Student/Client Instruction Plan Form

Demographics Section
This first section of the student/client instructional plan project assignment is to give you the opportunity to explore the demographics
and characteristics of a district, school, or other work environment in relation to the learners in their respective learning environments.

Major Components of this section:

Identify a school/district. If you work in a non-educational setting, identify your work environment.
Describe a variety of community, school, media center, and classroom factors that might impact student/client learning. These
could include geographic location, community demographics, socioeconomic profile, physical features of school or work
setting, media center, or classroom setting, availability of equipment/technology and other resources, etc. If you are in a non-
educational setting, describe the work environment, workers in the environment, clients/customers, and other characteristics
that could impact learning.
Describe the characteristics of the students, such as age, gender, race/ethnicity, exceptionalities (disability and giftedness),
developmental levels, culture, language, interests, learning styles or skill levels. If you are in a non-educational setting,
describe the range of workers in the environment and the clients/customers.
Describe how the various demographics and characteristics would help determine the type of assessments you would use
before, during, and after instruction.
Describe how the various demographics and characteristics would help determine the types of instructional activities most
appropriate for the situation.

Demographic information can be found on district, school websites, business or institution websites. Public school district, school and
student demographics can also be found at: http://gosa.georgia.gov/ Click on the Research and Data tab, click on Downloadable
Education Data and Interactive Education Data Map to see information. If you are in a private or independent school you should also
be able to gather school demographic information from your school.
Enter your demographic information in the table below:

Name of School/District/Worksite Benefield Elementary School, Lawrenceville, GA Gwinnett County School

School/District/Worksite Demographics Geographic location: about 35 miles north of Atlanta

Benefield: 1235 students in the student body and 83 full time teachers on staff

Indian 9 0.7 %
Asian 89 7.2 %
Hispanic 543 44.0 %
Black 468 37.9 %
White 94 7.6 %
Pacific Islander 1 0.1 %
Two or More Ethnicities 31 2.5 %

The male population of the school is slightly larger; 646 of the 1235 students (52.3 %)
are male whereas 589 of the 1235 students (47.7 %) are female
Female 589 47.7 %
Male 646 52.3 %

Students participating in a free or reduced-price lunch program 84%

English Language Learners 41%

The school is very well-resourced including 4 lap tops in each classroom, 3 computer
labs (1 mobile), smart boards in every room and well stocked classroom libraries and
media center.
Every grade level has a grade level coach to support instruction.
 Classroom Characteristics:
Male: 10
Female: 14
Black: 12 (11 AA and 1 Nigerian)
Hispanic: 6
Mixed: 1
Asian: 2
Middle Eastern: 2
White: 1

Only 1 student does not receive free or reduced lunch.

Students are very involved in the school: 4 Honor Society Members, 5 Step Team
members, 8 Benefield Singers, 1 Girls on the Run participant, 1 Peer Leader, 1 Teller
for PNC Bank, 8 Benefield Bookers, 2 Readers Rally Members, 1 Math Club member.

Learner Characteristics
This is considered a regular ed classroom. There is one student who is direct
served EL and one student who is gifted. Because these two are alone, they
are pulled out for services.
There are 3 students that receive EIP support in math and one in reading. They
are also pulled out for support.
12 of my students have a language other than English spoken at home. They
are all fluent speakers.
Students are highly active and respond well to kinesthetic activities
There is a large group of students who are high flyers and achieve above
average on both classroom and district assessments.
Students respond well to inquiry based learning.
Potential Demographic Impact on
Assessment
Potential Demographic Impact on
Instructional Strategies/Activities
Schema is an important factor. Due to the cultural diversity of the class, it has
to be assumed that schema is vastly different. When assessing, it is imperative
that vocabulary is previewed if context does not provide opportunities for
inferencing.
EL student received testing modifications including read aloud, small group
testing and extended time.
There are only two students who are not reading on or above level for fourth
grade. Both students are only slightly lower and receive support from either
an EIP teacher or EL support.
Project choice is important to consider for such a diverse group of learners.
Classroom
The use of technology is important. It is engaging and provides students with
skills necessary for future success.
Due to large EL population, it is important to have qualified classroom support
for these students.
Gifted student only receives services for math although his giftedness is across
all content areas so differentiation is very important.
Due to energy level and number of students achieving above grade level
expectations, hand on activities and problem based learning works best.
Home & Technology
Many students come from single parent homes or homes where both parents
work so home support for projects, technology support and homework help
may be limited. Students have to be have clear instructions and only
assignments that can be done independently when at home.
Many students have access to computers or mobile devices that allow for
internet connection, but some dont and if they do it can be unreliable.
Students must be given the opportunity to work on those types of
assignments at school due to inconsistency of access to the internet and
availability of devices.

Standards Identification Section
Grade Level/Client Group Selected
Content or Information Area Selected
Specific Georgia Performance Standards or
Common Core Curriculum Standards
(include the actual standards, not just the
number/letter designations)
Many of the students, even those who are fluent English speakers, come from
homes where English is a second language or not used at all. All important
documents and instructions must be given in the primary home language.
Fourth Grade
Social Studies
Content Standards
SS4H2 The student will describe European exploration in North America.
a. Describe the reasons for, obstacles to, and accomplishments of the Spanish, French,
and English explorations of John Cabot, Vasco Nez de Balboa, Jua Ponce de Len,
Christopher Columbus, Henry Hudson, and Jacques Cartier.
b. Describe examples of cooperation and conflict between Europeans and Native
Americans.
ELAGSE4RI7: Interpret information presented visually, orally, or quantitatively and
explain how the information contributes to an understanding of the text in which it
appears.
ELAGSE4RI6: Compare and contrast a firsthand and secondhand account of the same
event or topic; describe the differences in focus and the information provided.
Supported Standards:
ELAGSE4RI9: Integrate information from two texts on the same topic in order to write
or speak about the subject knowledgeably.
ELAGSE4RI10: By the end of the year, read and comprehend informational texts,
including history/social studies, science, and technical texts, in the grades 4-5 text
complexity band proficiently, with scaffolding as needed at the high end of the range.
ELAGSE4SL4: Report on a topic or text, tell a story, or recount an experience in an

Correlation of AASL Standards for 21st
Century Learner Standards that could
support the specified Georgia Performance
Standards or Common Core Standards:
(include the actual standards and indicators,
not just the number designations)
Correlation of ISTE Technology Standards
that could support the specified Georgia
Performance Standards or Common Core
Standards: (include the actual standards
and indicators, not just the number
organized manner, using appropriate facts and relevant, descriptive details to support
main ideas or themes; speak clearly at an understandable pace.
1.1.1 Follow an inquiry based process in seeking knowledge in curricular subjects, and
make the real world connection for using this process in own life.
1.1.2 Use prior and background knowledge as context for new learning
1.1.4 Find, evaluate, and select appropriate sources to answer questions
1.1.6 Read, view, and listen for information presented in any format (e.g., textual,
visual, media, digital) in order to make inferences and gather meaning
1.1.7 Make sense of information gathered from diverse sources by identifying
misconceptions, main and supporting ideas, conflicting information, and point of view
or bias.
1.1.8 Demonstrate mastery of technology tools for accessing information and pursuing
inquiry.
1.2.2 Demonstrate confidence and self-direction by making independent choices in the
selection of resources and information
2.1.2 Organize knowledge so that it is useful.
2.1.3 Use strategies to draw conclusions from information and apply knowledge to
curricular areas, real-world situations, and further investigations.
2.1.4 Use technology and other information tools to analyze and organize information.
3.1.1 Conclude an inquiry based research process by sharing new understandings and
reflecting on the learning.
3.1.2 Participate and collaborate as members of a social and intellectual network of
learners.
3.1.3 Use writing and speaking skills to communicate new understandings effectively.
3.1.4 Use technology and other information tools to organize and display knowledge
and understanding in ways that others can view, use, and assess
Student:
3. Research and information fluency
Students apply digital tools to gather, evaluate, and use information.
a. Plan strategies to guide inquiry
designations) b. Locate, organize, analyze, evaluate, synthesize, and ethically use information from a
variety of sources and media
c. Evaluate and select information sources and digital tools based on the
appropriateness to specific tasks
d. Process data and report results

6. Technology operations and concepts

Students demonstrate a sound understanding of technology concepts, systems, and
operations.
a. Understand and use technology systems
b. Select and use applications effectively and productively
c. Troubleshoot systems and applications
d. Transfer current knowledge to learning of new technologies
Teacher
2. Design and develop digital age learning experiences and assessments
Teachers design, develop, and evaluate authentic learning experiences and
assessments
Incorporating contemporary tools and resources to maximize content learning in
context and to develop the knowledge, skills, and attitudes identified in the Standards.
a. Design or adapt relevant learning experiences that incorporate digital tools and
resources to promote student learning and creativity
b. Develop technology-enriched learning environments that enable all students to
pursue
their individual curiosities and become active participants in setting their own
educational goals, managing their own learning, and assessing their own progress
c. Customize and personalize learning activities to address students diverse learning
styles, working strategies, and abilities using digital tools and resources
d. Provide students with multiple and varied formative and summative assessments
aligned with content and technology standards, and use resulting data to inform
learning and teaching
 Content Analysis
To complete a content analysis you will review the content you plan to cover in your lesson/activity. In the box below you can list or
outline a summary of the most important content ideas, concepts, facts the students/clients will work with during the lesson/activity
you plan. Instead of typing in the box you can create a visual representation of the content.

At the end of this unit students will be able to

Describe the reasons for, obstacles to, and accomplishments of the Spanish, French, and English explorations of John Cabot,
Vasco Nez de Balboa, Juan Ponce de Len, Christopher Columbus, Henry Hudson, and Jacques Cartier.
Integrate information from multiple sources
Use online databases to conduct research
Create a webpage
Write creatively from an early explorers perspective
Present finished product for peer evaluation and feedback
Organize information
Use information to make inferences about early explorers thoughts and feelings.

The learning activities will take a variety of formats including:

use of technology
teacher as facilitator
online peer discussion
concept mapping

Now you are ready to begin planning the lesson/activity:

Step 1 Needs Assessment

The needs assessment step is the first step in the instructional design process. Basically in the needs assessment process the instructor
is trying to find out what the students/clients already know so the instructor can plan appropriate instruction. The purpose of this step
is to establish the content around which the instruction is to be designed. Typically content is derived from curriculum guides and
textbooks but even then, decisions must be made in order for the curriculum to match the students. The Georgia Performance
Standards and Common Core Standards make it even more critical that this step be included in the planning process because most
schools are not using textbooks they are relying on the media center and on-line materials. Needs assessment is important in order
for curriculum to move students forward from where they are. A needs assessment is a process that consists of the determination of
gaps in results between what is and what should be. Three important points make the needs assessment process unique, powerful, and
different from the typical process in determining content:
The needs assessment process concentrates on results rather than on means.
The content that is determined by using the needs assessment procedure is content that has not been mastered by the student/
clients.
The needs assessment procedure recognizes that a value judgment is involved.
A needs assessment procedure is used as the first step in the instructional design process because it is desirable that the content is
seen in terms of student/client learning outcomes, is systematically and carefully selected, and has not been previously mastered.
There are five sources and procedures for determining what ought to be taught based on:
established standards.
what is being taught somewhere else.
what will be needed in the future.
asking the population to be taught.
requests from students/clients.
Step or Phase Task to be Considered This column is where you will type your information
Phase 1 Generate Goals - Goals List some general goals for Describe the reasons for, obstacles to, and accomplishments of
are generated with respect to the the content area and grade the Spanish, French, and English explorations of John Cabot,
subject matter that ought to be level selected. Vasco Nez de Balboa, Jua Ponce de Len, Christopher
mastered. These goals can result Columbus, Henry Hudson, and Jacques Cartier.
from studying course syllabi,
processing survey results, Report on a topic in an organized manner, using appropriate facts
responding to requests from and relevant, descriptive details to support main ideas or themes.
students, or reviewing many other
input categories.
Describe examples of cooperation and conflict between
Europeans and Native Americans.

Interpret information presented visually, orally, or quantitatively

and explain how the information contributes to an understanding
of a specific topic.
 Compare and contrast a firsthand and secondhand account of the
same event or topic; describe the differences in focus and the
information provided.

Phase 2 Rank Goals Whoever is
involved should be asked to rank
the goals statements as to
perceived importance.
Rank the goals generated,
listing the most important
goal first.
1. Describe the reasons for, obstacles to, and
accomplishments of the Spanish, French, and English
explorations of John Cabot, Vasco Nez de Balboa, Jua
Ponce de Len, Christopher Columbus, Henry Hudson, and
Jacques Cartier.

2. Report on a topic in an organized manner, using

appropriate facts and relevant, descriptive details to
support main ideas or themes.

3. Interpret information presented visually, orally, or

quantitatively and explain how the information
contributes to an understanding of a specific topic.

4. Compare and contrast a firsthand and secondhand

account of the same event or topic.

5. Describe examples of cooperation and conflict between

Phase 3 Determine Extent to
Which Goals have already been
met
Assess Prior Knowledge the
result of this determination is a
discrepancy statement describing
the difference between what ought
to be and what is that is, the
need.
Europeans and Native Americans.
Describe the types of Concept mapping will be used to assess prior knowledge through
information and how that the use of a padlet. The padlet will assess prior knowledge
information could be pertaining to research strategies and sources
gathered that would help
determine which goals the In order to assess prior knowledge about early explorers, a gallery
students have already met walk will be used. Students will walk silently around chart paper
through previous with 1 explorer and his name on it and record any information they
instruction. know about that explorers, adding to others thinking if needed.
Phase 4 Prioritize Needs this After prior knowledge has The order set in phase 2 may need to change based on student
step is a needs analysis. Questions been assessed describe feedback. If student have no experience or prior knowledge with
are asked regarding the probability which instructional needs research then that foundation may need to be built.
of obtaining a particular goal or concepts need the most
given the resources available and attention.
the existing learning environment.
The ranking that from this step
might differ from Phase 2.
Although a goal may have
received high priority in the initial
listing, resources required and
realization of the goal might result
in a lower priority for actual
implementation.

Step 2 Learner Analysis

The learner analysis step is extremely important in the instructional design process. Many instructional designers place this step at the
same level as the instructional objectives step. Together these two steps provide the foundation for all that transpires in the
instructional process. Once it has been determined what successful students are expected to be able to do, and the unique ways in
which each student/client learns, the probability that appropriate materials and activities will be used is greatly enhanced. Learner
analysis is the identification of characteristics of the learner that will influence the selection of instructional materials and activities.
Step or Phase Task to be This column is where you will type your information
Considered
Student Learning Styles Describe process used At the beginning of the unit, a learning inventory will be administered.
The text describes both to determine the https://www.gadoe.org/Curriculum-Instruction-and-Assessment/Special-
unidimensional procedures learning styles of the Education-
and multidimensional students and the Services/Documents/IDEAS%202014%20Handouts/LearningStyleInventory.pdf
procedures to identify information gained.
learner characteristics.
Learning Tools Inventory Describe process used Once the inventory has been completed, I will be better able to plan what
The text presents the to determine the most strategies and tools will be most effective for class and what learning
philosophy that successful effective learning environment would be most conducive to student success.
learners possess a variety tools/strategies to be
of learning tools that used in the Figure 1: Index of Learning Styles
enable them to acquire and instructional unit.
process information
successfully. These tools
are often thought of as
critical thinking skills or as
metacognitive abilities.

From "The Index of

Learning Styles," by Dr Richard Feldman and Barbara Soloman. Reproduced with permission from Dr Richard Feldman.
Information about the origins of the ILS, studies demonstrating its reliability and validity, and arrangements to license it
for commercial use, can be obtained at www.ncsu.edu/felder-public/ILS-faq.htm. To find out more about learning styles
and the ILS, see www.ncsu.edu/felder-public/ILS-faq.htm
 Step 3 Instructional Objectives
In the first step of the instructional design process, needs assessment, the instructional content was determined and broad goals were
identified. Usually goals are very broad and are not written in measurable terms. The purpose of the instructional objectives step is to
translate the instructional goals into instructional objectives. For a particular instructional goal, the instructional objectives answer the
question, What will a learner be able to do when the goal has been met?
Step or Phase Task to be Considered This column is where you will type your information
Primary Objectives typically have Develop at least five 1. SS4H2 The student will describe European exploration in
four components: primary North America.
* Description of the learner measurable/observable a. Describe the reasons for, obstacles to, and
* Description of the behavior that instructional objectives for accomplishments of the Spanish, French, and
will demonstrate that the goal has the instructional unit based English explorations of John Cabot, Vasco Nez
been reached on the goals developed in de Balboa, Jua Ponce de Len, Christopher
* Description of the conditions Step 1. Indicate the Columbus, Henry Hudson, and Jacques Cartier.
under which the behavior will be Georgia Performance
1.1.1 Follow an inquiry based process in seeking knowledge in
performed Standards or Common
curricular subjects, and make the real world connection for using
* Description of the degree to Core Standards and AASL
which the stated behavior must Standards for 21st Century this process in own life.
occur for the instruction to be Learner and ISTE 1.1.2 Use prior and background knowledge as context for new
judged successful Technology Standards that learning
support the objectives.
2. ELAGSE4RI7: Interpret information presented visually,
orally, or quantitatively and explain how the information
contributes to an understanding of the text in which it
appears.
3. Research and information fluency
Students apply digital tools to gather, evaluate, and use
information.
a. Plan strategies to guide inquiry
b. Locate, organize, analyze, evaluate, synthesize, and ethically
use information from a variety of sources and media

3. ELAGSE4RI6: Compare and contrast a firsthand and

secondhand account of the same event or topic; describe
 the differences in focus and the information provided.
2.1.3 Use strategies to draw conclusions from information and
apply knowledge to curricular areas, real-world situations, and
further investigations.

4. ELAGSE4RI9: Integrate information from two texts on the

same topic in order to write or speak about the subject
knowledgeably.
1.1.7 Make sense of information gathered from diverse sources
by identifying misconceptions, main and supporting ideas,
conflicting information, and point of view or bias.

5. ELAGSE4SL4: Report on a topic or text, tell a story, or

recount an experience in an organized manner, using
appropriate facts and relevant, descriptive details to
support main ideas or themes; speak clearly at an
understandable pace.
3.1.4 Use technology and other information tools to organize and
display knowledge and understanding in ways that others can
view, use, and assess

Step 4 Assessment of Student/Client Performance

This fourth step in the instructional design process is planning the assessment of student performance. Many educators augment or
replace traditional testing with what is referred to as authentic assessment which is ongoing, open ended, and in real-life contexts.
Assessment must measure how well students have mastered the objectives; assessment must be reliable; assessment must allow
students to demonstrate what they know rather than what they do not know; assessment must provide feedback on the effectiveness of
instructional techniques, materials, and activities. Authentic assessment must be based on authentic content. Material should be based
on important concepts and assessment should be directly related to those concepts. Material should be consistent with state, district,
and school curriculum guidelines to provide continuity for students. Real-life experience should serve as a base for the material. The
developmental progression of students must be taken into account. When background is missing, that information must be included in
the material. Material should require higher level thinking. The appropriateness of the assessment for the content being taught and the
effectiveness of the activities and instructional strategies will both reflect the successfulness of teaching and learning.
Step or Phase Task to be This column is where you will type your information
Considered
Assessment Describe the Summative Assessment: The creation of a webpage, chronicling the journeys of one of the early
Strategies variety of explorers in the standard. Students will need to include journal entries written from the explorers
Four questions assessment point of view. Journal entries should reflect research done on explorer. Formative data will be
can guide the strategies to received throughout the unit as websites are being built and journal entries written. Formative data
development be used will also be retrieved through the use of graphic organizers to help organize research.
of throughout
assessments: the Rubric will be used to assess effectiveness.
* What do you instructional Early Explorers
want students unit to Name:_________________________________
to know and determine
4. Distinguished 3. Proficient 2. Apprentice 1. Novice
be able to do? the extent to
* What will which the Content Student shows Student shows solid Student shows Student shows no
count as students deep understanding understanding of minimal understanding of
of explorer explorer. Student is understanding of explorer.
acceptable achieved the
motivations, able to describe explorer. Student
performance? primary accomplishments, motivations, exhibits
* How can objectives obstacles and accomplishments, understanding of
you ensure indicated in interactions with obstacles and some aspects of
expert Step 3. Native Americans interactions with explorer, but
Native Americans understanding is
judgments?
incomplete
How can you
provide Research Student was able to Student was able to Student was able to Student was not
feedback? conduct online conduct online conduct minimal able to conduct
research effectively, research effectively. research online. online research
using multiple effectively.
sources.
Portfolio Student website Student website Student website Student website did
included all required included all required included most not include all
components and components required required
included additional components components
resources.
 Step 5 Strategies and Activities Development
At some point in the planning process, decisions must be made regarding strategies that will facilitate learning and the activities the
students will be involved in during instruction. Usually these strategies and activities are determined after instructional objectives are
selected and after the learner analysis is conducted. The development of instructional objectives and information gathered through the
learner analysis are the foundation for the selection of strategies and activities.
Learning strategies are employed to assist the learner in acquiring, interpreting, broadening, retaining, and using knowledge.
Learning strategies help students get ready to learn, obtain information, learn information, and manage their learning process.
Learning activities consist of the action to be taken by the students, the social configurations of the learning situations, and the source
of guidance available to them.
The instructional team should plan strategies and activities based upon the level of learning specified in the instructional objectives,
the learner characteristics, and the teachers judgment as to the range of instructional activities feasible.
Step or Phase Task to be Considered This column is where you will type your information
Resources/Materials List the resources to be http://myt4l.com/index.php
There are endless resources used by the teacher and Used for rubric creation
available today to assist in the media specialist/
selection of appropriate learning technology specialist in the
strategies and activities for a development of the
specific group of learners and in instructional unit. These
support of specified content. are the resources you use
These resources include but are for planning not Used to set up class set of student websites.
not limited to: materials students would Eclass: for the creation of discussion boards
* Teacher Editions of textbooks use.
* Professional resources SOAR: The Social Studies Online Activities & Resources Center
journals, planning materials for Social Studies Teachers in Gwinnett County Public Schools,
* Grade level, school, and district used for content standard descriptors
developed resources
* Resources available from state
DOE
* Internet resources
Activities and Strategies Briefly describe five 1. TW walk students through various research options: TW
In order for students to develop a potential activities for the Model using a graphic organizer to start organizing
repertoire of learning strategies instructional unit. Indicate information needed for project. Graphic organizer will
there are times when they have to
actually have to be taught those
strategies (page 164)
Activities will be teacher-
oriented, group-oriented, or
student-oriented. The source of
guidance for the students, and the
cognitive and physical
environments must also be taken
into consideration as the most
appropriate strategies and
activities are identified.
one activity that will be the require students to pick three focus questions to
focus of the detailed lesson concentrate research.
plan. This one activity is
the only one for which you
will develop a detailed plan
in Step 7.
2. Model the creation of a blog page with students following
step by step and allowing time for exploration of site
options.
3. Writing effective journal entry from explorer POV: Model
entry: What are some strategies I used to write an effective
and informing journal entry? Share-out and chart. SW use
GO that included sections for: Interesting events with
dates, motivation/goal, obstacles and achievements, and
teacher model to complete 1 journal entry.
4. Model image search and choosing a relevant image
from . Review inserting images on website.
Key points: Image must be relevant to journal entry. Dates
must line up approximately (ie no images that say 1570
when the entry is from 1534)
5. Model the process of posting work to discussion board on
eclass. Show students how to follow link and then leave
feedback/comments for our team mates. Model
appropriate feedback including: 1. 1 thing you learned
from the project and 2. An aspect of their project you
enjoyed and 3. A wondering you were left with.
 Step 6 Materials Selection
Instructional materials are an essential part of the teaching and learning process. Students/clients spend a large amount of time
viewing, listening to, and otherwise interacting with instructional materials. Despite the wide variety of available materials and the
pressure to purchase materials, there is still great discontent with the actual effectiveness of materials. Many materials are purchased,
used once and then put on a shelf to gather dust. Decisions regarding the selection of instructional materials should be made only
after considering several sources of information this information is available only as a result of the instructional objectives step, the
learner analysis step, and the assessment of student performance step in this instructional design process (steps 2, 3, 4). Considering
these three sources of information will prevent the waste of funds used to purchase materials and will prevent disastrous learning
situations. After materials have actually been used with students/clients it is critical to reflect on the effectiveness of the materials. If
the materials were considered to be ineffective was it because of the materials or because of the way in which they were used. It is
important to determine if changes would need to be made in the planning for future use of the materials.
Step or Phase Task to be Considered This column is where you will type your information
Materials to Used List all of the materials Graphic organizer for organizing information
The selection of materials involves needed by the instructor Access to internet and Benefield online research library
5 tasks: and students/clients in including access to Britannica School Elementary,
* Selecting the format of the order to successfully Britannica Image Quest and World Book Kids.
material implement and participate Lap top or tablet
* Identifying the specific materials in the lesson. These are Student log in for Weebly
* Locating reviews of the materials the materials that will Suddenly friendly checklist to work in conjunction with
* Previewing the materials actually be used during rubric.
* Evaluating the materials with the activities described in Access to padlet for pre-assessment
actual learners Step 5.

Step 7 Implementation Plan

The Implementation Step is one in which specific plans are detailed for the actual implementation of strategies and activities with
students. Many times instructional projects look promising in the design stage but fail in the actual implementation. It is critical that
all people involved in the planning process work together to make sure the implementation is something they are all willing and able
to carry out. When designing instruction it is very important that the resource limitations be taken into consideration so that the
instruction is not viewed as something that cannot ever be done again. Some questions to consider include:
 What facilities and equipment are required?
Is there special lighting, space, or ventilation required?
What support staff are required to implement the instruction?
Is the administrator aware of the costs of implementation, and has this persons support been gained? Are resources available
for the inevitable revisions that must be made before implementation occurs again?
Almost all instruction requires some involvement of the instructor as facilitator. In implementing instruction, part of the instructors
role is to compensate for student learning tools that may be missing or are inadequate. Strengthening these learning tools is an
ongoing goal of any instruction.
For this step of the project you are going to develop a detailed plan for one of the activities you described in Step 5.
Step or Phase Task to be Considered This column is where you will type your information
Primary Instructional List the primary SS4H2 a. Describe the reasons for, obstacles to, and accomplishments of the
Objectives observable instructional Spanish, French, and English explorations of John Cabot, Vasco Nez de Balboa,
You will be able to objectives for the Jua Ponce de Len, Christopher Columbus, Henry Hudson, and Jacques Cartier.
pull these objectives selected activity.
from Step 3 or at Indicate the Georgia 1.1.1 Follow an inquiry based process in seeking knowledge in curricular subjects,
least be able to take Common Core and make the real world connection for using this process in own life.
objectives from Step Standards/Georgia
3 and make them Performance Standards,
ELAGSE4SL4: Report on a topic or text, tell a story, or recount an experience in an
even more specific Information Literacy
organized manner, using appropriate facts and relevant, descriptive details to
for this particular Standards/Technology
activity. Standards that support support main ideas or themes; speak clearly at an understandable pace.
those objectives.
3.1.4 Use technology and other information tools to organize and display
knowledge and understanding in ways that others can view, use, and assess

Briefly Describe Describe the Fourth grade regular education class with 10 boys and 14 girls of various
Learner Group students/clients who ethnicities.
This description can would participate in the There is one student who is direct served EL and one student who is gifted.
be developed based activity including the
Because these two are alone, they are pulled out for services.
on the information learning styles and
gathered from the preferred learning There are 3 students that receive EIP support in math and one in reading.
Demographic tools/strategies of the They are also pulled out for support.
section, Needs students/clients. 12 of my students have a language other than English spoken at home.
Assessment (Step 1) They are all fluent speakers.
and the Learner Students are highly active and respond well to kinesthetic activities
Analysis (Step 2) There is a large group of students who are high flyers and achieve above
average on both classroom and district assessments.
Students respond well to inquiry based learning.
Students are not auditory but rather tactile/kinesthetic and visual.
Auditory instruction will occur in conjunction with visual and kinesthetic to
support needs of all students, especially EL
Preferred learning strategy if project based learning
Pretest/Assess Prior Describe the process
Knowledge used to assess Concept mapping will be used to assess prior knowledge through the use of a
This description can student/client prior padlet. The padlet will assess prior knowledge pertaining to research strategies and
also be derived from knowledge as it relates sources
information gathered to the specific content
in the Needs of this lesson. Describe In order to assess prior knowledge about early explorers, a gallery walk will be
Assessment (Step 1) how the information used. Students will walk silently around chart paper with 1 explorer and his name
gathered would impact on it and record any information they know about that explorers, adding to others
the continued thinking if needed.
development of and
implementation of the Possible extension needed for gifted student if pretest result show prior mastery of
lesson plan. content.
Motivating Describe the strategy to SW read excerpt from journal of Christopher Columbus:
Activity/Launch be used to gain http://content.wisconsinhistory.org/cdm/ref/collection/aj/id/4213
This type of activity student/client attention Imagine you were with Columbus on that first journey. What are some things you
can include and develop interest in would have seen? What would you have experienced? How would you feel?
strategies to prepare the content of the
the learners for the lesson. This activity In this unit we will utilize online research sources to gain information about an
activity; advance must be connected to early colonist. We will use our research to make inferences about the explorer. We
organizers; etc. the content of the will then write journal entries from the early explorers perspective and compile our
lesson. How you will entries on a website we will create about one explorer.
start the lesson to
engage and motivate
 learners.
Description of Describe the content Connection:
Lesson Presentation and procedures of the This year you have learned about Early Explorers of North America.
This section will lesson. What you will
include the say and do. Questions Teaching Point/Purpose:
procedures for the you will ask. Today I am going to show how to utilize research tools that will help you create a
activity what is website.
going to take place; You will be writing posts on the site from the perspective of an Early Explorer,
who is going to do sharing your journey, motivations, obstacles and achievements.
what; etc.
Teaching:
The teacher will think aloud through__________
Before I can begin writing from the perspective of an Early Explorer, I have to
know who I am writing about. I am going to choose my focus based on who I find
the most fascinating, or who I know the least about. This way I can be sure I will
stay engaged throughout the process. I know a lot about Christopher Columbus. He
is probably the most famous explorer, so I am not going to pick him. I also know a
lot about Ponce de Leon because of his explorations in Florida. I visited some
historical sites and learned a lot about him there. I think the explorer I know the
least about is Jacques Cartier. I know he is French and that he landed in Canada,
but I dont feel like I know much about his history or accomplishments, so that is
who I am going to focus on for my project,
Mini Active Engagement: Using this criterion, I would like for you to select an
explorer to focus. Be sure you find this explorer interesting and that its an explorer
that you do feel as though you are an expert on already.

T&T

Now that we know who our focus explorer is, its time to see which tools we will
be using to help us in our research. Research will be vital to our task because we
have to know a lot about our explorers if we are going to write from their point of
view.
 TW walk students through various research options: TW Model using a graphic
organizer to start organizing information needed for project. Graphic organizer will
require students to pick three focus questions to concentrate research.

Active Engagement:

SW spend remaining time exploring research databases, recording important

information about chosen explorer on graphic organizer. GO will include a sections
for: Interesting events with dates, motivation/goal, obstacles and achievements.

Link: Today and every day when we are doing research, we will have specific
information we are looking for, to help make sense of the exorbitant (huge) amount
of information available to us in databases and on search engines.

Conferring and Small Group Work: Modify next steps based on noticings.
Students may need help navigating databases, using key words, narrowing down
their searches are choosing questions to focus on.

Mid-Workshop Teaching Point:

What can we do it we dont find the specific piece of information we are looking
for? (Finding another online research option or modifying a question.)

Provisions for Describe how the Each student would have their own tablet or lap top on which to do research.
Participation lesson would be Modeling would happen through smart board and think aloud.
Instructors always structured so that all
need to be prepared students would be able If students are struggling to come up with initial research questions, probing may
for those times when to successfully be needed. What would you most like to know about that explorer? What do
an activity does not participate in the you already know? Perhaps asking student about a famous person they know a lot
go as intended; be lesson. What students about and what interests them most about that person would help students compose
prepared to ask will do. questions as well.
probing questions to
keep the activity Students will also be paired with another student and students who have shown
progressing; etc. strength in research will be partnered with students that have limited experience.
Closure How you will end the Share: Most interesting fact they learned about their focus explorer or new
lesson. Summary of the connection or understanding.
content of the lesson.
Posttest/Assessment Describe the For the first lesson in this unit/project assessment strategies will include looking at
of Learning assessment the graphic organizer, share out at the end, and information gathered from
In Step 4 you strategies/activities to conferring.
described the main be used to determine
assessment strategies and document
for the unit. In this student/client
section you will achievement of the
describe what the instructional objectives
students will do at of the lesson.
the end of the lesson
to demonstrate they
have met the specific
objective for this one
activity.
Results of Learning Describe the progress Lesson 1
Since you are not made by Students should be able to compose guiding questions in order to steer research
able to implement students/clients as a Students should be able to conduct research using online databases appropriate for
the actual activity result of the lesson elementary school students
this semester, you knowledge they gained, Students should be able to use research to gain explicit knowledge about early
only need to briefly skills they attained or explorers
describe what you improved, etc. Unit
expect the students Students should be able to use research to make inferences about early explorers.
to be like as a result Students should be able to evaluate their progress towards a goal and evaluate and
of the activity. give constructive feedback to others.
Summary of Describe the strengths I think I would have to be cognizant of potential technical issues and check for
Instruction and weaknesses of the them prior to the lesson.
Again, since you are implementation of the I also think I would need to get support from EL push in to see how best to
not able to lesson what worked, differentiate for that student.
implement the what did not work,
activity this what would need to be
semester, simply changed for future
briefly describe the implementation of the
kinds of things you lesson.
think you would
need to be very
observant of
throughout the
implantation in order
to make notes about
what might need to
be done differently
in future
implantations.

Step 8 Evaluation of the Plan

Formative evaluation involves assessing the results of each step in the instructional design process to improve the results of the
process. Although this step is the last in this model it actually is an ongoing process. The following questions need to be asked about
all of the steps:
Did carrying out the step collaboratively lead to effective instruction?
How could the step be carried out better in the future?
Were all the instructional objectives met?
Are the students ready to learn more?
If problems occurred during instruction, at which step did the problems arise and how could the step be improved?
This type of evaluation allows for the instructional design process to continually be improved based on feedback gathered through
evaluation. Three types of formative evaluation that can lead to more informed decisions regarding continued instructional design:
Evaluation that will result in changes for current students/clients.
Evaluation that will result in changes for the next group of students/clients that will participate in the instruction.
Evaluation that will result in changes in the way future instruction is designed.
Step or Phase Task to be Discussed This column is where you will type your information
Describe the planning and Since you are not actually
implementation processes
strengths, weaknesses, and
changes for future collaborative
planning and instruction.
going to implement your How could I differentiate this project further?
plan this semester, think Should I include print reference resources as well?
about questions you might What role could student feedback play?
need to ask yourself in the
event you were able to
implement your plan.

References

American Association of School Librarians. (2015). Standards for the 21st century learners. Retrieved March 20, 2016 from the
American Association of School Librarians Web site: http://www.ala.org/aasl/standards-guidelines/learning-standards

AJ-062: Columbus, Journal of First Voyage (1492-93): American Journeys. (n.d.). Retrieved March 20, 2016, from
http://content.wisconsinhistory.org/cdm/ref/collection/aj/id/4213

ISTE Standards. (n.d.). Retrieved March 20, 2016, from http://www.iste.org/standards

Learning Style Inventory. (n.d.). Retrieved March 20, 2016, from https://www.gadoe.org/Curriculum-Instruction-and-
Assessment/Special-Education-Services/Documents/IDEAS 2014 Handouts/LearningStyleInventory.pdf

Learning Styles: Understanding Learning Preferences. (n.d.). Retrieved March 20, 2016, from
https://www.mindtools.com/mnemlsty.html

Recipes4Success Rubric Creator. (n.d.). Retrieved March 20, 2016, from http://myt4l.com/index.php