Running head: Instructional Design Model for middle-to-secondary History Teachers 1

Instructional Design Model for Middle- to-Secondary History Teachers The Hutchison Instructional Design Model Graphic Beashua (Hutchison) Spearman University of Arkansas

Running head: Instructional Design Model for middle-to-secondary History Teachers 2 Abstract It is impossible to take students of history to every historic site in the United States and the world. Virtual field trips allow history instructors a great opportunity to virtually travel to any historic place or event using the internet or Microsoft PowerPoint. Using the Hutchison ID Model, this model will attempt to form a new model that educates middle to secondary history instructors about using virtual fieldtrips, established websites that feature historic events and places, creating virtual fieldtrips using Microsoft PowerPoint, or creating a website. The purpose of using, a virtual field trip is to motivate students interest in History and create a supplement that will allow students to understand and comprehend the material that is covered in a history lesson.

Running head: Instructional Design Model for middle-to-secondary History Teachers 3 Traveling is impossible with History students to all of the historical sites and events of American and World History. It is possible to allow students the opportunity to experience historical sites and events on a virtual field trip. Virtual field trips are a virtual way to travel to a place or an event without physically traveling there. Virtual field trips are created using the internet with websites or visual presentation aids such as Microsoft PowerPoint. For example, a secondary World History instructor may use an established virtual website at Prenhall.com: Virtual Field Trip to Europe as a supplement to his or her unit about the history of Europe and its historic architecture. This model was created to instruct secondary History instructors to integrate digital storytelling also known as virtual fieldtrips into their classrooms. The instructor may use established websites that feature virtual fieldtrips or create a virtual fieldtrip. Virtual fieldtrips can create effective and motivational supplements. To use this model the secondary history teacher must gain the students attention, determine how to integrate the virtual fieldtrip for an instructional unit, and maintain the students attention. A learner needs assessment must be completed, and instructional methods must compliment the virtual fieldtrip (Roblyer, 357). The instructor must decide how to approach the students about the topic of the lesson.

The instructor must stimulate the students curiosity in order to introduce the virtual fieldtrip topic. He or she may determine how to integrate the virtual fieldtrip into the lesson. In addition the instructor may administer the students a pretest to assess the students prior knowledge of the topic, and determine the learners needs. The instructor should review the learned materials with the students after the lesson have been completed. In addition, it is imperative for the instructor to create a positive learning environment and positive expectations for students, provide positive reinforcement for all students, and create a reward program for

Running head: Instructional Design Model for middle-to-secondary History Teachers 4 students such as using positive words such as good job, great work, and keep up the hard work! Rewards such as Star Students, Perfect Attendance and Good Work awards may be distributed to the students who have excelled in the class each week. This model will be executed using distance learning so History teachers may learn virtual field trips on their time and receive professional development credit. The model is titled the Hutchison Instructional Design Model Graphic. In addition, it was created to aid middle to secondary history instructors assist their students in gaining interest in history. The goals of this model are to provide a model that will allow teachers to develop effective instruction that incorporates virtual tours to facilitate learning. There are twelve specific steps of this model that are described below. This instructional model was created to enhance secondary history classes. It was elected for 10-12 grades. The topic used for integrating the virtual fieldtrip was the Underground Railroad and Harriet Tubman. A virtual fieldtrip will maintain the attention of secondary students through the instructional methods of digital storytelling (virtual fieldtrips), cooperative learning and blogs. This instructional method also contains a guided practice, in class discussion, independent practice, an in-class review and an evaluation, which is a unit test. an interesting and positive learning atmosphere for history students an interesting and positive learning atmosphere for history students (Roblyer, 357). The first step in the Hutchison Instructional Design Model is titled Grab, Maintain, and Stimulate to obtain the attention of the students. First, use a media based image that will draw them into the lesson plan. This method is similar to the advertisements of a favorite TV show. It is imperative to show the students a small amount to grab their attention to give them a preview of what is to come in the Harriet Tubman lesson. For example, The teacher could implement twenty seconds of the beginning of the American Experience Roots of Resistance DVD, or a

Running head: Instructional Design Model for middle-to-secondary History Teachers 5 Teacher Tube/ You Tube video about Harriet Tubman. To include the use of a DVD player the teacher should ensure that she has access to a television and a DVD player. If a Teacher Tube or You Tube, video is selected to be included in the lesson, the teacher Should ensure that he or she has reserved a media lab because the students will need to the internet with broadband connections or higher. The American Experience Roots of Resistance DVD, or a Teacher Tube/ You Tube video about Harriet Tubman will create interest in the students and assist them in understanding the life of Harriet Tubman and the Underground Railroad. The students will learn that the topic is fun, and interesting if it is presented within an innovative approach (Roblyer, 356). This step includes creating or choosing a virtual fieldtrip or an audio visual that will capture the interest of the class. The purpose of this step is to encourage instructors to utilize technology to bring history to life in the classroom. Some students think history is unexciting and they will stop paying attention to the class lecture. This model hopes to engage students in the process of learning history in an exciting approach. In addition, this step requires the educator to maintain and stimulate the learner, to complete this step, the teacher must use an element of surprise, for example, if the teacher is a female, she could ask a teacher aide to complete her normal class administration duties for her before the class begins. She could dress up in a costume, surprise her students, and portray Harriet Tubman. As she is portraying Harriet Tubman, she could have an image of the real Harriet Tubman and the You Tube Video titled Go Down Moses playing in the background. If it is a male teacher, he could ask a female teacher or an actor from the drama department to portray Harriet Tubman. The purpose of portraying Harriet Tubman is to spark interest and curiosity in the students to inspire them to want to learn more. This step continues to build the anticipation of the upcoming Harriet Tubman lesson for the class, in addition, the students will want to know

Running head: Instructional Design Model for middle-to-secondary History Teachers 6 why the teacher is or an appointee is dressed up. He or she could then tell them that they are going to learn about a strong and brave woman in history (Cooper, 64). Step two was titled Create Strong Objectives and its purpose is to create objectives for the virtual field trip and the virtual field trip assignments. The objectives should relate to the lesson and indicate the students expectations in addition to what they are to gain because of completing this lesson. For example, Objectives 1. Students will identify and define the Underground Railroad. 2. Students shall identify Harriet Tubman and list her significance in the Underground Railroad. 3. Students will define the Fugitive Slave Act of 1850. 4. Students will blog their experience during the Digital Storytelling (virtual fieldtrip), list five historical facts about Harriet Tubman, and list 5 historical facts about the Underground Railroad and list their sources. 5. Students shall complete a cooperative learning assignment that includes a multimedia presentation that presents the historical facts of the Underground Railroad. Step three was titled Determine Student Needs and it consists of determining how to use the material in the class. This step involves planning to determine how to used media based instructional materials in addition to print, instructional software, tool-based software, and the audio/visual resources available. To complete this task it is imperative to research additional media resources, for example, the National Geographic Underground Railroad Virtual Fieldtrip is a great resource that allows students to travel the Underground Railroad as Harriet Tubman and her numerous followers. For the illustration of this project, I chose to utilize a course wiki to illustrate the lesson: https://americanhistory-undergroundrailroad-journey.wikispaces.com/ For example, The materials the instructor will need are as follows:

Running head: Instructional Design Model for middle-to-secondary History Teachers 7 1. Students will need access to the Internet with broadband connections such as a media lab. 2. The National Geographic Underground Railroad virtual Fieldtrip-http://www.nationalgeographic.com/railroad/ 3. Map of the United States indicating the Underground Railroad http://education.ucdavis.edu/NEW/STC/lesson/socstud/railroad/Map.htm 4. American Experience: Roots of Resistance DVD 5. Self Assessment Quiz-http://www.safepassageohio.org/safepassage/facts.asp?nextquestion= 6 6. In class review/ Online Study Guide- http://pathways.thinkport.org/about/

The time of this unit is approximately 1 weeks which equals six class periods.

This step includes introducing the topic and to giving a pre-test, after sparking the students curiosity before the day of the Harriet Tubman lesson, the teacher should handout the Harriet Tubman and the Underground Railroad Pre-Test. Upon completing this pre-test, the teacher will learn what the students current know or do not know about Harriet Tubman and the Underground Railroad. The pre-test is a worksheet that consists of material that will assist the educator in learning how to utilize the lesson plan more effectively (Cooper, 66). In addition, the determine student needs step includes the teacher needs to determine if any of the students have any special needs. For example, is there are students who need assistive technologies, for example, a hearing impaired student will need captions on the videos in addition, a visually impaired student may need the assistance of a screen reader. If there is a student that suffers from dyslexia, it is essential to include voice recognition software to assist the student. It includes the utilizing learning strategies based on the students needs, for example, special needs teens require multiple instructional strategies that assist them in learning the material. It is imperative to ensure that the instructional strategies include these students too.

The final step was titled Provide Positive Reinforcement because it requires positive

Running head: Instructional Design Model for middle-to-secondary History Teachers 8 expectation of the students and to complete this task, it is imperative to Include class policies and rules to ensure the classroom remains a positive learning environment. Students cannot learn in a chaotic learning environment. They need to know that they are safe in the classroom and are free from ridicule and bullying. In addition, the creation of a positive classroom experience that teaches all students how to respect each other and the teacher (Cooper 77). It is necessary to ensure the teacher provides reinforcement for the students, and in order to complete this step, The teacher must provide a guided practice, and independent practice, or homework to provide reinforcement of the lesson. In addition, the teacher may refer to the learning objectives, review them, and use them as a guide and a rubric to determine a student's competence in the subject matter. For example, a student may be assigned a worksheet that identifies what must be completed in the assignment and how much each step is worth ( Cooper, 75). During the learning requirements, the instructor needs to create a plan to assist his or her students in creating positive expectations for success. After the virtual trip and the guided practice has been completed, the instructor may discuss the images and the material in the virtual fieldtrip. He or she should review the main key concepts, key terms, and what significance or influence each main point contained. For example, an instructor using the National Geographic Underground Railroad" Virtual fieldtrip may use the image of the safe house as a key concept and identify and review the significance of this key term (Cooper 78). Within this final step, it is necessary to create a reward program for the students, for example, for example, if the students complete an assignment and perform well, the instructor should reward the students with the same encouraging word such as great job, good job, and keep up the good work. If the student does not perform well, the instructor should encourage the student and say good try, keep up the hard work. An instructor may create a reward program for

Running head: Instructional Design Model for middle-to-secondary History Teachers 9 his or her students. To illustrate, a teacher may decide to implement a class reward system such as the Hutchison History Bucks program. When students attend class, behave well, complete their class assignments, homework, and assessments, the teacher will issue the rewarding student 1-2 History bucks per occurrence and that student may utilize the history bucks to purchase items in the teacher,s history store or utilize it as class points that may help a poor grade on a test. For example, for each day a student is present without any absences or tardiness, a student receives extra credit that may allow the student to drop his or her lowest quiz or test score (Cooper 78).

Bibliography

Running head: Instructional Design Model for middle-to-secondary History Teachers 10 Cooper, R. (2007). Those Who Can, Teach, 11th ed. In R. Cooper, Those Who Can, Teach (pp. 64-78). Kevin Ryan, James M. Cooper : Houghton Mifflin Company. John Dempsey, R. A. (2007). Trends and Issues in Instructional Desigm and Technology . Upper Saddle River: Pearson Merill Prentice Hall. Roblyer, M. (2006). Integrating Educational Technology Into Teaching, 4th ed. In M. Roblyer, Integrating Educational Technology Into Teaching, 4th ed. (pp. 354-358). Upper Saddle River: Pearson Merrill Prentice Hall.