Client: 4th Grade Team

School: R. N. Fickett Elementary

School(APS)
Mrs. Adriane Woods, Grade Level Chairperson
The Instructional Problem
After a review of grade level data, Mrs. Woods and the 4th grade team noticed a below
expectations performance level within the Geometry and Measurement domain. After further
analyzing of data, it was discovered that a need for improving the measurement standard existed.
Therefore, I began to plan in improvement to the activities used to support these standards.

The Instructional Design

To address my instructional design problem, I used the ADDIE instructional design
model. I Analyzed my learners and gathered as much information as I could on the
standard and my student resources. I then established broad goals for the lesson
taken from unit of study and the Department of Education Frameworks; with
keeping in mind what I am hoping to achieve. At the Design stage of ADDIE, I
identified my learning objectives which included introduction objects weighed in
ounces or pounds. I want my students to use this knowledge to identify appropriate
measurement units for objects and create a poster of various objects that are
measured in ounces and pounds. I also identified the outcomes of my lesson. Using
the question "How will I know that my students have achieved the learning
objectives and how will I assess learning? Then I began to Develop my
instructional strategies. I decided to use an infographic that includes definition of
ounces and pounds with images of objects measured in ounces or pounds. Along
with allowing students to complete an infographic or online poster that
demonstrates their understanding of these measurement units. My example will

help students achieve the outcome goals I have set for them. Students will work in
partner groups to develop their product and presentation. I completed my example
on draft sheet before using piktochart.com. When my students begin their
measurement unit, I will Implement this plan with them. I executed my plan while
developing my comprehensive design plan for this class. After implementing with
students, I will evaluate my instructional design plan to be sure it successfully
achieved my goal. After developing and redesigning artifacts, I examined the
alignment to Georgia Performance Standards and academic goals. I hope to find
that my artifacts successfully achieved set learning goal.
Description of Re-Designed Lesson
When completing the A Pound or What Georgia Department of Education Framework task,
students are required to reach into a bad to get an object and decide if a pound or ounce would
best be used to weigh that object. This task does not include any images to enhance their
understanding of the unit used to measure its capacity. With my re-design, students will have
pictorial images of object as that will allow students to use visual literacy analyzing skills based
on the idea that pictures can be read and that meaning can be through a process of reading.
Methods of Assessment/Evaluation
During the completion of the lesson activity, students will be asked a few formative assessment
questions. For example, When could you use a pound in your everyday routines? After
completing the task, student work will be graded with feedback provided. Students will also
create a poster of common everyday objects that weigh a specific amount. As an intervention part
of the lesson students can create cards of items and separate cards with corresponding weights in
pounds. Students can then match the items with their weights and use a self-checking system on
the back of the cards. Understanding how much items in their own world weigh will assist in the

overall understanding of the unit. The following rubric will be used to grade posters created by
students:

Making A Poster : Ounces and Pounds Poster

Teacher Name: D McCrary
Student Name:

CATEGORY

________________________________________

Graphics -Clarity Graphics are all in

Most graphics are in

focus and the
content easily
viewed and identified
from 6 ft. away.

Most graphics are in Many graphics are

focus and the
not clear or are too
content is easily
small.
viewed and
identified from 4 ft.
away.

Graphics Relevance

All graphics are

related to the topic
and make it easier to
understand. All
borrowed graphics
have a source
citation.

All graphics are

related to the topic
and most make it
easier to
understand. All
borrowed graphics
have a source
citation.

All graphics relate to

the topic. Most
borrowed graphics
have a source
citation.

Content Accuracy

At least 7 accurate
facts are displayed
on the poster.

5-6 accurate facts

3-4 accurate facts
Less than 3 accurate
are displayed on the are displayed on the facts are displayed
poster.
poster.
on the poster.

Attractiveness

The poster is
exceptionally
attractive in terms of
design, layout, and
neatness.

The poster is
attractive in terms of
design, layout and
neatness.

The poster is
acceptably attractive
though it may be a
bit messy.

The poster is
distractingly messy
or very poorly
designed. It is not
attractive.

Labels

All items of
importance on the
poster are clearly
labeled with labels
that can be read
from at least 3 ft.
away.

Almost all items of

importance on the
poster are clearly
labeled with labels
that can be read
from at least 3 ft.
away.

Several items of
importance on the
poster are clearly
labeled with labels
that can be read
from at least 3 ft.
away.

Labels are too small

to view OR no
important items were
labeled.

focus and the

content easily
viewed and identified
from 6 ft. away.

Graphics do not
relate to the topic
OR several
borrowed graphics
do not have a source
citation.

Explanation
After gaining knowledge about multimedia principles and dual coding theory, I began to think
about the content given within the task. The activity entitle A Pound or What did not follow
Richard E. Mayers multimedia principle or Allen Paivio's dual coding theory. Within the redesigned artifacts, I decided to enhance them by following Mayer and Paivio's theories of
instruction. According to Paivio, there are two ways a person could expand on learned material:
"verbal associations and visual imagery." Therefore, I added visual images and decreased the
amount of text within the task in hope of extending a mental connection between a pound and
ounce. Additionally, in agreement of Mayer's theory that the rationale for multimedia instruction
is that "people can learn more deeply from words and pictures than from words alone." I was
sure to keep some of the original wording and add additional images that captured the printed
text. The changes to this task are aligned with dual coding and multimedia theory.
Connection to ACRL Visual and Literacy Competency Standards
Standard one was addressed when I determined the visual materials needed to redesign the
lesson. To implement standard two, I found and accessed needed images and visual media
effectively and efficiently to allow students to determine if ounce or pound units were accurate to
measure image. Following standard three allowed me to interpret and analyze the meanings of
images and visual media and allow the audience of task to do the same. Within standard four I
evaluated images and their sources to be sure to include best image for activity. By following
standard five, I tried to effectively choose the best images to convey the task goal and objective.
Additionally, to make connections to standard size, I designed and created meaningful images
and visual media to aid in choosing the best unit of measurement. Finally, standard seven was
conveyed when I began to understand many of the ethical, legal, social, and economic issues

surrounding the creation and use of images and visual media, and created activities to access and
use visual materials ethically.
Assignment Reflection
Honestly, I enjoyed completing this comprehensive re-design activity. It allowed me to display
all the information and concepts learned in this course. However, it was very time consuming
when being required to write how various concepts to display in assignment.
had an awesome learning experience in this very time consuming assignment!

Overall, I have

References
Mathematics Georgia Standards of Excellence (GSE) K-5. (n.d.). Retrieved November 17, 2016,
from https://www.georgiastandards.org/Georgia-Standards/Pages/Math-K-5.aspx

ACRL Visual Literacy Competency Standards for Higher Education. (2016). Retrieved
November 27, 2016, from http://www.ala.org/acrl/standards/visualliteracy

ADDIE Model. (n.d.). Retrieved November 27, 2016, from http://www.instructi

onaldesign.org/models/addie.html