Teach a Child to ReadAn Instructional Design Process

Cynthia RosenbergEDU232 Instructional Design for E-LearningInstructor Kathie Blanco

What Is Instructional Design?

A broad explanation of Instructional Design would include the analysis of learning needs, development of material to meet those needs, and delivery or vehicle used to transfer knowledge; all which require learning theory application. Brown and Green (2011) expands the definition to include tools such as Comenius (1592 – 1671) visual teachings and educational psychology, how the learner learns (Brown and Green 2011, chpt 1, pg 4).

Further explanation is unveiled through Penn State University four-part definition;:

1. Instructional Design as a process.

2. Instructional Design as a discipline.

3. Instructional Design as a science.

4. Instructional Design as reality.

Process is closely related to my definition as in it defines the systematic development of the process (Brown and Green 2011, chpt 1, pg 5).

Discipline breaks down the research and theory for strategies and the implementation of the strategies (Brown and Green 2011, chpt 1, pg 6).

My broad definition touched on science as it deals with the specifications of the development, implementation, evaluation, and maintenance of material (Brown and Green 2011, chpt 1, pg 6).

Reality explains how Instructional Design actually happens; it allows the designer to check back at each part of the science to ensure they are met (Brown and Green 2011, chpt 1, pg 6).

Reflecting on the broad explanation and definition provided by Brown and Green (2011), we must include discipline to identify and implement strategies to learning. Additionally, the reality of design displays the flexibility to revise and enhance parts of the process.

Instructional Design Defined

Instructional Need

Both the Dick and Carey System Approach (2009) and Kemp, Morrison, and Ross’s Instructional Design Plan (2007) contain the basics of the ADDIE system; Analysis, Design, Development, Instruction, and Evaluation. However, each offers nuances to enhance the approach of developing learning material. As shown in the graphic in our textbooks, Dick and Carey offers the opportunity to revise instruction throughout each stage of the process (Brown and Green 2011, chpt 1, pg 8). This system is also linear following specific direction in the process.

Kemp, Morrison, and Ross displays the same function but does not offer linear guidance (Brown and Green 2011, chpt 1, pg 9). Rather, their process involves nine elements that do not require a linear approach. This practice leaves opportunity to complete sections of the process as they evolve.

Kemp, Morrison, and Ross

The corporate design process tends to be more structured, following a distinct linear ADDIE system. For this project “Teach a Child to Read” the Dick and Carey System Approach appeases structured tendencies but allows room for revisions to specific areas; beginning analysis while creating objectives, designing the outline of instruction, after development, and at the final evaluation.

Dick and Carey

Three Types of Analysis

Needs Analysis Task Analysis

Learner Analysis

Before we can begin the design process of creating instructional material, a thorough analysis of the need, task to complete, and the learner is required. These three analyses form the design process and include such questions as:

What type of intervention is needed?

How will the learner perform the task,

How the learner learns unfold during this phase.

The needs analysis identifies the change requested including; the desired change, who wants the change, and the environment for the change to occur (Brown and Green 2011, chpt 3, pg 41).

Needs Analysis

Click on each image for more detail of each needs analysis.

After review click the next button to proceed.

The challenge set before this design team is to teach children struggling to read at a first grade level.

Currently children with little to no prior instruction entering District X first grade program are identified as struggling to read.

These children require additional help with reading skills but due to class size and teacher availability, 1-1 help is not available.

Problem and Audience

Currently the classroom setting is a traditional 15 – 1 student / teacher ratio. Where some children adapt and thrive in this environment, others are falling behind due to lack of 1-1 guidance.

The new environment will not take away from the traditional classroom rather, add to its already productive environment. Phased self-study programs will ensure children are getting 1-1 attention. Weekly classroom discussions will bring the setting back to the traditional classroom learning environment for teacher feedback and follow up.

Current and New Environment

Low test scores, accompanied by questionnaires, and face to face interviews suggests an in class ELearning solution.

Structures self-study accompanied by teacher instruction, followed by immediate feedback and evaluation guides the student to a successful learning outcome.

Data Driven Request

The desire is to enhance the traditional classroom while teaching children to read. In doing this both teacher and student benefit.

Children struggling receive the 1-1 attention they require as extra help to advance reading levels. Teachers are given an extra tool to assist those children in need. Other children benefit from the play and interaction with the classroom discussions and sharing.

Desired Change

Children will struggle in some traditional settings. In District X a large number of our first graders have demonstrated this struggle.

Without disruption to the traditional classroom, introducing E-Learning programs as game play offer the 1-1 attention these children need.

Short chunks of programs offered in Phases leads both the learner and teacher through the learning to read adventure. Involving the classroom in feedback and follow-up encourages teamwork and promotes self worth.

Solution

Task AnalysisThe task analysis serves as a means to identify the content or tasks used as the basis of instruction developed (Brown and Green 2011, chpt 4, pg 57).

The main tasks the children are set to accomplish is to read at a first grade level. To accomplish this ultimate tasks they must first overcome obstacles and gain understanding of how words are formed and sentences are structured.

Click on each image for more detail of each task analysis.

After review click the next button to proceed.

Vowels and Consonants are a key component to forming words. Data gathered identified a need for basic understanding and application of vowel and consonant sounds. The student learns the basic sounds of vowels and consonants to later apply them to words.

Key Components

After learning the basic sounds of vowels and consonants the student applies these skills to words.

Understanding the basic structure of sounds and application of knowledge, allows the student to string together various words to complete sentences is accomplished.

Sequence

With each phase of study the student is evaluated whether or not they are able to proceed to the next phase.

For example in phase 1; an introduction of a vowel sound using both auditory and visual displays instructs the students to choose the correct response (does the long “a” apply to apple or ape?).

When the student chooses the correct answer the course continues. However, if the student chooses incorrectly additional practice and instruction is applied.

Checkpoint

Learner Analysis

A learner analysis helps to identify the audiences learning attitude, prior knowledge, and skills (Brown and Green 2011, chpt 5, pg 71).

Children incoming grade 1, 2016-2017 school year in District X have been identified for this set of curriculum. Future courses for higher level grades and other districts will be assessed at the outcome of this curriculum application. Children identified are primarily from lower to mid income families, most have no exposure to a learning environment rather, day care with minimal instruction; representing 85% of the class. Children from middle class homes identified as either on target or above average reading levels; representing the remaining 15%. This group shows ability to recognize vowel and consonant sounds, apply sounds to words or pictures, and have a basic ability to recognize and string together words to form sentences.

ELearning courses meet teacher’s expectation for learning plans. Parents have a better understanding how their child learns in order to assist them in the home. Students enjoy learning in video game play session.

Level achievement is rewarded with visual feedback and classroom recognition. Each question/activity/phase must be completed successfully to proceed to the next section. If the section is failed or unsuccessful additional instruction is added to complete the section.

Self-study instruction takes place in the classroom and follows district approved class schedule. Teachers guide students through the learning process but the ultimate goal is student learning responsibility.

The initial phase (first few weeks of school) requires additional classroom assistance to familiarize students with the basics of completing a self-study. Once initial instruction is understood classroom assistance pairs down to standard student/teacher ratio. To reach all types of learners with disabilities, various instruction is implemented to adjust accordingly. For example; hearing impaired students use visual pictures to apply vowel sounds and words.

E-Learning Expectation

Learning Goals and Objectives

The goal being the overall learning outcome is broken down into ABCD (Audience, Behavior, Condition, and Degree). Only then can the objective be identified that corresponds to the goal.

Goals stated identify the need for outcome, what do you want to accomplish and how will you accomplish the task. The goal is the broad statement to the learning outcome (Harden 2002, pg 151).

Veronin and Patry (2002) states “a useful objective communicates to the student an intended instructional outcome, and should convey a vivid verbal description of what a student will be able to do that is exactly what the instructor intended” (page 207, para 1). It is imperative the students and teacher have a distinct direction for learning. Creating a list of objectives offers guide to successful learning.

Goal 1 and Objective

Goals

Goal 1 - Teach the child to read in the classroom.

Audience – Child, Teacher, and Classmates.

Behavior – Complete weekly self-studies.

Condition – All tasks to be performed in the existing classroom.

Degree – Completion of self-studies with recognition of proceeding to the next phase of learning.

Objectives

Complete weekly self-study programs in the classroom.

Goal 2 and Objective

Goals

Goal 2 – Incorporate vowel and consonant recognition into learning.

Audience – Child, Teacher and Classmates.

Behavior – Application of follow up with the teacher and classroom after self-study is complete.

Condition – Activities within the self-study phase.

Degree – Recall and apply vowel/consonant sounds to words before proceeding to the next phase.

Objectives

Recall and apply basic vocabulary and sounds to reading.

Goal 3 and Objective

Goals

Goal 3 – Develop a bank of memorized simple words to investigate and interpret simple sentences.

Audience – Child, Teacher, and Classmates

Behavior – Memorize words presented.

Condition – Words to be memorized presented in the self-study.  Application with Teacher and Classmates.

Degree – Investigation and Interpretation of simple sentences applied when using memorized words with Teacher and Classmates.

Objectives

Contribute and observe classroom presentation of learning to read phases.

Goal 4 and Objective

Goals

Goal 4 – Have the child perform the task of reading.

Audience – Child and Teacher

Behavior – Child is given first grade level book to read aloud.

Condition – After self-study practice, classroom setting with Teacher and Classmate observation.

Degree – Child will be able to read the entire book with little to no assistance.

Objectives

Complete phase evaluations before proceeding to additional phase work.

Strategies to Meet the Objectives

To create a successful educators must first design the goals and objectives as we have done previously. The instructors or teachers now take the role as a facilitator allowing the students exploration in the E-Learning environment (Illinois Online Network, nd).

Ensuring requirements are met to achieve our objectives, strategies are implemented. These strategies allow faculty to release control of learning to the students while still maintaining a standard of excellence.

Objective 1 Strategies

Objective 1 - Complete weekly self-study programs in the classroom.

Self Directed Learning – initiated and directed by the learner; self-study programs should be no more than 15 minutes.

Lecture – laying the foundation for learning; supplies the tools learners need to meet each phase requirements.

Objective 2 Strategies

Objective 2 - Recall and apply basic vocabulary and sounds to reading.

Small Group Work – both self study and group allows students to present what they have learned to complete activities.

Projects – can be done individually or within the group; traditional teacher facilitated instruction acts as reinforcement and follow up of self-studies.

Objective 3 Strategies

Objective 3 - Contribute and observe classroom presentation of learning to read phases.

Mentorship – drawing upon others knowledge to build another's skills; classroom presentation gives other students the opportunity to learn from their peers.

Discussion – classroom participation; free discussion through classroom participation allows peer feedback and teacher follow-up.

Objective 4 Strategies

Objective 4 - Complete phase evaluations before proceeding to additional phase work.

Case study – students draw upon prior knowledge or experience and apply to gain skills; evaluations and assessments at each phase check student knowledge and skills prior to students moving to next phase.

Collaborative Learning – Phase evaluation done in small groups 2-3 students allows peer to peer discussion and encourages students to evaluate and learn from each other.

Formative Assessment Plan

Both formative and summative evaluation are used to gauge the knowledge retained and applied, they differ in their placement of the course.  Brown and Green (2011) cites “the formative evaluation is a type of quality control” (chpt 9, pg 155, [Morrison, Ross, and Kemp 2007]). A formative evaluation is a way of checking the progress of the learner throughout the course.  The summative evaluation is conducted after the course is complete or after the instructional intervention is implemented (Brown and Green, 2011, chpt 10, pg 168).   

The video of a collaborative geography game called Galactic Mappers, Edutopia (2014) uses a formative evaluation in the classroom.  As the teacher in the video explains, the assessment is imbedded in the learning process while the students are engaged; a grading rubric is offered to guide the learner through the process.  Assessment is conducted by the teacher through visual observation and vocal communication, asking questions (Edutopia 2014). 

Formative Assessment Plan - LearnerAn example of implementing formative evaluation in my courses would be phase 1 introduction.  In order for the students to complete the self-studies they must first understand how to use the functions of the course.  Flashing icons with verbal instruction guide the students through navigation; push play to go to the next screen.  Screens and functions are timed to ensure the students are progressing through the screens. 

Failure to push the play button would introduce a character to encourage the student to push the play button using the key board or mouse.  Successful implementation of pushing the play button brings our character back to congratulate the student for a job well done.  This instruction and evaluation takes place until the student has successfully completed phase 1 – How to complete your self-study. 

In the eLearning programs for “Teaching Children to Read” the formative assessment is imperative.  Incorporating courses into the current curriculum requires constant evaluation and feedback throughout the learning process.  Teachers use the data from weekly evaluations as a means of group discussion for learning. 

Formative Assessment Plan - DesignThe child's evaluation of the program would be simple questions with a thumbs up, thumbs down, or confused (I do not know) icon.  Questions would include; did you have fun, did you learn something new, do you want to play more games, and were the games too easy.  This evaluation would be placed at each phase of learning.  Since the entire curriculum is introduced in phases these are formative evaluations from the perspective of the child.

Questions for the Teacher and Parent include; were the children responsive to the games, did the children show an interest or willing to learn through the game process, was the instruction easy to interpret (at the child's level), and did the courses taught this week have an impact on child's learning curve.  Teacher response will evaluate design at a 1-3 grade with 1 = dissatisfied, 2 = satisfied, and 3 = very satisfied.  

It can be difficult receiving feedback from a child but adding short evaluations with characters will assist the designer in the future.

Teacher and Parent evaluation occur at different times during the curriculum but have similar questions to assist development of curriculum.

Brown, A. & Green, T. (2011). The essentials of instructional design: Connecting fundamental principles with process and practice. (2nd ed.). Upper Saddle River: Pearson.

Edutopia. (2014, May 13). Building formative assessment into game-based learning [Video file]. Retrieved from https://www.youtube.com/watch?v=2c2-kYxNyMcVeronin, M. A., & Patry, R. (2002). Instructional Objectives: What They Are, What They Aren't. Pharmacy Education, 1(4), 207-213.

Harden, R. (2002). Learning outcomes and instructional objectives: is there a difference?. Medical Teacher, 24(2), 151-155. doi:10.1080/0142159022020687

Illinois Online Network. (n.d.). Instructional strategies for online courses. Retrieved from http://www.ion.uillinois.edu/resources/tutorials/pedagogy/instructionalstrategies.asp

References