Instructional Design Models Are Designed Systems That Focus

Here our focus is on Concept Development. Concept Development looks at the ways teachers use instructional discussions to promote children’s higher-order thinking skills and cognition rather than using rote instruction and recall of facts. One-way is to ask how and why questions as a way to help the children gain a deeper understanding of concepts and develop thinking skills. In this video, the children are comparing bugs and animals. You encourage the children to think about the differences by asking, “Why do you think this is an animal?” This question encourages the children to use their critical thinking skills.

When it came to designing the concept map, each member of my group had great insight and contribution to what would be included in the map in a healthy, upbuilding, cooperative, way. This came easily when we opened our mind to the fact that both the building of the robot, and the robot itself could be used by students to enhance learning through

The following figure (see Figure A1) shows the concept map task creation use case. An instructor can create a concept map task and name it, add a concept mapping question to the task, update a question in the task, delete a question from the task and view a question in the task, as well as change attributes for a question in the task.

This assignment is another opportunity to apply the principles of universal design for learning (UDL) in the design of instruction and assessment. In this assignment, a lesson plan is developed, incorporating UDL and effectively leveraging educational technologies in the classroom.

After spending a lot of time observing the ADDIE model I think this type of structure is very beneficial in helping me keep consistency across my training plan. Analyse, Design, Develop, Implement, and Evaluate are all great key steps to keep focus for course development. If I approach any lesson plan and implement the ADDIE model it’s going to be beneficial in giving my plan a good foundation and I can build around it.

According to Smith and Ragan (2008) “Instructional Design is a process in which many items of materials are developed, designed, and delivered” (Smith and Ragan 2008). Instructional design has given me information on strategies to develop effective lesson plans in which will support my students to be fully engaged with the activities provided in a classroom environment. Instructional design also supports ideas on planning lessons for students with diverse and cultural needs for all learners. The eight learning outcome supported ideas for my students to become more familiar with integrating technology in class with their peers in which supported a diverse environment. While incorporating technology into my activities strategies of

315-317) was used throughout the lesson in order to give the students an example of how to use the strategies that were taught. Before children would work on assignments alone, the teacher would model exactly what is expected of them, and keep examples of what was modeled during the lesson so the students could look back to it if they need to. Read-alouds (Cooper, 2015, p. 37) were used in this lesson to really help children to focus on certain topics of the text. “Sometimes the best way to help children understand a particular piece of text is to read it aloud to them and discuss it with them” (Cooper, 2015, p. 37). Think-alouds (Cooper, 2015, p. 30) were incorporated into this lesson when trying to explain how to use the strategy of character mapping. Think-alouds are a great way to explain to students how to use a specific skill or strategy so that they can have a better time comprehending it. Semantic maps (Cooper, 2015, p.83) were used in this lesson for brainstorming ideas from the text to later reference when making illustrations and creating short responses to the text. This strategy is also a great tool for second-language-learners because it helps to narrow down the specific parts in the text to help create more details of the topic being taught. Cooperative “popcorn” sequencing(Annenburg Learner, 2015) was used in the lesson to allow a variety of students to participate in the

Setting Instructional Direction. My interest in Instructional Design began during my first year of teaching when I had poor classroom management skills and looked for solutions to managing a disruptive classroom. I learned that I was in charge of my classroom, the kids’ behavior was up to me, and the easiest way to have a smooth classroom was to design lessons that did not allow for off-task behavior and to deliver those lessons with strong instructional strategies. Because it was up to me to engage my students in their own learning, I had to find instructional strategies that worked for my kids, and I’ve spent the past 18 years continuing to do so. The result has been my passion for teaching and learning.

Universal Design in Education Matthew Trotti Grand Canyon University: SPD 500 8/25/15 Abstract Universal Design is all around us, not just in some of the products that we use but also in education. According to one article “Universal design in education is a framework of instruction that aims to be inclusive of different learning preferences and learners” (Black, D. R., Weinberg, L. A., & Brodwin, M. G, 2015). There are so many different approaches that a teacher can use in the classroom involving universal design.

“Just as students have different personalities, they also have different ways of learing (Slavin, 107).” Learning styles are another important factor to incorporate when implementing the best learning environment. Learning styles are defined as an individual's mode of gaining knowledge. The most common learning styles addressed are auditory, visual, and kinesthetic. Auditory leaners understand information through hearing. Visual learners need more visual aids in the learning process, such as diagrams, webs, or pictures. Kinesthetic learners learn better by using manipulatives or by being physically involved in the learning process. Learning styles is a piece of the “backbone” of differentiated learning. Both are used to individualize instruction to help students achieve the most success.

The purpose of this paper is to provide the author's self-evaluation of her overall performance and participation in the EDF 538, Instructional Design Summer 2015 course. The self-evaluation serves a two-fold purpose. First, it reflects the author's ability to honestly evaluate her "commitment to learning." Second, the paper serves as a tool for author reflection and notice for improvement.

White boards to concept development: Prepare students for the content verbally. “Since you guys are so good at drawing units of ones, tens, and hundreds to represent a number. I think we should try using those same units from one number to another.”

During class, the instructional model I believe matches closely with the instructions we received was the cooperative learning strategy. According to our class readings the instructions given to us possessed the following characteristics; working in small groups, group reports, social skills, as well as individual and group accountability. Students were paired up based on matching numbers; they then went over that specified instructional model. That is where individual accountability and social skills takes part. Groups had to work together to come up with what they thought were the five most important points. Most groups divide the work up. After groups decided what were the most important they then shared with the class.

Teaching with purpose to have a desired outcome is one perspective to examine Dr. Robert Marzano’s book The Art and Science of Teaching. The instructional situation that I am familiar with is elementary. As I examine Marzano’s ten instructional design questions, that represent a logical planning sequence for effective instructional design, I will use elementary lenses.

The quality of teaching and learning in mathematics is a key challenge for teachers. It is important for teachers to adopt instructional design techniques to achieve higher accomplishment in mathematics (Rasmussen & Marrongelle, 2006). Instructional design alone cannot produce better learning and achievement. The instructional designer must know critical factors that influence student learning and build a bridge between goals and student performance. Identifying these factors will help to utilize limited resources including financial resources and time more effectively