Week+3+Design+Template

//** WEEK 3 - **** TEMPLATE **//


 * //EIDT - 6100 INSTRUCTIONAL DESIGN //**



Analysis Document

Using the template below to guide your response, complete the section of the document that corresponds to your role on the team. The suggested length for each group member’s section is 1-2 pages (when compared to a traditional word document).

Your group will need to decide if you want to make each of the portions below a separate page on the wiki, or if you want to combine certain sections of the document onto one page.

Any team member that adds a page may also need to add navigation links to the sidebar for every page added to the wiki. As you and your team develop your wiki site throughout this course, keep in mind the readability factor associated with excessively long web-based based pages. You are free to add any graphics or images to the wiki site that you feel will enhance your overall presentation and response.

All sections required by the document should be easily found by your instructor using the navigation and other features of the site.

__**Team Member A: Project Leader: **__ **Trevae and/or Kristin? **

Project description : Write a brief description of the project and instructional context. Include some historical background as to how the need for this instructional solution arose.

Needs analysis : In a narrative form, answer the following 4 questions as stated on pg. 29 in the textbook: What is the problem we are asked to solve? Will instruction solve the problem? What is the purpose of the planned instruction? Is an instructional intervention the best solution?

__**Team Member D1: **__ **Malisa **

Learner Analysis : Using Chapter 3  of your textbook, use pages 55-61 as a guide to complete a description of the learner’s characteristics for whom you will design this instruction. If there is not a specific existing instructional context or pool of learners for whom this will be developed, describe the learner characteristics for whom this instructional module would be suitable. Instruction is a staff development training program desigened for school principals/teachers/and/or school staff for them to train at-risk high schoolers.

Performance gap analysis :

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 120%;">Identify the difference between <span style="color: #ff0000; font-family: Arial,Helvetica,sans-serif; font-size: 120%;">current learner performance and desired performance <span style="font-family: Arial,Helvetica,sans-serif; font-size: 120%;">at the end of the planned instruction; you may need to make some assumptions about your learner audience if you do not have specific learners you can survey or assess.

__**<span style="font-family: Arial,Helvetica,sans-serif; font-size: 150%; margin: 0in 0in 0pt;">Team Member D2: **__ **<span style="font-family: Arial,Helvetica,sans-serif; font-size: 150%; margin: 0in 0in 0pt;">Ann **

<span style="color: #ff0000; font-family: Arial,Helvetica,sans-serif; font-size: 120%;">Contextual analysis <span style="font-family: Arial,Helvetica,sans-serif; font-size: 120%;">:

<span style="color: #ff0000; font-family: Arial,Helvetica,sans-serif; font-size: 120%;">Write a brief overview of the considerations <span style="font-family: Arial,Helvetica,sans-serif; font-size: 120%;">that will need to be taken based on the <span style="color: #ff0000; font-family: Arial,Helvetica,sans-serif; font-size: 120%;">types of context described on pages 63-66 <span style="font-family: Arial,Helvetica,sans-serif; font-size: 120%;">: orienting, instructional, and transfer context.

Unit Goals: Write at least 3 to 5 goals for your instructional module. How will you know if the instruction was successful?

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 120%;">*Note: The degree to which your <span style="color: #ff0000; font-family: Arial,Helvetica,sans-serif; font-size: 120%;">instructional module <span style="font-family: Arial,Helvetica,sans-serif; font-size: 120%;">is <span style="color: #ff0000; font-family: Arial,Helvetica,sans-serif; font-size: 120%;">success <span style="font-family: Arial,Helvetica,sans-serif; font-size: 120%;">ful in guiding your students to <span style="color: #ff0000; font-family: Arial,Helvetica,sans-serif; font-size: 120%;">achieve the learning objectives <span style="font-family: Arial,Helvetica,sans-serif; font-size: 120%;">is <span style="color: #ff0000; font-family: Arial,Helvetica,sans-serif; font-size: 120%;">measured by your unit goals <span style="font-family: Arial,Helvetica,sans-serif; font-size: 120%;">.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 120%;">In addition, you may decide other goals not directly related to the performance of the learners may also reflect the success of your unit, (ie: the enjoyment level of students, or the completion or attrition rates.) This is different from assessing how well the learners perform at the end of the unit, as measured against the unit’s instructional objectives (see below). However, learner assessment data may be one component used to evaluate the overall effectiveness of your unit.

__**<span style="font-family: Arial,Helvetica,sans-serif; font-size: 150%;">Team Member I: **__**<span style="font-family: Arial,Helvetica,sans-serif; font-size: 150%;"> Stephen **

Task Analysis= (topic analysis + procedural analysis) Topic analysis:

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 120%;">Begin your task analysis by <span style="color: #ff0000; font-family: Arial,Helvetica,sans-serif; font-size: 120%;">identify <span style="font-family: Arial,Helvetica,sans-serif; font-size: 120%;">ing the <span style="color: #ff0000; font-family: Arial,Helvetica,sans-serif; font-size: 120%;">topics that need to be taught during your 30-60 minute instructional module <span style="font-family: Arial,Helvetica,sans-serif; font-size: 120%;">. You should <span style="color: #ff0000; font-family: Arial,Helvetica,sans-serif; font-size: 120%;">include 2-3 topics <span style="font-family: Arial,Helvetica,sans-serif; font-size: 120%;">that are <span style="color: #ff0000; font-family: Arial,Helvetica,sans-serif; font-size: 120%;">described by the content structure <span style="font-family: Arial,Helvetica,sans-serif; font-size: 120%;">beginning on <span style="color: #ff0000; font-family: Arial,Helvetica,sans-serif; font-size: 120%;">page 75 <span style="font-family: Arial,Helvetica,sans-serif; font-size: 120%;">: __facts, concepts, principles and rules__, __procedures, interpersonal skills, or attitudes__. If helpful, you __may communicate your analysis using a chart, table, or other annotated illustration.__ __**<span style="font-family: Arial,Helvetica,sans-serif; font-size: 150%; margin: 0in 0in 0pt;">Team Member E: **__**<span style="font-family: Arial,Helvetica,sans-serif; font-size: 150%; margin: 0in 0in 0pt;"> Sandra **

<span style="color: #ff0000; font-family: Arial,Helvetica,sans-serif; font-size: 120%;">Procedural analysis <span style="font-family: Arial,Helvetica,sans-serif; font-size: 120%;">:

<span style="color: #ff0000; font-family: Arial,Helvetica,sans-serif; font-size: 120%;">For each topic <span style="font-family: Arial,Helvetica,sans-serif; font-size: 120%;">to be <span style="color: #ff0000; font-family: Arial,Helvetica,sans-serif; font-size: 120%;">taught <span style="font-family: Arial,Helvetica,sans-serif; font-size: 120%;">, answer each of the follow 3 questions as stated on <span style="color: #ff0000; font-family: Arial,Helvetica,sans-serif; font-size: 120%;">page 83 <span style="font-family: Arial,Helvetica,sans-serif; font-size: 120%;">: <span style="color: #ff0000; font-family: Arial,Helvetica,sans-serif; font-size: 120%;">What does the learner do? What does the learner need to know to do this step? What cues inform the learner that there is a problem, the step is done, or a different step is needed? <span style="font-family: Arial,Helvetica,sans-serif; font-size: 120%;"> If helpful, you __may communicate your analysis using a chart, table, or other annotated illustration__.

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 120%;">Instructional objectives:

<span style="color: #ff0000; font-family: Arial,Helvetica,sans-serif; font-size: 120%;">Chapter 5 <span style="font-family: Arial,Helvetica,sans-serif; font-size: 120%;"> will <span style="color: #ff0000; font-family: Arial,Helvetica,sans-serif; font-size: 120%;">prepare you to complete your instructional objectives <span style="font-family: Arial,Helvetica,sans-serif; font-size: 120%;">. Keeping in mind the unit goals, look at each task to be learned and identify each specific instructional domain (cognitive, psychomotor, affective, or mixed). <span style="color: #ff0000; font-family: Arial,Helvetica,sans-serif; font-size: 120%;">Using the format modeled in Ch. 5, write an instructional objective for each task based on the appropriate domain <span style="font-family: Arial,Helvetica,sans-serif; font-size: 120%;">. <span style="color: #ff0000; font-family: Arial,Helvetica,sans-serif; font-size: 120%;">Two-to-three objectives should be identified <span style="font-family: Arial,Helvetica,sans-serif; font-size: 120%;">for your instructional module. Remember to keep your instructional objectives: do-able, measurable, and needed. The final question to ask is: Once all instructional objectives have been met, has the need for instruction been satisfied?