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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.

Introduction: (Explain how you will introduce lesson in outline format, marking any additional pre-assessment for readiness, interest, and/or learning style in BLACK BOLD)

Domain III: Instruction Indicator 8: actively engages students in the learning process. Teachers use different instructional strategies based on appropriate skill level. Indicator 10: Brings multiple perspectives to the delivery of content. Teachers acknowledges diversity and differentiate instruction. The teacher demonstrated deep knowledge of content by connecting ideas from across the curriculum to everyday life. The demonstration of deep knowledge of content during instruction was also measured on how the teacher engaged the students, based on the activity the students were doing. The transformation of content knowledge was a challenge for the teacher. As time progressed, the teacher was able to transform the content. The transformation, then became adaptable to all the students. Thought maddening questions were observed in measuring questioning techniques in

There are multiple ways to provide instructions to student, and there are multiple methods for students to show what they have been taught or learned. In order for this to be successful you have to be purposeful, good, and engaging with whatever method or model that you use. A part of any instructional design is to ensure that you include a principle which truly should be the core of what you are wanting to communicate or teach.

Include what the teacher will be doing AND what the students will be doing in each segment of the instructional design.

Content, Process, Products, and Learning environment are four elements teachers use to differentiated instructions: Content is when the student is requirement to learn or how the student will find access to the information. This is when a teacher will meet with small groups of students. Ex. Within these groups she will know her struggling learners and the students who she needs to expand their thinking skills. Process the teacher will give students different course work to see if the students have mastered the content. Ex. Teacher can give her hands on students different manipulative they can use to perform a task. Products the teacher will come up with different projects for students to practice, relate, and expand what she has learned. Ex. Students will work by themselves or teacher will put them in small groups on their

Instructional design (ID) can be dated back to World War II, being used for development of military services (Garrett & Benson, 2017). Then adapted to the realm of education in the 1970’s, and is still a large component in education (Garrett & Benson, 2017). Education is an ever-changing field, where there are always new initiatives, some of the core initiatives set forth by the United States Department of Education are: Higher standards of learning, and more useful assessments and data (United States Department of Education, n.d.). “Instruction is a systematic process in which every component (i.e. teacher, students, materials and learning environment) is crucial to successfully learning” (as cited in Isman, 201). Isman stated four principles that played a key roll in the instructional process that helped to

There are many advantages of instructional design. As Reiser (2001) tells us, it can be used I numerous different setting, and bring a lot to the table. It is also very important to understand who the student is and the best way for them to learn. No two students learn the same way, so we need to study and find the best way to teach them the material that needs to be

McTighe, J., & Wiggins, G. (2005). Understanding by design framework (2nd ed.).Alexandria, VA: Association for Supervision and Curriculum

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.

To support increased learning in our allotted thirty minutes time frame, we included some videos pre-class to help to establish a concept of our topic and, emailed our powerpoint in which they could take their own notes during class. We used repetition with discretion to provide a platform for which our Powerpoint presentation could build up their understanding (Fitzgerald, K., & Keyes, K. (2014). We feel this minimized the same information being repeated in a manner in what Fitzgerald & Keyes (2014) desctive effective learning tools by reviewing key points to deepen the learner 's understanding.

Jared Aaron , School of Graduate Studies, Student in Masters of Education in Instructional Leadership, University of West Alabama.

In The Essentials of Instructional Design (2011), Part II of the text presents the vital aspects of any instructional intervention. According to the principles of instructional design, there are three analyses that an instructional designer should conduct during the intervention process. The instructional designer should conduct a needs analysis, task analysis, and learner analysis. Before its possible to understand the benefits and importance of conducting a learner analysis, it is important to understand the two complementary analyses: the needs analysis and the task analysis.

A classroom observation aimed at facilitating and improving instruction can be of formal or informal category. The observation can also take place in any other learning environments rather than the actual classroom. Fellow teachers, instructional experts, and school administrators have the ability to carry out a formal or informal classroom observation with the primary goal of providing teachers with a crucial feedback of improving classroom management to shape their instructional strategies positively. Additionally, observations take place as an extension of assessing teacher’s performance. Observers use classroom walk-throughs as a means of attaining a quick understanding or snapshot of the entire effectiveness of student learning and the attainment of curriculum objectives. In most cases, classroom walkthroughs are informal and takes several models that have different targets with the aim of improving instruction. However, Kachur, Stouts, and Edwards (2010) discuss 18 of the common models within the United States of America. To understand the effectiveness of one model, Instructional Practices Inventory Process, I observed teacher Taylor-Cooper of Saint Paul Public School.

Instructional design (ID) is only a small part of the complete learning experience. The speed of information development goes beyond courses as the primary delivery device of learning, testing established ID. "Alternatives to courses, like learning networks and ecologies, are developing as an informal learning approach. Designers and organizations receive substantial benefits to acknowledging informal learning, and initiating a focused design approach" (Siemens, 2005). Effective learning design must distinguish different areas of learning. "Learning Development Cycle (LDC) attends to