Presentation by Andreas Schleicher Tackling the School Absenteeism Crisis 30 ...
Designing instruction laying the foundation
1. Tuesday January 13th 2015
9:00 am – 4:00 pm
University of Albany
Instructional Design Workshop
Kathleen Stone
Director of Curriculum and Instructional Design
SUNY Empire State College
Kathleen.Stone@esc.edu
3. Workshop Goals and Objectives
A goal of this workshop is to increase participants
awareness of instructional design.
Objectives: At the end of this workshop you will
be able to:
Write learning goals and measureable objectives for a
learning opportunity.
Apply an instructional design model towards the creation
of a learning opportunity.
Determine appropriate learning activities for a learning
opportunity.
Determine engagement and motivational strategies for a
learning opportunity.
Determine assessment strategies for a learning
opportunity.
4. Goals and Objectives
Language – Goals, Objective, Outcomes
Why are they important?
tell students what is important
alignment with assessments
help students gain metacognitive skills
are covered under standard 14 of the middle states
accreditation requirements (new standard 5 starting
2017)
When will you be writing learning goals and
objectives?
5. Goals
Goals are broad statements that describes the
ultimate purpose of the instruction.
Learning goals are not typically written to be
measurable, but provide the framework for
designing learning experiences.
A goal of this workshop is to increase participants
awareness of instructional design.
6. Practice
1. Write one goal right now that you have for this
workshop.
2. Write one goal that you have for students in a
learning opportunity you are designing (course,
lesson, LibGuide)
7. Basics of Objectives
Who (learner)
How (action verb - measurable)
What (content)
Conditions and Criteria (if applicable)
The participants will write a measurable objective.
Given a list of verbs, the participants will write a
measureable objective in 10 minutes.
ABCD Method: Audience, behavior (action verb),
condition, degree
8. Domains of Learning
(revised Bloom’s Taxonomy)
Cognitive
Remembering, Understanding, Applying, Analyzing,
Evaluating, Creating
Factual, Conceptual, Procedural, Metacognitive
Affective
Feelings, values, motivations, attitudes, etc.
Psychomotor
Physical movement, motor skills, etc.
9. Activity
Divide into groups of 2 or 3
Choose one goal to use as a starting point for
creating measurable learning objectives.
Write a measurable learning objective for each level
of the cognitive domain (six total)
Write two measurable learning objectives that
address two levels of the affective domian.
Write one measurable learning objective that
addresses the psychomotor domian.
10. Overview of Instructional Design
Models
Why use an ID Model?
Common Models
ADDIE
Backward design
Universal Design for Learning
Kemp design model
Dick and Carey
Adapt!
11. Basic ADDIE Model
Analysis Phase: Instructional problem, overall goals,
environment, learners, timeline - etc
Design Phase: Plan out the instruction - learning
objectives, types of activities, assessments
Development Phase: Create the content, activities,
assessments
Implementation Phase: Delivery - carry out
instruction
Evaluation Phase: Evaluate the effectiveness of the
instruction
12. Backward Design
Identify Learning Goals
What do you want students to know?
What do you want students to be able to do?
Why is this difficult for them to know/do on their own?
Determine acceptable evidence
How will you know that they got it?
How will you assess that they got it?
What counts as understanding in your class or field?
13. Backward Design
Plan learning activities and instruction
What activities will you use to make sure that they got
there?
How are these activities connected to students’
understanding?
What is Backward Design? By Kristine Kershaw
14. Universal Design for Learning
Principle 1 - Provide multiple means of
representation
Principle 2 – Provide multiple means of action
and expression
Principle 3 – Provide multiple means of
engagement
UDL at a Glance by CAST
17. Activity
Develop your instructional design plan for a
lesson, course, LibGuide etc.
First – Read over the steps.
Next - Complete Steps 1a, 1b and 2a on pages
11 and 12.
Create 2 goals, and 4 objectives
Try to identify at least one affective learning
objective.
18. Quick Check
Please answer each question in 1‐2 sentences.
What was the most useful or meaningful thing you
learned during this session?
What question(s) remain upper‐most in your mind
as we end this session?
20. Assessing learning
Summative assessment measures the
learning that was described in the learning
objectives.
Often occurs at the end of a learning experience,
but can occur during at specific intervals (lesson,
unit, topic).
Summative assessments are useful for collecting
data and reporting on our student’s achievement.
They should ALIGN with the goals and objectives
of the course.
21. Assessment Alignment Example
Given a list of verbs, the participants will write a
measureable objective in 10 minutes.
How could I assess this objective?
What evidence would I need to prove the learner
achieved this objective successfully?
22. Think-Pair-Share
First, think about the questions for 1-2 minutes on
your own. Then share your thoughts with one other
person.
What kind of summative evaluations have you
used or taken?
How effectively do they measure learning and at
what levels?
What kind of information do they provide the
instructor and student?
23. Assessing learning
Formative assessments are given during
learning to determine the progress of the
students. They can be a learning experience
They allow the instructor to adapt to the students
needs.
They allow the student to learn about their own
learning and to give feedback on the learning
experience.
Formative assessments include a very diverse
range of techniques that can be used to assess
learning from basic knowledge to higher level
critical thinking skills.
24. Classroom Assessment
Techniques
CATs – Classroom assessment techniques are
formative assessments that can help inform your
teaching and your students learning.
They are usually ungraded and sometimes
anonymous
learner centered
teacher directed
mutually beneficial
25. Classroom Assessment
Techniques
Using the CAT handout and your goals and objectives
developed this morning, pick three CATs that you may
want to use in your instruction
Depending on what you are designing, you may not
use all three of the CATs.
If you are teaching online, creating a LibGuide, or
incorporating technology in some other way, think of
ways that you may adapt a CAT for the technology
you are using.
To learn more about CATs – please refer to Angelo, T. A. and
Cross, K. P. (1993). Classroom Assessment Techniques. (2nd ed.).
San Francisco, Jossey-Bass Inc.
Older edition is available full-text ERIC Number: ED317097
26. Learning activities
Content Delivery
Readings, audio, video, web search, flipped
classroom
CATs! - CATs that focus on learning content or
metacognition are learning activities for the
students.
Self-assessment quizzes
Discussion, debate, group work, case studies,
jigsaw activities, role playing, peer assessments
Experiential learning, service learning, problem-
based learning
27. Group Activity
In groups of 2 or 3 brainstorm to create a list of
potential learning activities that you have used or
may want to use.
Select one group member to be the
spokesperson to share the activities.
Keep in mind –
Activities provide the student with the ability to meet
the stated learning objectives.
Consider the learning environment, resources, and
time available.
29. Attention
Incongruity and Conflict: Use contradictions, play
"devil’s advocate"
Concreteness: Use visual representations,
anecdotes and biographies
Variability: Change—tone of voice, movements,
instructional format, media, layout & design of
instructional material, and interaction patterns
Humor: Use puns, humorous analogies & anecdotes,
and jokes (w/moderation)
Inquiry: Use problem-solving activities and
constructive practices
Participation: Use games, simulations, role-playing,
etc.
30. Stop
Take 2 minutes to look at the attention
section of the motivation handout.
Check at least two attention strategies
you will use in your instructional plan.
31. Relevance
Experience: Tell learners how new learning will
use existing skills. Relate to learner interests
Present Worth: Explicitly state the current value
of instruction
Future Usefulness: Relate instruction to future
goals (have students participate in this)
Need Matching: Give students the opportunity to
achieve, exercising responsibility, authority, and
influence
Modeling: Use enthusiasm, peer-modeling, etc.
Choice: Provide choices for students, let them
choose
32. Stop
Take 2 minutes to look at the relevance
section of the motivation handout.
Check at least two relevance strategies
you will use in your instructional plan.
33. Confidence
Learning Requirements: Advise students of
requirements (goals & objectives).
Difficulty: Sequence activities in increasing
difficulty w/continual but reasonable challenge.
Expectations: Use metacognition to forecast
outcomes based upon effort; set realistic goals.
Attributions: Encourage students to internalize
locus of control by attributing success to
themselves
Self-Confidence: Foster using confidence
strategies
34. Stop
Take 2 minutes to look at the confidence
section of the motivation handout.
Check at least two confidence strategies
you will use in your instructional plan.
35. Satisfaction
Natural Consequences: Allow students to use
newly acquired skills in realistic, successful
settings
Unexpected Rewards: Include student
expectation of extrinsic reward (for boring tasks)
or use a surprise reward
Positive Outcomes: Provide feedback—praise,
personal attention, motivation—immediately
Avoidance of Negative Influences: Don’t use
threats, surveillance practices and total external
evaluation
Scheduling: Repeat reinforcement at fluctuating,
non-predictable intervals
36. Stop
Take 2 minutes to look at the satisfaction
section of the motivation handout.
Check at least two satisfaction
strategies you will use in your
instructional plan.
37. ARCS Motivation
Look back at the motivation strategies
Did this workshop attempt to use
something in all four groups?
What strategies did I use?
What strategies should I have used?
38. Completing The Instructional
Plan
We have discussed:
Goals and objectives
Domains of learning
Instructional design models
Summative and formative assessments
Learning activities
Motivation
39. Logistics
Room set-up and climate
Classroom rules and expectations
Technology use
Accessibility, training, ease of use
Website design
Blended and online course
40. Completing the Instructional Plan
You completed steps 1 and 2a of your plan
Wrote your goals
Identified characteristics of your learners
Wrote measurable learning objectives based on
your goals
Now complete steps 2b, 3a and 3b.
Make sure you include summative assessments to
measure your objectives, CATs, learning activities
and motivational strategies you will use.
Then you will trade your plan with someone else
and they will give you feedback in 4a.
41. Quick Check
Please answer each question in 1‐2 sentences.
What was the most useful or meaningful thing you
learned during this session?
What question(s) remain upper‐most in your mind
as we end this session?
The difference between objectives and outcomes is frame of reference. Outcomes are what the students actually accomplished. Outcomes seem to be the least understood. The term is sometimes used to represent broad statements and at other times as measurable, detailed, specific statements. According to Harrell (2013), “Learning outcomes are broadly stated and focus on the program or course as a whole” (p.58). In this case, she is describing what is often thought of as a goal. Suskie (2009) uses the term a little differently, but still in a broad sense: “Learning outcomes are the knowledge, skills, attitudes, and habits of mind that students take with them from a learning experience” (p.117). Suskie uses learning outcomes as interchangeable with the term learning goals. However, outcomes should be measurable and specific. They are in essence a learning objective that is student-centered.
From Middle States revised standards: Assessment of student learning and achievement demonstrates that the institution's students have accomplished educational goals consistent with their program of study, degree level, the institution's mission, and appropriate expectations for institutions of higher education.
5 Minutes
One easy way is to begin your outcome with “you will be able to” and then add an action verb
You will be able to identify the parts of a cell.
There are several websites that divide action verbs into blooms taxonomy. This is a good way to check that you are assessing information from higher levels as well as knowledge comprehension levels.
SMART
Specific, measurable, attainable, relevant, time
ABCD
Audience, behavior (action verb), condition, degree
What kind of knowledge do you want them to gain? Is it factual, procedural, conceptual, metacognitive? At what level should they learn it? Do we want them to remember, understand, apply, analyze, evaluate, create? These are all questions that relate to the cognitive domain of learning. The psychomotor domain of learning, which involves the physical act of doing something as part of the learning process, and the affective domain, which focuses on students’ attitudes, feelings, values, and beliefs. The affective domain can be challenging to assess, but is critical for designing effective instruction. Satisfaction, retention, engagement, and motivation are tied to affective domain and all are critical for student success (Stenzel, 2006).
Pass out ABCD/Bloom’s verbs handout
May use any of the goals previously written
May use more than one of the goals
Provide a roadmap
Help ensure alignment
Continuous improvement
http://youtu.be/3Xzi2cm9WTg
2:30
http://youtu.be/3Xzi2cm9WTg
2:30
4:36
http://youtu.be/bDvKnY0g6e4
The model is comprised of nine key elements - instructional problems, learners characteristics, task analysis, instructional objectives, content sequencing, instructional strategies, designing the message, instructional delivery, and evaluation instruments.
Instructional problems - in this element, instructional problems are identified, and the goal(s) for designing the instructional program are specified.
Learner characteristics - in this element, any learner characteristics that should receive attention during planning are identified.
Task analysis - in this element, the subject content is identified and the task components related to the stated goal(s) and purpose(s) are determined.
Instructional objectives - in this element, the learners instructional objectives are stated.
Content sequencing - in this element, the content for each instructional unit is sequenced for logical learning.
Instructional strategies - in this element, instructional strategies are developed so each learner can master the instructional objectives.
Designing the message - in this element, the instructional message is planned/designed.
Instructional delivery - in this element, how the instruction will be delivered is determined.
Evaluation instruments - in this element, evaluation instruments to assess the instructional objectives are developed.
Benefits of the Dick & Carey Model are 1) that it provides guidance through the design phase of instruction 2) provides emphasis on sequencing and organizing content 3) can be applied in almost any content 4) can adjust well for any changes in both theory and/or technology 5) has been around for a long time. Disadvantages include 1) that learning is non-linear 2) presumes that learning can be predictable and reliable 3) does not allow for mistakes, too rigid 4) includes a lot of steps/stages.
This model is made up of ten stages and each one has an input and an output. All the steps in this Instructional Systems Design should be employed in order to design, develop, evaluate, and revise instruction. The ten stages are: 1) Identify Instructional Goals 2) Conduct Instructional Analysis 3) Analyze learners and Contexts 4) Write Performance Objectives 5) Develop Assessment Instruments 6) Develop Instructional Strategy 7) Develop and Select Instructional Materials 8) Design and Conduct Formative Evaluation for Instruction 9) Design and Conduct Summative Evaluation 10) Revise Instruction. Below is an illustration of the Dick & Carey Model adapted from The Systematic Design of Instruction.
We will talk more about assessment in the afternoon. As you develop your plan ask yourself:
How will you know that they got it?
How will you assess that they got it?
What counts as understanding in your class or field?
You may work together or independently then trade your work with a partner to have them review your section before moving on to the next one.
Summative assessments are useful for collecting data and reporting on our student’s achievement, however they do not help our students learn since they are given at the end. In addition, looking at the revised Bloom’s taxonomy, Airasian & Miranda (2002), claim that metacognitive knowledge cannot be measured with summative assessments. Recent research has shown that testing in itself, when done frequently without extra studying or feedback can help learning (Roediger & Karpicke, 2006). This has created great interest in testing for learning and not just for assessment. However, it is important to remember that this type of testing would primarily be demonstrating lower levels of Bloom’s taxonomy. Formative assessments can be used to gain the same effect but at higher levels of learning.
Formative assessments are given during learning to determine the progress of the students, enabling the teacher to adjust instruction as needed (Alexander, 2006). Formative assessments include a very diverse range of techniques that can be used to assess learning from basic knowledge to higher level critical thinking skills.
Notice how easy these questions were answered by having a well written learning objective.
Summative assessments are useful for collecting data and reporting on our student’s achievement, however they do not help our students learn since they are given at the end. In addition, looking at the revised Bloom’s taxonomy, Airasian & Miranda (2002), claim that metacognitive knowledge cannot be measured with summative assessments. Recent research has shown that testing in itself, when done frequently without extra studying or feedback can help learning (Roediger & Karpicke, 2006). This has created great interest in testing for learning and not just for assessment. However, it is important to remember that this type of testing would primarily be demonstrating lower levels of Bloom’s taxonomy. Formative assessments can be used to gain the same effect but at higher levels of learning.
Formative assessments are given during learning to determine the progress of the students, enabling the teacher to adjust instruction as needed (Alexander, 2006). Formative assessments include a very diverse range of techniques that can be used to assess learning from basic knowledge to higher level critical thinking skills.
Formative assessments have been shown to be an important tool for informing instruction (Eckert, Bower, Stiff, Hinkle, & Davis, 1997). Eckert et al., (1997) found that the background knowledge students entered with was much less than what instructors thought, causing them to adjust instruction to cover what they considered more remedial level content. Are we overestimating what our student’s know? This is one reason that CATs are an important tool for helping to guide instruction. Others believe that using formative assessment techniques can improve scores on summative assessments. Chizmar & Ostrosky (1998) used the CAT called the “One-Minute Paper” in a study and showed that it increased learning for economic students.
usually ungraded and anonymous
• learner centered
• teacher directed
• mutually beneficial
• formative
• context‐specific
• ongoing
Find out what and how your
students are thinking
• Clarify your goals for your course
or class session
• Obtain information for class
session design
• Get feedback to make mid‐course
corrections
• Become exposed to how students
learn your discipline and identify
means to respond to different
learning styles
• Increase active and cooperative
Learning
Change the classroom norms for
asking questions and admitting
deficiencies in understanding
• Help students become self‐aware
of their learning
• Allow students to make mid‐
course corrections
• Push students to take their
knowledge further
• Leave behind a trail of
information that can be use for
post‐course improvement (for
students and teacher)
http://sc.edu/cte/guide/CATs/index.shtml
Stop – take 2 minutes to look at the motivation handout. Check at least two attention strategies you will use.