2.6 Instructional Design
Candidates model and facilitate the effective use of research-based best practices in instructional design when designing and developing digital tools, resources, and technology-enhanced learning experiences. (PSC 2.6/ISTE 2f)
Artifact: Multimedia Design Project
Reflection:
In ITEC 7445, Multimedia and Web Design, I created a Multimedia Design Project. The task has the students develop a model to teach others how the organelles work together. In the last couple of days of the WebQuest, students used each other's models and completed the rubric to give constructive feedback to a peer. Students worked through various mini-lessons and activities to gain the knowledge needed to complete the task. At the end of the unit, there was a Summative Test. I constantly probed students formatively as they worked by asking questions like, "What does the Nucleus do? How do the Chloroplast and Mitochondria work together? How do the Lysosomes and Golgi work together?" This will assess as they go and give them guiding questions to think through to bring them to higher thinking levels.
The Multimedia Design Project models and facilitates research-based strategies. The project starts by introducing the vocab using a song. The students use the song to define the vocabulary. This is a vocab strategy that Hattie's scale gives a 0.6, which is over one year's worth of growth. The more students listen, the more they remember, and you hear them singing it as they do other activities. Each lesson increases rigor and moves up Bloom's Taxonomy, with the final task being creative and then evaluating each other's final product. When they evaluate, they are using another research-based strategy. According to Hattie's strategies, feedback has a .7, which is also over a year's growth.
The last strategy used was self-grading. This Hattie strategy is given a 1.44 which is over 3 years of growth. I utilized this strategy by posting the rubric and going over it first and asking the students how they would do. The students set a goal for the outcome of their project. The students can then use the rubric to grade their project. This is beneficial as they can make changes and give self-feedback, which requires higher-order thinking.
The instructional design was good, I think, for the regular ed classes. I worry about it if it is an accelerated advanced class. They may move through this quickly as they tend to have more background knowledge. I would add more research to gain information and, therefore, provide a path for higher vocabulary and more complex topics. In 7th grade, it is challenging because the research tends to be much higher than in 7th grade for cells. What I did put I wanted to be varied and engaging. I feel the student's freedom to choose the project allowed for individuality and creativeness.
This artifact did reaffirm my technology skills and leadership. Many of my peers reached out for different aspects as I was doing mine. I recommended many things to my peers for their video, audio, and even testing browsers. I need to become a better scheduler. I tend to take on too much at once. When I presented this in PLC, the other teacher wanted to try using it. Three of the teachers tried with me. The only one that didn't was worried about the students working independently on a project like this. The Multimedia Design Project has had a considerable impact. Since doing it, my PLC has created a few online WebQuest like this, and they all include higher-level tasks to increase students' level of thinking according to Bloom's Taxonomy.
In ITEC 7445, Multimedia and Web Design, I created a Multimedia Design Project. The task has the students develop a model to teach others how the organelles work together. In the last couple of days of the WebQuest, students used each other's models and completed the rubric to give constructive feedback to a peer. Students worked through various mini-lessons and activities to gain the knowledge needed to complete the task. At the end of the unit, there was a Summative Test. I constantly probed students formatively as they worked by asking questions like, "What does the Nucleus do? How do the Chloroplast and Mitochondria work together? How do the Lysosomes and Golgi work together?" This will assess as they go and give them guiding questions to think through to bring them to higher thinking levels.
The Multimedia Design Project models and facilitates research-based strategies. The project starts by introducing the vocab using a song. The students use the song to define the vocabulary. This is a vocab strategy that Hattie's scale gives a 0.6, which is over one year's worth of growth. The more students listen, the more they remember, and you hear them singing it as they do other activities. Each lesson increases rigor and moves up Bloom's Taxonomy, with the final task being creative and then evaluating each other's final product. When they evaluate, they are using another research-based strategy. According to Hattie's strategies, feedback has a .7, which is also over a year's growth.
The last strategy used was self-grading. This Hattie strategy is given a 1.44 which is over 3 years of growth. I utilized this strategy by posting the rubric and going over it first and asking the students how they would do. The students set a goal for the outcome of their project. The students can then use the rubric to grade their project. This is beneficial as they can make changes and give self-feedback, which requires higher-order thinking.
The instructional design was good, I think, for the regular ed classes. I worry about it if it is an accelerated advanced class. They may move through this quickly as they tend to have more background knowledge. I would add more research to gain information and, therefore, provide a path for higher vocabulary and more complex topics. In 7th grade, it is challenging because the research tends to be much higher than in 7th grade for cells. What I did put I wanted to be varied and engaging. I feel the student's freedom to choose the project allowed for individuality and creativeness.
This artifact did reaffirm my technology skills and leadership. Many of my peers reached out for different aspects as I was doing mine. I recommended many things to my peers for their video, audio, and even testing browsers. I need to become a better scheduler. I tend to take on too much at once. When I presented this in PLC, the other teacher wanted to try using it. Three of the teachers tried with me. The only one that didn't was worried about the students working independently on a project like this. The Multimedia Design Project has had a considerable impact. Since doing it, my PLC has created a few online WebQuest like this, and they all include higher-level tasks to increase students' level of thinking according to Bloom's Taxonomy.