melton final project 503

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Shirley Melton

EDTECH 503

Instructional Design Project

Submitted to: Dr. Suzanne Flannelly

March , 2011


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Instructional Design Project 2011

Shirley Melton Page 2

Table of Contents Page

Part 1: Topic 3Part 1a: Goal

Part 1b: Audience

Part 1c: Rationale

Part 2: Analysis Report 4

Part 2a.1: Learning Context

Part 2a.2: Transfer Context

Part 2b.3: Description of the Learners

Part 3: Planning 9

Part 3a: List of Learning Objectives

Part 3b: Objectives Matrix


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Part 1: Topic

Part 1a. Goal

Students will create a 12 month calendar with visuals suchas clip art and photographs using a digital photo printing service online.

Part 1b. Audience

Junior high autistic students will be the focus of this instructional design lesson.Their ages will range from 12 to 16 years old.

Part 1c. Rationale

Individuals with autism are visual learners requiring a generative/constructivistlearning strategy. Generative learning activities provide the students with an opportunityto mentally "play with" information to create a personal understanding of the subject tobe learned. Learners actively participate in the learning process and generateknowledge by forming mental connections between concepts.

When given direct instruction a student with autism will memorize exactly what istaught, which can interfere with their problem solving skills. Consistent daily use of apersonal calendar will increase a child's organization skills and help the student totransition independently to the next activity.

Online projects give students an opportunity to pursue their special interests andcan be done individually or within groups. Online projects also provide students withpractical experience and a sense of accomplishment. Using online projects in a learningactivity can make the learning more relevant to the learners. Online projects can beshared with others in the class and critiqued. Many times an individual project is onlycritiqued by the facilitator, but by sharing individual projects with other participants, thelearner has the opportunity to obtain more diverse viewpoints and feedback.

The calendar project is a blend of approximately 90% generative and 10%supplantive strategy the students will follow some modeling of teachers for research anda template for the calendar, they will have a lot more opportunity to add their owncreativity and interpretation of information and detail in designing the information to putin the calendar

The instructional strategy goal is procedural. The learners will be following a setof steps to complete the project. Some steps are simple, others complex requiring thestudents to use decision points to choose editing tools, pictures and color. The studentswill recall and apply learned steps to each month on the calendar. They will alsoanalyze each step to determine if they have correctly applied their procedure.


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Part 2. Analysis Report

Part 2a. Description of the NeedPart 2a.1 Needs assessment survey.

DIRECTIONS: Mark an X in the appropriate box depending on your need for assistance.

I would likeNot important tome.

Important to mebut I need nofurther assistance

I would like a littleassistance.

I would likemediumassistance.

I would like a lot ofassistance.

To improve my

study skills andhabits

To develop my

test-taking skills.

To learn how tohandle pressure

from friends,teachers, family, ormyself.

To learn how tomake decisionsand solve

problems.

To learn how tomanage my time

better.

To identify my

strengths andabilities

To develop more

confidence in

myself.To understand my

personal values.

To know how tohandle things that

worry me.

To understand the

way I learn best.

To disciplinemyself for better

study habits.

To learn how tobetter organize my

time

To better preparemyself for the next

assignmentTo set goals formyself and adapt

them to the needsof each day.

To remind myselfof upcomingevents


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Part 2a.2 Needs assessment data

1

32 2 2 2 2

12 2

1

32 2

0

45

3

5

2

4

67

4

2

6

4 45 5

4

2

43

43

2 2 2

6

12 2 2

4

10

21

21 1 1

32 2

01 1 11 1

0 01 1

0 0 0 01

2 21 1

0

2

4

6

8

Need

1

Need

2

Need

3

Need

4

Need

5

Need

6

Need

7

Need

8

Need

9

Need

10

Need

11

Need

12

Need

13

Need

14

Need

15

Not important to me Important to me but I need no further assistance

I would like a little assistance I would like medium assistance

I would like a lot of assistance


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Part 2d. Learning task analysis


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Part 3. Planning

Part 3a. Learning Objectives

1.0Learners will be able to create a calendar design from a calendar software service.1.1 Learners will be able to choose a calendar theme, colors, and border style.1.2 Learners will be able to choose a month to start the calendar1.3 Learners will be able to fill out the days of the week for each month in the

calendar

2.0Learners will be able to choose from a variety of photos and clipart to representevents

2.1 Learners will be able to scan photos into a computer to make them digital2.2 Learners will be able to upload images from a digital camera

3.0Learners will be able to customize the calendar using photo editing software3.1 Learners will be able to add birthdays, holidays, and special events3.2 Learners will be able to change the font style and color the backgrounds,

headers and grid color

4.0Learners will be able to print the calendar4.1 Learners will be able to submit their calendar to the calendar software service4.2 Learners will be able to print their calendar from a personal printer using

quality photo paper.


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Part 3b. Matrix of Objectives, Blooms Taxonomy, and Types of Learning.

Objective Number Blooms TaxonomyClassification

Strategy to beemployed to teachthe objectives

Type of Learning

1 Synthesize G Procedural1.1 Evaluate G Procedural

1.2 Evaluate G Procedural

1.3 Knowledge G Procedural

2 Evaluate G Procedural

2.1 Application G Psycho-motor2.2 Application G Psycho-motor

3 Synthesis G Procedural

3.1 Application G Procedural

3.2 Application/Synthesize G Procedural

4 Application G Procedural4.1 Application G Psycho-motor

4.2 Application G Psycho-motor

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