Professional Documents
Culture Documents
Yu-Hui Ching
Table of Contents
Part 1. Topic ........................................................................................................................................... 4
1a. Learning goal ............................................................................................................................................. 4 1b. Description of the audience ................................................................................................................ 4 1c. Rationale ...................................................................................................................................................... 4 2a. Description of the needs ....................................................................................................................... 6 2a1: Needs assessment survey ........................................................................................................................... 6 2a2: Needs assessment data report .................................................................................................................. 6 2b. Description of the learning context.................................................................................................. 7 2b1: Learning context ................................................................................................................................................ 7 2b2: Transfer context ................................................................................................................................................. 7 2c. Description of the learners................................................................................................................... 7 2d. Task analysis flow charts ..................................................................................................................... 8 3a. Learning Objectives ............................................................................................................................. 10 3b. Objectives and assessment matrix table .................................................................................... 11 3c. ARCS Table .............................................................................................................................................. 12
Part 3. Planning................................................................................................................................... 10
Part 8. AECT Standards Grid ........................................................................................................ 31 Appendix A- Elements of Board Game Presentation .............................................................. 37 1 2 .......................................................................................................................................................... 37 3 4 .......................................................................................................................................................... 37 5 6 ........................................................................................................................................................... 38
Part 1. Topic
1a. Learning goal
Learners will design a child labor-themed linear movement (race) type board game.
1c. Rationale
The reason I chose this topic is due to a reflection session a colleague and I held after we analyzed last years summative task for the Human Rights unit. The assessment method we used was a pen-and-paper test. We felt that the answers students provided were too simplistic, and although they showed general understanding of different human rights themes, students did not demonstrate deep understanding on any of the themes we discussed (child labor, displacement and refugees, human trafficking, etc.) By adjusting the course of study and creating an engaging cumulative task that allows students to demonstrate their understanding of one topic (child labor), they will have opportunities to dig deep into this phenomenon both in their learning and in their summative project. The bulk of the assessment about the complexities of child labor would be assessed formatively throughout the unit, which allows for students to engage and enjoy their summative task with less pressure. Both the instruction that takes place prior to this task, and the task itself are of generative nature. We use an inquiry-based approach to our teaching and learning, and throughout the unit of study students are the ones stirring the direction of their learning, as the unit develops based on their group choices along the path. This cumulative task is revealed and discussed at the beginning of the unit of study, which allows students to gather ideas as they go. This way, by the time their summative task begins, they should have notes and ideas for all the content they would need for their task. This decreases anxiety and increases motivation. Throughout the unit students are reminded of the task, so that at the end of the unit they can begin creating an individual/group story using the content they accumulated as well
Report information:
This link to graphs and summary response (Google Docs) provides a detailed response summary including graphs of the Needs Assessment survey.
2a2: Needs assessment data report The Needs Assessment survey indicate that students are excited about, and like to play with board games. There are many different board games, so a variety of favorites was expected. Students seem to prefer to play linear-movement type games, which may have to do with their age (these are less complicated than non-linear movement games). It is important to take into consideration students lack of, or little, experience in building board games and some students expression of lack of confidence completing such task. Students will need continuous guidance, support, and re-assurance in order to make sure their levels of confidence and enthusiasm increase and stay high. Students grouping preferences indicate one aspect of differing learning styles. Letting students choose their grouping might be the best way to approach grouping for this activity. Students reported some lack of confidence in what they believe Internet and different applications could offer in this area. It will be interesting to see how they feel once they are introduced to the surprisingly developed online world of Board Games. There are many pre-made templates to choose from, and even more ideas for game design. It is also interesting that students reported that handwriting looks neater than computer text, despite all the variety of fonts and colors available. A follow-up might be needed in order to clarify this point.
Motivation to learn:
Learners reported they enjoy playing board games and most would like to build one. Their motivation may be greater depending on grouping choices (they prefer the freedom to choose their own grouping) and the method of building (by hand). Some students indicated they have negative experiences building board games, and so providing continuous support and encouragement along the way would be necessary.
Beginning
Middle
Ending
Setting
Plot
Complications
Success
Failure
2. Game Content
Shortcuts
Goals
Part 3. Planning
3a. Learning Objectives
1. After a presentation about game content, the learners will describe the games setting, plot, at least 10 complications and the consequences for each, and suggest at least one possible name for their board game. 1.1- After a presentation about game content, the learners will describe their games setting. 1.2- After a presentation about game content, the learners will describe their games plot. 1.3- After a presentation about game content, the learners will describe at least 10 complications and consequences for each they would like to use in their board game. 1.4- After a presentation about game content, the learners will suggest at least one name for their board game. 2. After a brainstorm session about the complexity of the issue of child labor, the learners will include at least one complex issue in their game. 3. After a presentation about game content, the learners will explain how each of the elements is used in a linear movement type board game (Monopoly). 4. After a presentation about game content, the learners will explain how each of the elements would be used in their game. 4.1- After a presentation about game content, the learners will explain how pieces move through space in their game. 4.2- After a presentation about game content, the learners will explain how shortcuts take place in their game. 4.3- After a presentation about game content, the learners will explain the players goal in their game. 4.4- After a presentation about game content, the learners will explain what choices and decisions are available in their game. 4.5- After a presentation about game content, the learners will explain what random or uncontrolled events take place in their game.
Sample items (e) Fill out the Board Game Making Planner sheet by giving details about each of the elements. Fill out the Board Game Making Planner sheet by giving details about each of the elements. Fill out the Board Game Making Planner sheet by giving details about each of the elements. Fill out the Board Game Making Planner sheet by giving details about each of the elements. Fill out the Board Game Making Planner sheet by giving details about each of the elements. Fill out the Incorporating Game Content in Board Games Homework sheet by explaining how you incorporated each of the elements into your board game. Fill out the Incorporating Game Content in Board Games worksheet by explaining how you incorporated each of the elements into your board game. Fill out the Incorporating Game Content in Board Games worksheet by explaining how you incorporated each of the elements into your board game. Fill out the Incorporating Game Content in Board Games worksheet by explaining how you incorporated each of the elements into your board game. Fill out the Incorporating Game Content in Board Games worksheet by explaining how you incorporated each of the elements into your board game. Fill out the Incorporating Game Content in Board Games worksheet by explaining how you incorporated each of the elements into your board game.
Analysis
Written
Analysis
Written
Analysis
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Analysis
Written
Application
Written
Constructed answer
Application
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Constructed answer
Application
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Constructed answer
Application
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Constructed answer
4.4Explain what choices and decisions are available. 4.5Explain what random or uncontrolled events take place.
Application
Written
Constructed answer
Application
Written
Constructed answer
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Attention
A1. Perceptual Arousal Projection of the Its Game Time! page A2. Inquiry Arousal Use of Think-Pair-Share strategy to brainstorm what students have learned about Child Labor throughout their unit of study. Playing of board games prior to the task, and a sharing of why playing board games is fun. Playing the example board game (teacher created; See appendices C and D) would raise inquiring thoughts among the students, such as Wow! I wonder how my teacher created this cool board game). A3. Variability Students work in a variety of groupings- initially through the teachers direct instruction as a whole class, then discussing in a Think-Pair-Share setting, and throughout the game making project they work in their chosen groups.
Relevance
R1. Goal Orientation The instructor reminds students of the Needs Assessment they filled out, and especially their interest in games and their desire to create games as a way to show they knowledge and understanding. The instructor reviews the units Central Idea, Lines of Inquiry, and Summative Task to provide students with a clear connection between the unit and the board game making project. R2. Motive Matching Students choose the grouping they would like to work in when creating their board games. Students choose if they would like to use a pre-made template or create their own board game templates.
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Confidence
C1. Learning Requirements Students are provided with several different examples of work done by their teacher on the specific theme of child labor. C2. Learning Activities Students receive frequent teacher feedback for their work- both on their group and individual assignments. Students receive peer feedback several times prior to publishing their games. The instructor ensures students follow their plans (which they received feedback for). C3. Success Attributions The finished product will clearly show students diverse efforts, creativity, and abilities.
Satisfaction
S1. Self-Reinforcement Having fun working with/around peers on a hands-on project rather than the traditional learning setting. 13
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Material Name Elements of Board Game Presentation Game Theme Chart (image) Only2Clicks Page (website) Board Game Making PlannerTeacher Example
Purpose This PowerPoint presentation includes information about different board game elements. It explains to the students what the different elements are, and how they are incorporated into different games. This chart outlines the different story elements that learners will need to create for their board games This page includes different links I found and stored for students to use in this project. They include board templates so students can choose if they would like to use them or to create their own design of boards.
Location
Appendix A Appendix B
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This teacher-created example gives students an idea Appendix of how the Board Game Making Planner should be C filled out. Appendix D Appendix E Appendix F
Incorporating This teacher-created example gives students an idea Game Content into of how the Incorporating Game Content into Board Board GamesGames worksheet should be filled out. Teacher Example Board GameTeacher Example (image) Cards for GameTeacher Example This is a board game created by the teacher. It serves as an example for students as they design their own boards. These cards are game pieces for the board game created by the teacher.
Objective(s)
Location
This planner allows students to record their ideas about how and which story elements they would like to include in their board game. Incorporating This worksheet allows students to Game Content demonstrate their understanding of how in Board game content elements are used in board Gamesgames by explaining how they are applied in the game Monopoly. Monopoly This worksheet allows students to Incorporating demonstrate their understanding of how Game Content game content elements are incorporated into Board into games by explaining how they will be Games used in their own board game.
Appendix G
Appendix H
Appendix I
Rationale for Use To project the PowerPoint presentation and student worksheets. It is more convenient to discuss notes and lecture from a centralized location rather than each student browsing separately. This presentation includes most of the information (content and images) students would need in order to understand what game content are and how each is incorporated into different games. In order for groups to make a decision about their boards design, each would need a computer so they have their space to browse and discuss different templates.
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Only2Clicks Page #1. Blank Board Games #2. PinterestIdeas for Board Games #3. Homemade Board Games #4. Game Board Templates
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Part 6. Evaluation
6a. Expert Review plan
In order to arrange for an Expert Review Evaluation, I would ask two colleagues of mine, Dr. Andrew Crouse and Ms. Niki Doran, to assist me with this task. I will be sending them the Guide in the next couple of days, and would ask them to return it by the end of next week (around May 5). Here is why I chose these two colleagues as my experts: Dr. Andrew Crouse: Although Dr. Crouse has little formal knowledge of board game building, he did put together some of his own games (mostly online), and was a Personal Project supervisor for a 10th grade student who chose to create and present his own board game. In addition, Dr. Crouses reasoning and communication skills, attention to detail, and excellent pedagogical skills are also reasons for my choice of him for this Expert Review Evaluation. Ms. Niki Doran: Ms. Niki is a fantastic colleague of mine, and the main reason for asking her opinions is because she has experience teaching this unit and that she is familiar with curriculum writing and instruction of 5th graders.
In order to conduct a one-to-one evaluation, I would e-mail three of my students and their parents and ask them if they would like to help me with my course (I talk about my studies with them all the time) and participate in a lesson about creating board games with Child Labor themes, which would be the Human Rights units Summative Task (They already know about this task). I would be choosing three students of different academic levels (high, mid, and low), as well as a combination of boys/girls. The instruction will take place during students ECAs (Extra Curricular Activities) after school. Once confirmed, I would meet with them and go over the goals of this exercise, which are for me to check if:
During instruction, I will make sure to conduct instruction exactly as I wrote it, making sure to help only when serious problems arise (observing how students solve their own problems and answer their own questions). Needless to say, I will be taking notes of interactions, attitudes, interest level, problems, questions, etc. I would also consider videotaping the lesson and view it later on.
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Dear Andrew, Thank you for agreeing to assist me with my board game design project. I have no doubt your feedback would be of great value to me as I continue to revise the guide for this project. In this packet you will find several documents that would assist you as you go through the instructional guide I created: An overview of the project (goals, primary objectives, the ARCS motivational chart we discussed earlier, and the actual instructors guide). A stapled packet with all the appendices I created for the project. The documentation of my project-in-progress, which, again- you do not necessarily need to go through, but may prove useful in case you have questions about background/other information (rationale, needs assessment, etc.)
As you go through the information, I would appreciate it if you could provide me with feedback in regards to the following areas: Progression of instruction Sufficient guidance provided by the examples and support materials (so they understand what each elements means, and able to apply these elements into their own board game) Board game elements- Are they explained accurately? Should I include others in my guide? Inquiry- Are there enough elements of inquiry in this unit? Where else could I include more opportunities for inquiry?
Again, thank you for your assistance and support throughout this project! Please let me know if you have any questions. Take care, Ronen
Dear Niki, Thank you for agreeing to assist me with my board game design project. I have no doubt your feedback would be of great value to me as I continue to revise the guide for this project. In this packet you will find several documents that would assist you as you go through the instructional guide I created: An overview of the project (goals, primary objectives, the ARCS motivational chart we discussed earlier, and the actual instructors guide). A stapled packet with all the appendices I created for the project. The documentation of my project-in-progress, which, again- you do not necessarily need to go through, but may prove useful in case you have questions about background/other information (rationale, needs assessment, etc.)
As you go through the information, I would appreciate it if you could provide me with feedback in regards to the following areas: Progression of instruction Support- Do you think the appendices and instruction provide sufficient guidance to students? Motivation- Are there any other ways to increase motivation in students? Inquiry- Are there enough elements of inquiry in this unit? Where else could I include more opportunities for inquiry? Summative Objectives- Do you think this summative task allows students to demonstrate their understanding of the complexity of the issue of Child Labor? Length- Do you think 2.5 hours would suffice as the instruction component of this project?
Again, thank you for your assistance and support throughout this project! Please let me know if you have any questions. Take care, Ronen
Ms. Niki: Unfortunately Ms. Niki had personal circumstances that did not allow her to adequately complete her expert form. Through a conversation we had she mentioned the need to have more examples for how complex child labor may be, as well as that 90 minutes may not be enough for the amount of work they are required to do in the Body section.
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Standards Standard 1: DESIGN 1.1 Instructional Systems Design (ISD) 1.1.1 Analyzing 1.1.2 Designing 1.1.3 Developing 1.1.4 Implementing 1.1.5 Evaluating 1.2 Message Design 1.3 Instructional Strategies 1.4 Learner Characteristics Standard 2: DEVELOPMENT 2.0 (includes 2.0.1 to 2.0.8) 2.1 Print Technologies 2.2 Audiovisual Technologies 2.3 Computer-Based Technologies 2.4 Integrated Technologies Standard 3: UTILIZATION 3.0 (includes 3.0.1 & 3.0.2) 3.1 Media Utilization 3.2 Diffusion of Innovations 3.3 Implementation and Institutionalization 3.4 Policies and Regulations Standard 4: MANAGEMENT 4.0 (includes 4.0.1 & 4.0.3) 4.1 Project Management 4.2 Resource Management 4.3 Delivery System Management 4.4 Information Management Standard 5: EVALUATION 5.1 Problem Analysis 5.2 Criterion-Referenced Measurement
X X X X X X X X
ID Project ID Project; ID Case Analysis ID Project ID Project ID Project Selected Discussion Forums; ID Project ID Project ID Project
X X X
X X
X X
ID Project
COURSE GOALS & OBJECTIVES The overall goal for the course is for each student to consider and use the systematic process of instructional design to create an instructional product. To achieve this goal, students will engage in activities that promote reflective practice, emphasize realistic contexts, and employ a number of communications technologies. Following the course, students will be able to: 1. Discuss the historical development of the practice of instructional design with regard to factors that led to its development and the rationale for its use 2. Describe at least two reasons why instructional design models are useful 3. Identify at least six instructional design models and classify them according to their use 4. Compare and contrast the major elements of three theories of learning as they relate to instructional design 5. Define instructional design. 6. Define the word systematic as it relates to instructional design 7. Define learning and synthesize its definition with the practice of instructional design 8. Relate the design of instruction to the term educational (or instructional) technology 9. Describe the major components of the instructional design process and the functions of models in the design process 10. Provide a succinct summary of various learning contexts (declarative knowledge, conceptual, declarative, principle, problem-solving, cognitive, attitudinal, and psychomotor) 11. Build an instructional design product that integrates major aspects of the systematic process and make this available on the web. a. Describe the rationale for and processes associated with needs, learner, context, goal, and task analyses 32
i. ii.
Create and conduct various aspects of a front-end analysis Identify methods and materials for communicating subject matter that are contextually relevant
b. Describe the rationale for and processes associated with creating design documents (objectives, motivation, etc.) i. ii. iii. Construct clear instructional goals and objectives Develop a motivational design for a specific instructional task Develop assessments that accurately measure performance objectives
c. Select and implement instructional strategies for selected learning tasks i. Select appropriate media tools that support instructional design decisions
d. Describe the rationale and processes associated with the formative evaluation of instructional products i. Create a plan for formative evaluation
12. Identify and use technology resources to enable and empower learners with diverse backgrounds, characteristics, and abilities. 13. Apply state and national content standards to the development of instructional products 14. Meet selected professional standards developed by the Association for Educational Communications and Technology 15. Use various technological tools for instructional and professional communication
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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. 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.
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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 5.3.1 Develop and apply formative and summative evaluation strategies in a variety of SMET contexts.
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