Assignment 8: Comprehensive Instructional Design Plan

Description of Client

Tiffany Carter (tiffany_carter@gwinnett.k12.ga.us) is a certified ESOL endorsed teacher for

Gwinnett County Public Schools. Mrs. Carter is the primary ESOL teacher at her middle school,

and she is responsible for teaching students in grades 6-8.

Instructional Problem

Since English is not the primary language for Mrs. Carter’s students, her students frequently

have a difficult time learning and retaining information taught in class. In order to address this

instructional problem with input and approval from Mrs. Carter, I decided to focus on an

upcoming economics unit Mrs. Carter is planning on teaching to her seventh grade students.

Specifically, I decided to increase the amount of visual representations used in the unit and use a

more direct instructional approach concerning vocabulary.

Instructional Design Model

To address the identified instructional problem I used the ASSURE design model. Here are the

specific steps I used to design the lesson.

A – Analyze Learners – I spoke to Mrs. Carter to get details about her students. Through

discussions with Mrs. Carter I learned that her seventh grade ESOL students struggle a great deal

with vocabulary due to the fact English is not their first language. While talking with Ms. Carter,

I immediately determined that the increased use of visuals would be beneficial for her students

and their learning.

S – State Standards and Objectives – After analyzing various attributes of Mrs. Carter’s

students, I decided that I wanted to create digital vocabulary flash cards and an infographic to

cover important economics vocabulary terms and concepts. During this step, I formulated the

following learning objectives:

 Students will be able to distinguished characteristics of the four types of economic

systems.

 Students will be able to define key economic terms and phrases.

S – Select Strategies, Technology, Media, and Materials – During this step, I made the

decision to use the Piktochart application to create an infographic about the four types of

economic systems. Moreover, I decided to use Google Slides to create digital flash cards for

essential vocabulary terms and phrases for the economics unit.

U – Utilize Technology, Media, and Materials – During this step, I created digital vocabulary

flash cards using Anki and an economic systems infographic using the Piktochart application.

R – Require Learner Participation – During this step, Mrs. Carter will introduce the

infographic and digital vocabulary flash cards to her students. Specifically, the artifacts will be

used to introduce the economics unit to students. After direct and guided practice instructional

activities, Mrs. Carter will explain to her students that they will be responsible for creating

digital flash cards of their choice for four of the remaining vocabulary terms in the unit. Students

will be provided with a list of terms and a grading rubric.

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E – Evaluate and Revise – During this step, evaluation will take place through observation and

the digital flash cards creation activity. Students will be responsible for utilizing Google Slides to

create their digital flashcards and uploading them into eCLASS which is the student learning

Portal for Gwinnett County Public Schools. The digital flash card project will be graded using a

rubric. The grading rubric will be presented to students before they start working on their project

to ensure the requirements and expectations for the assignment are clear and to also serve as a

guide while students work on their projects.

Description of the Re-designed Lesson

After Mrs. Carter provided the key vocabulary terms and phrases for the unit to me, I decided to

create an infographic highlighting the four economic systems to better help students understand

the similarities and differences between the systems. Since understanding the economic systems

is the foundation of the unit, I decided to create an infographic to make the concepts more

concrete and understandable for Ms. Carter’s ESOL students. Moreover, I also decided to create

digital flash cards that incorporate a visual representation for each word and also audio which is

in alignment with Paivio’s Dual Coding and Mayer’s theories. Since many of the definitions for

the words and concepts can be confusing due to the language barriers of ESOL students, it is my

hope that the visuals and audio used in the digital flash cards will help to clarify the meaning of

the words and phrases as students embark on learning new and essential vocabulary for the unit.

The infographic I designed should be used at the beginning of the lesson as part of direct

instruction. Mrs. Carter will use the infographic to lead instruction while students observe. The

digital flash cards will also be presented during whole group instruction utilizing the Gradual

Release of Responsibility instruction model as Mrs. Carter strategically transfers the

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responsibilities of the learning process to her students. Mrs. Carter will introduce the digital flash

cards to students. She will guide her students through the different parts of the digital flash cards

and how they can be used to help them better understand key terms and concepts for the unit.

Students will eventually be responsible for creating their own digital flash cards as they

synthesize and solidify their understanding of the essential unit concepts.

Assessing and Evaluating the Lesson

This lesson will be assessed and evaluated through observation and the reviewing of artifacts

created by the students. Mrs. Carter will observe students’ understanding of the four types of

economic systems during the direct and guided instructional stages of the lesson. A rubric will be

used to assess students understanding of key vocabulary terms and concepts during the

collaborative and independent instructional stages of the lesson.

Explanation of Artifacts

The artifacts I created for this lesson are beneficial for ESOL students specific learning needs

because they incorporate a balance of both visual and audio elements to help improve student

comprehension and retention of key concepts. The use of linguistic and nonlinguistic

representations will help students better internalize new vocabulary which will help deepen and

solidify their understanding and retention of information taught during the economics unit.

ACRL Visual and Literacy Competency Standards

For this assignment, I used two of the ACRL Visual and Literacy Competency Standards.

Specifically, I used standards two and five. Standard two states, “the visually literate student

finds and accesses needed images and visual media effectively and efficiently”, and standard five

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states, “the visually literate student uses images and visual media effectively”. I addressed both

of these standards by having students utilize technology to find and purposefully include

appropriate images and visual media into their digital flashcards project.

Reflection

The biggest challenge I had concerning completing this assignment was trying to determine how

I could best address the instructional problems Ms. Carter frequently experiences with her

students. Since I have never taught ESOL students, I wanted to make sure that the artifacts I

created would truly be useful to both Ms. Carter and her students. I did not want to just create

items for the sake of completing this assignment. I truly had a desire to create a lesson that

enhances both teaching and learning in Ms. Carter’s classroom.

Artifact One: Digital Flashcards from Anki

***** Please visit https://jenniferc4.weebly.com/comprehensive-instructional-design-plan.html

to receive additional information about the digital flashcards artifact. *****

Google Slides Link -

https://docs.google.com/presentation/d/1pviWlutKp4QoXb3HfKAXPxReJfIU96O7xqjT_hZMl9
4/edit?usp=sharing

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Artifact Two: Infographic from Piktochart

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Digital Flashcard Rubric

Google Doc link -

https://docs.google.com/document/d/1SzFHq1AqY_ZZUk74_JJCZhuVhBua5HkaEmypU4v2fkI
/edit?usp=sharing

References

4pt Limited. (2014, November 7). Illustration & e-learning dual-coding theory [Video file].
Retrieved from https://www.youtube.com/watch?v=h9Fuhds6MTU

ACRL visual literacy competency standards for higher education. (2011). American
Library Association of College & Research Libraries. Retrieved
from http://www.ala.org/acrl/standards/visualliteracy

Mayer, R. E. (2009). Multi-media learning. Retrieved from: https://westga.view.usg.edu/content/

enforced/1613681 CO.540.MEDT7490.81220.20192/Multimedia%20Instruction%20-
%20Mayer.pdf

Image Credits
https://www.borgenmagazine.com/embargoes-good-bad-ugly/
https://news.stanford.edu/2018/08/09/global-trade-war-may-produce-recession-u-s-economist-
says/
https://sienaprometheanblogs.wordpress.com/2013/04/16/where-does-your-tax-money-go/
https://helpsavenature.com/different-types-of-natural-resources
https://www.dailymail.co.uk/travel/article-2616993/Airport-currency-exchange-rip-British-
tourists-waste-21million-year-buying-currency-airport.html
https://judismithlaw.com/guide-to-exchange-rates-for-fbar-fatca-and-schedule-b/
http://www.pcnen.com/portal/2012/09/25/cg-po-zivotnom-standardu-na-69-u-svijetu/
https://marketbusinessnews.com/financial-glossary/international-trade-definition-meaning/