Rebecca Cecile Griffin

FRIT 7231: Instructional Design

Dr. Hodges

Fall 2015
 Identification of Learning Problem

Students in the eighth grade at East Laurens Middle School are required to take a Georgia

History course throughout their academic year. Students learn material through the use of

textbooks; however, they do not have the opportunity to see different places in Georgia due to

lack of funding. East Laurens Middle is a Title 1 school due to a low socio-economic condition;

therefore, field trips are a rare occurrence because the school does not have the resources to take

more than one field trip per year. The virtual field trip will compile several different sites of

Georgia so that students can experience multiple places in one learning module as opposed to the

expense of transporting students to various venues. Students will take a brief survey to obtain

data on their current knowledge of places in the state of Georgia. Students who score low on the

survey will be allowed to take a virtual tour of Georgia through the use of an online learning

module. Upon completion of the virtual tour, students will complete a quiz to ascertain the

amount of knowledge that they have accrued.

GOAL: Students will be able to correctly identify specified historic sites in Georgia.

A comparison percentage between state and East Laurens Middle School CRCT Social Studies

scores at or above proficiency.

 Learner Analysis

The learners who will participate in the virtual field trip of Georgia are 8th grade students

at East Laurens Middle School ranging in ages 12-14. Students are equally divided between male

and female with races including caucasian, African-American, asian, and hispanic. This target

audience generally has a short attention span ranging from 15-30 minutes with a relatively low

level of maturity. Since most of the students are reading on a fifth grade level, accommodations

should be made for those reading below this level as well as those reading above. Also,

consideration will need to be given to the students with various learning disabilities, such as

ADHD or EBD, since special education students will be included in the group. All learners have

previous knowledge of using computers and are proficient in following online modules. Even

though they have a general knowledge of Georgia from living in the state, numerous students

have never left the town of East Dublin. These students have a positive attitude toward learning

about the state of Georgia and the academic content included.

 Task Analysis

I have chosen to use a topic analysis method to structure the content of my virtual field

trip of Georgia. A topic analysis is best suited for facts and concepts and I feel that this is the

most appropriate method to complete my task analysis because of the cognitive knowledge that I

will be covering in this learning module. This virtual field trip will consist of three main

concepts including regions of Georgia, historic sites in Georgia, and key physical features in

Georgia.

My subject matter expert is Tina Hester. Mrs. Hester has taught Georgia History for over

ten years at East Laurens Middle School, making her quite knowledgeable in this content area.

She has been a valuable resource to me in helping to determine the concepts that should be

included in this task analysis. We used the Georgia Performance Standards for 8th grade social

studies to decide the direction that this field trip should take.

Virtual Field Trip of Georgia

I. Regions of Georgia
A. Appalachian Plateau
B. Valley & Ridge
C. Blue Ridge
D. Piedmont
E. Fall Line
F. Coastal Plain
II. Historic Sites in Georgia
A. Andersonville National Historic Site
B. Bonaventure Cemetery
C. Dungeness Ruins
D. Fort Pulaski National Monument
E. Little White House Historic Site

III. Key Physical Features

A. Fall Line
B. Okefenokee Swamp
C. Appalachian Mountains
D. Chattahoochee River
E. Savannah River
F. Barrier Islands
1. Tybee Island
2. Wassaw Island
3. Ossabaw Island
4. St. Catherines Island
5. Sapelo Island
6. Wolf Island
7. Little St. Simons Island
8. Sea Island
9. St. Simons Island
10. Jekyll Island
11. Little Cumberland Island
12. Cumberland Island
 Instructional Objectives

The instructional objectives for this Virtual Field Trip of Georgia are of the cognitive domain

due to the intellectual aspects of learning.

1. Given a map of the state of Georgia, students will be able to locate the geographic

regions (Appalachian Plateau, Valley and Ridge, Blue Ridge, Piedmont, and Coastal

Plain) by labeling them.

2. Students will be able to label the key physical features of Georgia on a given map.

3. Students will be able to name the importance of key physical features on the development

of Georgia.
 Assessments

The assessment for the Virtual Field Trip of Georgia consists of several types of

questions to determine the level of mastery the learners achieved upon completion of the learning

module. My instrument will be created in Google Forms so students may complete all questions

on the computer and their scores will be tabulated into an Excel spreadsheet for the instructors

use. Beginning with a map of Georgia, the students are asked to label the designated various

regions correctly. This portion of the assessment is aligned with the following learning

objectives:

1. Given a map of the state of Georgia, students will be able to locate the geographic

regions (Appalachian Plateau, Valley and Ridge, Blue Ridge, Piedmont, and Coastal

Plain) by labeling them.

2. Students will be able to label the key physical features of Georgia on a given map.

The second portion of the assessment consists of multiple choice and fill in the blank questions

pertaining to the key physical features of Georgia. This section of the exam is aligned with the

third learning objective which states that Students will be able to name the importance of key

physical features on the development of Georgia.

The exam was created in two different versions in order to meet classroom differentiation

requirements. One version has only multiple choice questions while the other consists of multiple

choice and fill in the blank. Testing modifications should also be used for each student who

requires special accommodations on his or her IEP ( Individual Education Plan). Student

modifications may consist of test items being read aloud, students being given extended time or

being provided a small group testing environment when needed.

 Appendix

Virtual Field Trip of Georgia Assessment

Form A

Directions: Using the map below, answer questions 1-5.

Place the letter that corresponds with each region.

1. Coastal Plains _______

2. Blue Ridge ______

3. Appalachian Plateau _______

4. Valley and Ridge _______

5. Piedmont _______

6. In which geographic region of Georgia would a rich red soil MOST LIKELY be found?

a. Blue Ridge Mountain

b. Coastal Plain

c. Piedmont

d. Appalachian Plateau

7. Which of the following forms Georgias western border?

a. North Carolina and Tennessee

b. South Carolina and the Atlantic Ocean

c. Alabama and Florida

d. Florida and Tennessee

8. Which of the following regions is a poor farming area?

a. Appalachian Valley and Ridge

b. Blue Ridge Mountains

c. Appalachian Plateau

d. Coastal Plain
9. Which of the following geographic regions has the most people?

a. Piedmont

b. Blue Ridge Mountains

c. Coastal Plain

d. Appalachian Valley and Ridge

10. Which of the following is true about the Coastal Plain?

a. Its main source of power comes from hydroelectric dams.

b. It is known for carpet manufacturing.

c. It has major cities.

d. It has rich soil for growing peanuts.

11. Which of the following physical features made the Coastal Plain difficult to travel by

river?

a. The Okefenokee Swamp

b. The fall line

c. The Appalachian Mountains

d. The barrier islands

12. Why do most of Georgias people live along the fall line?

a. Because of the rich, sandy soil

b. Because of the milder climate

c. Because of the rivers and waterfalls

d. Because it is near the coast

13. All of the following statements describe Georgias climate EXCEPT

a. The Coastal Plain is humid

b. Summers in the Appalachians are cooler than the Piedmont Region

c. The Piedmont region gets the most precipitation

d. Winters are mild compared to the rest of the country

14. Which of the following is NOT a barrier island of Georgia?

a. Tybee

b. St. Simons

c. St. Catherines

d. St. Walton

15. Which city is the capital of Georgia?

a. Macon

b. Atlanta

c. Savannah

d. Augusta
 Virtual Field Trip of Georgia Assessment Key

Form A

1. A

2. C

3. E

4. D

5. B

6. C

7. C

8. D

9. A

10. A

11. A

12. A

13. C

14. D

15. B
 Virtual Field Trip of Georgia Assessment

Form B

Directions: Using the map below, answer questions 1-5.

Place the letter that corresponds with each region.

1. Coastal Plains _______

2. Blue Ridge ______

3. Appalachian Plateau _______

4. Valley and Ridge _______

 5. Piedmont _______

6. In which geographic region of Georgia would a rich red soil MOST LIKELY be found?

________________________

7. Name the two states that form Georgias western border?

_____________________ & ____________________

8. Which region is known to be a poor farming area? __________________

9. Which geographic region has the most people? __________

10. The main source of power for the Coastal Plain comes from ______________ dams.

11. What physical feature made the Coastal Plain difficult to travel by river? ____________

12. Why do most of Georgias people live along the fall line? ________________

13. Name two natural wonders of Georgia. _____________, _______________

14. Name three barrier islands of Georgia. ___________, __________, _____________

15. What city is the capital of Georgia? ___________

 Virtual Field Trip of Georgia Assessment Key

Form B

1. A

2. C

3. E

4. D

5. B

6. Piedmont Region

7. Alabama and Florida

8. Coastal Plains

9. Piedmont Region

10. hydroelectric

11. The Okefenokee Swamp

12. because of the rich, sandy soil

13. Stone Mountain, Brasstown Bald

14. Tybee, St. Simons, Cumberland

15. Atlanta
 Content Sequencing and Instructional Strategies

Summary Table

Sequence Description Objective

1 Describe the Regions of GA 1

2 Differentiate the Regions of GA 1

3 Select the Correct Region of GA 1

4 Demonstrate location of regions on a map by 1

labeling the regions of GA

5 Describe Historic Sites 3

6 Select the correct historic site 3

7 Describe physical features of GA 2

8 Demonstrate location of physical features of GA 2

by labeling on a map

In the Virtual Field Trip of Georgia, students will be presented with various activities in

order to learn the three main objectives of this instructional design project. The table above

shows the sequence of events that will take place as learners proceed through out the learning

module. Step 1 will consist of descriptive facts about the various regions of Georgia while Step 2

will have students differentiate between the regions of Georgia. Consisting of questions about

different regions of Georgia, in the third step of the learning module students will need to recall

facts in order to select the correct region. Next, the fourth step in sequencing is a map of Georgia

with the regions outlined where students will need to correctly identify each region and

demonstrate this knowledge by labeling the regions on the map. Within steps five and six the

category of historic sites in Georgia will be examined. Beginning with various pictures and facts

about several historic sites in Georgia, students will use recall in order to answer questions
correctly. Steps seven of sequencing will cover the physical features of Georgia where students

will need to identify the described region by matching descriptive traits to the corresponding

area. Finally, students will be required to recall the location of these places on a map of Georgia

by labeling their correct position in step eight. All of the instructional strategies of this learning

module will consist of factual recall and application.

In order to differentiate this learning module, students will be allowed to work at their

own individual pace since this online learning module will not be timed. Students may return to

any portion of the learning module at any time throughout the instructional period. This project

will be constructed with checkpoints throughout the lessons to ensure that students are obtaining

the materials presented. If a learner did not get the checkpoint question correct, then he or she

will be allowed to go back and revisit the section of the learning module that they need in order

to be successful.
 Instructional Design Summary

1. Gain the Attention of The learning module will open with a rhetorical question. If I
Your Learners offered you a twenty dollar bill for listing twenty facts about
Georgia, would you earn the money?

2. Inform the Learners of PowerPoint slides will be presented in the module after the
the Objectives attention getter. Slide 1 will be the title slide and slides 2-4 will
list objectives 1-3.

3. Activate prior relevant All students will be given a computer pretest over the three
prior knowledge objectives examining each students current level of knowledge.
Directions will tell the students to answer all questions to the best
of their ability and explain that they might not currently know
various items.

4. Deliver content to your Each student who scores low on the survey pretest will be allowed
learners to take a virtual tour of Georgia through the use of an online
learning module. This virtual field trip will consist of three main
concepts including regions of Georgia, historic sites in Georgia,
and key physical features in Georgia.

5. Indicate the sequence Summary Table

of your instruction

Sequence Description Objective

1 Describe the Regions 1

of GA

2 Differentiate the 1
Regions of GA

3 Select the Correct 1

Region of GA

4 Demonstrate location 1
of regions on a map by
labeling the regions of
GA

5 Describe Historic Sites 3

6 Select the correct 3

 historic site

7 Describe physical 2
features of GA

8 Demonstrate location 2
of physical features of
GA by labeling on a
map
In the Virtual Field Trip of Georgia, students will be presented

with various activities in order to learn the three main objectives

of this instructional design project. The table above shows the

sequence of events that will take place as learners proceed

through out the learning module. Step 1 will consist of descriptive

facts about the various regions of Georgia while Step 2 will have

students differentiate between the regions of Georgia. Consisting

of questions about different regions of Georgia, in the third step of

the learning module students will need to recall facts in order to

select the correct region. Next, the fourth step in sequencing is a

map of Georgia with the regions outlined where students will

need to correctly identify each region and demonstrate this

knowledge by labeling the regions on the map. Within steps five

and six the category of historic sites in Georgia will be examined.

Beginning with various pictures and facts about several historic

sites in Georgia, students will use recall in order to answer

questions correctly. Steps seven of sequencing will cover the

physical features of Georgia where students will need to identify

the described region by matching descriptive traits to the

corresponding area. Finally, students will be required to recall

 the location of these places on a map of Georgia by labeling their

correct position in step eight. All of the instructional strategies of

this learning module will consist of factual recall and application.

6. Feedback to Learners Checkpoints will be used to provide feedback after each section to
receive immediate feedback. Learners will also take a posttest
upon completing the online learning module to receive feedback.

7. Explain how Differentiation: In order to differentiate this learning module,

differentiation and students will be allowed to work at their own individual pace
Universal Design for since this online learning module will not be timed. Students may
Learning are incorporated return to any portion of the learning module at any time
in your design. throughout the instructional period. This project will be
constructed with checkpoints throughout the lessons to ensure that
students are obtaining the materials presented. If a learner did not
get the checkpoint question correct, then he or she will be allowed
to go back and revisit the section of the learning module that they
need in order to be successful.

UDL: I used a variety of methods to teach the concepts and also

various methods to check for understanding in an attempt to reach
all learners. For example, a rhetorical question is used to provoke
thoughts about Georgia and the objectives are provided before the
lesson through the use of PowerPoint slides. A pretest is used to
see what students already know about Georgia and a variety of
media is used to present the material to the learner. Learner
processing was activated by asking students to reiterate
information they learned in the virtual field trip of Georgia.
Feedback is provided by using checkpoints after each section and
a concept map is used in order to help learners retain knowledge
for the posttest assessment upon completion of the learning
module.
 Formative Evaluation Plan

My subject matter expert for this instructional design project is Mrs. Tina Hester. Mrs. Hester

has been teaching Georgia History for over twenty years at East Laurens Middle School and she

had graciously agreed to serve as an expert reviewer of my instruction. I feel that Mrs. Hester is

more than qualified to give beneficial feedback and I am fortunate to have her expertise at my

disposal.

Expert Reviewer Questionnaire

Content Appropriateness and Accuracy

1. Do the materials used in this instruction identify the appropriate skills?

2. Were the objectives appropriate for this type of instruction? If not, what is missing or

what should be changed?

3. Were the performance criteria appropriate for your needs? If not, why?

Completeness

4. Did the instructional materials content cover what you expected? If not, what is missing?

Usability and Appeal

5. Were the graphics that appeared in the materials appropriate?

6. Was the material clustered and sequenced appropriately?

7. Do you have any other comments or recommendations?

It is important to have an assessment completed by a test audience in order to find out what

works, what doesnt work and why. The feedback received from the test audience survey will

allow me to make appropriate changes to the design, content, and/or the implementation of the

instruction.

Test Audience Survey

Directions: Please circle your rating regarding each aspect of the interactive multimedia

instruction.

1 = Strongly Disagree 2 = Disagree 3 = Agree 4 = Strongly Agree

1. The time it took to complete the instruction was appropriate. 1 2 3 4

2. The objectives were clear. 1 2 3 4

3. The instructions were easy to follow. 1 2 3 4

4. The instruction was visually appealing. 1 2 3 4

5. I felt my attention was focused on the materials. 1 2 3 4

6. The learning module was easy to navigate. 1 2 3 4

7. I was confident that I could complete the materials. 1 2 3 4

Comments regarding the instructional materials:

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