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Edu 643

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Edu 643

  1. 1. EDU 643: Instructional Design<br />Project Presentation<br />Understanding Reconstruction <br />
  2. 2. Introduction<br />Justin F. Ochoa<br />Designing multimedia objects<br /> - WebQuest<br /> - Interactive Power Point<br /> - Interactive Web-based Lesson<br />Webquest<br /> - understanding Reconstruction<br />
  3. 3. ADDIE Process<br />Instructional Design Model<br />Analysis (needs, content, and task)<br />Design<br />Develop<br />Implementation<br />Evaluation<br />
  4. 4. Analysis <br />Needs<br /> My favorite subject is the Civil<br /> - students enjoy it<br /> - students perform well on test<br /> Reconstruction follows<br /> - lack of effort<br /> - test scores dropped<br /> Problem needs to be addressed <br /> - students need to be engaged<br /> - change is needed<br />
  5. 5. Analysis<br />Content<br /> Importance of Reconstruction<br /> - relevance <br /> Reconstruction raised several questions on:<br /> - government <br /> - civil rights<br /> Battle continues today<br /> - illegal immigration<br /> - same sex marriage<br />
  6. 6. Analysis<br />Task<br /> Student need to:<br /> - view video clips<br /> - reading primary sources and websites<br /> - answer questions<br /> Student need to be:<br /> - focused<br /> - hard working <br /> - creative<br /> Student tasks<br /> - overview<br /> - civil liberties<br /> - Southern life<br /> - end<br /> - newspaper page<br />
  7. 7. Design<br /> Main objective<br /> - describe Reconstruction<br /> My process<br />Overview of Reconstruction<br />Civil Liberties<br />Southern Life<br />End of Reconstruction<br />
  8. 8. Develop<br /> I chose to use a WebQuest for this project<br /> A WebQuest is a great tool to use to keep students focused on the assignment<br /> For this project I used weebly.com<br />Weebly is a great resource and easy to use<br />
  9. 9. Implementation<br /> Feedback<br /> - mistake free<br /> - to ensure student learning<br /> Who to choose?<br /> - honest<br /> - no biases<br /> Winner<br /> - college friend<br /> - co-worker <br />
  10. 10. Evaluation<br />Formative <br />summative<br />Questions<br /> - answer questions<br /> - turn in answer<br />Assessment<br /> - evaluate answers<br /> - determine understanding<br /> - provide feedback<br />Editorial <br /> - newspaper <br /> - four sections<br />Assessment<br /> - evaluate writing<br /> - determine<br /> - create rubric <br />
  11. 11. Statement of Learning Objectives<br />State standards <br />objectives<br />Standard I.I – Time and Chronology – All students will sequence chronologically …Civil War and Reconstruction<br />Standard I.3 – Analyzing and Interpreting the Past – All students will reconstruct the past by comparing interpretations written by others from a variety of perspectives and creating narratives from evidence<br />Standard III.2 Ideals of American Democracy – All students will explain the meaning and origin of the ideas…in the Constitution<br />Students will be able to define Reconstruction<br />Students will be able to describe what some Southerners did to deprive freed people of their rights and how Congress responded<br />Students will be able to explain how Southern life changed during Reconstruction<br />Students will be able to explain how Reconstruction ended<br />
  12. 12. Demonstration<br />WebQuest<br /> - five sections<br /> First four sections<br /> 1. Defining Reconstruction<br /> 2. Civil Liberties<br /> 3. Southern Life<br /> 4. End of Reconstruction<br /> Questions<br /> - answer them after each section<br /> - hand them in<br />
  13. 13. Demonstration Cont.<br /> Example<br /> - primary document<br /> - Goodings couple<br /> Question<br /> - views on KKK and Reconstruction<br /> Four sections<br /> - answer questions<br /> - hand in answers<br />
  14. 14. Demonstration Cont.<br /> Section five<br /> - writing an editorial<br /> Editorial<br /> - imagine born in 1845 <br /> - current year is 1905<br /> - newspaper editorial on Reconstruction<br /> Writing Perspective<br /> - choose one<br /> - former African American slave<br /> - confederate soldier survior<br />
  15. 15. Demonstration Cont.<br />Assessment<br />Participation (10 points)<br /> - using time wise in class<br />Editorial (15 points)<br /> - grammar, length, and voice<br />Creativity (10 points)<br /> - writing is creative and so is <br /> newspaper presentation<br />
  16. 16. Demonstration Cont.<br />Demonstrating Understanding of General Information (25 points)<br /> - completing and turning in answers <br /> to questions<br />Mastery of Assigned Perspective (35 points)<br /> - addresses first four sections of the <br /> process in a creative way<br />
  17. 17. Implementation<br />Class time<br /> - five class periods<br /> - one class per section<br /> - section length<br /> - start on a Monday<br />
  18. 18. Survey <br /> Traditional 1 through 5 scale – 5 being “strongly agree”<br />Questions: and Respones<br />The overall presentation does not distract from the goal of the WebQuest (5,5)<br />The assignments presented were reasonable and appropriate (5,5)<br />
  19. 19. Survey Cont.<br />Directions are presented in a logical way and clear (4,5)<br />The WebQuest is easy to navigate (5,5)<br />The assessments appropriately assessed students’ ability to meet the objectives (4,4)<br />All activities, tasks and assessments all align with learning objectives and standards (5,4)<br />
  20. 20. Survey Cont.<br />I would recommend this WebQuest to other teachers (4, 5)<br />Additional Comments<br /> “I think this project would be better suited to cover one section, because of the repetitive structure of the process.”<br /> “When I think of a WebQuest, I think of group activity. I believe students would benefit if group work was incorporated.”<br />
  21. 21. Understanding Reconstruction<br />The End<br />

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