1. ISE 482 Moody1 Instructional Design ISE 482: ISE Senior Capstone Design

2. ISE 482Moody2 Purpose of the process  Identify instructional objectives What do you expect the student to know or be able to do at the end of the instruction? What do you expect the student to know or be able to do at the end of the instruction?  Develop specific content and sequences to achieve the objectives  Identify how instructional effectiveness will be evaluated Formative: during the instruction Formative: during the instruction Summative: after the instruction Summative: after the instruction

3. ISE 482Moody3 An example  Develop an instructional module to teach middle school students simple statistical principles (mean, variance, standard deviation.)

4. ISE 482Moody4 An 8-stage process …  Stage 1: Define instructional goals  Stage 2: Conduct an instructional analysis  Stage 3: Identify entry characteristics  Stage 4: Develop performance objectives  Stage 5: Select an instructional method  Stage 6: Assemble instructional material  Stage 7: Plan and conduct formative evaluation  Stage 8: Plan and conduct summative evaluation

5. ISE 482Moody5 1. Instructional goals: our example  Students will master simple descriptive statistics.   

6. ISE 482Moody6 2. Instructional analysis  What are the steps involved in achieving the instructional goals? To understand the concept of the mathematical mean, a student must: To understand the concept of the mathematical mean, a student must: recognize that there is variability in the worldrecognize that there is variability in the world define “data”define “data” understand the concept of a “center value” in dataunderstand the concept of a “center value” in data etc.etc. To calculate the mean, a student must be able to: To calculate the mean, a student must be able to: add a list of numbers (data points)add a list of numbers (data points) count the number of data points in the listcount the number of data points in the list divide the sum of the data by the number of data pointsdivide the sum of the data by the number of data points etc.etc.

7. ISE 482Moody7 Your turn  Perform the instructional analysis for finding the variance …

8. ISE 482Moody8 3. Identify entry characteristics  What skills and knowledge can we expect learners to bring with them? Middle school students possess the following: Middle school students possess the following: basic math skills (counting, addition, multiplication, division, etc.)basic math skills (counting, addition, multiplication, division, etc.) “worldly knowledge” such as understanding the variability of things like heights, distances, weights, etc.“worldly knowledge” such as understanding the variability of things like heights, distances, weights, etc. etc.etc.

9. ISE 482Moody9 4. Develop performance objectives  Specific enough to guide the instructor in teaching and the student in learning  Observable and measurable  For our example, at the end of our module the students should be able to: Calculate the mean of a data set Calculate the mean of a data set Calculate the variance and standard deviation Calculate the variance and standard deviation Explain what a given mean and standard deviation can tell one about the data (i.e., the central tendency and inherent variability in the data.) Explain what a given mean and standard deviation can tell one about the data (i.e., the central tendency and inherent variability in the data.)

10. ISE 482Moody10 5. Select an instruction method  What techniques will you employ to teach this topic?  Options might include: Lecture Lecture Laboratory Laboratory Hands-on problem solving Hands-on problem solving Case study Case study Small group discussion Small group discussion Simulation Simulation etc. etc.  What would you choose for our example?

11. ISE 482Moody11 6. Assemble materials  Reading assignments  Lecture notes, slides, etc.  Examples  Discussion questions  In-class problems  Demonstration materials  Etc.

12. ISE 482Moody12 7. Formative evaluation  How will you evaluate and modify your instruction as you proceed? “Pilot test” “Pilot test” Monitor progress during class and adjust as necessary Monitor progress during class and adjust as necessary ask questionsask questions watch for nonverbal feedbackwatch for nonverbal feedback Homework Homework

13. ISE 482Moody13 8. Summative evaluation  How will you evaluate the effectiveness of your instruction? Exams Exams Projects Projects Course evaluation Course evaluation  REMEMBER: You are evaluating the achievement of the instructional objectives! Can the students calculate a mean? Can the students calculate a mean? etc. etc.

14. ISE 482Moody14 Some pointers from the pros …  Teaching a class is fundamentally different from making a presentation  YOUR preparation will determine success  Prepare, review, rewrite, review, etc. as many times as necessary to ensure your notes are complete and accurate  Focus on a few main points (3 or 4) and emphasize understanding

15. ISE 482Moody15 Some additional pointers …  “Open with gusto” and “finish strong”  Call attention to what you consider important  Your goal is to engage the class in the material  “Active learning” is preferred to lecturing because (primary) the more a student interacts with the material, the better it is learned, and (primary) the more a student interacts with the material, the better it is learned, and it’s more interesting! it’s more interesting!