines, providing multiple means of representation (Rose and Gravel, 2010).

Initial Presentation: A tutorial will be shown to define the pyramid technique and show students how to arrange their books and

supplies. The tutorial will include a poster that integrates both the text and graphics to reduce cognitive overload (Morrison, Ross, and

Kemp, 2013). Tutorials are used to present new material for initial learning (Morrison, Ross, Kalman and Kemp, 2013).

Generative Strategy: Students will be given the option of drawing a picture to show what a clean, organized desk looks like or

making their own tutorial on how to keep an organized desk. Both will be uploaded to a classroom website for other students to view.

This strategy is based on the UDL principal of providing learners with choices to demonstrate what they have learned (Morra and

Reynolds, 2010). Finally, add 1-2 ideas to the L section of the KWL chart.

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Lesson 6: Organizing Your Time

Terminal 3 Objective: Develop effective organization techniques to utilize in a classroom setting and beyond.

Enabling Objectives

3B: Uses assignment pad, and seeks outside monitoring if necessary

Motivational Strategy: Students will take a short survey on how they rate their use of an assignment pad or calendar. This connects

to the UDL strategy, providing students with multiple means of engagement (Morra and Reynolds, 2010). According to Morrison,

Ross, Kalman and Kemp, Personal and social characteristics may be obtained by observation, interviews, and informational

questionnaires, as well as attitudinal surveys completed by learners (p.56).

Initial Presentation: Students will be given three options to learn how to keep track of their short term and long term assignments.

They will need to choose two off of the list. Option 1 is a tutorial on how to keep and actually assignment pad. Option two is general

tips and suggestions, and Option 3 is for students who use an online calendar, such as Google Calendar, to keep up with assignments.

Option 4 is available for students who have access to smartphone or device. With parental assistance, students are to choose an app

that they plan to use to keep track of assignments, tests, and projects. This strategy is based on the UDL principal, multiple means of

engagement (Morra and Reynolds, 2010).

Option 1) Watch the following YouTube video on how to keep an assignment pad, http://www.youtube.com/watch?v=hbDniQ2zP5E

Option 2) Read a document with helpful tips and suggestions on ways to keep your desk organized.

Option 3) Read the following document with a parent on how to set up a Google Calendar.

http://learningworksforkids.com/apps/google-calendar/

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Option 4) Visit the following website only if you have access to a smartphone or device. Review the following articles with an adult.

Choose ONE app that you will be using to keep track of assignments.

http://www.nbcnews.com/id/44077249/ns/technology_and_science-back_to_school/t/apps-keep-track-homework-

assignments/#.Ueqe_Kyh0zQ

Generative Strategy: Students will be given a choice on how they will demonstrate their understanding. They will create and upload

a video that explains which planning method they chose, why they chose it, and how it will help them be successful. If students do not

wish to create a video, they can write a brief description of which planning option they chose, why they chose it, and how it will help

them be successful. This strategy is based on the UDL principal of providing learners with choices to demonstrate what they have

learned (Morra and Reynolds, 2010). Finally, add 1-2 ideas to the L section of the KWL chart.

Lesson 7: Goal!

Objective 6:Set short term goals of achievement

Motivational Strategy: Explain the term goal setting using a website. Have students list a goal that they have ever heard of, or have

known of anyone to have (examples: buy a car, make an A). The goals can be examples they know of, their parents, a friend, TV,

etc. Students are integrating new information with prior knowledge (Morrison, Ross, Kalman, Kemp, 2013).

Initial Presentation: Students will listen to the teacher read aloud a story that relates to goal setting and discuss the need for setting

goals. The teacher will provide students with a personal example. This is an example of multimedia instruction. Pictures, words, and

narration are included in the initial presentation. This connects to the UDL principal, multiple means of representation (Kerr, 2011).
http://www.nbcnews.com/id/44077249/ns/technology_and_science-back_to_school/t/apps-keep-track-homework-assignments/#.Ueqe_Kyh0zQhttp://www.nbcnews.com/id/44077249/ns/technology_and_science-back_to_school/t/apps-keep-track-homework-assignments/#.Ueqe_Kyh0zQhttp://www.nbcnews.com/id/44077249/ns/technology_and_science-back_to_school/t/apps-keep-track-homework-assignments/#.Ueqe_Kyh0zQhttp://www.nbcnews.com/id/44077249/ns/technology_and_science-back_to_school/t/apps-keep-track-homework-assignments/#.Ueqe_Kyh0zQhttp://www.nbcnews.com/id/44077249/ns/technology_and_science-back_to_school/t/apps-keep-track-homework-assignments/#.Ueqe_Kyh0zQ

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Generative Strategy: Students will complete a handout titled Goals for this Week. They will decide on three for the week, such as

getting and A on a test, reading 10 pages a day in a book, and so on. At the end of each day, students will need to fill out their

checklist and continue to do so until the end of the week. According to Bandura and Schunk (1981), When elementary students are

taught to carve up large, distant goals into smaller subgoals, several useful outcomes follow: They make faster progress in learning

skills or content, they learn an important self-regulation skill, and they improve their self-efficacy and interest in the task (p.586).

Finally, add 1-2 ideas to the L section of the KWL chart.

Lesson 8: Studying at Home


Objective 4A:Examine aspects of a study environment

Initial Strategy: Students will watch a tutorial to understand what a study environment is and the components it includes (setting,

light, sound, temperature). This connects to the UDL strategy, providing multiple means of representation. Tutorials are used to

present new material for initial learning (Morrison, Ross, Kalman, Kemp 2013).

Generative Strategy: Students will be directed to use electronic flashcards to help students memorize the different aspects of a study

environment. This drill-and-practice strategy is one of the earliest forms of Computer Based Instruction (Morrison, Ross, Kalman,

Kemp, 2013).This is connects to the UDL strategy, providing students will multiple means of expression. Finally, add 1-2 ideas to the

L section of the KWL chart.

Lesson 9: What Makes a Good Study Environment?


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Objective 4B: Describe ways to organize a study area at home

Initial Presentation: Students will be given pictures of items that would and would not be conducive to a positive home study

environment. They will categorize the pictures into two categories. Using a mouse to drag and drop objects is a type of computer

based interaction (Morrison, Ross, Kalman, Kemp 2013). Students will also have the option of drawing the T-Chart with their own

drawing. This connects to the UDL principals, multiple means of engagement and expression (Kerr, 2011).

Generative Strategy: Students will be given different scenarios of three different students study environment. They will help the

students improve their study environment based on what they have learned in lessons 8 and 9. The suggestions can be written or

recorded in a video. This connects to the UDL principal, multiple means of expression. This strategy allows the students to apply their

knowledge based on a given scenario (Morrison, Ross, Kalman, and Kemp 2013). Finally, add 1-2 ideas to the L section of the

KWL chart. Upload KWL Chart to classroom blog.

Lesson 10: Post Assessment/Course Wrap Up

Initial Presentation: Students will be directed to take a Study Skills Post Assessment Questionnaire. This survey will compare

attitudes and knowledge regarding study skills, organization, and school from the beginning of the course to the end. According to

Morrison, Ross, Kalman and Kemp (2013), Personal and social characteristics may be obtained by observation, interviews, and

informational questionnaires, as well as attitudinal surveys (p. 307).An audio version of the Questionnaire will be available for

students. This connects to the UDL strategy, providing multiple means of representation (Kerr, 2011).

Generative Strategy: Students will complete the Post Assessment Questionnaire. Following the Questionnaire, students will be

directed to review their KWL Chart to the expectations stated on the rubric provided. Providing students with a rubric will give them

guidelines on how to complete an assignment (Kerr, 2011). Once this is completed, students will be given instruction to upload their

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chart to the classroom website. The KWL Chart can be handwritten or typed. This allows students a choice to demonstrate their

understanding (Kerr, 2011).

References

Bandura, A., & Schunk, D. H. (1981). Cultivating competence, self-efficacy, and intrinsicinterest through proximal self-motivation.Journal of Personality and Social

Psychology, 41, 586-598.

Greenwood, S. C. (2002). Making words matter: vocabulary in the content areas. Clearing House, 75(5), 258-63. doi: Galileo

Kerr, S. (2011). Tips, tools, and techniques for teaching in the online classroom. TechTrends, 55(1), 28-30.

Morra, T., & Reynolds, J. (2010). Universal design for learning: application for technology- enhanced learning. The Journal of the

Virginia Community Colleges, 43-59.

Morrison, G., Ross, S., Kalman, H., & Kemp, J. (2013).Designing effective instruction. New Baskerville: Laserwords Inc.

Rose, D., & Gravel, J. (2010). Technology and learning: meeting special students needs.National Center on Universal Design for

Learning, 2-11.

Part VII: Design of Instruction

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Lesson 1:

Why is it

important to

study?

KWL Chart to

answer the

question Whatdo you know

about studyskills?

PowerPoint

presentation,

Study Skill withaudio.

Define terms

using wordmap.

Lesson 2:

Benefits of

Study Skills

PowerPoint

presentation,

Study Skills:Study Smarter

with audio.Written

summary or

concept map to

explainbenefits of

study skills.

Lesson 3:

Ways People

Learn

Tutorial

introducinglearning styles.

Mnemonicdevice

following

presentation.

Lesson 4: What

type of learner

am I?

YouTube video

followed by

self-assessmentto identify

learningstrengths.

Lesson 5:

Organizing

Yourself

Read story and

watch tutorial

about keepingan organized

desk. Write orcreate video

with

organization

tips.

Lesson 6:

Organizing

your Time

Self-assessment

survey followed

choosing anappropriate

planner to keeptrack of

assignments.

Explain what

type of planner

chosen and the

importance

using a planner

in a PowerPoint,

video, or

discussion post.

Lesson 7: Goals

Tutorial

explaining goal

setting withexamples.

Students willcreate and short

term goals using

handout.

Lesson 8:

Studying at

Home

Tutorial to

understand

aspects of astudy

environment.Drill and

practice

flashcards.

Lesson 9:

Study

Environment

Categorize

itemsconducive to

studyenvironment

using T-Chart.

Help other

studentsimprove their

own study

environmentsgiven different

scenarios.

Lesson 10:

Post Assessment/

Wrap Up

Complete Post

Assessment

Questionnaire.Complete and

upload KWL Chart.

Goals Students will


own learning

strengths and


Students

averages will

show

improvement

in each

academic

subject.

To increase the

amount of

homework

completed andsubmitted.

Students will


own learning

strengths and


Students

averages will

show

improvement

in each

academic

subject.

Students will


own learning

strengths and


Students

averages will

show

improvement

in each

academic

subject.

Students will


own learning

strengths and


Students

averages will

show

improvement in

each academic

subject.

Students will

pass deskorganization

checks.

To increase theamount of

homework

completed and

submitted.

Students

averages willshow

improvement in

each academic

subject.

To increase the

amount of

homework

completed and

submitted.

Students will

pass assignmentpad checks.

Students

averages willshow

improvement in

each academic

subject.

Students

averages willshow

improvement in

each academic

subject.

Students will

identify and

describe their

own learning

strengths and

utilize study

methods.

Students

averages willshow

improvement

in each

academicsubject.

Students will

identify and

describe their

own learning

strengths and

utilize study

methods.

Students will

identify anddescribe their own

learning strengths

and utilize study

methods.

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Objec

tivesTerminal 1

Objective:

Apply

preferred

learning

strategies to


1A: Define theterm study and

study skills

Terminal 5

Objective:

Students will

employ

positive work

habits.

5A:Display apositive

attitude towardlearning

5B: Identify

and describe

attitudes and

behaviors that

lead to

successful

learning in the


Objective

5B:Identify

and describe

attitudes and

behaviors that

lead to

successful

learning in

the classroom

and beyond

Terminal 1

Objective:

Apply

preferred

learning

strategies to


Objective 1B:Name three

ways that

people study

Terminal 2

Objective:

Students will

identify his/her

preferred

learning style.

2A: Identify anddescribe


methods of an

auditory learner


characteristics

and studymethods of a

visual learner

2C:Identify anddescribe


methods of a

kinesthetic

learner

Terminal 3

Objective:

Develop

effective

organization

techniques to


setting.3A:Reorganizes

desk using

pyramid

technique

Terminal 3

Objective:

Develop

effective

organization

techniques to


setting and

beyond.

3B:Uses

assignment pad,

and seeksoutside

monitoring if

necessary

Objective 6:Set

short term goals

of achievement

Terminal 4

Objective:

Students will

increase

awareness of

positive home

study skills.4A: Identify and

describe aspectsof a study

environment

Terminal 1

Objective:

Apply

preferred

learning

strategies to


Terminal 4

Objective:

Students will

increase

awareness of

positive home

study skills.4B: Describe

ways to

organize astudy area at

home

1A: Define the term

study and study

skills

Objective 1B:Name three ways

that people study

Terminal 2

Objective:

Students will

identify his/her

preferred learning

style.2A: Identify and

describe

characteristics andstudy methods of an

auditory learner


characteristics andstudy methods of a

visual learner

2C:Identify and

describe

characteristics and

study methods of a

kinesthetic learner

Terminal 3

Objective: Develop

effective

organization

techniques toutilize in a

classroom setting

and beyond.

Terminal 4

Objective:

Students will

increase awareness

of positive home

study skills.

4A: Identify and

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form. appropriate.

UDL Multiple meansof

representation

Multiple meansof

representation

Multiple means

of expression

Multiple meansof

representation




Multiple means

of engagement



Multiple meansof engagement

Multiple means ofrepresentation

Multiple means of

expression

Part VIII: Formative Evaluation Plan

Two surveys have been created to evaluate the effectiveness of the course. One is for students and the other is for a peer-

reviewer. A colleague will serve as my peer-reviewer. The colleague I have chosen has been teaching for two years in a private school

setting. My colleague has a Bachelors degree in Early Childhood Education. She has worked with 4 thand 5thgrade students. She will

be asked to complete a questionnaire/survey which consists of open-ended questions.

The results from the Student Survey multiple choice questions will be entered into a spreadsheet. The spreadsheet will indicate

the percentage of students that chose a, b, or c for each question on the survey. The responses to the open-ended questions will be

analyzed on a spreadsheet as well. The SME Survey consists of open-ended questions. The results will be analyzed on a spreadsheet

after being exported from SurveyMonkey. Once the information has been collected and analyzed, modifications will be made toincrease course effectiveness and the student success rate.

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Student Evaluation

1. The class website easy to access.

a) Strongly Agreeb) Agreec) Disagreed) Strongly Disagree

2. The classroom discussion board was easy to access and write on.


3. The directions on how to upload assignments to the classroom website were easy to follow.


4. This class was organized. I liked the order of the lessons/assignments.


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5. It was easy to find the materials and instructions for my assignments.


6. When given an assignment, the directions were easy to understand.

a) Alwaysb) Sometimesc) Never

7. The tutorials for this class were easy to understand.


8. The tutorials for this class were interesting.


9. The PowerPoints for this class were easy to read and understand.


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10. I liked having the choice to listen to the Powerpoints or just read them myself.

a) Yesb) No

11. The sound on the PowerPoints were clear and easy to understand.


12. When I did not understand something, it was easy to look for an answer in the materials on the class website.


13. What did you like about this class? What helped you the most?

___________________________________________________________

14. What do you think would make this class better?

____________________________________________________________

Questionnaire Survey for SME1. Was the course organized and easy to navigate? If not, what could be done differently?

2. Were the directions clear and easy to understand? If not, specify which part of the lesson(s).

3. Do you think the content was appropriate for grades 5/6?

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4. Were there a variety of appropriate assessments used?

5. Some of the lessons offered the learners a choice in how they could demonstrate their understanding. Do you think the options were

appropriate? Was there enough variety?

6. What did you like about course?

7. How could this course be improved?

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