3-1_설계과목_교수설계2_과제샘플

0746007 김원주│0846040 강유진 │ 0946008 김아연 │0946031 정유인

2010, spring
Instructional Design Project
Prof. Lee, Jung min

1. Analyzing the Learning Context
2. Analyzing the Learner
3. Analyzing the Learning Task
4. Assessing Learning from Instruction
5. Strategy
6. Learners’ assessment of the instruction
7. Evaluation & Revision

2

Analyze │ Assess │ Strategy │Learner’s assess │ Revise

1) Food additives teaching
in10st grade is not currentl

y provided
• These days food’s stability is quite important factor in our life, however inst
ant foods added too much food additives are eaten frequently
therefore food additives make hot issue.
• The adolescence is 2nd period of growth which shows drastic growth in phy
sical and mental. In that period nutrients are significant but knowledge of f
ood additives is deficiency level.
• Also, in regular science contents, there isn’t any food additives teaching.
• Innovation Model
3


2) Does the learning context seem to require the particular capabil
ities of a particular medium?
• Our project may use computer for students and teacher. We will conduct to
show video which will help students to motive their interest about food additi
ves.
3) What is the existing philosophy, strategy, or theory behind the c
urrently food additives?

Food additives are Food additives are not
substances added v suitable to children and
intentionally to foodstuffs to s students, because all these
perform certain technological ADI is provided in criteria of
• → Teachers teach not only giving students
functions adult not fit for adolescence.

knowledge of food additive’s list, but also
giving them real experience about the neg
ative effect of the food additive. 4


4) What types and quantities of hardware are available in S
eo in-cheon high school in In-cheon districts?

• According to In-cheon school research, 100% of classes have enough
computers, which teacher can use (can play power point, video, flash etc) B
esides School has beam project, project TV.

5) Do teachers/administrators plan to use mediated instruct
ion as the central portion of instruction? What experiences
have the teachers had with media-based systems?

• Teacher think new media-based instruction is quite hard, because they
are not familiar with that and they don’t have sufficient multi- materials abou
t food additives.

5


S high school 38 Female students

6


1. 2학년 때 어느 쪽으로 지원 할 예 2. 과학 교과의 학습이 꼭 필요하다
정인가요? 고 생각하나요?

10%
14%
14% 23% 전혀그렇지 않다
37%
53% 이과 그렇지 않다
21% 28%
문과 보통이다
예체능 약간그렇다
아주그렇다

7


7. 식품첨가물에 대해 들어본 적이 8. 식품 첨가물에 대한 학습이 필요
있나요? 하다고 느끼나요?

21% 5% 8%
26% 전혀그렇지 않다 28% 3% 5%
전혀그렇지 않다
26%
그렇지 않다
40% 그렇지 않다
보통이다 38% 보통이다
약간그렇다
약간그렇다
아주그렇다
아주그렇다

8


Cognitive characteristics

Students have low cognition to science since they are almost going to l
iberal arts. They feel difficulty not only science but also lesson nutrition
. Besides they think lesson nutrition is useful and effective for real cont
ext. Science classes are just proceeded by providing lecture, which ar
e not do experimental work.

Physiological characteristics

Students are all 17 years old girls. All of them have not big problem but
there are some people who aren't feeling well

9


Affective characteristics

Students are not interested in science but they are a little bit interested
in lesson of nutrition. They feel the need to study of Food additives. Th
ey think knowing Food additives is important and essential. They feel a
wkward about experiment since they have rarely experienced of experi
mental work in science class.

Social characteristics

Students haven't almost helped each other to do their task, Since basi
cally they have low interest in science, they don't feel necessity of helpi
ng. Students feel the need to do team activity in class. Thus they want
to do things which become intimate as well as help each other.

10


Expert

Sun Mi, Hu

S high school chemistry teacher
Charging chemistry laboratory

11


1st : students can explain the effect and type of the food
additive

Students can give
Students can define the meaning of Students can explain the explanations about the
food addictive purpose of the food additive negative effect of the food
additive.

Students can Students can identify
classify the food acceptable daily intake
addictive through of the each type of
each purpose food additive

Students can
explain the type
of the food
additive .

Entry level

Students can clearly
explain that the FDA
manages all criteria for
the acceptable daily
intake of the each type
of food additive

12


2nd : students confirm through the eyes how much coupler is
now using in the real world.

Add the 1g of N-1-hydrochloride into After Mixing the Take the various type of
a mortar and also add the 10g of sulfa contain , pour it into the
bottle ‘A’.
sausage and ham and chop
these material
M
acid and 89g of tartaric acid.
Put the 0.5g of reagent of
Put the 1g of the chopped Take the 2ml of water by
Warm up the beaker in the bottle ’A’ into the test
ham and sausage into using the pipette , and put
double boiler for 20min. tube and check the color
beaker the liquid into the test tube
change of the tube

Set up the Decide the volume
Put the 99ml water Pour the water into disposable device of the liquid by
into the beaker a bowl on the top of the using the yellow
pipette. button

Push the yellow
Put the beaker into Light the alcohol button and make
Remove the pipette.
the bowl lamp sure all the volume
of liquid comes out

Students can explain
the matters that
require when using the
alcohol lamp
Entry level

13


• The Plan of Formative Evaluation
– 1st lesson : Using the aid book which students can write down in
the middle of instruction what they are learning.
– Example :

14


– 1st lesson : Using the aid book which students can write down in
the middle of instruction what they are learning.
– Example :

15


– 2nd lesson : Making students to fill out the experimental report in
the lesson to assess their experiment process and result
– Example :

16


• The Plan of Summative Evaluation
– 1st lesson : After the first time lesson, an examination is taken to
ascertain if the students understood well what they learned
– The examination contains both subjective and objective
questions
– Example :

17


Object 1
Students can define
the meaning of food
addictive

Object 2
Students can explain
the purpose of the
food addictive

Object 3
Students can give
explanations about the
negative effect
18


• The Plan of Summative Evaluation
Field of Evaluation
– 2nd lesson : We plan to evaluate 2nd lesson in 3 sector by rubric ○ ×

– Such as process of observation, attitude of theobservation and
1. Add the appropriate quantity
of 1g of N-1-hydrochloride into
a mortar, 10g of sulfa acid and 89g of tartaric acid?
Result of observation
– Example :
Process of Observation
2. After Mixing the contain, did they pour it into the bottle ‘A’.

3. Take the various type of sausage and ham and chop these
material
.
.
.
9. Did every team member participate in?

10. Did the student keep order?
Attitude of Observation 11. Did the student keep in mind of safety?
(ex. Did the student blow out the alcohol lamp?)

12. Was the prepared ham's color changed properly?

Result of observation 13. Is there difference in color of each product's sausage?

14. Did the student explain the relationship of the amount of coupler
19
and the density of color?


20


• Instruments Materials
– 1st lesson

PPT slides A song
(with changed lyrics)

21


– 1st lesson

Games with Mind mapping
reward(fruits)

22


– 2nd lesson

PPT slides Materials for experiment

23


– 1st and 2nd lesson

Aid book

24


– 1st and 2nd lesson

Pocket book
25


• We analysis our instruction with
these survey to students
• Result
2. Especially ‘song’ is the most interesting
3,4. good
5. PPT added video media didn’t work
occasionally.
6,7. Questions and feedback are all good

• However, problem is boring
normal explanation
So we want to revise into
energetic activity

26


• 1st lesson
– Contents( in Process information)
Give definitions of the food additives by using PowerPoint
presentation
– After instrument
During the process, learners seemed to be bored and felt it
difficult to understand
– Revision
① To make the blanks on the PowerPoint slide
② Give the students time to think about the blanks
③ Give students a chance to speak out the answer

27


• 1st lesson
– Contents( in Practice)
Students find the certain food additive among the real product
mark
Their materials generally were limited on the sweets or hams or
dairies
– Revision
Before the class, Notice that try to bring the labels on
the various type of products

28


• 1st lesson
– Contents( in remotivate and close )
Emphasizing that the students should monitor the food additives
from now on
Conveying this message only through a saying was not that
appropriate
– Revision
Make the students write a reflection paper about their
life related to the food additives

29


• 2nd lesson
– Contents( in recall prior knowledge)
Teacher points out this prior knowledge about how to use the
laboratory
Students don’t heard carefully how to use the laboratory.
– Revision
Demonstrate or show the material is more likely to get
their attention, such as showing the alcohol lamp and
show how to use it.

30


• 2nd lesson
– Contents( in remotivate and close)
Students will informally presentation about the chances of food
purchasing attitude
There were 2 types of students. One group was motivated
through the presentation, but the other group wasn’t.
– Revision
To motivate every student, there should be at least 2
types of ways to stimulate the motivations.

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