ECE210 Instructional Design Unit Template (Auto Recovered) PDF

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Melissa Casey ECE 210

Instructional Design Unit Undergraduate

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Instructional Design Topic 1: The Learning Cycle

1. Preassessment and Standard Alignment 6. Reflect (apply to next lesson)

2. Instructional Strategies

Learning Cycle

5. Reteach (group and/or individual)

3. Assessment (formative and summative) 4. Review the assessment data

Learning Cycle 1. Pre-assessment and Standard Alignment a. Definition: Pre- assessment is a strategy done by teachers in the beginning of the school year before the start of instruction begins. This will show the students skills and knowledge before the actual instruction begins for the school year. Typically, this begins at the start of a lesson, unit, and or school year. Alignment is the process of ensuring that the specified curriculum is consistent with enabling students to reach the milestones outlined in the standards b. Example:. An example of a pre assessment would be student demonstrations, and documentation, and having the teacher do checklists and observations on the students prior to

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instruction. c. Resources:

https://www.assessmentnetwork.net/201 5/07/pre-assessment-where-teachingand-learning-begins/ https://files.eric.ed.gov/fulltext/ED58850 3.pdf 2. Instructional Strategies a. Definition: Are strategies that encompass a type of learning technique a teachers may use to help their students learn and or gain better understanding of the course material being taught. b. Example: microlearning and spaced repetition. c. Resources: Persaud, C. 2018. Instructional Strategies: The Ultimate Guide. Retrieved from: https://tophat.com/blog/instructionalstrategies/

3. Assessment a. Definition: An instructional strategy used to evaluate or measure a student’s knowledge, performance and progress throughout the school year. b. Example: impromptu quizzes and or tests, lesson exit tickets to see what children have learned. c. Resources: Zook, C. 2017. Formative and Summative Assessments. Retrieved from: https://www.aeseducation.com/blog/form ative-vs.-summative-assessments-whatdo-they-mean

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i. Formative a.) Definition: Formative assessments are evaluations of someone’s learning progress in a classroom. They measure the students’ strengths and weaknesses and target areas that the student needs help in. b.) Example: in class discussions ii. Summative a.) Definition: evaluations of what students have learned throughout a course. These assessments are done at the end of a course. b.) Example: standardized tests, final exams 4. Review the assessment data a. Definition: Taking the data collected from the assessment of each student, and revieing where that student stands academically. b. Example: the Brigance system would be a good data tool to use. c. Resources: https://resourced.prometheanworld.com/t ypes-of-summative-formativeassessment/

5. Reteach (group and/or individual) a. Definition: Offers academics to be retaught to those students that have

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struggled. Reteach something again, if you see that students are struggling. If assessments show need for more learning, reteaching a unit is good to do.

b. Example: using visuals will help reteach a topic. c. Resources: Marzano, R. 2010. Art and Science of Teaching/Reviving Reteaching. ASCD. Volume 68, Number 2. Retrieved from: http://www.ascd.org/publications/educati onalleadership/oct10/vol68/num02/RevivingReteaching.aspx

6. Reflection a. Definition: reanalyzing students’ progress of lessons by using the final assessments. This is to see where students stand academically, gives the teacher an idea of where each students stands, and how to better help him or her with the planning of the next lesson. b. Example: group games in classroom, like jeopardy c. Resources: https://www.iirp.edu/pdf/pa13-slidesyamabe.pdf Learning Cycle Summary The Learning Cycle is definitely a developmentally appropriate practice way of learning. The Learning Cycle has a lot to offer, not only purposeful learning for students, but it is so flexible for early learners. Students need flexibility because there are times,

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they need to change their way of thinking at times and us educators need to pay attention to this and apply our teaching techniques to how the students learn. Not only is The Learning Cycle great for the students, it also allows the teachers to excel in their teaching methods. Sometimes previous teaching strategies do not always work for the next group of students that a teacher gets, so they are able to change it up a bit using this method. The Learning Cycle also allows all students of all learning capabilities to be included in the learning environment. No child is every left behind. With this teaching model being so adjustable, it allows teachers to make the adjustments they need to for students with disabilities. Students with disabilities and different ethnicity can get the extra support they need to make sure they are getting the learning they are capable of. It is designed and based on observations towards the students from the teachers, which helps the assessments to be very accurate. This program is to meet the students’ needs specifically, unlike the 504 plan, IEP, or and RTI. Some of the instructional strategies that I would choose for Pre-K are hands on math learning, and daily calendar routines. I would have calendar to teach not only days of the week, letter and number recognition, but to also get the concept of positional words, such as next too, in front of or behind along with learning today, tomorrow, and yesterday. Preschool children learn through play, so to incorporate math, I will have some cubes, and have the students count each cube and make patterns with them. I will teach them one to one correspondence as well. Another great activity is counting color bears, this gives the children an opportunity to color sort, and count one to one when placing in the specific-colored bowels. Children as this age still explore through play and best with their hands. This way using these items can allow the children to learn at their own pace, and not feel rushed when it came to counting and learning math technigues. © 2021 Grand Canyon University. All Rights Reserved. Journal of Elementary Science Education, Vol. 20, No. 3

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(Summer 2008), pp. 63-69. ©2008 Document and Publication Services, Western Illinois University. Downloaded by Melissa Casey (mcaseyx83@gma

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Instructional Design Topic 2: Assessment and Standard Alignment Birth to Pre-K

Age: 18mths

Age: 4

Early Learning Standard:

Early Learning Standard:

Early Learning Standard: Physical WellBeing, Health and Motor Development – Fine Motor Skills

Objective: Students can place things in containers alternating hands. Use tweezers to pick things up.

Resources: NYS Early Childhood Advisory Council. 2012. New York State Early Learning Guidelines. Page 27. Retrieved on Sept 8, 2019 from:https://www.ccf.ny.gov/files/7813/817 7/12 85/ELG.pdf

NYS Pre-K Foundation Common Core DOMAIN 3 - Social and Emotional Development STANDARD 2 – Self Concept and Self Awareness

Objective: Compares self to others, such as wearing same clothing, same eye color, hair color etc. notices similarities and differences among peers. Able to identify their feelings, and why they are feeling that way during a particular time of day. . Resources: New York State Department of Education. Board of Regents, 2011. New York State Prekindergarten Foundation for the Common Core. Page 15. Retrieved on September 8, 2019 from:http://www.p12.nysed.gov/earlylearning/st andar ds/documents/PrekindergartenFoundationforthe Com monCore.pdf

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Assessment and Standard Alignment Summary Assessment: Having age-appropriate things is so important in making sure that things are developmentally appropriate. 18-monthold put things in their mouths, we all know this, so we need to make sure that these toys are soft, and chewable for them, and not too small to cause a choking hazard. Having children place toys into something, and take things out of containers is such a good thing for them to do to get an understanding of fitting objects into things. When they empty, and fill objects it is helping their fine motor and cognitive developments. When you observe these littles doing these tasks you can see how well they are doing them, and see how long it is taking them to finish the task at hand. This is a good way to see if the child is needing extra help.

Assessment: To make sure everything aligns right, it is so important to make sure that the children can identify their feelings and have self-awareness. To have the children learn self-awareness the teacher can give students a blank picture of a face, and give them crayons, and a mirror to see themselves. Then we can ask the children to draw what they see, draw a self-portrait, and to make sure include how they are feeling, if their face looks mad, happy or sad. If the student cannot figure out how they are feeling at the time of activity, they will be asked to think back when something made them happy, sad, angry, etc. Then they will draw the self-portrait to portray that feeling they felt at that time. When they are asked why they felt that way, they will have to think back to what made them feel the way they portrayed themselves in the portrait. There will be a series of questions amongst students and teachers as to why they chose the feeling they felt etc. Doing this activity will help the students get an understanding of why someone feels the way they do at certain times, and particularly whey they feel the way they do at a moment in time. It gives them awareness of what makes them feel certain ways.

Kindergarten to Grade 3

Grade: kindergarten

Grade: 3

State Standard: NYS P-12 COMMON CORE

State Standard:

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LEARNING STANDARDS FOR MATHEMATICS CLUSTER A: Counting and Cardinality – STANDARD 1: Count to 100 by ones and by tens

Objective:

NYS P-12 COMMON CORE LEARNING STANDARDS FOR ELA LANGUAGE STANDARD: Conventions of Standard English 2: Demonstrate command of the convention of standard English, Capitalization, punctuation and spelling when writing

Objective:

Ask children to count orally and see Use capitalization and punctuation properly how far they can properly count to. Goal would when writing. be at least 50 by mid year. Resources: New York State P-12 Common Resources: New York State P-12 Learning Core Standards for Mathematics. (Revised) 2017. Learning Standards for English Language Page 1. Retrieved on September 8, 2019 from: Arts & http://www.nysed.gov/common/nysed/files/mat Literacy. 2011. Page 3. Retrieved on h-revised-2017-standards-kindergarten.pdf September 8, 2019 from: file:///C:/Users/shype/Desktop/School/ECE %20210/nysp12cclsela%20(2).pdf

Assessment and Standard Alignment Summary Assessment: Take children aside and see what they can count to orally, without one-to-one correspondence. When we figure out how far they can count, I will then introduce cubes to them or another item to count and have them point to each item when a number is being said, so they know that each thing represents a new number. Sit with them when it comes to one-to-one correspondence because children of this age do not really have a concept of one to one, they can count one item multiple times and get wrong number. To observe them while counting is so important. Making sure they are

Assessment When assessing the students while writing it is important to make sure they are having their journals out and writing on a daily. I will have students free write about the weekend or something that makes them happy sad or angry. I will explain to them that proper names and places need to be capitalized. I will have a bingo game, of various pictures, they will place bingo chips on pictures that are called that need capitalization. This will give them a understanding and memorization that you must capitalize certain things over others. As

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pointing to each item was they are saying them will help them realize that each item is something. To get the class to count to 100 by the end of the year, we will do blocks of ten each. Once each student is good with the current block they are working on, we will move to the next block. So, if we did 1-10, next would be 10-20, by ones of course, and so on and so on.

far as the punctuation in sentences, I will have the children read their writing to themselves, each spot they have to take a breath, would typically be where they need a punctuation mark of some sort. Proper placement of punctuation will give them an understanding of when to capitalize a sentence and where not to. I will also have the children what form of punctuation they will use in a particular sentence. If they are asking a question, what would it be and so on and so on.

Instructional Design Topic 3: Instructional Strategies Select one standard and one objective from birth to pre-K and kindergarten to grade 3 that you created in Topic 2 and copy/paste them below.

Birth to Pre-K: State Standard:

Kindergarten to Grade 3: State Standard:

Early Learning Standard: Physical WellBeing, Health and Motor Development – Fine Motor Skills

DOMAIN 3 - Social and Emotional Development STANDARD 2 – Self Concept and Self Awareness

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Objective:

Objective:

Students can place things in containers alternating hands. Use tweezers to pick things up.

Compares self to others, such as wearing same clothing, same eye color, hair color etc. notices similarities and differences among peers. Able to identify their feelings, and why they are feeling that way during a particular time of day.

Direct Instruction Strategies (include the modeling strategies for instruction, guided practice activity that would be whole group to check for understanding, and an independent practice activity). Copy and paste the assessment from Topic 2. Be sure to revise if necessary. Model: The teacher will demonstrate how the sort the different color pom poms with tweezer. I will show the children how to properly pinch the tweezers to pick up a pom pom and place it in the specific-colored bowel. Once every child in the group can open and close the tweezer with one hand, I will move to a next group to model it for them. Guided Practice: During center time, groups of 4 students will take the tweezers and color sort the items to the proper bowls they go in. They will also, learn the open close concept when pinching the tweezers. This will give the children a better understanding when learning to cut with scissors as well.

Independent Practice: Same as the guided practice, each student will be given a pair of play tweezers. They will be asked to pick up different objects with these tweezers, and I will asses which ones are easier for them to pick up. They will be doing this individually, with a teacher looking on to see if they are properly opening and closing their pincher fingers.

Model: Teacher and assistants in the classroom will each draw a self portrait of themselves while looking in a mirror. They will pay attention to their feelings at the moment. How they are feeling will be portrayed in their drawing. Then when done, they will describe how what feeling they drew and why they drew it, or why they felt that way. Guided Practice: In groups of 3 during center time, students will be given mirrors, a blank piece of paper with a head on it, and markers. Each student will draw their self portrait, focusing on how they are feeling. Or draw a self portrait on how they felt at a specific time. They will then swap portraits with someone, and that student will tell the drawer what they see I the portrait. What they feel they are feeling etc. Independent Practice: When students are drawing their self portrait, they will be asked to draw how they felt during a particular time. To think back to what made them happy or sad. Once they draw it with the feeling portrayed in it, they will then present their drawing to the class. They will explain why they drew the feeling in it, and what made them feel that way at that time. They will ask the class what makes them feel different ways, and what they can do to make the way they are feeling be changed.

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Assessment (revise if it does not align with the objective and activities): These all align well with the standard at hand. They are all developmentally appropriate for age of the students. Fine motor is a milestone that these children need to learn, and using tweezers are so helpful to get the pinching aspect down.

Assessment (revise if it does not align with the objective and activities): Everything is aligned great. This is a project that can be observed by not only the teacher but by other peers in the classroom. This activity will give students a way to express their feelings with one another, help with verbal communication, and socialization amongst the classroom.

Modeling and Guided Practice Summary Modeling and guided practices depend solely on the educators of the classroom. Dependent on how they teach, depends on if the practices will be great or not. Not everyone teaches the same way, and sometimes there are some that are just not good models at it. But, in hopes that we model and have guidance practice will give the students more confidence in their learning when they learn, and trust in their teachers. When we self-demonstrate to our students, we are encouraging them to model for others as well. When we model for our students, it can make lessons that much easier, for them as a whole group. When we model for them, we are not only verbally and visually showing them how something is done, but we are giving them the handson experience to an activity that they may not have elsewhere. As a teacher, you want your students to learn lessons and you want those lessons to stick with them over time. You want them to leave the class knowing and not forgetting how to do something. This is done through modeling and the students gaining trust in you for your teaching. Modeling does not have to be a one-time thing; we can do it over time until we know that our entire class gets the lesson and all students are on the same page in the lesson being taught. Students adapt to learning and when the teaching is flexible, they will take the information with them they learn. They will not feel pressured in the cla...