a presentation of st. augustine, florida - boise state...

A Presentation of St. Augustine, Florida

An Instructional Design Project

Sandra Pagliughi • 503 Instructional Design • Dr. Yu-Hui Ching • July 27, 2012

Table of Contents

Synthesis/Reflection Paper................................................................................................................................................3

Part 1. Topic

Part 1a. Stated learning goal ....................................................................................................................................4Part 1b. Description of the audience ....................................................................................................................................4Part 1c. Rationale....................................................................................................................................4

Part 2. Analysis Report................................................................................................................................................5

Part 2a. Description of the Need 5

2a.1 Needs Analysis Survey 5

2a.2 Needs Analysis Data Report6 Part 2b. Description of the Learning Context 7

2b.1: Learning context 7

2b.2: Transfer context7 Part 2c. Description of the Learners8Part 2d. Task Analysis Flow Charts9

Part 3. Planning

Part 3a. Learning Objectives (list) 10


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Part 3b. Matrix of Objectives, Bloom's Taxonomy, and Assessment Plan14 Part 3c. ARCS Table16

Part 4. Instructor Guide................................................................................................................................................19

Part 5. Learner Content................................................................................................................................................22

Part 5a. Learning materials 22Part 5b. Formative and/or Summative Assessment materials 22Part 5c. Technology Tool Justification23

Part 6. Formative Evaluation Plan24

Part 6a. Expert Review 24Part 6b. One-to-One Evaluation24 Part 6c. Small Group Evaluation 24Part 6d. Field trial25

Part 7. Formative Evaluation Report26

Part 7a. Evaluation Survey or Rubric 26Part 7b. Report the results of the expert review26 Part 7c. Comments on Change26


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Part 8. AECT Standards Grid27

Appendices................................................................................................................................................28

Work Cited................................................................................................................................................33


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Part 1 – Topic

Part 1a. Stated learning goal

By the end of five, half-hour integrated social studies lessons, four heterogeneous groups of four 4th-grade students will be able to produce a Power Point presentation, using proper writing conventions, that describes one of the historic sites of St. Augustine, Florida.

Part 1b. Description of the Audience

The learners consist of sixteen 4th grade, students with at least 40% of the class are originating from low-income families. The classroom is a general education elementary classroom fitted with six Dell computers. The computers have wireless connections to access the Internet. They have recently been upgraded to include the latest version of Microsoft Office.

Part 1C. Rationale

With the new common core learners should also be able to evaluate information presented in different media and formats, according to the standards. Along with evaluating information, they should be able to produce presentations with digital media. Creativity, originality, a sophisticated look, and excellent presentation skills are required for this crucial aspect of the project, and it serves as not only a culmination of all the work in PowerPoint, Keynote, and other digital media outlets that we have worked with for the past four years, but also as a useful preparation for what we will have to do regarding digital media presentations in college and career.

The overall strategy of this instructional design is supplantive. According to Smith and Ragan, “supplantive strategies explicitly and overtly provide much of the events of instruction, actively gaining learners’ attention, informing learners of the objective, explicatively providing a review of the lesson, and so on.” (Smith & Ragan, 2005, p. 142).

The major instructional strategy that will be utilized is the Procedural Knowledge Learning Outcome. Procedural knowledge is a step-by-step process or “knowing how” The reason the procedural strategy is appropriate is that the students will be learning how to produce a Powerpoint presentation and will prove that new knowledge with a grammatically correct presentation. These lessons will primarily instruct the students in Powerpoint procedures, but will also reiterate writing conventions as well as social studies research, which will draw on their prior cognitive knowledge of Florida history and principal knowledge of writing conventions. Principals describe the relationship between two or more concepts. The learner must be able to apply to a new situation. A


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production is the mental process involved in applying the principle to a new situation, such as forming complete sentences.

Part 2 – Analysis ReportPart 2a Description of NeedsPart 2a.1 Needs Analysis Survey

1. Rate your knowledge of St. Augustine.

Below Average Average Above Average

2. How interested are you in St. Augustine?


3. Rate your knowledge of conducting Internet research.


4. Rate your knowledge of the computer software Powerpoint.


5. Would you like to make a presentation on the computer to present to the class?


6. Would you like to work in a group with your classmates?



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2a.2 Needs Analysis Data Report

The following results were found in the Needs Analysis Survey conducted by email to sixteen learners of only six replied. Of the six learners that completed the survey only one answered they felt they had above average knowledge of the city of St. Augustine, one felt he had average knowledge, and the other four rated their knowledge below average. All six of the learners rated their interest in learning more about St. Augustine at average or above. Question three asked the learners’ to rate their knowledge of ability to research the Internet, they all rated themselves at average. The pie chart below reflects the question: Rate your knowledge of the computer software Powerpoint.

Rate your Powerpoint knowledge?

BelowAverageAbove

The results indicate that 83% of the learners felt their Powerpoint knowledge was below average, no learners reported being at an above average level, and only one felt their knowledge was average. These are important results, because it shows a need for Powerpoint instruction. Finally 83% of the learners felt they would like to work collaboratively with their classmates to create and share a Powerpoint presentation.


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Part 2b. - Description of the Learning ContextThe instructor for this subject will be licensed State of Florida teacher with a Bachelors Degree in Elementary Education specializing in Kindergarten through sixth grade.

Classes will usually include twenty-two or less students. The school itself is a Title One school which means schools where at least 40 percent of the children in the school attendance area are from low-income families or at least 40 percent of the student enrollment are from low-income families are eligible to receive federal Title I funds. The proportion of low-income families is most frequently measured by the percent of students receiving free and reduced-price lunch. (2012, Greatschools.org).

2b.1: Learning context The classroom is a general education elementary classroom fitted with six Dell computers. The computers have wireless connections to access the Internet. They have recently been upgraded to include the latest version of Microsoft Office, which includes Powerpoint. The existing curricula of technology, was only taught in a separate resource classroom without the benefit of presentation software needed for college and career.

2b.2: Transfer contextThe learners will use what they have learned future schooling, college academics, and their future careers. In order to succeed and compete in the future students need to be able to put together an interesting, professional looking, and accurate presentation.


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2c: Description of LearnersEighty-three percent of the learners have a below average knowledge of Powerpoint. The program was just installed and they have not used it as of yet, so if they have not used it in another school or at home they have no prior knowledge of the program. 100% of the students have used a cell phone, smart phone, tablet, or a desktop computer; therefore they have experience using the Internet.

The graph below reflects that only one of the students have traveled to St. Augustine so their prior knowledge of the city and its history is negligible, which is reflected in the Learning Survey’s results.

Prior Knowledge of St. Augustine

BelowAverageAbove

The learners all take advantage of the federally assisted free or reduced lunch program, are in general good health with no learning disabilities, and are an age average of 10.5 years old.


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2d. Task Analysis Flow Charts


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Part 3 – PlanningPart 3a.1 Learning ObjectivesMy objective is: By the end of five, forty-minute integrated social studies lessons, four heterogeneous groups of four 4th-grade students will be able to produce a Power Point presentation, using proper writing conventions, that describes one of the historic sites of St. Augustine, Florida.

1. Students will be able to evaluate information researched from student friendly websites.1.1 Students will choose one historical site and research that site.1.2 Students will choose from their research at least nine facts to include in

their presentation.2. Students will be able to locate, open, and name a new Power Point Document.3. Students will be able to locate the tool bar.4. Students will be able to format text.

4.1 Students will be able to choose font size, color, and style.5. Students will be able to format a slide.

5.1 Students will be able to choose a slide template5.2 Students will be able to save the slide template to all slides.

6. Students will be able to insert an image into a Power Point document.6.1 Students will be able to arrange them into a specific order.

7. Students will be able to complete Power Point presentation of at least 10 slides.8. Students will be able to collaborate with three other team members.

8.1 Students will collaborate using a Kagen strategy called Rally Round Robin so each team member adds a fact or point of interest to the slides.

9. Students will be able to write complete sentences.9.1 Students will use proper punctuation.9.2 Students will have no spelling errors.


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Part 3b Matrix of Learning ObjectivesLearning Objectives

Bloom’s Taxonomy Classification

Format of Assessment

Description of test form

Sample items

1. Analyze Performance Observation Checklist.

Students will be able to evaluate information researched from student friendly websites. Exit pass with fact from reading.

1.11.2

KnowledgeKnowledge

PerformancePerformance

RubricRubric

Students will choose from their research at least nine facts to include in their presentation. Rubric will include questioning, gathering, and sorting.

2. Apply Performance Observation Checklist

Student will be able to locate, open, and name a new Power Point Document.


Students will be able to locate the tool bar.


Students will be able to format text.

4.1 Apply Performance Observation Checklist

Students will be able to choose font size, color, and style.


Students will be able to format a slide.


Students will be able to choose a slide template


Students will be able to save the slide template to all slides.


Students will be able to insert an image into a Power Point document.

6.1 ApplyEvaluate

Performance Observation Checklist

Students will be able to arrange them into a specific order.

7. Create Performance Rubric Students will be able to complete Power Point presentation of at least 10 slides. Creativity and Appearance.

8. Evaluating Performance Rubric Students will be able to collaborate with three other team members. Collaboration on rubric. Gallery walk, a formative assessment.


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8.1 Evaluating Performance Rubric Students will collaborate using a Kagen strategy called Rally Round Robin so each team member adds a fact or point of interest to the slides. Collaboration.

9. Create Apply

Performance Rubric Students will be able to write complete sentences. Writing Process.

9.1 Apply Performance Rubric Students will use proper punctuation.Writing Process.

9.2 Apply Performance Rubric Students will have no spelling errors.Writing Process.


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Part 3c. ARCS Table

ATTENTIONA.1 Perceptual Arousal

The lesson will begin in a 4th grade classroom with a Powerpoint slideshow showcasing all the beautiful and historic places of interest set to popular music. A2. Inquiry Arousal

Students will be read aloud a letter from the St. Augustine Board of Tourism with a call to action to have the students work in groups to prepare a Powerpoint presentation they could use in an upcoming commercial about historic St. Augustine.A3. Variability

Everyday I would model a new Powerpoint example showing the different looks and features the program’s designer could utilize.

RELEVANCER1. Goal orientation

Post learning goal with a student rating chart numbered zero to four. Zero would mean the student knows nothing about the goal all the way up to four meaning that they would have mastered the goal and be able to teach it to another.R2. Motive matching

It will be explained to students that they can use Powerpoint software in all their classes throughout their academic career as well as in their adult life and career. They will be working collaboratively sharing ideas from their researched material as well as different design ideas that each student takes from the daily lessons.R3. Familiarity

The students are familiar with Powerpoint presentations because they see them all day in many of their classes as introductions to lesson or to hook their interest, now will have the opportunity to learn how to


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make their own and share it to the class.


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CONFIDENCEC1. Learning requirements

It will be explained to the students that they will be taken step-by-step through the entire process of building a presentation. They will be given a rubric before they begin to define clear expectations.Category

4 3 2 1 Total

Knowledge

The presentation demonstrates thorough knowledge of the subject investigated

The presentation demonstrates good knowledge of the subject investigated

The presentation demonstrates some knowledge of the subject investigated

The presentation demonstrates very little knowledge of the subject investigated

Content

The presentation content is thorough and suggests the student has discovered the important ideas of the topic.

The presentation content is good and suggests the student has discovered the important facts of the topic.

The presentation content is fair and suggests the student has not discovered all the important facts of the topic.

The presentation content is poor and suggests the students have not done sufficient research.

Creativity and Appearance

Project is well presented reflecting creativity and thoughtfulness

Project is well presented reflecting some creativity and thoughtfulness

Project is presented in a fair manner, reflecting little creativity and thoughtfulness

Project is poorly presented reflecting no creativity and thoughtfulness

Writing Process

Clear and concise. Well written with no serious

Clear and concise. Basically well written with no

Easy to understand with some errors in convention.

Difficult to understand, many errors in convention.


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errors in convention.

serious errors in convention.

Synthesizing

Information is used in an interesting and meaningful way. Clearly answers question with accuracy, understanding, and detail.

The presentation answers question in a way that reflects learning using some detail and understanding.

The product is not complete and only answers part of the question.

The product is incomplete and contains missing details and it isn't completely accurate.

Group Work

Goes over and above the responsibilities the team has required

Is ready and prepared to work with the team performing all tasks

Is sometimes ready and prepared to work with the team performing some tasks

Is not ready and prepared to work with the team performing very few tasks

C2. Success opportunities

The students will have plenty of time for independent practice using the program after each modeled lesson.C3. Personal control

The students will be given clear expectations with many models clearly defining opportunities for the students to polish and perfect their presentations according to the rubric standards

SATISFACTIONS1. Natural consequences

The students will be provided with ample time to explore the design program building confidence in there abilities.S2. Positive consequences

The students will perform a Gallery Walk as a formative assessment, anonymously sharing with sticky notes, what they like and what can be


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improved about the projects.S3. Equity

The students working collaboratively will be held to the high standards of the group during the entire project. Each student will be asked to reflect in writing on the process of the project, how they felt about their participation, and final presentation.

Keller, J. M. (1987). The systematic process of motivational design. Performance & Instruction, 26 (9/10), 1-8.


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Part 4 - Instructor GuideS. Pagliughi - Instructor Guide

Introduction (20 minutes)

Active Attention or Gain Attention: Instructor shows a Powerpoint presentation set to popular music that showcases historic places of interest in St. Augustine, Florida.

Establish Purpose or Inform Learners of Purpose: Instructor reads aloud a letter from the St. Augustine Board of

Tourism with a call to action to the learners.

Dear 4th Grade Class,

My name is Patrice DeLeon and I work for the St. Augustine Historical Society Board of Tourism. We inform people about our wonderfully

historical city. I heard that the 4th grade students at Floresta Elementary are studying Early Florida Settlers. I thought you could help me with my job. I need Powerpoint presentations to show at the local Jacksonville and Melbourne airports to arriving passengers that showcase St. Augustine’s historical destinations. You will have to do some research and work together to find information for your presentations. I want to thank you in advance for all your hard work and I cannot wait to see what you produce for us.

Sincerely,

Patrice DeLeon

The instructor will post the project goal statement. The students will also be given the presentation rubric and have an opportunity to ask questions pertaining to expectations.

Arouse Interest and Motivation or Stimulate Learners’ Attention/Motivation:

a. The instructor will pair learners into groups of four based on high, high low, medium high, and low students based on their reading ability.

b. The instructor will ask the students to think-pair-share some examples of presentations or commercials they have seen showcasing places to


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visit.

Preview the Learning Activity or Provide Overview: Instructor will post the learning goal or objective for the day with a student-rating chart numbered zero to four. Zero would mean the student knows nothing about the goal all the way up to four meaning that they would have mastered the goal and be able to teach it to another. That way the students can assess themselves at each point of instruction.

Body (120 minutes)

Recall relevant prior knowledge or Stimulate recall of prior knowledge: Day One:a. The instructor will activate prior knowledge by reviewing some facts about St. Augustine the students might remember from their Social Studies reading as well as some basic computer terminology.b. The instructor will go over a basic note taking review.c. The instructor will go over were the files will be stored.

Process information and examples or Present information and examples: Day One: The instructor will show a Powerpoint presentation that focuses on how to open, create, and properly save a file in Powerpoint. Day Two: The instructor will show a Powerpoint presentation on how to format a slide, format text, and insert a photo. Day Three: The instructor will show a Powerpoint presentation reviewing proper conventions in writing.

Focus Attention or Gain & Direct Attention: During section of direct instruction the students will be taking notes to aid them during creation of their own Powerpoint presentations.

Employ Learning Strategies or Guide or Prompt Use of Learning Strategies: Using a classroom computer projected. Day One – Day Three:a. The instructor will review with student how to sign on to their laptop.b. The instructor will show students how to locate Powerpoint software.c. The instructor will show students how to create a new presentation.d. The instructor will show students how to save as and properly name their presentation.e. The instructor will show the students how to use the preset templates.f. The instructor will show the students how to format a slide.g. The instructor will show the students how to format text size, color, and font.h. The instructor will show the students how to insert and resize a photo from the class morgue.

Practice or Provide for and Guide Practice: Two of the students in the group of four will work on research while the other two independently practice using the program, then they will switch after twenty minutes.


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Evaluate Feedback or Provide Feedback: a. The instructor will provide daily feedback while observing and checking with the students as they work.b. On day four the students will post their printed slides of their presentation. Each group will have a chance to use sticky notes to post anonymous feedback of what they liked and how the presentation can be improved.c. Students can use the remaining class time to analyze feedback and make corrections or enhancements (if any) to their presentations.

Conclusion (60 minutes)

Summarize and review or Provide summary and review: Students present their finalized presentations to the class. After each presentation the students share their kind observations of the information they were given and how it was presented.

Transfer learning or Enhance transfer: The instructor asks the learners to think of ways they could imagine using Powerpoint in the future. The students would then be allowed to perform a Rally Round Robin amongst their group brainstorming all the ways they could use the new program in school and in life.

Re-motivate and Close or Provide Remediation and Closure: Ask the students to write a personal reflection answering the following questions:

How would you compare what other teams did to what your team did?

In what way was their presentation the same or different? Think about your presentation, were there any aspects you would do

differently? Why? What problems did you have with the Powerpoint program and the

slide creations? How did you solve them? What questions did you try and answer in your tour of St. Augustine?

Explain.

Assess Learning or Conduct Assessment Evaluate: The instructor grades the student work by completing the presentation rubric.

Feedback and Seek Remediation or Provide Feedback and Remediation: The instructor will meet with each group to talk about their personal reflections and group rubric. The debriefing would be a collaborative reflective exercise. Each member of the group would get a chance to reflect on the project and how they liked their experience with an engage-O-meter rating chart. After each student in the group rated their experience they would get one minute think time and then another one minute to think-pair-share with a fellow group member to discuss their thoughts on the project. Then the group would round robin discuss what they learned and how if they got a chance to revise their finished presentation what they would change and what they would keep.


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Part 5 - Learner Content

Part 5a. Learning Materials

Learning Materials Purpose

Instructor GuideThe instructor guide is to be used by the instructor. The guide is a step-by-step process to follow during implementation of the project. The guide is included in this Instructional Design Plan.

Powerpoint print outsThe Powerpoint instruction presentations will be printed out for each student to write notes on during teacher direct instruction. These will be found in Appendix A.

Part 5b. Assessment Materials

Assessment Material Purpose

Research Notebook RubricThis is a rubric that teacher can use to assess learners research notes.

Self ReflectionThis is a questionnaire that students fill out to reflect on their learning experience.

Presentation RubricThis rubric is used to assess the learners’ knowledge, collaboration, and content.


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Part 5c. Technology Tool Justification

Technology Tool Rationale

Projector This tool allows the teacher to project on screen at the front of the class the Powerpoint presentations from the mini lessons and the finished student presentations.

Teacher Computer This tool allows the teacher to show Powerpoint presentations in a whole class setting.

Powerpoint Software This program allows students to build the presentation.

Student Laptops The learners will use these computers to complete their training on the new software and prepare their presentations.

Flash Drive This tool allows the groups of students to transport their presentation for publication and for file storage.

Internet Access The internet allows students to access websites for research and graphic images. The two main search sites for students will be staugustine.com and kids.britannica.com so they can safely research St. Augustine.


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Part 6 – Formative Evaluation PlanPart 6a. Expert ReviewMrs. Barbara Ruehl will be the subject matter expert. She is a master’s candidate in K-6 Education and has experience using Powerpoint and creating Powerpoint presentations. Barbara is currently working with Dr. Caine at Mars Hill College in Asheville, North Carolina on the implementation of Presentation Zen by Garr Reynolds. I will give the presentation to Mrs. Ruehl on Sunday, July 22nd and will ask her the following questions on Monday, July 23rd:

Is the learning goal clear? Is the total time given enough to achieve the goal? What are some areas that cause the most confusion? What are the most common mistakes students will make during independent

implementation? What are the biggest gaps between what the learners should be doing and what

they have actually done? What content might cause pullback or refusal? What did you like about the design? If they walked away only remembering three things what should they be? Any suggestions?

Part 6b. One to One EvaluationTo conduct a one to one evaluation I would try out the instructional design on three of my past year’s 4th grade students. The reason I chose them is because hey are of high, medium, and lower reading levels to see if I have scaffolded the lesson to all their abilities. The purpose of this evaluation is to determine if the mini-lessons are engaging and to identify and change any problems that might occur during the lessons. During the evaluation I would try to flush out any deficiencies that might occur and make my own notes on how I can fix this problems so that they do not occur during actual delivery of the mini-lessons. The following questions would then be asked:

Do you understand the instruction? Are the presentations visually clear? Do you know what to do during practice? Do you understand what you are doing during independent work? Do you have any questions or suggestions? What did you like about the instruction?

Part 6c. Small Group EvaluationTeaching to a group of five fellow 4th grade teachers for the small group evaluation stage, the instructional designer is trying to evaluate that the appropriate revisions made to address the issues that arose during the one to one evaluation were successful. The 4th grade teachers were chosen because they will be this instructional design during the 2012-13 school year. During this stage the designer should step back and observe what is going on. The designer should give the learners help only when asked or when problems


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in the design arise. The following list of questions would then be asked: Did the learners succeed in creating a clear and pleasing presentation? If not, what needs to be done to ensure that the learners have success in the

implementation of the mini-lessons? Did the learners feel rushed during independent practice, was there enough time? How do the learners feel about the presentations? Did they enjoy it? What needs to be done to change or enhance their attitude? What did you enjoy about the instruction?

Part 6d. Field TrialsThe purpose of this evaluation stage is to determine if the changes that were made due to the findings of the small group evaluation were effective. During this stage the designer wants to make sure that the instruction can be successfully implemented with a large group. The designer will evaluate an instructor that delivers the instruction to the learners. The field trial group would consist of a group of twelve student teachers from Florida Atlantic University. The student teachers have recently interned in 3rd-5th grade classrooms with varied student abilities as well as technology use. The designer would want the following questions answered during this stage:

Can the instructor instruct the mini-lessons on Powerpoint, as the designer presented it?

What types of problems occurred during the instruction? Is there any type of prior knowledge needed for instruction that is not covered? Are the time expectations of each section long enough or too short during

instruction? Did the instructor and the learners implement the instruction as it was designed? How did the teacher feel about the instructional design? Any suggestions?


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Part 7 - Formative Evaluation Report

Part 7a. Evaluation Survey Here is a link to the Expert Review Evaluation. Also see Appendix G for hard copy of survey.

Part 7b.

Question Results from Survey

1. Was the instructor’s guide easy to follow? Strongly Agree2. Did the instructor provide guided practice? Strongly Agree3. Did the instructor provide independent practice? Strongly Agree4. How clearly did the instructor explain difficult material?

Extremely Clearly

5. Were a sufficient amount of examples (modeling) provided?

Extremely Sufficient

6. Does the student materials support learner success? Strongly Agree7. The technology used support the learning goal? Strongly Agree8. Were the assessment materials appropriate? Yes9. What would you change or add to improve the instructor’s guide?

Nothing

10. Do you agree with the teaching rationale? Yes

Mrs. Ruehl answered the survey questions on Monday, July 23, 2012. Her findings were that the instructor’s guide was easy to follow and provided sufficient independent and guided practice. She felt that the instructor explained difficult material extremely clearly with an extremely sufficient amount of modeling. She also strongly agreed that the student materials supported learner success and the technology used supports the learning goal. Mrs. Ruehl felt the assessment materials were appropriate and would not change or add anything to the instructor’s guide. She also agrees with the teaching rationale.

Part 7c. Comments on ChangeThe SME did not recommend any changes to the instructional design designed by Sandra Pagliughi.


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http://www.surveymonkey.com/s/FYVYZ2Q

Part 8. AECT Standards Grid - Professional Standards Addressed (AECT)The following standards, developed by the Association for Educational Communications and Technology (AECT), and used in the accreditation process established by the National Council for Accreditation of Teacher Education (NCATE), are addressed to some degree in this course. The numbers of the standards correspond to the numbers next to the course tasks show on the list of assignments. Not all standards are addressed explicitly through student work.

Standards Assignments meeting standard in whole or partStandard 1: DESIGN1.1 Instructional Systems Design (ISD) X ID Project 1.1.1 Analyzing X ID Project; ID Case Analysis1.1.2 Designing X ID Project1.1.3 Developing X ID Project1.1.4 Implementing X ID Project 1.1.5 Evaluating X Selected Discussion Forums; ID Project 1.2 Message Design1.3 Instructional Strategies X ID Project 1.4 Learner Characteristics X ID Project

Standard 2: DEVELOPMENT2.0 (includes 2.0.1 to 2.0.8) X ID Project 2.1 Print Technologies X Reading Quiz; ID Project2.2 Audiovisual Technologies2.3 Computer-Based Technologies X (All assignments)2.4 Integrated Technologies

Standard 3: UTILIZATION3.0 (includes 3.0.1 & 3.0.2) 3.1 Media Utilization X (All assignments)3.2 Diffusion of Innovations3.3 Implementation and Institutionalization X ID Project3.4 Policies and Regulations

Standard 4: MANAGEMENT4.0 (includes 4.0.1 & 4.0.3) 4.1 Project Management4.2 Resource Management4.3 Delivery System Management4.4 Information Management

Standard 5: EVALUATION5.1 Problem Analysis X5.2 Criterion-Referenced Measurement X ID Project 5.3 Formative and Summative Evaluation X ID Project 5.4 Long-Range Planning


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Appendices Appendix A – F Examples of Powerpoint screen shots.


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Appendix GExpert Review Evaluation1. Was the instructor’s guide easy to follow?

4-Strongly Agree 3-Agree 2-Somewhat agree 1-Disagree

2. Did the instructor provide sufficient guided practice?


3. Did the instructor provide sufficient independent practice?


4. How clearly did the instructor explain difficult material?


5. Were a sufficient amount of examples (modeling) provided?


6. Does the student materials support learner success?


7. Does the technology used support the learning goal?


8. Were the assessment materials appropriate?

9. What would you change or add to improve the Instructor's Guide?

10. Do you agree with the teaching rationale?


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Work Cited

Kagan, S. (1994). Cooperative learning. San Juan Capistrano, CA: Kagan Cooperative Learning.

Keller, J. M. (1987). The systematic process of motivational design. Performance & Instruction, 26 (9/10), 1-8.Marzano, R. J. (2007). The art and science of teaching: a comprehensive framework for

effective instruction. Alexandria, Va.: Association for Supervision and Curriculum Development.

Reynolds, G. (2008). Presentation zen: simple ideas on presentation design and delivery. Berkeley, CA: New Riders Pub..

Smith, P. L., & Ragan, T. J. (2005). Instructional design (3rd ed.). Hoboken, N.J.: J. Wiley & Sons.


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a presentation of st. augustine, florida - boise state...

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