CREATE AN INTERACTIVE POWERPOINT FOR

CLASSROOM INSTRUCTION

Using ADDIE to

ADDIE Model systematic instructional design model consisting of five phases:

Analysis Phase Design Phase Development Phase Implementation Phase Evaluation Phase

-My first step was to create an ADDIE Proposed Instructional Design Plan-Next create PowerPoint layout and verbiage- Then find appropriate video and download the videocontent in to a folder

Needs Analysis:

Students in our ISD have scored low during the past two years on the State MI-Access Supported Independent and Functional Behavior Assessments in the content area of Science.

Content Analysis

Content to be learned: (Connect prior knowledge and identify the six types of simple machines) Identify how science relates to the world around them.

Describe the Types of Tasks: Using differentiated instruction (technology with embedded video clips and interactive questions)

to acquire information

and connect new concepts

to the world around them.

Task Analysis

Design Objectives and Extended Benchmarks Students will identify six different simple

machines (lever, pulley, inclined plane, wedge, screw, wheel and axle)

State Standards: P.MO.FI.EB.IV.3.m.2a - Identify forces (push/pull) that speed up, slow down, stop, or change the direction of a moving object. R.RO.FI.EB.II.1.m.3a - Identify how science relates to the world around them.

Design

Description of Instructional Resource: (Interactive PowerPoint with embedded video resources, clipart and audio)

Description of Resources: Discovery Education Video Streaming and Microsoft PowerPoint Software

Implementation Implementation with Target Audience: PowerPoint will be

a standalone student computer in the classroom.

Students will take turns with the interactive PowerPoint.

Implementation/testing during course: Considering the

nature of my classroom, this Unit Introduction

PowerPoint will be viewed by each student in the class.

Then encouraged to take part in discussions about what

they learned.

Method for collecting feedback (teacher created

worksheets, discussions and observation). *As a special education teacher of five students with ASD, I use

data collection on a daily basis to collect data on behavior, goal

work and academic achievement.

Evaluation: Formative evaluations (ongoing): (teacher created

worksheets, discussions and observation)

Summative evaluations: Feedback acquired from

data collection sheets and after a quick review of

unit, students take a quiz using accommodations

as stated in their IEPs.

Plans for evaluating project: The best way may be

to have my colleagues look at the materials I

have created for my classroom (asking them to

take in to consideration the categorical

descriptors of my students) and provide feedback

(in survey format) for improvement.

Student Categorical Definitions

My classroom consists of up to six students (grades 5 th

through 8th ) who have Autism Spectrum Disorders and

function as though they are Mild to Moderately Impaired.

These students may have difficulty in abstract reasoning;

difficulty with reading, math and writing symbols; reduced

ability to see cause and effect relationships; trouble

carrying knowledge over from one situation to another.

Many of my students also have limited language abilities.

Students tend to score in an I.Q. range of

40–54 - Moderate Cognitive Impairments

55–69 - Mild Cognitive Impairments

References: All photos are snip-it files from my computer of:

Video Clips

A First Look: Simple Machines. Prod. Cochran. Cochran, 2001. Discovery Education. Web. 06 April 2012. http://www.discoveryeducation.com/

All Clipart and photographs, Microsoft

http://office.microsoft.com/enus/images/?CTT=97 ADDIE information from Dr. Stephen Yelon,

Professor Emeritus at MSU and Dr. Kathryn Dirkin at CMU