Using ADDIE to

ADDIE Model systematic instructional design model consisting of five phases:  Analysis Phase  Design Phase  Development Phase  Implementation Phase  Evaluation Phase

-My first step was to create an ADDIE Proposed Instructional Design Plan -Next create PowerPoint layout and verbiage - Then find appropriate video and download the video content in to a folder

Needs Analysis:  Students in our ISD have scored low during the past two years on the State MI-Access Supported Independent and Functional Behavior Assessments in the content area of Science.

Content Analysis  Content to be learned: (Connect prior knowledge and identify the six types of simple machines) Identify how science relates to the world around them.

 Describe the Types of Tasks: Using differentiated instruction (technology with embedded video clips and interactive questions) to acquire information and connect new concepts to the world around them. Task Analysis

Design  Objectives and Extended Benchmarks  Students will identify six different simple machines (lever, pulley, inclined plane, wedge, screw, wheel and axle)  State Standards: P.MO.FI.EB.IV.3.m.2a - Identify forces (push/pull) that speed up, slow down, stop, or change the direction of a moving object. R.RO.FI.EB.II.1.m.3a - Identify how science relates to the world around them.

Design  Description of Instructional Resource: (Interactive PowerPoint with embedded video resources, clipart and audio)  Description of Resources: Discovery Education Video Streaming and Microsoft PowerPoint Software

Implementation  Implementation with Target Audience: PowerPoint will be a standalone student computer in the classroom. Students will take turns with the interactive PowerPoint.  Implementation/testing during course: Considering the nature of my classroom, this Unit Introduction PowerPoint will be viewed by each student in the class. Then encouraged to take part in discussions about what they learned.  Method for collecting feedback (teacher created worksheets, discussions and observation).  *As a special education teacher of five students with ASD, I use data collection on a daily basis to collect data on behavior, goal work and academic achievement.

Evaluation:  Formative evaluations (ongoing): (teacher created worksheets, discussions and observation)  Summative evaluations: Feedback acquired from data collection sheets and after a quick review of unit, students take a quiz using accommodations as stated in their IEPs.  Plans for evaluating project: The best way may be to have my colleagues look at the materials I have created for my classroom (asking them to take in to consideration the categorical descriptors of my students) and provide feedback (in survey format) for improvement.

Student Categorical Definitions  My classroom consists of up to six students (grades 5 th through 8 th ) who have Autism Spectrum Disorders and function as though they are Mild to Moderately Impaired.  These students may have difficulty in abstract reasoning; difficulty with reading, math and writing symbols; reduced ability to see cause and effect relationships; trouble carrying knowledge over from one situation to another. Many of my students also have limited language abilities.  Students tend to score in an I.Q. range of 40–54 - Moderate Cognitive Impairments 55–69 - Mild Cognitive Impairments

References:  All photos are snip-it files from my computer of: Video Clips A First Look: Simple Machines. Prod. Cochran. Cochran, Discovery Education. Web. 06 April  All Clipart and photographs, Microsoft  ADDIE information from Dr. Stephen Yelon, Professor Emeritus at MSU and Dr. Kathryn Dirkin at CMU