RUNNING HEADER: Comprehensive Instructional Design Plan

Comprehensive Instructional Design Plan

DeQuita Dixon
MEDT 7490
July 28, 2016

RUNNING HEADER: Comprehensive Instructional Design Plan

Client:
Japhia Bevelle
1st Grade Teacher
B.C. Haynie Elementary
japhia.bevelle@clayton.k12.ga.us

Instructional Problem
Mrs. Bevelle is one of six first grade teachers at B.C. Haynie Elementary. Mrs. Bevelle wants to
incorporate visual/media connected to the first grade Georgia Standards of Excellence in using the K.I.M
(Key Vocabulary Words, Information/Definition, Memory Clue/Picture) strategy. Mrs. Bevelle has
expressed that mathematical vocabulary learning is a very important part of her instruction. The school
has the highest ESOL population in the entire school district and vocabulary as a main focus increases
their language development and mathematical proficiency.
Mrs. Bevelle is interested in an activity her students can complete with a partner or in a small
group as well as a sequencing activity (a skill her students often find difficult) her students can work on
independently.
Description of the Re-Designed Lesson
Visual aids re-designed lesson will include a photo sequence and posters. To help Mrs. Bevelle
incorporate visuals/media into her instruction, I will begin by creating a photo sequence of a student
taking an assessment he finds difficult due to his lack of vocabulary development. The photo sequence
will be posted on the InterWrite board for five minutes. Students will be instructed to observe the
sequence and be prepared to share their thoughts within their groups afterwards.
Mrs. Bevelle will create groups of five to six students and provide each group with six sentence strips

RUNNING HEADER: Comprehensive Instructional Design Plan

labeled with the activity of each photo in the photo sequence. The group will be given ten minutes to
place the sentence strips in the correct order.
In addition to the photo sequence, I will create a K.I.M poster to help students remember key
terms and definitions by creating a memorization that will help generate a definition. Mrs. Bevelle will
use the K.I.M chart the first week of school to introduce new vocabulary terms. Within the few weeks
and lots of implementation, students will create their own K.I.M poster for newly introduced vocabulary
words. Mrs. Bevelle will keep the K.I.M poster posted in her room for reference.

Method to Assess/Evaluate the Lesson

After presenting the photo sequence, Mrs. Bevelle will ask groups to share their thoughts aloud.
To assess/evaluate the students participation, students will each be given the word "sequence" to create
their own K.I.M poster on an 8 x 10 sheet of paper. Mrs. Bevelle will use a rubric to assess how well the
students apply the K.I.M strategy to learning the new vocabulary word.

Explanation supported by your own learning

Mayer's Multimedia Design has been the focus of every assignment, one I have enjoyed learning
about. His principles has stuck with me throughout this course and I have applied them in the creation of
the photo sequence and poster. Mayer's spatial contiguity principle states that people learn better when
corresponding words and pictures are presented near rather than far from each other on the page or
screen. This is shown in the photo sequence of the student taking an assessment. The space between each
photo are close together. His Multimedia Principle states that people learn better from words and pictures
than from words alone. The K.I.M chart is a perfect example of this principle. It incorporates words and
images to help create memorization between the two.

RUNNING HEADER: Comprehensive Instructional Design Plan

ACRL Visual & Literacy Competency Standards
Standard 1: The visually literate student identifies a variety of image sources, materials, and types.
d. Articulates ways images can be used to communicate data and information (e.g., charts, graphs,
maps, diagrams, models, renderings, elevations)
Standard 3: The visually literate student identifies information relevant to an images meaning.
b. Reads captions, metadata, and accompanying text to learn about an image
c. Identifies the subject of an image
d. Examines the relationships of images to each other and uses related images to inform interpretation

Reflection
I have truly enjoyed working with Mrs. Bevelle on this assignment. She is super excited to
implement these into her classroom instruction and I can't wait to hear the feedback. When Mrs. Bevelle
and I collaborated to plan the activities, she stated she wanted to focus on sequencing (a skill her classes
have had difficulties with in the past) as well as help her ESOl students enhance their vocabulary
development. I knew I wanted to help her classroom become a visual/media rich environment. When
these student begin to study English, they rely on visuals to provide meaning to this new language.
I also knew I wanted to incorporate a photo sequence into this lesson. Taking a "picture walk" and looking
at pictures in a sequence is a way to provide structure to the story.

RUNNING HEADER: Comprehensive Instructional Design Plan

References
http://www.ala.org/acrl/standards/visualliteracy