An artifact that demonstrates my competency in the ability to apply instructional design principles is my final project for EDCI 57200 – Learning Systems Design. For this project, I had to design a training module using the Dick and Carey (Dick, Carey & Carey, 2015) Instructional Design model. My final paper includes each aspect of the training I chose and outlines the training according to Dick and Carey’s “9 steps for designing instruction” (2015).
Competency Artifact
- Artifact for Competency 7 Apply Instructional Design Priniciples_ EDCI 57200 Learning Systems Design
This narrative explains how my artifact (my final paper) demonstrates the following three characteristics of apply instructional design principles.
Characteristic 1: Identifies and analyzes learning and performance problems
Part 1 (page 2) of my final paper includes a project overview, which explains the training topic, needs assessment of actual and desired performances, as well as the instructional goal and instructional analysis for training. The needs assessment enforces the need for training and identifies the gap in knowledge and/or performance. The instructional goal focuses on the purpose for training so that the outcome is measurable. The instructional analysis is to identify the skills and knowledge required to achieve the goal (Dick, Carey & Carey, 2015).
Characteristic 2: Design, plans and develops instructional interventions using appropriate strategies and techniques
Part 2 (page 5) of my paper takes the learner and the performance context into account, which is necessary when designing and planning instructional techniques and strategies to ensure that they are appropriate for the learning and performance context. Part 2 also breaks the training goal into a series of instructional goals with subordinate skills that are all required in achieving the main instructional goal. This is also necessary for planning instructional strategies that build off one another.
This table of instructional strategy alignment on page 21 in my final paper is an example of this characteristic:
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Cluster 1 Listening and Pausing |
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| Objective(s) | 1 To paraphrase (CN), listen to the speaker(s) (B) attentively by maintaining eye contact, body facing, and silent (CR).
2. When a speaker is done speaking (CN), pause before speaking (B). Wait a minimum of 3 seconds before responding or asking for think time (CR).
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Content Presentation |
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| Content | Listening attentively to what the speaker is saying is necessary to paraphrase precisely what the speaker says from a very matter of fact standpoint. Listening is also essential to identify needs for pausing and clarification. Pausing is necessary to reflect on paraphrasing another’s idea accurately. |
| Example(s) |
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| Student Grouping and Media Selection | This portion will be the whole group of team members (learners), including the facilitator. The facilitator will introduce the (Hord, et al., 2010), modified by James Roussin in Advanced Topics in Adaptive Schools PDF (Simoneau & Roussin, 2016, pp. 20-21). Then allow time to process them, think about what questions or things they notice. Then have time for clarification for any of them.
Before watching the Jason Headley’s (2013) YouTube, It’s Not About the Nail the facilitator will ask them to think about what mode of listening is the man demonstrating and what mode did the woman need. |
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Learner Participation |
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| Practice Items and Activities | After the video, the facilitator will ask learners to take a moment to reflect silently, take notes, and/or ask a question.
During this reflection time, the facilitator will ask the following questions:
After the reflection time, the facilitator will ask people to share their answers. The facilitator will model pausing by verbally indicating a need for a pause after each observation shared and/or counting to three on their fingers before allowing someone to comment. |
| Feedback | The facilitator will explain that this first portion of the training emphasized the purpose of listening and pausing. They will also point out the conscious choices to emphasize these points.
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| Student Grouping and Media Selection | Learners are in a whole group setting being presented with a hard copy of the 7 Modes of Listening 7 Modes of Listening (Hord, et al., 2010), modified by James Roussin in Advanced Topics in Adaptive Schools PDF (Simoneau & Roussin, 2016, pp. 20-21) while watching a YouTube, and answering questions from a facilitator. |
Characteristic 3: Develops an evaluation plan for a project based on stated goals and recognized standards.
In part 3 (page 17) of my final paper, I have designed a table that aligns the skills and objective to the test item.
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Goal Steps/Subordinate Skills |
Performance Objectives |
Parallel Test Item |
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Instructional Goal |
Terminal Objective |
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| During first-grade team meetings, teachers will regularly use the Paraphrasing Norm of Collaboration when communicating. | Teachers will communicate during first-grade team meetings (CN), using the rules of paraphrasing (B) to reflect others’ ideas and contributions accurately (CR). | An observer will use a checklist and a rubric to gather information about team members’ paraphrase. | ||||||||||
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Main Step in Instructional Goal |
Subordinate Objective |
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| 1. Listen to the speaker(s) | To paraphrase (CN), listen to the speaker(s) (B) attentively by maintaining eye contact, body facing, and silent ((CR). | Team Member:____(name)____
1. Listening
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Subordinate Skills |
Subordinate Objective |
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| 1.6. Identify when the speaker has asked a question to the group or an individual | 1.6. When the speaker is finished (CN), identify if they have asked a question and to whom (B) by verbally acknowledging a question was asked and to whom (CR). | 1.6 Identifies a question
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| 1.5. Recognize when complex ideas are being shared among the group
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1.5. When an idea is shared, or conversation is happening in the group (CN), recognize when the idea or there is an exchange of complex ideas (B), by verbally indicating the need for a pause (CR). | 1.5 Complex Ideas
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| 1.4 Identify needs for clarification during the discussion | 1.4. During the meeting conversation (CN) identify needs for clarification (B) to be able to understand others’ contributions. Pays attention to self and others to notice when things are confusing and/or after discussion or a long share has occurred; as a result, verbally acknowledges a need for a pause (CR). | 1.4 Clarification
(Indicates a need for a pause at least once due to complex ideas and/or confusion.) |
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Main Step in Instructional Goal |
Subordinate Objective |
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| 2. Pause before responding | When a speaker is done speaking (CN), pause before speaking (B). Wait a minimum of 3 seconds before responding or asking for think time (CR). | The observer will continue to use the checklist.
2. Paraphrase
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Subordinate Skills |
Subordinate Objective |
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| 2.3. Reflect internally or out loud as a group or individually
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2.3. Before responding as a group or individual (CN) reflect (B) about what was said. The reflection time can consist of getting more information from the speaker(s), silent note-taking, or quiet think time (CR). | 2.3 Reflects
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| 2.2. Indicate the need to think verbally or nonverbally | 2.2. Before pausing (CN) indicate the need to think verbally or nonverbally (B) by asking if it’s okay to pause or offers a suggestion on how to pause (CR). | 2.2 Thinks
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Main Step in Instructional Goal |
Subordinate Objective |
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| 3. Determine the type of paraphrase to use | During the pause time (CN), determine the kind of paraphrase to use (B). Depending on the type of share, an acknowledging or organizing paraphrase would be considered sufficiently appropriate. An abstracting paraphrase might be appropriate but is more complex (CR). | 3. The observer will indicate the type of share the speaker gave and the kind of paraphrase the learner gave. | ||||||||||
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Subordinate Skills |
Subordinate Objective |
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| 3.4. Compare the conversation characteristics to the types of paraphrasing
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3.4. To choose the correct paraphrase (CN) compare the characteristics of the conversation to the types of paraphrasing (B). Accurately compare the conversation characteristics to the types of paraphrasing (CR). | 3.4 Compare Paraphrasing Types
Garmston and Wellman’s (2013) sharing and paraphrasing types:
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| 3.3. Distinguish the characteristics of the speaker’s idea or conversation | 3.3. To compare the conversation to the paraphrasing types (CN), distinguish the characteristics of the speaker’s idea or conversation (B). Correctly identify the characteristics of the conversation (i.e., emotion & content, a few statements or different ideas, or a combination (Garmston and Wellman, 2013) (CR). | 3.3 Share Characteristics
Garmston and Wellman’s (2013) types of shares:
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| 3.2. Recall the types of paraphrasing | 3.2. Given the time to pause (CN) recall the types of paraphrasing (B) accurately (CR). | 3.2 Recall Paraphrasing Types
Garmston and Wellman’s (2013) paraphrasing types:
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Main Step in Instructional Goal |
Subordinate Objective |
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| 4. Use the right paraphrasing structure to reflect the speaker(s)’s idea(s) | Once the correct paraphrase is determined (CN) use it to indicate the speaker(s)’s idea(s) by using the right statement structure for the kind of paraphrase (CR). | 4. The evaluator will use the paraphrasing rubric to determine if correct paraphrasing structure was used.
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Subordinate Skills |
Subordinate Objective |
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| 4.2. Exclude “I” from the statement | 4.2. When reflecting (CN), eliminate the word I (B), from your paraphrase (CR). | 4.2 eliminating I
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| 4.1. Recall the statement structure for the correct paraphrase. | 4.1. Before reflecting (CN), recall the statement structure for the correct paraphrase (B). The statement structure correctly matches the type of paraphrase (CR). | 4.1 Statement Structure
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In my future work of apply instructional design principles, I hope that elements of the models and design principles become more second nature and intuitive so that I do not always have to reference items. More authentic practice and reading of essential practices will help me achieve this goal.
References
Dick, W., Carey, L., and Carey, J. (2015). The Systematic Design of Instruction (8th ed.). Boston: Allyn and Bacon.
Garmston, R. J., & Wellman, B. M. (2013). The adaptive school: A sourcebook for developing collaborative groups (2nd ed.). Lanham: Rowman & Littlefield.
Headley, Jason. (2013, May 22). “It’s not about the nail.” [YouTube]. Project: Video.Retrieved from https://www.youtube.com/watch?v=-4EDhdAHrOg
Hord, S. M., Roussin, J. L., & Sommers, W. A. (2010). Guiding professional learning communities: Inspiration, challenge, surprise, and meaning. Moorabbin, Vic: Hawker Brownlow Education.
Simoneau, C., & Roussin, J. (2017, August 11). Advanced topics in adaptive schools. Retrieved 2016, from https://www.nesacenter.org/events/event-archives/fall-training-institute2016/carol-simoneau-james-roussin
Allison Brinkerhoff 