Dynamic Instructional Design 1

Dynamic Instructional Design

Alexe Miles

EDIT 704: Technology in Curricula

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Part 1: Getting to Know the Learners

The target learners for this instructional design plan are third grade students from South

Carolina. These students attend Andrews Elementary School located in Georgetown County. We

are a Title 1 school and receive federal funding for school improvements and most of our

students receive full or reduced lunch. Our school has just received a 1:1 grant for Google

Chromebooks allowing all grade levels to have full access to laptops in their classrooms. The

average age for the target learners are 8-9 years old. There are approximately 18-20 students in a

third-grade classroom at Andrews Elementary. The target learners will be housed in a general

education classroom with students ranging from gifted and talented to resource students who

have IEPs. A little under half of the students are reading below a third-grade level. Our school is

departmentalized and therefore, I teach Language Arts and Social Studies to two groups of

students per day. During Social Studies, some students from resource come into my class to be

mainstreamed. They have accommodations according to their IEPs. I have approximately 30

minutes to teach Social Studies per day. My students enjoy hands on projects and small group

learning during social studies. Many of my struggling readers enjoy social studies because many

of the standards relates to topics of interest for them. They also enjoy having the opportunity to

produce projects and explore new instructional strategies that are more engaging and interactive.

Students are given an interest inventory to measure the types of learners in my classroom based

on learning styles. This inventory helps me to drive instruction to better meet the needs of my

students. This survey is from http://www.educationplanner.org/students/self-

assessments/learning-styles-quiz.shtml. This quiz is only 20 questions so its not too long for
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students to complete. At the beginning of the year, I receive placement cards with information

regarding MAP score, running record levels, grades for content areas, and other statistics from

the previous year. Students take the MAP (Measure of Academic Progress) test at the beginning

of the year which gives data to help drive instruction. There are also students records that can be

used to gain information about the students. All this information will help me to begin my

instruction and give me a sense of where I need to start and how to group students based on

ability.

Part 2: Performance Objectives and Lesson

The overall general content standard for my target learners is Standard 3-2: The student

will demonstrate an understanding of the exploration and settlement of South

Carolina. The more specific indicator for that standard my students will focus on is 3-2.1

Compare the culture, governance, and physical environment of the major Native American

tribal groups of South Carolina, including the Cherokee, Catawba, and Yemassee. I chose

this content because its the second standard to teach after starting school and will be taught early

in the school year. Its also been a difficult standard for my students to grasp and understand in

the past, so I feel more focus and differentiated instruction will be helpful. After the learners

have completed the tasks, they will be able to do the following: define and demonstrate an

understanding of the terms culture, government, and physical environment, Identify and compare

and contrast the culture, government, and physical environment of the three main SC Native

American Tribes. The content will be organized into separate and linear learning objectives. The

objectives should take approximately one to one and a half weeks to complete due to a limited

amount of time for Social Studies.

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Learning Objectives:

1. Define and Demonstrate Understanding of the terms culture, government, and physical

environment through the use of a multimedia PowerPoint containing definitions with audio and

online quizzes with activities.

2. Identify and compare and contrast the culture, government, and physical environment of the

three main SC Native American Tribes through the use of a multimedia PowerPoint Presentation

containing videos and assessments.

Bloom's Taxonomy

Learning Objective #1:

Knowledge: Define terms culture, government, physical environment

Applying: Demonstrate an understanding of the terms culture, government, physical

environment

Learning Objective #2:

Knowledge: Identify culture, government, and physical environment of the three main

SC Native American tribes.

Applying: Demonstrate an understanding of the culture, government, and physical

environment of the three main SC Native American tribes.

Evaluating: Compare and contrast the culture, government, and physical environment of

the three main SC Native American tribes.

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Lesson Plan:

Instructional Standard:

3-2.1 Compare the culture, governance, and physical environment of the major Native American

tribal groups of South Carolina, including the Cherokee, Catawba, and Yemassee.

Instructional Objective(s):

Identify and compare and contrast the culture, government, and physical environment of the

three main SC Native American Tribes through the use of a multimedia PowerPoint Presentation

containing videos and assessments.

Activities and Procedures:

1. Introduce multimedia PowerPoint module on Native American tribes of SC to students.

2. Have students navigate through the links on the Cherokee, Catawba, and Yemassee tribes to

watch PowToons videos for each.

3. Students will complete all the Check for Understanding activities for each tribe

4. Students will create a PowerPoint presentation with information on each Native American

tribe. A rubric will be used for grading

Differentiation:

Any students with accommodations will have PowToon videos read aloud to them as well as the

Check for Understanding activities.

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Formative and Summative Assessment:

Check for Understanding activities

PowerPoint presentations created by students

I chose to use a lesson plan that was similar to one used during my ADEPT evaluation process.

Part 3: Teaching and Learning Strategies

Prior to beginning this lesson, students will complete a pre-test to identify any prior

knowledge on the standard. I will introduce the multimedia PowerPoint presentation on the

Promethean Board to make sure students know how to navigate through it correctly. Students

will then use classroom laptops during Social Studies to listen to the PowToon videos on the

three tribes and complete the Check for Understanding activities. Students will take notes on

the tribes from the videos to use to create a PowerPoint presentation of their own.

Part 4: Present and Analyze Technologies Used

Other than using the Promethean Board for introducing the multimedia PowerPoint, the main

technology used in the classroom includes laptops. The multimedia PowerPoint contains three

PowToon videos which is a multimedia learning tool that uses audio, text, and graphics for

presenting content. This will apply well to visual and auditory learners. The Check for

Understanding activities gives instantaneous feedback with either a red x or a green check

as well as an explanation for each answer. The students will then use laptops to create their own

PowerPoint presentations on the laptops either in the classroom using a classroom cart or in the

computer lab.
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Videos