The Basic Components Of Instructional Design Models

Today’s education system is challenged with creating and incorporating the most effective and meaningful methodological and conceptual curriculum designs to date. One of the key challenges is to design curriculums that facilitate understanding, retention, and generalization (Bulgren, Deshler, & Lenz, 2007, p. 121-122). However, there is no single way to overcome these challenges due to the variances and complexities within each content area. These, along with the demands of meeting high stakes testing, and the endless revolving door of performance standards, places teachers in a constant state of turmoil as they seek to create coexistence between student achievement and rigorous and challenging standards. One strategy being implemented

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.

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

In today’s classroom, it is common to see a teacher monotonously lecturing for the entirety of the class—only stopping to mention when something will be on a test and to list the long homework assignments due at the beginning of class the next day. With so much pressure placed upon teacher’s shoulders to teach the material on the test, very few interactive projects take place—making it easier for students to forget what they have learned. “As students put projects together, create crafts, or use familiar materials in new ways, they 're constructing meaning” (Cleaver). If the Common Core program were to revise its standards and create a more interactive classroom, students would benefit immensely and learn more than the provided test material. It is pointless for a student to go to school to learn, if they will eventually forget everything they were taught after completing the test.

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.

Efficient educators know and understand the importance of selecting, planning, and implementing effective assessment tools and strategies that measure student’s levels of understanding. Different types of assessments are used for a broad range of purposes that include formative, placement, diagnostic, and summative assessments. However, the main purpose is to “foster learning in all its forms” (Lefrancois, 2013, Ch. 6.1). Teachers use pre, formative, and summative assessments to determine what students know before, during, and after instruction. Each measurement is used to plan, modify, and adjust instruction to meet the needs of all learners. Although each form of assessment plays a critical role in ensuring all students succeed, educators

In today’s classroom, it is common to see a teacher monotonously lecturing for the entirety of the class—only stopping to mention when something will be on a test and to list the long homework assignments due at the beginning of class the next day. With so much pressure placed upon teacher’s shoulders to teach the material on the test, very few interactive projects take place—making it easier for students to forget what they have learned. “As students put projects together, create crafts, or use familiar materials in new ways, they 're constructing meaning” (Cleaver). If the Common Core program were to revise its standards and create a more interactive classroom, students would benefit immensely and learn more than the provided test material. It is pointless for a student to go to school to learn, if they will soon forget everything they have been taught once completing the test.

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.

Assessments are vital to the educational process. They provide feedback about what the students know and what they may need to learn in order to obtain the content within a given curriculum. It provides teachers with a glimpse into the student’s readiness on a particular topic or subject. One of the six key principles of having an effective differentiated classroom is having a formative assessment that informs teachers on the effectiveness of their teaching. It also provides teachers with the readiness levels of their students and shows them exactly where the students’ readiness, interests, and learning profile needs really are (Tomlinson, 2014).

The three-week introduction to instructional design (changed from two weeks) for the four department heads can be produced and taught in three months at a proposed cost of $40340 (or approximately 50808 less 20%). The technology includes the in-house learning management system along with audio/video (a/v) design beginning with a prototype. Based on this examination, this project can expand the effectiveness and efficiency of instruction at Ged’s World.

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.

Design and its teaching are no exception. It can be said that most of the global discussions on Education establishes a common diagnosis: the failure of educational models based on formal learning, pre-programmed and pre-formatted approaches, disconnected from “doing", off of digital technologies and new paradigms that these imply.

When a teacher introduces the idea of formative assessment to a classroom, modifications may need to be made for it to work its purpose. The teacher might need to alter their teaching method and the student will need to be open to changing their learning style to accommodate the change. If both the teacher and students can achieve this, then formative assessment will be successful (al., C. E., 2016). If unsuccessful then formative assessment can be seen by both the teacher and student in a negative light. For example, The Classroom Experiment (Barry, 2010), showcased a range of different formative assessment techniques that can be quite successful in the classroom. One technique that Dylan Wiliam posed was that the teachers give each student

While tutoring middle school students in math last year, I found myself strategizing to make the content more accessible to students. Not realizing it at the time, I was attempting to find something the student already had knowledge of (that related to the content) in order to build the student’s understanding from that point with more depth. After reading Lorrie Shepard’s “Linking Formative Assessment to Scaffolding”, it inspired me to reflect upon all my experiences as an at-risk middle school youth tutor. Amazed and intrigued, I realized that the theories Sheppard had written about, such as Vygotsky’s cultural theory of development, instructional scaffolding, and formative assessment were all prevalent in my experiences as a tutor.