ksheplibrarymediaportfolio.weebly.com€¦ · Web viewAt the end of the year, students likewise engage in a study of Maryland geography, this time in the library media center. Guided

Maryland Geography 1

Instructional Design Project: Maryland Geography

Kelly Shepherd

Towson University


Section 1

Introduction

Upon entering fourth grade, students embark on a year-long exploration of Maryland

history. In their first social studies unit, The Geography of Maryland, students investigate the

geography of their state. For this investigation, students use the framework provided by the five

themes of geography, which include location, movement, place, relationships, and regions.

During their study, students locate, analyze, and display information from a variety of print and

non-print sources.

At the end of the year, students likewise engage in a study of Maryland geography, this

time in the library media center. Guided by the media specialist, students complete a WebQuest

project in which they research the geography and history of Maryland counties. As part of this

project, students use both print and non-print materials to investigate a county. Students then

organize and synthesize their research to create a final project, which is presented to the class.

Although the units are taught at different times of the year, a strong correlation exists

between their respective content standards and indicators. As a result, these two units

complement each other and offer an opportunity for the classroom teacher and media specialist

to engage in collaborative planning. The classroom teacher has noted that fourth grade students

struggle to locate information when conducting social studies research. They often have

difficulty separating essential and non-essential information when taking notes about an assigned

topic. Similarly, the media specialist has expressed concerns that students fail to apply

information literacy skills taught in the media center when completing work in content areas,

such as social studies. This instructional design project will address this instructional problem

by aligning the instructional goals, content, and processes of both units in order to achieve a


positive impact on student learning. Students will use research strategies to collect information

about a topic, specifically the geography of Maryland. Then they will synthesize their research

to create a presentation about their findings.

Front-end Analysis

Needs Analysis

By conducting a needs analysis at the beginning of the design process, the instructional

designer has a better understanding of the core problem (Brown & Green, 2006). For this

instructional problem, Smith and Ragan's discrepancy-based needs assessment model was

selected. This model is an appropriate choice when learning goals are previously identified, and

when instruction related to the learning goals is already being offered. By using this model, the

instructional designer can determine what gaps exist between current achievement and desired

outcomes. Within any school setting, there are multiple factors that impact student achievement.

Instructional design will address many, but not all of these factors. The Smith and Ragan model

recognizes that gaps in student achievement do not hold equal importance, and that they must be

prioritized within the overall instructional design. This is an important consideration when

attempting to collaborate across curriculum areas, since compromises will need to be made

during instructional planning.

Using the Smith and Ragan model, the instructional designer must first list the goals of

the instructional system. While the instructional units encompass many content standards and

indicators, the main goal for instruction is for students to use research strategies to collect

information about Maryland geography. Students must also synthesize their research and present

their findings in the form of a final project. Next, the designer needs to determine how well the


identified goals are being achieved. In this instance, educators have noted that students have

difficulty applying research strategies when working in content area classes, even when required

skills have been previously taught in library media. Observations, assessment results, and

student work samples show that gaps exist between the information literacy skills students are

expected to have mastered and those they are able to demonstrate when conducting research in

social studies. Specifically, students have difficulty generating effective research questions,

selecting appropriate resources, and organizing information collected during the research

process. Students need to apply research strategies to social studies content. To complete the

discrepancy-based needs assessment model, the classroom teacher and media specialist need to

prioritize gaps in student achievement, and determine how to address those gaps through the

instructional design process.

Learning Context Analysis

Due to the collaborative nature of the instructional unit, student learning will occur in

three distinct environments. Initial instruction will occur in the classroom, as the teacher

introduces the unit and develops students' understanding of the five themes of geography.

During weekly visits to the media center, the media specialists will share resources that students

can use for their research, and also teach research skills. Collaborative teaching will occur in the

computer lab, when students are using on-line databases to conduct their research. During this

time, both the media specialist and the classroom teacher will be available to assist learners,

answer questions, and provide feedback. An interactive whiteboard, with internet connectivity,

is available for use in both the classroom and media center. The computer lab contains thirty

student computers, as well as a teacher station and LCD projector.


Learner Analysis

Next, a learner analysis was conducted to determine the essential characteristics of the

target audience. Learner analysis can be challenging because it entails gathering both

quantitative and qualitative information (Brown & Green, 2006). Mager's Approach was used to

conduct the learner analysis. This approach was selected because it incorporates quantitative

data such as age, gender, educational background, and reading ability. Mager's Approach also

utilizes qualitative information that includes attitudes, interests, and prerequisite skills. Some of

Mager's criteria -- for example, organizational membership -- are not applicable to most

elementary school students. However, other criteria, such as need-gratifiers and interests are

extremely relevant to this situation. Since all of these factors impact teaching and learning, it is

vital to address them when conducting a learner analysis.

The target audience consists of a single class of 23 fourth grade students, who range in

age from eight to nine years old. The class includes 10 girls and 13 boys. Most students are

white; however three are African-American, one is Asian, and one is Hispanic. Students possess

varying academic abilities, with the population consisting of 13 average students, 6 gifted

students, and 4 students who qualify for special education services. This broad range of abilities

is evidenced by student achievement on standardized tests. Scores on the Scholastic Reading

Inventory range from 140 (1st grade reading level) to 1155 (8th grade reading level).

Of the four special education students, two qualify for services due to learning

disabilities, and two others are diagnosed with mild forms of Autism. These students are

included in regular classroom activities, but receive support from a special education teacher and

an instructional assistant. Students attend regular sessions in the school learning lab where they


work on stress management and social skills. For these students, the learning lab operates as a

need-gratifier, which enables them to function in a general education setting.

Qualitative data provided by previous teachers suggests that while learners demonstrate

satisfactory behavior in class, many students are inattentive during teacher-directed instruction

and do not appear motivated to complete class assignments. Entering fourth graders typically

possess several prerequisite skills that will enable them to successfully complete instruction in

the area of Maryland Geography. Students can distinguish between fiction and nonfiction text,

and explain the purpose of common nonfiction text features. They are familiar with online

research databases, such as SIRS Discover, C.E.R.F., and Grolier Online. In third grade, they

have worked with the media specialist to conduct guided searches, and have a basic

understanding of the key features of these resources.

Mager emphasizes that a learner analysis is a working document which can be modified

throughout the instructional design process (Brown & Green, 2006). Unfortunately, the timing

of this instructional design project impacts the amount and type of data that is currently

available. Once the school year begins, additional data will become available. If needed, the

learner analysis can then be revisited and revised.

Task Analysis and Progression of Problems

After completing the front-end analysis, an instructional designer must next conduct a

task analysis to determine the content and tasks that will form the basis for instruction (Brown &

Green, 2006). Task analysis is a critical step in the instructional design process, since it is used

to determine the appropriate scope and sequence for instruction. To complete a task analysis,


instructional designers must have a clear understanding of the skills and knowledge that learners

are expected to master during the instructional unit (Brown & Green, 2006).

This task analysis is based on Pebble-in-the-Pond Model (PITP) posited by Merrill

(2002). When using this model, the instructional designer begins by specifying the final problem

that learners are expected to master by the end of the instructional unit. This final problem

represents the "first ripple" in the design process (Merrill, 2002, p. 40). The instructional

designer identifies a progression of problems which will be used to introduce increasingly

complex skills and content. Subsequently, the instructional designer determines the knowledge

and skills needed to complete each problem, and identifies the instructional strategies that will

best meet the needs of learners. The Pebbles Project Graphic Organizer was used for planning

purposes. A copy of this organizer is included at the end of this document (Appendix A).

The first problem in the progression of problems focuses on developing a general

understanding of the five themes of geography. This understanding should include the names

and descriptions of each theme. After direct instruction, students will identify each of the five

themes of geography. They will write a definition of each theme, using their own words. Finally

they will list examples for each theme. Although this knowledge appears to be fairly simple, the

five themes of geography are complex and students will need to possess a thorough

understanding in order achieve success later on in the unit. At this point, the focus is on

knowledge and comprehension, which are the first two levels of Bloom's Taxonomy of

Educational Objectives (Brown & Green, 2006).

The second problem introduces the skills needed to conduct research. In this task,

students are assigned the task of researching Maryland geography using a variety of print and

non-print resources. Based on knowledge gained in the previous problem, students will identify


the information that they need to locate during the research process, specifically the topic and

subtopic. Understanding that research should focus on gathering relevant information, students

will develop guiding questions for each subtopic. Another component of this problem is

evaluating resources. The media center, computer lab, and classroom house numerous resources,

and students will need to determine which resources will provide the best information. As they

conduct research, students will use a graphic organizer to record notes about each subtopic.

Students will also maintain a list of the resources used during their research.

In the third problem, students use the information gathered during the research process to

write a description of each theme, as it relates to the geography of Maryland. To accomplish

this, students will select a sub-topic. After reviewing their notes for that sub-topic, students will

prioritize the information. Instruction provided at this stage of the progression will emphasize

the importance of identifying key facts, eliminating redundant information, and summarizing.

Using their notes, students will write a brief description of the sub-topic. This process will be

repeated for each of the five themes, allowing sufficient time for focused practice and mastery.

To complete the fourth problem, students will create a storyboard that will form the basis

for a PowerPoint presentation. The storyboard consists of a series of sketches which depict the

proposed layout of presentation. Students will sequence the subtopics, and decide the order in

which they will be presented. Using the storyboard, students will determine where to place text

and graphics on each slide. They will design a title slide that will introduce their research, and a

closing slide that will conclude their presentation.

In First Principles of Instruction, Merrill (2009) notes that task-centered instruction is a

form of direct instruction that uses the context of authentic, real-world problems. Accordingly,

the end problem in the progress focuses on an authentic task - designing a PowerPoint


presentation about Maryland geography. The final performance assessment question specifies

the following performance criteria:

The Department of Tourism wants to make Maryland the most popular tourist destination

in the country. Use your understanding of the five themes of geography to design a

PowerPoint presentation that describes the geography of Maryland and encourages

tourists to visit our state. In your presentation, explain how Maryland exemplifies each

theme. Use a combination of text and graphics to provide supporting examples and

"sell" your idea to potential tourists.

Using the storyboard created in the previous problem, students will synthesize their research

into a final PowerPoint presentation. During this task, students will choose a design template,

and insert graphics and textboxes. Students will create animations, slide transitions, and voice

narration. To conclude their work, students will share their presentations with others.

Standards

This instructional unit addresses the standards established by the following organizations:

Maryland State Department of Education (MSDE)

o State Curriculum for School Library Media

o State Curriculum for Social Studies

o Maryland Teacher Technology Standards (MTTS)

American Association of School Librarians (AASL)

o Standards for the 21st Century Learner

International Society for Technology in Education (ISTE)

o National Educational Technology Standards for Students (NET-S)

http://www.iste.org/Content/NavigationMenu/NETS/ForStudents/2007Standards/NETS_for_Students_2007_Standards.pdf

http://www.ala.org/ala/mgrps/divs/aasl/guidelinesandstandards/learningstandards/AASL_Learning_Standards_2007.pdf


The table below indicates the specific standards addressed during the instructional unit, and

details how the standard is reflected in the progression of problems.

Source Standard Unit Connection

MSDEState Curriculum Social

Studies, Gr. 4

3.0 Geography

A.1.a Use photographs, maps, charts, graphs,

and atlases to describe geographic

characteristics of Maryland.

A.1.b Identify and locate physical features and

human-made features of Maryland such as

Appalachian Mountains, Piedmont Plateau, and

Atlantic Coastal Plain.

These standards are addressed in Problem

2 of the instructional unit. Students will

use a variety of resources to describe

Maryland geography. They will organize

their research around the five themes of

geography. The theme of place includes

physical and human features.

MSDEState Curriculum

Library Media, Gr. 3-5

3.0 Collect Information

A.1 Use print resources efficiently and

effectively.

A.2 Use non-print resources efficiently and

effectively.

A.3 Use computer/online/digital resources

efficiently and effectively.

As indicated in Problem 2, students will

use a variety of resources to collect

information about Maryland geography.

Students will need to determine which

resources provide the valuable information.

They will use appropriate search strategies

to glean information from selected sources.

3.0 Collect Information

A.7 Use appropriate graphic organizers or note

cards to record relevant information.

A.8 Use own words to capture concepts and

avoid plagiarism.

To complete Problem 2, students will use a

graphic organizer to record notes for each

sub-topic. In Problem 3, they will capture

concepts by identifying key facts,

prioritizing, and summarizing.

6.0 Share Findings/Conclusions

A.1 Make decisions to facilitate effective

communication of ideas.

A.2. Apply best practices related to content

and layout of presentations.

For the end problem, students will

synthesize their research into a PowerPoint

presentation. In the process, they will

make decisions about content and layout.

They will combine graphics, animations,

and other PowerPoint features to

effectively communicate their ideas with

classmates.

AASLStandards for the 21st

Century Learner

1.1.1 Follow an inquiry-based process in

seeking knowledge in curricular subject,

and make the real-world connection for

Throughout the progression of problems,

students use an inquiry-based process to

investigate a topic. There are strong


using this process in own life.al-world

connection for using this p

curricular links to the Grade 4 Social

Studies curriculum. The final problem

contains a real-world connection, as it

relates to Maryland tourism.

1.13 Develop and refine a range of questions

to frame the search for new

understanding.

In Problem 2, students develop a question

for each research subtopic. These

questions are used to guide the research

process.

2.1.1 Continue an inquiry-based research

process by applying critical-thinking

skills (analysis, synthesis, evaluation,

organization) to information and

knowledge in order to construct new

understandings, draw conclusions, and

create new knowledge.

Problem 3 focuses on organizing,

analyzing, and synthesizing the notes

gathered during the research process.

Students use their notes to create written

descriptions of how each theme of

geography manifests in Maryland.

3.1.1 Conclude an inquiry-based research

process by sharing new understandings

and reflecting on the learning.

3.1.4 Use technology and other information

tools to organize and display knowledge

and understanding in ways that others

can view, use, and assess.

In the final problem, students use a

technology tool, PowerPoint, to organize

and display the ideas that they generated as

a result of their research. This presentation

will be shared with their classmates.

ISTENET-S

3. Research and Information Fluency

Students apply digital tools to gather,

evaluate, and use information.

During the research process, students will

use a variety of on-line databases to collect

information

4. Critical Thinking, Problem Solving, and

Decision Making

Students use critical thinking skills to

plan and conduct research, manage

projects, solve problems, and make

informed decisions using appropriate

digital tools and resources.

This standard is addressed throughout the

unit. Students use critical thinking skills as

they research Maryland geography and

plan their presentations.

MSDEMTTS

V. Integrating Technology into the

Curriculum and Instruction

1. Assess students' learning/instructional needs

While planning the unit, the teacher and

media specialist collaborated to determine

appropriate technology for this unit. This


to identify appropriate technology for

instruction.

5. Select and use appropriate technology to

support content-specific student learning

outcomes.

included technology utilized by teachers

(interactive whiteboards and LCD

projectors) and technology used by

students (computers, on-line databases,

PowerPoint).

Section II

Lesson Overview

To illustrate the instructional design process, the first problem in the problem progression

has been developed into a detailed lesson plan. This lesson plan exemplifies the instructional

design process, and includes a component analysis, instructional activities, instructional media,

and a plan for assessment. As a result of this lesson, students will be able to identify, define, and

describe examples for each of the five themes of geography.

Knowledge Components

Merrill (2007) proposes that after the determining the proper progression of problems,

instructional designers should next focus on determining the component knowledge and skills for

each task. To accomplish this, the instructional designer can create a task analysis document

which depicts the content and tasks that should to be mastered as a result of the instructional unit

(Brown & Green, 2006). This document can take the form of an outline or flowchart. The steps

that follow outline the knowledge components and skills that students will demonstrate upon

completion of the lesson.

Step 1:


Knowledge component: Geography is the study of the Earth and its features and of the

distribution of life on the Earth, including human life, and the effects of human activity. The five

themes of geography can be a useful tool for understanding this broad concept.

Skills:

Define geography

Identify the five themes of geography

o Location

o Place

o Movement

o Relationships

o Regions

Step 2:

Knowledge component: Location is the place where something is or could be located. The location of

every point on the Earth can be expressed as absolute location or relative location. Absolute location is

expressed as latitude and longitude. Relative location specifies where a place is located in relation to

the position of other places.

Skills

Define location

Use latitude and longitude to determine the absolute location of points

Express the relative location of points.

Step 3:


Knowledge component: Place describes the physical and human characteristics of a location.

Human-made features include features on the Earth's surface constructed by people, including but not

limited to villages, towns, cities, buildings, roads, airports, canals, dams, ports, bridges, and

monuments. Physical features are the places and regions derived from the physical environment,

including but not limited to landforms (mountain, hill, plain, plateau, valley, beach, desert, island,

peninsula and marsh) and continents, and bodies of water (ocean, river, creek, bay, lake, sea).

Skills:

Define place

Given a location, verbally describe the physical and human features.

Provide at least three specific written examples for each type of feature.

Step 4:

Knowledge component: Movement describes how people, goods, and ideas interact across distance

and through varying means of travel and transportation.

Skills:

Define movement

Categorize examples of movement as movement of people, movement of goods, or movement

of ideas.

Write at least three specific written examples of each type of movement.

Step 5:

Knowledge component: Relationships describe the ways that humans adapt to the environment or


modify it to fit their needs. Human interactions with the land can have positive and negative effects of

the environment.

Skills:

Define relationships

Describe how humans can adapt to their environment.

Describe how humans modify their environment.

Step 6:

Knowledge component: Regions are areas on the earth's surface that are defined by unifying

characteristics. Areas may be divided into regions using physical, human, or cultural characteristics.

An area may belong to more than one region; for example, the state of Maryland part of the political

region of the USA, but is also part of the mid-Atlantic region of states.

Skills:

Define regions

Describe examples of political regions within the United States

Describe examples of physical regions within the United States

Instructional Strategies

At the beginning of the lesson, the teacher begins introducing the term geography.

Although this vocabulary term was introduced in previous grades, average fourth graders have

not yet developed a full understanding of the concepts associated with geography. The teacher

will use this opening discussion as a means to build background and assess students' initial

understanding. From there, the lesson introduces each of the five themes of geography. As they


participate in a series of instructional activities, students build their understanding of the five

themes. By the end of the lesson, students should accomplish the instructional goal for this

problem. Specifically, students will be able to identify, define, and describe examples for each

of the five themes of geography.

To help students achieve this instructional goal, the instructional designer must create a

lesson plan that incorporates a variety of research-based instructional strategies. Merrill (2009)

suggests using a combination of instruction strategies in which information is presented, recalled,

demonstrated, or applied. These general strategies are more commonly referred to as "tell, ask,

show, and do" (Merrill, 2009, p. 4). The table below details a proposed sequence of activities for

Problem 1, including the strategies and actions that will occur at each step in the lesson.

Instruction Strategies and Actions for Problem 1

Strategy Action

Step 1:Geography

Ask Use a concept definition map (Appendix B) to introduce the term geography. Ask

students to identify properties and examples of geography, as well as a working

definition. This activity serves as a pre-assessment tool to determine students' prior

knowledge of geography concepts.

Tell Explain that geography is such a big concept that people sometimes need an easy

way to remember all of the different components. One way to do this is by using

the five themes of geography.

Step 2: Location

Show Using a Five Themes of Geography flipchart designed for an interactive

whiteboard, introduce the theme of location. Display the definition for students to

read, and discuss the meaning of the definition.

Ask Ask students if they know their location, at this specific moment in time. Lead

students through a series of questions to help them determine their relative location


in the universe.

Do Using a circle organizer (Appendix C), students will take notes to describe their

relative location.

Show Use the interactive whiteboard to display a world map. Demonstrate how to use

latitude and longitude to determine absolute location.

Do Provide students with desk-sized copies of the world map. Students will work with

a partner to determine the latitude and longitude of capital cities throughout the

world. One student will locate the latitude, the other will determine the longitude.

Randomly selected students will demonstrate their answers using the interactive

whiteboard.

Do Students will create a booklet to record information about the five themes of

geography. On the first page, they will write a definition of location. They will

identify the name of their community and record the absolute and relative locations.

Step 3: Place

Show Using the Five Themes of Geography flipchart, display a definition of place.

Ask Ask students to explain the difference between physical features and human

features.

Do Using the Five Themes of Geography flipchart, engage students in a categorization

activity. Students will be shown a number of images that depict common physical

and human features. The teacher will select students to categorize the images by

moving them to the appropriate location on the chart.

Do Using the booklet that was started in Step 2, students will write a definition of

place. They will write three physical features and three human features that can be

found in their community.

Step 4: Movement

Show Use the Five Themes of Geography flipchart to display a definition of movement.

Tell Explain that movement can be classified in one of three ways: movement of goods,

movement of people, and movement of ideas. Discuss examples of each type of

movement.

Do Using the Five Themes of Geography flipchart, display examples of different types

of movement. The teacher will select volunteers to classify the examples by


dragging them into appropriately marked containers.

Do Using their booklets, students will write a definition of movement. They will list

the types of movement (people, goods, ideas), and write at least three examples of

each.

Step 5: Relationships

Show Use the Five Themes of Geography flipchart to display a definition of relationships.

Show Use the interactive whiteboard to show a picture of an Arctic environment.

Tell Explain that humans can survive in the extreme Arctic climate, but not easily. They

must adapt to or modify their environment in order to survive.

Ask What would humans need to do in order to survive?

How would they adapt?

How would they modify the environment?

Do In their booklets, students will write a definition of relationships. They will list

three ways that humans adapt to their environment and three ways that humans

modify their environment.

Step 6: Regions

Show Use the Five Themes of Geography flipchart to display a definition of regions. Use

the flipchart to show different ways that the United States can be divided into

political and physical regions.

Do In their booklets, students will write a definition of regions. They will paste a map

of the United States into their booklets and color the map to reflect the physical

regions of the continental United States. They will label the map with the names of

the regions.

Instructional Materials and Media

This instructional lesson utilizes a variety of instructional materials and media, which

were selected to meet the diverse needs of learners. These materials and media reflect research-


based instructional strategies that have a proven impact on student achievement (Marzano et al.,

2001). In Classroom Instruction That Works, Marzano et al. (2001) emphasize the power of

nonlinguistic representations, which help students create mental pictures to accompany

information. Graphic organizers, which are one form of nonlinguistic representation, can help

students recall information and understand how ideas are related. This lesson utilizes two

graphic organizers: a concept definition map and a concentric circle organizer.

Note taking represents another research-based instructional strategy. Marzano et al.

(2001) suggest that note taking is a form of summarizing that often has a positive impact on

student achievement. In this lesson, students use a booklet to capture important ideas related to

each theme of geography. After each theme has been introduced, discussed, and practiced,

students determine the key ideas and record them in their booklets. Students will add to and

revise their notes on a regular basis, enabling them to identify and correct any misconceptions.

In addition, a Five Themes of Geography flipchart is used throughout the lesson to

introduce key concepts. This flipchart, used in conjunction with an interactive whiteboard,

allows for the inclusion of sound, graphics, and movement. Thus, it addresses the needs of

visual, auditory, and kinesthetic learners within the classroom. The interactive whiteboard offers

distinct advantages over a traditional chalkboard or overhead projector. Students respond

positively when using the interactive whiteboard, often displaying increased motivation and

attentiveness during instruction. In addition, the whiteboard allows teachers to meet the needs of

special education students, since copies of notes can be printed for students with writing

accommodations.

Assessment and Evaluation


Learner Evaluation

The three main forms of evaluation are learner evaluation, formative evaluation, and

summative evaluation. Learner evaluation is used to determine the level of success that a

learner has achieved as a result of instruction (Brown & Green, 2006). To complete a learner

evaluation, teachers typically gather data before, during, and after instruction.

Preassessment opportunities are built into the lesson plan. The teacher can use the

opening discussion on geography to assess prior knowledge before starting the main body of the

lesson. If needed, additional time can be spent reviewing basic concepts before introducing new

skills. During instruction, the exit slips will be used at the end of each class period to assess

student understanding. Students will be asked to respond briefly to a question, such as, "What is

the difference between a physical and human feature?" They will write their response on an exit

slip, which will be handed in for the teacher to review. Exit slips are not generally used for

grading purposes, but can provide a brief "snapshot" of student understanding which can be used

for planning purposes.

An assessment tool for post instruction has been developed and is included in the

instructional unit (see Appendix D). Students will complete a written quiz, which will assess

their knowledge of the five themes of geography. In the first part of the quiz, students will

complete a blank web by labeling each of the five themes. They will then add information to the

web by writing three examples for each theme. In the second part of the quiz, students will

select one of the five themes, and write a definition for the theme. They will describe the theme

using additional examples. Note that this assessment targets the knowledge and comprehension

levels of Bloom's Taxonomy of Educational Objectives (Brown & Green, 2006). This was a

deliberate decision on the part of the instructional designer. This assessment will be


administered near the beginning of the unit, after Problem 1 has been completed. Therefore, the

assessment has been designed to determine if students have mastered the fundamental concepts

before moving on to more advanced work. Higher level thinking skills, including application,

analysis and synthesis of ideas are an important component of the instructional unit, and will be

interwoven throughout the remaining problems in progression.

Formative Evaluation

Unlike learner evaluation, which focuses on the learner, formative and summative

evaluation is used to make decisions about the instructional design process. Formative

evaluation enables the instructional designer to monitor on-going progress and make changes to

improve the effectiveness of the design plan (Brown & Green, 2006). Since formative

evaluations are primarily used as diagnostic tools, they must be able to capture information

quickly and efficiently, so that the designer can easily interpret the results and modify instruction

based on the data.

Dick, Carey, and Carey's Approach to formative evaluation incorporates three phases

(Brown & Green, 2006). In phase I, the instructional designer works with individual learners to

gather information that can be used to revise the instructional materials. In phase II, the

instructional designer selects a group of learners who are representative of the larger population.

This group completes the unit of instruction, while the instructional designer makes observations

and gathers pre- and posttest data. The selected group of learners also completes an attitude

questionnaire that provides additional feedback about the instructional design. Finally, in phase

III, a field trial evaluation is implemented to determine if the instructional unit can be used

successfully.


Given the time constraints associated with this instructional design project, it would be

impossible to fully implement Dick, Carey, and Carey's Approach. However, the initial

implementation of the project can be considered a field trial evaluation, since it involves a

relatively small group of students. To complete the field trial, a survey or questionnaire would

need to be designed. This evaluation tool would be used to determine the learner's attitudes

toward instruction (Brown & Green, 2006). Based on the field trial, the unit of instruction could

be modified. If deemed successful, the scope of the project could be widened the following year

to include all fourth grade students.

Summative Evaluation

Summative evaluation occurs after instruction has been completed. The major goal of

summative evaluation is to determine the effectiveness of the instruction (Brown & Green,

2006). Kirkpatrick's Four Levels of Evaluation provide an effective model for conducting a

summative evaluation of this instructional design project. In Level 1, program evaluators collect

data about learners' reactions to the instruction. In Level 2, evaluators determine if the skills,

knowledge, and attitudes of the learners changed due to the instruction. In Level 3, data is

collected to determine if knowledge and skills have been transferred to new situations. Level 4

measures whether instruction has resulted in measurable gains in business measures. In a school

setting, this would translate as increases in student test scores or achievement.

Summative evaluation is most appropriate for determining the overall success of the

entire unit of instruction - not just one problem in the progression. However, an effective

summative evaluation plan for this project would reflect the process described in Kirkpatrick's

Four Levels of Evaluation. After learners have completed the instructional unit, a survey could


be administered to gather data about learners' reactions. A pretest and posttest could be used to

determine if students demonstrate an increased understanding of research skills. The

instructional problem focused on the difficulty students experienced when asked to apply

research skills in content areas. Therefore, the media specialist and classroom teacher could

develop additional activities to determine if students are transferring skills to new situations.

Conclusion

Instructional design is a complex process which involves a level of analysis that goes far

beyond typical lesson plan development. It is hoped that this unit will have a positive impact on

student achievement, and the proposed activities will enable students to apply research skills

when working in core subject areas. After instruction is delivered to students, additional work

will be done to evaluate the effectiveness of the design and make changes to improve the overall

quality of the instruction unit.


References

American Association of School Librarians. (2007). Standards for the 21st century learner.

Retrieved on July 8, 2010 from

http://www.ala.org/ala/mgrps/divs/aasl/guidelinesandstandards/

learningstandards/AASL_Learning_Standards_2007.pdf

Brown, A. & Green, T. D. (2006). The essentials of instructional design: Connecting

fundamental principles with process and practice. Upper Saddle River, NJ: Merrill

Prentice Hall.

International Society for Technology in Education (2007). National educational technology

standards for students. Retrieved July 8, 2010 from

http://www.iste.org/Content/NavigationMenu/

NETS/ForStudents/2007Standards/NETS_for_Students_2007_Standards.pdf

Maryland State Department of Education. (2004). Maryland voluntary state curriculum - school

library media. Retrieved July 8, 2010 from http://mdk12.org/instruction/curriculum/

library_media/school_library_media_elementary.pdf

Maryland State Department of Education (2006). Maryland state curriculum - social studies.

Retrieved July 8, 2010 from http://mdk12.org/instruction/curriculum/social_studies

/standard3/grade4.html

Maryland State Department of Education. (2002). Maryland teacher technology standards.

Retrieved on July 8, 2010 from

http://mttsonline.org/standards/MDTchrTechStdsMTTS.pdf


Marzano, R. J., Pickering, D. J. & Pollack, J. E. (2001). Classroom instruction that works:

Research-based strategies for increasing student achievement. Alexandria, VA:

Association for Supervision and Curriculum Development.

Merrill, M. D. (2002). A pebble-in-the-pond model for instructional design. Performance

Improvement, 41, 39-44.

Merrill, M. D. (2007). A task-centered instructional strategy. Journal of Research on

Technology in Education, 40, 33-50.

Merrill, M. D. (2009). First principles of instruction. In C.M. Reigeluth & A. Carr (Eds.),

Instructional design theories and models III: Building a common knowledge base.

Hillsdale, NJ: Lawrence Erlbaum Associates. Retrieved June 8, 2010 from

https://bbweb.towson.edu

Progression of Problems

Guidance Provided


Appendix A

Pebbles Project Graphic Organizer

Instructional Problem: Students have difficulty applying research skills taught in the media center to their work in content area subjects, including social studies.

Instructional Goal: Students will use research strategies to collect information about a topic. They will synthesize their research to create a presentation about their findings.

Tasks – P1Explain the themes

of geography.

Tasks – P2Conduct research

to collect information

Tasks – P3Use information to write descriptions

of each theme.

Tasks – P4Create storyboard

for PowerPoint presentation

Tasks – End PCreate the

PowerPoint presentation

1. Identify each of the five themes of geography.

2. Write a definition for each, in your own words.

3. List examples for each theme.

1. Identify the information needed.

2. Write a guiding question for each subtopic.

3. Determine which resources will provide the information.

4. Use a graphic organizer to record notes about each sub-topic.

5. Maintain a list of resources used.

1. Choose a subtopic.

2. Review your notes.

3. Prioritize the information - eliminate redundant details, identify key facts.

4. Write a brief description of the subtopic.

5. Repeat for each subtopic.

1. Sequence the subtopics according to the order they will be presented.

2. Decide on placement of text and graphics.

3. Plan a title slide.

4. Plan a closing slide.

1. Choose a design template.

2. Insert graphics and textboxes.

3. Create animations.

4. Choose transitions.

5. Record narration, if desired.

Learners: Fourth Grade Students____

Explain the themes of

geography.

Conduct research to

collect information

Create storyboard for

PowerPoint presentation

Use information to write

descriptions of each theme.

Design a PowerPoint presentation that

describes the geography of Maryland and encourages tourists

to visit our state.


Appendix B

Image retrieved from http://teacher.scholastic.com/reading/bestpractices/vocabulary/pdf/concept.pdf


Appendix C

Name: __________________________ Date: _______________________________

Concentric Circles Organizer

Galaxy:

Planet:

Continent:

Country

State:

County:

Community:

Solar System:

Five Themes of Geography:


Appendix D:

Name: _____________________________ Date: ____________________________

Five Themes of Geography Assessment:

Part 1: Complete the web by labeling the five themes of geography. Add at least three examples to the web for each theme.


Part 2: Choose one of the five themes of geography that you identified on the web. In the space below, write a definition of that theme. Then, provide three additional examples for that theme. You should not duplicate any of the examples that you listed in Part 1.

The theme I chose is: ________________________________________

Definition:

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

____________________________________________________________________________

Examples:

1. __________________________________________________________________________

2. __________________________________________________________________________

3. __________________________________________________________________________

Documents

ksheplibrarymediaportfolio.weebly.com€¦ · Web viewAt the end of the year, students likewise engage in a study of Maryland geography, this time in the library media center. Guided