Instructional Design
I will be providing an instructional design for sixth-grade Reading and Language Arts teachers, focusing on how to effectively deliver the yearly curriculum while integrating technology to support student learning. This training will emphasize the importance of utilizing district-approved technology tools to enhance both teaching and learning. Teachers will gain a foundational understanding of key applications, including the Learning Management System (Schoology), Google Docs, and Google Slides, to ensure they are equipped to support students in a digital learning environment. The goal is to help educators seamlessly incorporate these tools into their instruction, fostering engagement and improving student outcomes.
Key Institutional Documents
The key institutional documents essential for ensuring the seamless delivery of this course include the Year at a Glance (YAG), which provides an overview of all units for the academic year; the Unit Lessons, which outline the TEKS and priority TEKS to be taught in each unit; and the Assessment Calendar, which includes the designated time frames for administering assessments, as outlined by the district.
Competency-based education (CBE) or outcome based education (OBE)?
My professional learning approach integrates blended learning, along with both competency-based and outcome-based strategies. This model focuses on the development of specific competencies, which will be applied through the use of technology to enhance student learning and engagement. As teachers progress through the course, they will work toward mastering these competencies, which will then be assessed in alignment with clear, measurable outcomes. The goal is to ensure that each teacher not only gains proficiency in using technology tools but also effectively applies these skills to improve instructional practices and student achievement. This method ensures that learning is personalized, flexible, and results-driven.
What design approach have you chosen? Why?
ADDIE
The Analyze phase of the ADDIE Model helps provide a clear understanding of
what teachers need to know and do. This phase involves analyzing both the content
(the curriculum and technology tools) and the learners (the teachers) to identify
the specific knowledge and skills they need to develop. Understanding the context
and learners’ needs ensures the course is tailored to address the relevant competencies.
The Design phase requires a focused approach to creating the learning
experiences that balance assessments, technology integration, and the
application of curriculum. Using ADDIE in this phase allows me to set clear
learning objectives, choose appropriate teaching strategies (such as blended learning),
determine assessment methods (like quizzes, discussions, and hands-on activities),
and select technology tools (e.g., Schoology and Google Docs). This phase ensures
that all elements of the course align with the desired learning outcomes.
In the Development phase, I will create the materials, resources, and activities that will be used throughout the course. This includes developing lesson plans, teacher models, quizzes, and anchor charts that will guide and support teachers in their learning. These resources will help facilitate the successful integration of technology and curriculum into their instructional practices.
The Implementation phase involves executing the learning plan and interacting with the teachers during the scheduled sessions. In this phase, I will introduce the teachers to the technology tools and demonstrate how they can apply these tools to their lessons. Hands-on activities and collaborative discussions will allow teachers to practice and refine their skills in real-time.
The Evaluation phase allows me to assess the learners' mastery of technology integration and curriculum delivery, as well as evaluate the overall effectiveness of the course. Assessments such as peer feedback, surveys, and self-reflections will help gather valuable data to determine how well the course met its objectives and identify areas for improvement.
The ADDIE Model is a perfect fit for my needs because it provides a structured, yet flexible, approach to designing and implementing a learning experience. This model not only emphasizes the integration of technology into teaching practices but also allows for continuous assessment and refinement of the course. By following ADDIE, I can ensure that teachers not only develop technical skills but also effectively integrate those skills into their teaching practices, enhancing both their professional growth and student outcomes.
How will you balance assessment Or/For/As learning?
To balance assessment Of, For, and As learning, I will structure them in a way that each type supports and informs the others, creating a cohesive learning experience.
-
Assessment OF Learning will involve the end-of-unit summative assessments, which measure mastery of the TEKS taught throughout the unit. These assessments provide a clear picture of student understanding at the conclusion of the unit.
-
Assessment FOR Learning will be ongoing and include regular conferring with students about their assignments. This allows for real-time feedback, helping to identify areas for improvement and guide students toward mastery before the final assessment.
-
Assessment AS Learning will take place through collaboration in small groups, where students will engage in discussions about their strengths ("glows") and areas for growth ("grows"). This self-reflection helps students become active participants in their own learning process.
I will balance these assessments by ensuring that each one serves as a stepping stone, building upon the previous one. The formative assessments (Assessment FOR and AS Learning) will provide the necessary insights and feedback to guide students toward success on the summative assessments (Assessment OF Learning). This approach ensures that each type of assessment is integrated into the learning process and contributes to students' continuous growth.
Are you moving your learners into deeper learning? If not, why not?
Yes, the course is intentionally designed to promote deeper learning by encouraging critical thinking and problem-solving. Teachers will apply their understanding of the curriculum and technology tools to real-world classroom scenarios, where they will plan lessons and strategies that challenge their students to think critically and creatively.
Activities such as using Schoology for collaborative discussions and creating Google Slides presentations will engage teachers in higher-order thinking. These experiences are designed to help teachers develop skills that they can transfer to their own classrooms, fostering deeper learning for their students as well.
Who controls the learning?
The learner is ultimately in control of their own learning, but the course is structured to be highly interactive and collaborative, ensuring that educators remain engaged throughout the process. The design of the course emphasizes teacher autonomy, allowing participants to take ownership of their learning journey while providing structured opportunities to explore both the curriculum and various technology tools. This balance of independence and support will empower teachers to make decisions about how they engage with the content.
Throughout the course, teachers will participate in hands-on activities that allow them to apply their learning in practical, real-world scenarios. Guided discussions and opportunities for peer feedback will foster a collaborative learning environment, encouraging teachers to share insights and strategies with one another. The instructor's role is to facilitate and guide this learning, offering support, resources, and feedback when needed, while allowing teachers the freedom to explore and adapt the material in a way that best suits their individual needs and teaching contexts. This approach ensures that teachers are actively involved in their own professional development while also having the flexibility to explore and innovate with the curriculum and technology tools provided.
Finks 3 Column Table
Implementation Schedule
References
Athuraliya, A. (2024, December 25). Top 7 instructional design models to create effective learning material -. Creately Blog. https://creately.com/blog/education/instructional-design-models-process/
Bates, A.W. (2019). Teaching in a Digital Age: Guidelines for designing teaching and learning. https://opentextbc.ca/teachinginadigitalage/ Videos from this post are also required viewing in the Discussion section.
Harapnuik. D. (2021). Assessment Of/For/As learning. https://www.harapnuik.org/?page_id=8900
Mohning, C. (2024). Schoology. Cypress Fairbanks ISD. https://www.cfisd.net/academics/cfisd-schoology
What is Addie? your complete guide to the addie model. ELM Learning. (2024, November 26). https://elmlearning.com/hub/instructional-design/addie-model/
