Instructional Design Presentation

1. JOT2 Task 2
Planning of Instruction
Amy Jones
Student ID: 000160889
Program Mentor: Lindsay Palmer
November 8, 2020

2. A. When
Constructivism is
Beneficial for
Learners (Ertmer &
Newby, 2013)
• When learning occurs based on personal
interpretations by creating meaning
from experience (p. 55)
• When factors that influence learning are
conditionally determined by the
learner’s unique life experiences (p. 55)
• When the role of memory is specific to
the learner’s relationship with a
situation; memory is cumulative and is
always under construction (p. 56)
• When transfer occurs because tasks are
presented in a meaningful context such
as engaging the learner in real world
activities (p. 57)
• When types of learning emphasize
advanced knowledge acquisition
involving complex and ill-structured
problems

3. A. When Cognitivism
is Beneficial for
Learners (Ertmer &
Newby, 2013)
• When learning occurs by active
participation and the retention of new
information internalized through coded
and structured mental processes (p. 51)
• When factors that influence learning
involve mental activities such as
planning, goal setting, and
organizational strategies (p. 51)
• When the role of memory involves using
mnemonic and scaffolding techniques to
connect new information to existing
knowledge (p. 52)
• When transfer occurs because the
learner recognizes that desired
responses are useful to the learner’s
own situation (p. 52)
• When types of learning required
emphasize complex learning activities
such as problem-solving and information
processing (p. 52)

4. A. When Behaviorism
is Beneficial for
Learners (Ertmer &
Newby, 2013)
• When learning occurs based on
environmental factors involving stimulus
and response (p. 48)
• When factors that influence learning
include observable and measurable
performance of desired responses (p.
48)
• When the role of memory is less
important than the establishment of
habits through reward and repetition (p.
48)
• When transfer occurs by eliciting similar
behaviors through repetition and reward
(p. 49)
• When types of learning required include
recalling facts (discriminations), defining
and illustrating concepts
(generalizations), applying explanations
(associations), and shaping muscle
memory, or chaining (p. 49)

5. B. Learning Theory
Reflected in
Lesson Plan
Cognitivism
• Instructor models the skill that is being
learned in each lesson
• Graphical representation of coins is used to
identify and characterize their meaning
• Practice props provide extensive visual aids
– Centers provide games to stimulate
memory recall
– Practice pages reinforce self direction
in the development of mental
processes
– Activity pages are designed to aid in
the storage and retrieval of knowledge
in memory
• Differentiations to support students’ specific
level of cognitive development:
– Constructivist Scaffold activities for
students who do not meet assessment
targets (Carey et al 2009 p. 201)
– Constructivist Extension activities
based on Bloom’s Learning for Mastery
instructional strategy (Guskey 2007 p.
13)

6. B. Elements of
Lesson Plan
Kindergarten Math Unit 11
Money (Moffat, A. 2020)
• Part 1: Pre-assessment
• Part 2: Lessons
– Objective
– Review
– Hook
– Mini-Lesson
– Practice
• Center(s)
• Activity Page(s)
• Practice Page(s)
– Differentiation – Scaffold
and Extension
• Part 3: Post-Assessment

7. C. Adapted Lesson
Plan
Behaviorism
● Adapted lesson plan removes the pre-
assessment based on the assumption
that students do not have demonstrative
prior knowledge of the learning material
● Online Classroom instruction includes
repetitive drills of the information to
produce observable results
● Independent learning involves activity
modules to develop and reinforce
knowledge of coin values and counting
coins, with praise stickers to reward
correct answers
● Post-assessment is informal, with
worksheets provided for practice and
graded to measure proficiency, providing
the necessary stimulus to achieve the
desired response
● If proficiency is not achieved, instructor
engages in more repetitive drills, and
additional worksheets are provided until
proficiency is demonstrated

8. D. Most Beneficial
Lesson Plan and
Justification
Cognitivism
● The most beneficial lesson plan is the
one developed based on cognitivism,
which readily supports a remote
environment, including a blended
approach ,and using both synchronous
and asynchronous learning techniques
● Pre-assessment helps determine break-
out of small groups to make sure
students get appropriate support during
guided learning activities
● Visual aids adapted for online classroom
applications help to compensate for the
lack of hands on and tactile learning
activities
● Activities serve as a template for
interactive digital e-Learning modules
and provide guided learning activities for
the asynchronous portion of learning
experience
● Units include interim assessments to
reinforce performance of learning
objectives

9. D. Most Beneficial
Lesson Plan and
Justification
Cognitivism
● Lesson plan serves as an organic
follow-on to the prior knowledge
schema of previous number learning
units to reinforce understanding of
numbers
● Lesson plan is easily adapted to
support a combination of both self-
paced e-learning and collaborative
group participation
● Helps the students to make
meaningful connections that enhance
understanding and therefore promote
long-term memory sustainment
● Extension lesson material provides
support for struggling students and
additional challenge for students who
have already mastered the expected
learning outcomes

10. D. Lesson Plan
Enhancements
Cognitivism
• Simulated marketplace provides
modeling for buying and selling to
guide the students in understanding
combined values of coins
• The marketplace offers a guided
demonstration of additional monetary
concepts and provides students with
a real-world understanding of the
importance and purpose of money
• Introduction of asynchronous learning
activities provide opportunities for
students to better hone self-directed
learning skills
• Balance independent study and group
collaboration activities to foster
exploration and development of
analytical skills

11. E. Benefits of
Following a Design
Theory
● Using a well-defined
framework helps to ensure
that focus is maintained
● Developing instruction
materials based on a well-
defined design theory
increases the probability
that desired learning
outcomes will be achieved
● Design theories are
intended to produce learner-
centric results

12. • Three-step methodology helps
ensure instructional development
won’t get bogged down in process
• Methodology starts with the final
conception as a framework
• Focus is on learning and
performance rather than the
mechanics of teaching
• Frequent assessments and
curriculum reviews support
continual improvement of
instructional design and student
performance (Wiggins et al, 2012)
F. Backwards Design
Strengths

13. • Emphasis on frequent
assessments may create a
demanding environment that is
frustrating for both instructors
and students
• The continuous improvement
nature of this theory may make
the planning aspects of this
approach prohibitive in terms of
time and resources
• The inherent complexity of
Backwards Design is not
appropriate for simple single
lessons and may not work well
for beginner learning (Wiggins
et al, 2012)
F. Backwards Design
Limitations

14. • Sequential nature of the nine events
makes it easier to follow as a
process
• Applicable to many different
content areas, age levels, and
learning environments (Fields, D.
1996 p. 1)
• A highly adaptable framework that
supports a wide spectrum of
learners
• Approach is learner-centric,
designed to keep students engaged
and to support their success by
ensuring that they know what is
expected of them, building on prior
knowledge, providing guidance, and
verifying understanding
F. Gagne’s Nine
Events of Instruction
Strengths

15. F. Gagne’s Nine
Events of Instruction
Limitations
• Focus on what learner
needs to know rather than
what learner must do
• The need for extensive
guided assistance does not
readily support
independent exploration,
and may not adequately
reinforce high-level
problem-solving skills
• The approach is rigid, and
does not leave a lot of
room for creativity and
inventiveness

16. F. Teaching for
Understanding
Strengths
• Framework is generative, providing
connections to subjects and ideas
that are familiar to the student
• Goals are provided explicitly,
offering the learner a baseline tool
for successful learning
• Performances of understanding help
learners develop and demonstrate
proficiency in learning
• Continuous assessment,
communication of acceptance
criteria and ongoing feedback
provide occasion for teachers and
students to collaborate on the
progress of the learning process

17. F. Teaching for
Understanding
Limitations
• Learning basic core knowledge and
developmental skills may be
overlooked
• Reliance on content coverage is
typically expected to achieve state
standards and is not well supported
by this approach
• Attempts to provide a breadth of
understanding without depth of
knowledge may create obstacles to
learning; struggling students can
easily be left behind
• Effective performances of
understanding may be hindered by
time constraints
• Value may not be apparent for a
significant timeframe as investment
is long term

18. G. Most Appropriate
Design Theory for My
Instructional Setting
and Justification
Blended Learning for
Online Instructional Design
The most appropriate design theory for
my instructional setting is a blended
distance learning approach. This includes
elements of the following:
• The five key ingredients of blended
learning design – 1. live events, 2.
online content, 3. collaboration, 4.
assessment, and 5. reference
material (Carman, J. 2005 p.2)
• Gagne’s nine events of instruction as
a foundational baseline
• Both Synchronous (real-time) and
Asynchronous (independent) learning
• The Multimodal Model for Online
Education – 1. collaboration, 2.
reflection, 3. content, 4.
social/emotional, 5. self-paced, 6.
dialectic/questioning and 7.
evaluation/assessment (Picciano, A.
2017 p. 182)

19. G. Most Appropriate
Design Theory for My
Instructional Setting
and Justification
Blended Learning for
Online Instructional Design
• A blended learning approach enables
instructors to establish a template
based on Gagne’s Nine Events of
Instruction while introducing other
elements that are more tailored for
online learning
• The Multimodal Model (Picciano,
p.182) maps very closely to Gagne’s
nine events, but is explicitly designed
to support distance learning and its
rapidly evolving nature
• The Multimodal Model is intended to
be highly adaptable, supporting a
graduated spectrum of instructional
settings, from a traditional face-to-
face classroom all the way to an
entirely online instructional setting –
there is a great deal of flexibility
available when modifying lesson
plans based on formative and
summative evaluations

20. G. Most Appropriate
Design Theory for My
Instructional Setting
and Justification
Blended Learning for
Online Instructional Design
• An online instructional setting is well-
positioned to take advantage of
collaborative synchronous learning,
independent asynchronous learning,
and the wealth of learning materials
available in the online community, as
illustrated by Anderson’s Model
(Anderson, T. 2008, p. 61)
• Blended learning theories bolster
traditional learning theories, particularly
by addressing the unique challenges
posed by a distance learning
environment
– Addresses social and emotional learning, which
to some extent tends to occur organically in the
traditional classroom setting and is therefore
often formally overlooked
– Supports development of content that includes
both instruction and assessment elements. This
gives instructors an additional tool to
compensate for a lack of observational
assessment and timely feedback opportunities.
These aspects of learning are inherent to the
in-person classroom setting but do not translate
well to the distance learning environment

21. G. Most Appropriate
Design Theory for My
Instructional Setting
and Justification
Blended Learning for
Online Instructional Design
Lesson Plan Adaptations
• A blended learning approach will support live
events using an online classroom platform
(Carman #1)
– ”What is this?” game using the coins that will be studied,
buttons, bottle caps, and other items that are small and
round to gain students’ attention (Gagne #1) and
introduce them to the learning objectives for the
upcoming coin units (Gagne #2)
– Online multiple-choice visual aids enable students to
select the corresponding coin picture to the questions
“Which one is a (penny, nickel, dime, quarter)?” and
“How much is it worth?” (Gagne #3, Carman #4,
Picciano #7)
• Online classroom participatory activities
enable Instructors to assess progress and
support advancement in the arithmetic
concepts of coins (Carman #1, Gagne #4/#5,
Picciano #6)
• Asynchronous online instructional modules
reinforce coin recognition and arithmetic
concepts (Carman #2, Gagne #6, Picciano
#3/#5)
• The simulated Marketplace serves as a
mechanism for students to apply practical
arithmetic concepts and demonstrate
performance proficiency. Instructors can use
this collaborative exercise to provide
feedback and conduct performance
assessments. Retention and transfer is
supported by the real-world attributes of
buying and selling (Carman #3, Gagne
#7/#8/#9, Picciano #1/#4).

22. Blended Learning
Conceptualization
Figure 1: A Blend of Learning Theories
Note. Reprinted from “Blended Learning Design: Five Key Ingredients”,
by Carman, J., (2005, August). Retrieved from
https://www.it.iitb.ac.in/~s1000brains/rswork/dokuwiki/media/5_ingredientsofblended_learning_design.pdf
Carman’s Blend of
Learning Theories Zenn
diagram includes Gery’s
Performance Support
theory, which is more
appropriate for corporate
learning environments.
Behaviorism is more
pertinent to the early
childhood development
instructional setting

23. A modified Zenn diagram
demonstrates the blended
concept with Behaviorism.
While behaviorism is not a
primary contributor to
online instructional
design, there will always
be some degree of
positive and negative
reinforcement in the
instructional setting so it
bears consideration in the
blended learning
environment
Figure 2: A Blend of Learning Theories
Note. Modified from “Blended Learning Design: Five Key Ingredients”,
by Carman, J., (2005, August). Retrieved from
https://biblioteca.pucv.cl/site/colecciones/manuales_u/99z_anderson_2008-theory_and_practice_of_online_learning.pdf
Blended Learning
Conceptualization

24. ”The model illustrates the two major
human actors, learners and teachers,
and their interactions with each other
and with content. Learners can of
course interact directly with content
that they find in multiple formats, and
especially on the Web; however,
many choose to have their learning
sequenced, directed, and evaluated
with the assistance of a teacher. This
interaction can take place within a
community of inquiry, using a variety
of Net-based synchronous and
asynchronous activities...These
environments are particularly rich,
and allow for the learning of social
skills, the collaborative learning of
content, and the development of
personal relationships among
participants. However, the community
binds learners in time, forcing regular
sessions or at least group-paced
learning.”
(Anderson, 2011, p. 61-62)
Blended Learning
Conceptualization
Figure 3: A Model of Online Learning Showing Types of Interaction
Note. Reprinted from “Toward a Theory of Online Learning”,
by Anderson, T., (2008). Retrieved from
https://www.it.iitb.ac.in/~s1000brains/rswork/dokuwiki/media/5_ingredientsofblended_learning_design.pdf

25. ”The model illustrates the two major
human actors, learners and teachers,
and their interactions with each other
and with content. Learners can of
course interact directly with content
that they find in multiple formats, and
especially on the Web; however,
many choose to have their learning
sequenced, directed, and evaluated
with the assistance of a teacher. This
interaction can take place within a
community of inquiry, using a variety
of Net-based synchronous and
asynchronous activities...These
environments are particularly rich,
and allow for the learning of social
skills, the collaborative learning of
content, and the development of
personal relationships among
participants. However, the community
binds learners in time, forcing regular
sessions or at least group-paced
learning.”
(Anderson, 2011, p. 61-62)
Blended Learning
Conceptualization
Figure 3: A Model of Online Learning Showing Types of Interaction
Note. Reprinted from “Toward a Theory of Online Learning”,
by Anderson, T., (2008). Retrieved from
https://www.it.iitb.ac.in/~s1000brains/rswork/dokuwiki/media/5_ingredientsofblended_learning_design.pdf

26. G. Example(s) of Most
Appropriate Design
Theory in My
Instructional Setting
Blended Learning for
Online Instructional Design
● Collaborative in-classroom
alternatives in the distance learning
environment include Zoom, Google
Classroom, Cisco Webex, and many
others
● Instructional game theory and the use
of multiplayer games, fostering
collaboration and social engagement
● Alternating between synchronous
online small groups and
asynchronous independent online
activities (MyOn, STMath, Imagine
Learning and Literacy, Pioneer Valley)
● Growth and refinement of knowledge
sources as communities of experts,
practitioners, and students
transformatively augment the sources
within the semantic web (Anderson, T.
2008 p. 66)

27. H. References
• Dick, W., Carey, L., Carey, J. O. (2009). The Systemic Design of Instruction, 8th
Edition. https://wgu.vitalsource.com/#/books/9781323022566/
• Myers, M., Paiz, J., Angeli, E., Wagner, J., Lawrick, E., Moore, K., Anderson, M., Keck, R. (2019, December 20). General
format. Purdue Online Writing Lab.
https://owl.purdue.edu/owl/research_and_citation/apa_style/apa_formatting_and_style_guide/general_format.html
• Fields, Dennis (1996). The Impact of Gagne’s Theories on Practice. St. Cloud State University.
https://files.eric.ed.gov/fulltext/ED397794.pdf
• Seif, E., McTighe, J (2011). Teaching for Understanding – A Meaningful Educationfor 21st Century Learners
https://www.jaymctighe.com/wp-content/uploads/2011/04/Teaching-for-Understanding.pdf
• Wiggins, G., McTighe, J. (2011). The Understanding by Design guide to creating high-quality units. Alexandria, VA:
ASCD. http://www.ascd.org/ASCD/pdf/siteASCD/publications/UbD_WhitePaper0312.pdf
• Faruso, M. (2008). What is Teaching for Understanding?Harvard Graduate School of Education
https://www.gse.harvard.edu/news/uk/08/05/what-teaching-understanding
• Carman, J. (2005) Blended Learning Design: Five Key Ingredients
https://www.it.iitb.ac.in/~s1000brains/rswork/dokuwiki/media/5_ingredientsofblended_learning_design.pdf
• Unger, Chris (1994, February). Teaching for Understanding, Educational Leadership.
http://www.ascd.org/publications/educational-leadership/feb94/vol51/num05/What-Teaching-for-Understanding-
Looks-Like.aspx

28. H. References (continued)
• Huang, Ronghuai & Ma, Ding & Zhang, Haisen. (2008). Towards a Design Theory of Blended Learning Curriculum.
5169. 66-78. 10.1007/978-3-540-85170-7_6.
https://www.researchgate.net/publication/221116755_Towards_a_Design_Theory_of_Blended_Learning_Curric
ulum
• Guskey, T. (2007) Closing Achievement Gaps: Revisiting Benjamin S. Bloom’s “Learning for Mastery.” Journal of
Advanced Academics. https://eds.a.ebscohost.com/eds/pdfviewer/pdfviewer?vid=3&sid=d1dd820d-a0d4-4ff3-
85bf-cb1102c7b106%40sdc-v-sessmgr01
• Wiggins G. et al (2012) Understanding by Design Framework
https://www.ascd.org/ASCD/pdf/siteASCD/publications/UbD_WhitePaper0312.pdf
• Picciano, A. (2017) Theories and Frameworks for Online Education: Seeking an Integration Model
https://files.eric.ed.gov/fulltext/EJ1154117.pdf
• Moffatt, A (2020) Kindergarten Math Unit 11 Money. The Moffatt Girls
https://www.teacherspayteachers.com/Store/The-Moffatt-Girls/Category/-Math-Made-Fun-Kinder-334971
• Anderson, T. (2008). Towardsa Theory of Online Learning
https://biblioteca.pucv.cl/site/colecciones/manuales_u/99z_anderson_2008-
theory_and_practice_of_online_learning.pdf
• Edward L. Thorndike.(2020).In Encyclopaedia BritannicaOnline.Retrieved from http://www.britannica.com
• Robert S. Woodworth.(2020).In Encyclopaedia BritannicaOnline.Retrieved from http://www.britannica.com