Terry Oakley

EDTECH 503: Spring 2014

Instructional Design Project
Submitted to Dr. Jennifer Freed
May 6, 2014
Using Cornell notes in a study skills unit for 9th and 10th graders

Table of Contents
Reflection Paper..2
Part 1 Topic..3
1a. Goal statement................... 3
1b. Audience description3
1c. Rationale 3
Part 2 Analysis Report4-7
2a1. Needs assessment survey4
2a2. Needs assessment data....4-5
2b1. Learning context description.6
2b2. Transfer context description..6
2c. Description of learners6
2d. Task analysis flow chart.7
Part 3 Planning 8
3a. List of instructional objectives.8
3b. Objectives matrix table.9
3c. ARCS table.10
Part 4 instructor guide.11-13
Part 5 Learner Content.........................14-16
5a. Learning materials.14
5b. Assessments materials.15
5c. Technology tool rationale.16
Part 6 Formative Evaluation Plan..16
6a. Expert review plan.16
6b. One-to-one review plan.17
6c. Small group evaluation plan.17
6d. Field trial plan.18
Part 7 Formative Evaluation Report....................19-21
7a. Evaluation Survey..19-21
7b. Report of expert review.21
7c. Designers response to review.21
Part 8 Standards Grid..22-24

Reflective Synthesis Paper:

As a teacher, designing creative units and lessons has always been one of my
strong points. As I learned more about instructional design this semester, it was easy
for me to see what my limitations have been over the years. Through my learning this
semester, Ive realized how much more complex the process is than I originally thought.
This semester I began to see what sets apart mediocre instruction from effective,
meaningful and engaging instruction that meets specific goals and standards.
Often times I will come up with a new idea for an assignment the day before I
want to teach it in class. I will pull together materials and resources and run live with it
the very next day, without working out all of the kinks. I usually see how it goes and
make changes each time I teach the lesson. It takes several years for me to get the
assignment where I want it be and make it truly effective for all learners in my
classroom. When developing curriculum following the instructional design process, the
instruction is purposeful, goal driven, tested and determined effective before use. In the
beginning this seemed like an overwhelming and lengthy process but it is a better
guarantee for student achievement. The amount of research and development that
goes into the instructional design process is well worth the time and effort because it is
more effective. I now believe that using this process actually saves time in the end
because the evaluation is done before the instruction begins rather than dragging it out
over several years on a trial and error basis. In addition, class time is not wasted for
experimenting and students dont lose out on valuable instructional time with poorly
designed lessons.
My approach to instructional design has changed drastically after taking this
course. I was forced to slow down and take a more purposeful and analytical approach
to designing instruction. Like most challenges in life, if you break big projects down into
smaller defined tasks, things begin to fall into place. At times, I felt the process was
tedious and beginning each portion of the project seemed overwhelming. Using the
ADDIE process to guide me through the semester, I felt that everything fell into place.
The most challenging process I learned in this class was the learning task analysis. I
had a very difficult time getting started on the analysis and struggled with creating an
organized flow chart. In the end, this assignment was a turning point in my project and
by using this process, I was able to dig deeper into the task at hand and develop much
more comprehensive objectives for the instruction.
The most important concept that I learned in this class is the power of
collaboration. Working with my SME, I realized that receiving feedback is a big part of
what makes the instructional design process so effective. Getting feedback and new
perspectives from experts is what takes a lesson from something that works in one
classroom to effective instruction that meets the needs of a wide range of learners.
Through deep analysis and collaboration, instruction becomes much more universally
relevant. Through my learning in EDTECH 503, I feel that I now have the tools to excel
in instructional design. I truly hope to further my career in this area as it is a process
that I enjoy and find fulfilling.

Part 1: Topic
1a. Goal Statement:
When given instruction on the structure of Cornell Notes and appropriate reading content,
students will write a sample Cornell Notes document that meets all required criteria.
Students will use their notes to compose a three paragraph reflection on the content of the
article. In addition, students will determine applications for Cornell Notes in other contexts.
Instruction and practice will occur in a 90 minute block period.
1b. Audience Description:
My ID project will be developed in a class focused towards at risk students, Teen
Challenges and Choices. This class is open to all freshman and sophomores but is
especially recommended for students who are struggling academically and/or socially in
high school. School counselors often place at risk students in this class. Many of these
students also fall into the demographic that we are focusing attention on in our school wide
goal. There are a total of 27 student the class, 16 girls and 11 boys. All students are either in
9th or 10th grade.
1c. Rationale
The class I am designing instruction for is currently being taught at my school and the teacher is
in need of new materials that help address a recent school wide goal. In recent years, the state
of Colorado has changed the way that teachers are evaluated. The new evaluation method is
based on individual teacher goals, school wide goals, and district goals. My school meets or
exceeds the goals in all content areas, as determined by the state but we still need to work
towards an academic goal in our school. This year in a school wide analysis of our (SPF)
school performance framework report, we determined that reading and writing would be the
focus of our goal based on data that showed boys, minorities, and students receiving free and
reduced lunch are producing lower scores. All teachers are applying reading and writing
interventions in all classes. The Teen Challenges and Choices teacher is adding a study skills
unit to her class and looking for strategies to increase reading and writing proficiencies among
her students.
This assignment is both supplantive and generative in nature. The activity itself is supplantive
because students will be learning and using a structured method for taking notes. Because the
focus of the assignment is on learning this procedure and students are restrained in the amount
of time they have, I would describe 60% of the assignment to be supplantive in nature. The
remaining 40% of this assignment is generative in nature because students will chose an article
to read, they will generate their own associations with the content, and they will relate the
information to their own prior knowledge of the subject area.
The major instructional strategy used in the project is learning to apply a procedure. After
students learn how to create the format and use Cornell notes, they will be able to apply their
knowledge to all content areas whether they are taking notes from a lecture or from their own
reading. Students will first learn the procedure, next they will practice the procedure and lastly
they will apply the procedure to various contexts and situations.

Part 2. Analysis Report

2a1: Needs assessment survey
Link to Survey
Fifteen students were given a 16 question, multiple choice survey on note taking and study
behaviors. The questions determine general demographics of students, study behavior and
note taking history. Specifically, I wanted to find out what strategies the students use when
reading and taking notes. I was able to find specific data about the students using a district
database that includes prior grades, standardized test score history, and any specific
accommodations the students may require. The questions I asked pertained to whether or
not students highlight information in the text while reading, make predictions about their
reading and whether or not they summarize key ideas in their notes. I also wanted to
determine how students use their notes after taking them. I asked whether or not they
review their notes and highlight key concepts and/or write a summary statement. I also
inquired about students perceptions of their writing abilities and which assessment types
they prefer and excel in.
2a2: Needs assessment data
The data I collected from my needs assessment survey gave me valuable insight on the
students experiences with note taking. While the majority of students had experience
writing notes from a lecture in middle school, very few had experience taking notes from
reading. Very few students who took the survey use any sort of strategy when taking notes.
I also found that the students who answered the survey do very little with their notes after
they take them. Most of the students stated that they dont use them again until they study
for a test. Most of the students learned how to take notes in an outline form but only one
student had experience with Cornell notes.

Stategies used while reading

12
10
8
6
4
2
0

The above graph illustrates strategies that student use during reading as determined from
the survey. The majority of the students currently use little or no strategies while they are
reading. Five students make predictions about the reading by looking at the text and four
4

students highlight key words in the text. After further analysis I found that these students
also went to the same middle school and scored higher on the standardized test in reading
and writing than the rest of the class.

Strategies used after reading

8
7
6
5
4
3
2
1
0

7
2

Very few of the students surveyed use any sort of strategy prior to reading. Two of the
students go back and highlight key words and concepts and summarize notes. The rest of
the students do not practice and strategies. Once again, the students who use strategies
score higher than others on standardized tests.

Part 2b: Description of the Learning Context

Students in the class come from various middle schools. There are 3 middle schools
that feed into the high school and each year the school accepts around 250 students
from other areas through an open enrollment process. It is very difficult to determine
student characteristics for students who open enroll initially therefore in this situation the
needs assessment survey will be very beneficial. The majority of the students in the
class have a negative attitude about education because they have struggled in the past.
This class also has a higher percentage of special education students than most
classes. There are a few students in the class who excel academically but struggle
socially. It is a challenge for the teacher to find common ground in meeting the needs of
all learners in the class. Group work is utilized and students are often paired up with
other students with varying abilities.

2b1: Learning context:

This class is held in a traditional high school classroom setting. The teacher has a
computer, Smartboard and projector. This class meets three days a week on a modified
5

block schedule. On Monday class is 55 minutes long. On Tuesdays and Thursdays they
meet for a 95 minute block. The instructor has been teaching the class for over 20 years
and uses statewide curriculum. In the past, the teacher has taught the study skills unit but
is dedicating more specialized attention to the writing aspect of the unit to coincide with
school wide writing goals. Many of the students in the class have negative attitudes
towards school and tend to score poorly on standardized tests. In addition the class is
recommended to students who are struggling socially or who are dealing with prior physical
or emotional trauma issues.
2b2: Transfer context description:
Students will be able to transfer the Cornell note taking strategy to any of their current or
future classes. As an activity within the class, they will brainstorm ideas for implementation
in other areas and be encouraged to use this note taking strategy in all of their classes and
future learning.
2c: Description of learners:
Student in this class are either in the 9th or 10th grade. They come from 3 or more middle
schools, therefore they enter high school with various experiences and literacy capabilities.
Many of the students in this class are considered at risk by counselors and are in the class
to learn strategies for success in high school. Students feed into the high school from
various middle schools and teachers and administration in the school have noticed trends in
data that suggest that some schools spend more time on literacy strategies and study
schools than others. The following graph will provide more data for further analysis.

Middle School Attended

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14
12
10
8
6
4
2
0

Category 1
Oberon

Drake

Wayne Carle

Other

2d: Task analysis flow chart:

Part 3: Planning
3a. List of instructional objectives
Overarching goal: Students will demonstrate their knowledge of the structure and process of taking
notes using the Cornell notes method.

1. Students will divide their note sheet into sections and create the format needed to complete the
Cornell notes method.
2. Students will look for hints in the title of the reading article to determine content of topic.
3. Students will make predictions on the reading after examining the title and skimming the overall
article.
4. Students will write abbreviated notes in the large right section of their note sheets leaving a space
between concepts.
5. Students will highlight words and phrases in the text that are repeated, in bold type or describe a
concept.
6. After identifying key words, vocabulary words and concepts in paragraph students will write them
in the left column of their note sheet.
7. Students will connect key concepts found in the reading to prior knowledge.
8. Students will compose a paragraph that summarizes important key concepts in their reading.
9. Students will practice reviewing key concepts from their notes and summary upon completion of
the instruction.
10. Students will use their notes summary to write a 3 paragraph essay.
11. Within groups, students will brainstorm ways to use Cornell notes record pertinent information
from a lecture and help them prepare for an exam.
12. Students will identify at least three instances in other classes where they could apply the Cornell
notes strategy and commit to using the method.

3b. Objectives matrix table

8

Learning
Objective

Blooms
Taxonomy
Classification

Type of
Assessment

Description of
Test Form

Sample Items

1.

application

performance
assessment

observation
with check list

Cornell note sheet example:

Students will divide their note sheet into
sections and create the format needed to
complete the Cornell notes method.

2.

comprehension

performance
assessment

observation
with check list

Cornell note sheet example:

Students will look for hints in the title of the
reading article to determine content of topic.

3.

comprehension

performance
assessment

observation
with check list

Cornell note sheet example:

Students will make predictions on the reading
after examining the title and skimming the
overall article.

4.

comprehension

Paper and
Pencil

observation
with check list

Cornell note sheet example:

Students will write abbreviated notes in the
large right section of their note sheets leaving
a space between concepts.

5.

comprehension

Paper and
Pencil

observation
with check list

Cornell note sheet example:

Students will highlight words and phrases in
the text that are repeated, in bold type or
describe a concept.

6.

comprehension

performance
assessment

observation
with check list

Cornell note sheet example:

After identifying key words, vocabulary words
and concepts in a paragraph students will
write them in the left column of their note
sheet.

7.

synthesis

Paper and
Pencil

essay with
rubric

Cornell note sheet example:

Connect key concepts found in the reading to
prior knowledge.

8.

synthesis

performance
assessment

observation
with check list

Cornell note sheet example:

Compose a paragraph that summarizes
important key concepts in their reading.

9.

evaluation

Paper and
Pencil

essay with
rubric

3 paragraph essay

10.

synthesis

Paper and
Pencil

essay with
rubric

3 paragraph essay

11.

synthesis

performance
assessment

observation
with check list

Small group activity:

Students will brainstorm ways to use Cornell
notes record pertinent information from a
lecture and help them prepare for an exam.

12.

evaluation

performance
assessment

observation
with check list

Small group activity:

Students will identify at least three instances
in other classes where they could apply the
Cornell notes strategy and commit to using
the method.

3C. ARCS Table:

John Kellers
MOTIVATIONAL CATEGORIES OF THE ARCS MODEL
Categories &
Subcategories

Process Questions

A.1 Students will be asked the question What

would be some benefits to getting better
grades? Discuss answers as a class.

A.2 The instructor will describe what Cornell

notes are.

A.3. Variability

A.3 The instructor will show students

statistics on the impact Cornell notes can
have on students grades.

RELEVANCE

R.1 Analyze information from the needs

survey and prior test scores to determine an
effective approach.
R.2 Students should have a choice in what
article they read and take notes on. Choices
should be reading level appropriate and
interesting and relevant to the learner.
R.3 The instructor will inquire about students
previous experiences with note taking, what
works, what doesnt etc.

ATTENTION
A.1. Perceptual
arousal
A.2. Inquiry arousal

R.1. Goal orientation

R.2. Motive matching

R.3. Familiarity

CONFIDENCE

C.1. Learning
requirements
C.2. Success
opportunities

C.3. Personal control

C.1 The instructional design will include a

presentation that will guide students through
the process of Cornell notes. Students will
practice using the method in class.
C.2 Learning the Cornell notes procedure will
give students a clear and simple learning
strategy that can be applied to all lectures
and reading assignments they will have in the
future.
C.3 Students will produce a concise and clear
learning summary on the bottom of their note
sheet. The intent is that through using the
method, students will produce a higher quality
product in a shorter amount of time.
(Keller, 1987, p. 2)

Keller, J. M. (1987). The systematic process of motivational design. Performance &

Instruction, 26 (9/10), 1-8.

10

Part 4: Instructor Guide:

The instructor will use the following Google presentation guide the lesson.
Link to presentation

Introduction (10 minutes)

Gain Attention:
As students enter the classroom they will answer the following question on the
board:
What would be some of the benefits to getting better grades?
What are some of the consequences of getting bad grades?
Establish Purpose and motivate learners:
After five minutes to process and think about potential benefits, the instructor will lead
the students in a discussion of their answers. The intent of this question is help students
who have a negative attitude think about the benefits of learning. In addition by hearing
other students responses, they may be encouraged to think more deeply about the
impact good grades could have on their life.
Preview Learning:
After the discussion, the instructor will introduce the idea of Cornell notes to the class
and share statistics in a slide show about how using Cornell notes can increase student
achievement.

Body (70 minutes)

Recall knowledge and process information and focus attention:
The instructor will continue the slide show and give the students instruction on how
to format their notes on a piece of notebook paper divided into the sections as
directed in the Cornell note taking method. (See example below)

11

Topic:
Questions
and Key
Points

Class Notes

Summary

Employ and Practice learning strategies:

Students will then pick out an article to read from the Choices magazine available in the
classroom.
The instructor will review the method with the students and go over specific reading
strategies to assist their processing of information:

Make predictions on the reading based on the title and prior knowledge of the
subject.
Look for key words and vocabulary in the reading
12

The instructor will show the following YouTube video to give a visual example of the
note taking method. After the video clip the instructor will review the specific rules:

Draw the I and format paper

Write a title on the top of the page
Take notes or create graphics in the large right column
Leave a space between each idea
Abbreviate as needed
When finished highlight main ideas, key points, and important people or
dates. Write these key points in the left hand column of your notes.
Summarize information in the bottom section. How would you explain this
information to someone who has never used it before?
Review your notes after class. Focus on key ideas on the left column and
summary at the bottom of the page. If needed, review examples in the large
section of the notes.
Use your notes to help you study or write essays and papers.

The instructor will give students time to read the article and take notes. The
instructor will encourage students to take note of any words in the reading that they
do not know the definition of. After reading students will find definitions to unknown
words and review their context in the reading content for understanding. Once
students are finished reading the article and taking notes they will then review
information.

Conclusion (20 minutes)

Summarize and transfer:
The instructor will emphasize the importance of reviewing the notes as soon
as possible after class. This helps them retain the information that they learned.
When students are finished taking notes they will get together in small groups
of four and talk about the activity. Students will share their notes and summary
statements with other students in their group. In addition they will share ideas on
how they could use Cornell notes in other classes. How it could help when writing
papers, studying for tests, taking notes from a lecture or reading materials, etc.
Evaluation, feedback and remediation:
Students will turn in their examples of Cornell notes and the instructor will evaluate
the effectiveness of the work samples and determine whether or not the students
understood the concept. If the goal is not met, the teacher will review the process
again. Student will have the opportunity to build upon their note taking skills
throughout the semester.
13

Part 5: Learner Content

5a. Learning Materials
The following images were designed to help the instructor teach this lesson.
Item 1: Presentation slide show
The first resource available to instructors is the Google presentation. This
presentation will help guide the instructor step by step through the lesson.

Link to Presentation
Item 2: Cornell Notes template example
Topic:
Questions
and Key
Points

Class Notes

Summary

14

5b. Assessment Materials

The artifact students will be graded on is their sample note sheets. The
instructor will be able to identify whether or not the students understood the
instruction. Additional practice may be necessary to master the skill. The
following rubric was designed to determine whether or not students learned
the method:

Cornell Notes Rubric:

1 point

2 points

Format and
Organization

Student took
notes but did
not follow the
correct format
instructed

Student
followed some
but not all of
the
instructions
for formatting
and
organization

Student
organized
their note
sheet using
the proper
format
instructed

Brief notes in
general note
section and
lines skipped
between
concepts

Notes are not

abbreviated
and student
did not skip a
line between
key concepts

Notes are not

abbreviated
or student did
not skip a line
between key
concepts

Notes are
abbreviated
and students
skipped a line
between
concepts.

Key points
identified in
the left
column.

Student did
not identify
key concepts

Students
identified two
or less key
concepts

Students
identified
three or more
key concepts.

Comprehensiv
e summary

Summary was
one sentence

Summary was
1 sentence of

Summary was
at least 2

15

3 points

Commen
ts

written on the
bottom of the
page

or less and
did not
contain key
information in
the identified
key topics.

less or did not

contain key
information
identified in
the key topics.

sentences,
well thought
out and
contains key
information
identified in
the key topics.

5c. Technology Tool Rationale:

It would be very beneficial for teachers to have a SMART board or projector
with a screen available to them to complete this instruction as well as the
Internet to show You Tube videos. If these technology options are not
available the lesson could still be completed, however may not be as
effective.

Part 6: Formative Evaluation Plan

6a. Expert Review Plan
The SME for this project is a coworker in my department. She has been teaching the Teen
Choices class for over 20 years but has not focused much time on the study skills unit. This
unit was designed to help her work towards the school goal of increasing literacy abilities in
students. My goal is to share my instruction with my SME the first week of May. After
giving her time to review the instruction I will ask the following questions:
Is the intended goal for the instruction clear?
Do you feel like you could teach this lesson with the information and resources that are
provided? If not, what parts were unclear and could use additional clarification?
Do you think the lesson would fit into the time frame recommended? If not, what would you
recommend?
Would your students would be capable of understanding the content and doing the task at
hand? If not, what areas of the instruction should be adjusted?
Do you have reading materials available for the activities or would you rather have them
provided? If you would like them provided, is there a topic you would like students to focus
on?
What content specific reading resources are available in the classroom?
Is this instruction something that you would enjoy to teach? Why or why not?
Do you see value in teaching this instruction? Why or why not?
16

What could I change in the instruction to make you more motivated to teach it?
What could I change in the instruction to make students more motivated to do the
assignment?

6b. One-to-one review plan

The purpose of the one to one analysis will be to look for any potential hiccups or glitches in
the in the instruction I have designed. For my one to one analysis, I will choose an audience
of two to three students who are at an average learning level, just above average and just
below average.
I will be looking to determine how well the students understand the purpose of the
assignment, the clarity of the instructions as well as looking for typos and awkward
sentences. I will have the learners read aloud in order to create protocols to be analyzed. In
addition, I will not let the students know that I designed the instruction, especially since I
may know the students and they probably wont want to hurt my feelings.
Some of the questions I will ask will be:
Do you understand all of the vocabulary words?
What words if any were confusing to you?
Do you understand the purpose of this assignment?
How will you benefit from what you will learn?
Did you understand what you were supposed to do in this lesson?
If not what parts were confusing?

6c. Small group evaluation plan

The main purpose of this part of the evaluation will be to determine how effective the
changes adapted from the one to one evaluation were to the quality of the instruction. For
this evaluation, I will choose a larger focus group of eight to twelve students and administer
a learner analysis to determine general demographics and attitudes of the learners. This
will help me determine whether or not I need to include additional motivational strategies to
get students excited about learning the material. In addition, in this phase I will try and
17

determine whether or not students have the prior knowledge necessary to understand the
content and whether or not the instruction will fit into the desired timeline.
In addition to the questions above I will also ask:
What are some specific strategies you use to take notes?
How do you use your notes when studying for a test?
How do you use your notes when writing a paper?
What additional skills do you need to do well on this assignment?

6d. Field trial plan

The main purpose of this part of the evaluation will be to once again determine how
effective the changes to the instruction have been. At this point, the instruction should be
more polished and closer to the end product. This trial will be administered with a much
larger group that will be similar to the type of classroom the instruction will ultimately be
used in. The instructional designer is not as involved with the process as it is performed by
a test group of instructors. The instructional designer will not be present during this
process.
Questions to ask the instructors:
Did the instruction fit into the time frame allotted?
If not, what areas took longer than expected?
If there was extra time, were there parts of the instruction that you felt students breezed
through with little effort? If so which parts?
As a teacher, what areas in the instruction did you feel were unclear?
What questions did the students ask you about the instruction?
Do you feel that you had enough prior instruction of teach this instruction correctly?
Do you feel like the students were engaged in the process?
What additional suggestions do you have?

18

Part 7: Formative Evaluation Report

7a. Evaluation Survey
This first part of the survey was given to the SME to evaluate the instruction
prior to teaching it in the classroom.

Instructio
nal

What aspects
did you find
effective?

What changes
would you like
to see?

Evaluatio
n
Part 1: Goals
and Rationale

Part 2:
Analysis
Report

Part 3:
Planning
Process

Part 4:
Instructor
19

What is
missing that
you would
suggest
adding?

Additional
comments:

Guide

Part 5: Learner
Content

Part 6:
Evaluation

The following survey was given to the SME to evaluate instruction along with
additional questions after she has the opportunity to the lesson.

Describe
students level
of
engagement:

Describe
students level
of
understanding
:

Inquiry
Questions

Video
instruction

20

How long did

this portion of
the lesson
take?

Additional
comments

Format Review

Small Group
Activity

Addition questions:
How useful was the rubric? What changes or additions would you recommend?
How did students score on the rubric?
What areas or concepts in particular did students struggle with?
What suggestions do you have for improvement?

7b. Report of expert review

Overall the SME was very pleased with the instruction. She has been
wanting to teach a note taking lesson for many years in the Teen Choices
class but wasnt sure what method to teach her students. In addition, she
never felt like she had the time to do the research on which methods are the
most effective. She really liked the You Tube video and presentation that
guided the instruction. A few concerns that she had were in regards to the
time allotted for the lesson and the reading materials for the assignment.
After our discussion we decided that it would be best to give the assignment
during a 90 minute period rather than a 55 minute period. We also looked
through materials available in the classroom for reading materials and
decided on using a classroom set of Scholastic Choices magazines that are
available in the classroom. The articles in the magazine are relevant to the
content of the class and students would have the opportunity to choose
between several age and reading level appropriate articles.
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7c. Designers response to review

The review with the SME was very critical to putting together the last pieces
of this instructional design puzzle. I decided to change the time frame for
the lesson to a 90 minute block and add the recommended reading material
as Choices magazine for the Cornell notes activity. The SME will not have the
opportunity to teach this lesson before this project is submitted, however, I
will ask her to fill out the second evaluation tool after she teaches the lesson.
She will be retiring next year and I will likely be teaching this class the
following year. I would like to have any additional feedback I can get before
having the opportunity to teach this lesson on my own.

Part 8. Standards Grid

AECT STANDARDS (Applicable to EDTECH 503)
1.0 Design
1.1 Instructional Systems Design
1.1.a Utilize and implement design principles which specify optimal conditions for
learning.
1.1.b Identify a variety of instructional systems design models and apply at least one
model.
1.1.1 Analyzing
1.1.1.a Write appropriate objectives for specific content and outcome levels.
1.1.1.b Analyze instructional tasks, content, and context.
1.1.2 Designing
1.1.2.a Create a plan for a topic of a content area (e.g., a thematic unit, a text
chapter, an interdisciplinary unit) to demonstrate application of the principles of
macro-level design.
1.1.2.b Create instructional plans (micro-level design) that address the needs of all
learners, including appropriate accommodations for learners with special needs.
1.1.2.d Incorporate contemporary instructional technology processes in the
development of interactive lessons that promote student learning.
1.1.3 Developing

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1.1.3.a Produce instructional materials which require the use of multiple media (e.g.,
computers, video, projection).
1.1.3.b Demonstrate personal skill development with at least one: computer
authoring application, video tool, or electronic communication application.
1.1.4 Implementing
1.1.4.a Use instructional plans and materials which they have produced in
contextualized instructional settings (e.g., practica, field experiences, training) that
address the needs of all learners, including appropriate accommodations for learners
with special needs.
1.1.5 Evaluating
1.1.5.a Utilize a variety of assessment measures to determine the adequacy of
learning and instruction.
1.1.5.b Demonstrate the use of formative and summative evaluation within practice
and contextualized field experiences.
1.1.5.c Demonstrate congruency among goals/objectives, instructional strategies,
and assessment measures.
1.3 Instructional Strategies
1.3.a Select instructional strategies appropriate for a variety of learner characteristics
and learning situations.
1.3.b Identify at least one instructional model and demonstrate appropriate
contextualized application within practice and field experiences.
1.3.c Analyze their selection of instructional strategies and/or models as influenced
by the learning situation, nature of the specific content, and type of learner objective.
1.3.d Select motivational strategies appropriate for the target learners, task, and
learning situation.
1.4 Learner Characteristics
1.4.a Identify a broad range of observed and hypothetical learner characteristics for
their particular area(s) of preparation.
1.4.b Describe and/or document specific learner characteristics which influence the
selection of instructional strategies.
1.4.c Describe and/or document specific learner characteristics which influence the
implementation of instructional strategies.

2.0 Development
2.0.1 Select appropriate media to produce effective learning environments using
technology resources.
2.0.2 Use appropriate analog and digital productivity tools to develop instructional
and professional products.
2.0.3 Apply instructional design principles to select appropriate technological tools for
the development of instructional and professional products.
2.0.4 Apply appropriate learning and psychological theories to the selection of
appropriate technological tools and to the development of instructional and
professional products.
2.0.5 Apply appropriate evaluation strategies and techniques for assessing
effectiveness of instructional and professional products.

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2.0.6 Use the results of evaluation methods and techniques to revise and update
instructional and professional products.
2.0.7 Contribute to a professional portfolio by developing and selecting a variety of
productions for inclusion in the portfolio.
2.1 Print Technologies
2.1.3 Use presentation application software to produce presentations and
supplementary materials for instructional and professional purposes.
2.1.4 Produce instructional and professional products using various aspects of
integrated application programs.
2.3 Computer-Based Technologies
2.3.2 Design, produce, and use digital information with computer-based technologies.

3.0 Utilization
3.1 Media Utilization
3.1.1 Identify key factors in selecting and using technologies appropriate for learning
situations specified in the instructional design process.

3.1.2 Use educational communications and instructional technology (SMETS)

resources in a variety of learning contexts.
3.3 Implementation and Institutionalization
3.3.1 Use appropriate instructional materials and strategies in various learning
contexts.
3.3.2 Identify and apply techniques for integrating SMETS innovations in various
learning contexts.
3.3.3 Identify strategies to maintain use after initial adoption.

4.0 Management
(none specifically addressed in 503)

5.0 Evaluation
5.1 Problem Analysis

5.1.1 Identify and apply problem analysis skills in appropriate school media
and educational technology (SMET) contexts (e.g., conduct needs
assessments, identify and define problems, identify constraints, identify
resources, define learner characteristics, define goals and objectives in
instructional systems design, media development and utilization, program
management, and evaluation).
5.2 Criterion-referenced Measurement
5.2.1 Develop and apply criterion-referenced measures in a variety of SMET contexts.
5.3 Formative and Summative Evaluation

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5.3.1 Develop and apply formative and summative evaluation strategies in a variety
of SMET contexts.
SMET = School Media & Educational Technologies

References:
Donohoo, J. (2010). Learning how to learn: Cornell notes as an example. Journal of Adolescent
& Adult Literacy,54, 224-227. Doi:10.1598/JAAL.543.9
Faber, J.E., Morris, J.D., & Lieberman, M. G. (2000). The effect of note taking on ninth grade
students comprehension. Reading Psychology, 21, 257-270.
Doi: 10.1080/02702710050144377

Smith, P. L. & Ragan, T. J. (2004). Instructional design (3rd Ed.). Danvers, MA:
John Wiley &
Sons.

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