2.6: Instructional Design
Candidates model and facilitate the effective use of research-based best practices in instructional design when designing and developing digital tools, resources, and technology-enhanced learning experiences. (PSC 2.6/ISTE 2f)
Artifact: ITEC 7430 - Internet Lesson Plan / Screen Cast about Internet Lesson Plan
This artifact was created for an International Baccalaureate (IB) Middle Years Programme (MYP) Year 3 (8th Grade) class who were studying aspects of demographics and world development in Geography. This artifact was created by myself and shared with the Individuals and Societies Year 3 teaching team as a short Unit of Inquiry that would address the Millennium Development Goals (MDG). This artifact is aligned to Standard 2.6 Instructional Design, as the lesson plan created models and implements research-based best practices concerning instructional design. The resulting lesson plan incorporated the ISTE Standards for Students concerning learning outcomes, including the following:
Communication and Collaboration (Google Presentation, Today’s Meet, Screencasting)
Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others.
· Interact, collaborate and publish with peers, experts or others employing a variety of digital environments and media
· Communicate information and ideas effectively to multiple audiences using a variety of media and formats
Research and information literacy (Google Doc.)
Students apply digital tools to gather, evaluate and use information.
· Locate, organize, analyze, evaluate, synthesize and ethically use information form a variety of sources and media
· Evaluate and select information sources and digital tools based on appropriateness to specific tasks
Critical Thinking, Problem Solving and Decision Making (Google Sites)
Students use critical thinking skills to plan and conduct research, manage projects, solve problems and make informed decisions using appropriate digital tools and resources
· Collect and analyze data to identify solutions and/or make informed decisions
· Use multiple processes and diverse perspectives to explore alternative solutions
Technology Operations and Concepts (Selection of Blogging Tool)
Students demonstrate a sound understanding of technology concepts, systems and operations.
· Select and use applications effectively and productively.
In this Unit of Inquiry, students were presented with the Statement of Inquiry to center their thinking round the Key Concept of Global Interactions. The Statement of Inquiry “Managing disparity by setting goals and intervention strategies helps to make a more fair and equitable world” honed into the more subject specific Related Concepts of disparity and equity; management and intervention.
Students were presented with research based statistics and information concerning each one of the eight MDG’s. A Web Quest was designed to help manage their thinking towards the summative assessment in their assigned region of the world. However, this lesson planner encapsulated more of the instructional design practices for classroom teaching and learning and laid out, lesson by lesson, the technology to be integrated into the learning of the discipline and the reasoning for this happening. A rubric for reflective blogging was also produced in order to guide student sustained thinking about their technology enhanced learning experiences.
One thing I would change is to allow a little more flexibility in time allowance to this particular Unit of Inquiry. As the students engaged in technology that was not familiar to them (for example, use of Jing and QuickTime for screen casting), there needed to be some scaffolding for those students who were unfamiliar using this software for their presentations and to teach the skills needed required to be successful in their rubric levels.
As a practioner of MYP Unit of Inquiry design, lesson plans like this one are not common. I found this kind of thinking very useful in deepening thoughts around the use of appropriate technology to embed into teaching and learning. I shared this with my colleagues and linked this lesson planner (with embedded links) to the master curriculum planner for future teaching of this course. This will become a resource for future faculty engaging with this curriculum, even if I am not teaching this grade level or year group helping develop consistency of learning year in year out. Impact will be assessed when faculty reflect on their teaching and learning before, during and after teaching as part of the MYP unit planning protocols.
Communication and Collaboration (Google Presentation, Today’s Meet, Screencasting)
Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others.
· Interact, collaborate and publish with peers, experts or others employing a variety of digital environments and media
· Communicate information and ideas effectively to multiple audiences using a variety of media and formats
Research and information literacy (Google Doc.)
Students apply digital tools to gather, evaluate and use information.
· Locate, organize, analyze, evaluate, synthesize and ethically use information form a variety of sources and media
· Evaluate and select information sources and digital tools based on appropriateness to specific tasks
Critical Thinking, Problem Solving and Decision Making (Google Sites)
Students use critical thinking skills to plan and conduct research, manage projects, solve problems and make informed decisions using appropriate digital tools and resources
· Collect and analyze data to identify solutions and/or make informed decisions
· Use multiple processes and diverse perspectives to explore alternative solutions
Technology Operations and Concepts (Selection of Blogging Tool)
Students demonstrate a sound understanding of technology concepts, systems and operations.
· Select and use applications effectively and productively.
In this Unit of Inquiry, students were presented with the Statement of Inquiry to center their thinking round the Key Concept of Global Interactions. The Statement of Inquiry “Managing disparity by setting goals and intervention strategies helps to make a more fair and equitable world” honed into the more subject specific Related Concepts of disparity and equity; management and intervention.
Students were presented with research based statistics and information concerning each one of the eight MDG’s. A Web Quest was designed to help manage their thinking towards the summative assessment in their assigned region of the world. However, this lesson planner encapsulated more of the instructional design practices for classroom teaching and learning and laid out, lesson by lesson, the technology to be integrated into the learning of the discipline and the reasoning for this happening. A rubric for reflective blogging was also produced in order to guide student sustained thinking about their technology enhanced learning experiences.
One thing I would change is to allow a little more flexibility in time allowance to this particular Unit of Inquiry. As the students engaged in technology that was not familiar to them (for example, use of Jing and QuickTime for screen casting), there needed to be some scaffolding for those students who were unfamiliar using this software for their presentations and to teach the skills needed required to be successful in their rubric levels.
As a practioner of MYP Unit of Inquiry design, lesson plans like this one are not common. I found this kind of thinking very useful in deepening thoughts around the use of appropriate technology to embed into teaching and learning. I shared this with my colleagues and linked this lesson planner (with embedded links) to the master curriculum planner for future teaching of this course. This will become a resource for future faculty engaging with this curriculum, even if I am not teaching this grade level or year group helping develop consistency of learning year in year out. Impact will be assessed when faculty reflect on their teaching and learning before, during and after teaching as part of the MYP unit planning protocols.