Running head: CASE STUDY PART II
Dynamic Instructional Design Part II
Frank Oliva
University of New England
CASE STUDY PART II
2
Dynamic Instructional Design Part II
The Model
There are numerous methods for educators to design effective lesson plans for diverse
learners. Of the many methods, I believe the Dynamic Instructional Deign offers a complete step
by step process to create the most beneficial instruction for individuals to learn. According to
Lever – Duffy and McDonald (2010), “The DID (Dynamic Instructional Design) model includes
all of the critical elements necessary to design effective instruction” (pp. 51).
When using the DID model there are six different but equally important steps while
creating a blueprint for the lesson plan. The DID model is animated as it is always changing
based on formative and summative feedback from the learners and the teacher. Lever – Duffy
and McDonald (2010) cite, “The DID model is…built around a continuous internal and external
feedback loop to ensure that each step of the process is functioning at its maximum
effectiveness” (pp. 52).
The first step of the DID model is to know the learner. One wouldn’t want to teach a
third grader Calculus or a deaf student with a lecture. According to Lever – Duffy and McDonald
(2010), teachers can know the learners by answering the following questions:
-
What are their developmental stages, both physically and cognitively?
-
What in their cultural or language backgrounds may affect how instruction is received?
-
What are their incoming skills and knowledge base relative to the intended instruction?
-
What are their individual characteristics, such as learning styles, cognitive styles, and
types of intelligences?
-
As a group, how are the learners the same, and how are they different?
-
How might these similarities or differences affect the design of the intended instruction?
CASE STUDY PART II
3
There are several ways to answer these questions. First, the educator can simply observe his
or her students. Second, the educator can have discussions with the students and conclude each
one’s strengths, weaknesses, and backgrounds. Last, is through data. Educators can collect data
from previous records (IEP’s or 504’s) or learning style interventions. According to Lever –
Duffy and McDonald (2010), “The more information you gather, whether formal or informal, the
more likely it is that your instruction will be targeted correctly to meet the needs of your
students” (pp. 53). Once the educator knows the students he or she can continue to step two.
Step two is stating the objectives. Students need to know what they are expected to know
after instruction. According to Lever – Duffy and McDonald (2010), the objective needs to have
a stem, target performance, assessment method, and a measure for success. The educator and
students should have no doubt about the goal of the lesson. Students know what they need to
learn and the teacher knows what they need to do to teach.
According to Lever – Duffy and McDonald (2010), “Another role of performance
objectives is to ensure that the teaching and learning experience includes a full range of cognitive
levels…” (pp. 56). Objectives need to identify what skills students will be using. For example,
are the students going to critique, design, compare, interpret, explain, illustrate, or define what
they are learning? While creating objectives, the educator must consider what level of thinking
he wants his or her students to perform. According to Lever – Duffy and McDonald (2010),
teachers should use Bloom’s taxonomy and action verbs when creating objectives. The following
are Bloom’s taxonomy from the lowest to highest thinking skills: knowledge, comprehension,
application, analysis, synthesis, and evaluation. Last, the objective must line up with the
curriculum standard of your school. When all said and done, a performance objective should
CASE STUDY PART II
4
look as follows: The student will be able to evaluate the pros and cons of the United States
entering the Vietnam War through a five paragraph essay with 100% accuracy.
The third step of the DID model is to establish a learning environment. According to
Lever – Duffy and McDonald (2010), “…a learning environment includes all conditions,
circumstances, and influences that affect the learner’s development” (pp. 59). Simple
adjustments can improve learning in the classroom. Dunn and Dunn (1992), as mentioned by
Lever – Duffy and McDonald (2010), concluded with research that changes in lighting, seating,
and other physical accommodations can reduce distractions and improve student learning.
Educators need to make sure that a room is not too cold or hot, has good lighting, provides
informal seating, and has separate areas for students who need it. Lever – Duffy and McDonald
(2010) recommend using a learning environment rubric when creating the layout for a classroom.
The rubric has three main concepts: physical space, classroom climate, and attitudes. This
rubric which is based off a score from 1 – 5, will aid teachers into creating the best environment
possible for the students and the lesson. The physical space deals with the size of the room, the
arrangement of furniture, and the set up of the classroom. The physical space should promote
learning and safety for all students. The classroom climate includes students learning actively
and aide being provided for all students. The classroom attitudes deals with the teacher being
positive and supporting as students have self- esteem and are ready to learn.
Step four of the DID model is identifying teaching and learning strategies. According to
Lever – Duffy and McDonald (2010), “Teaching strategies are the methods you will use to assist
your students in achieving the objectives…Learning strategies are the techniques and activities
that you will require your students to engage in to master the content” (pp. 61). It is important to
make sure that the teacher’s learning methods meet the needs of the students. Each method
CASE STUDY PART II
5
should have several ways of explaining the material to reinsure every student is learning. The
methods need to be engaging and help the student achieve the objective. There are teacher –
centered methods (lectures and presentations) and student – centered methods (research projects
and group learning).
It may be necessary to include media into the activity. Media can help students achieve
the performance objective. Media is technology which will assist students in the activity. Media
helps the teachers and students conduct the method. For example, the method is a research
project and the media is the internet. Media includes audio tapes, computers, TV, and projectors.
The next step of the DID method is indentifying and selecting technology. Once the
teacher devises an activity, he or she can then decide what tools are needed for the activity.
Teachers need to be realistic when choosing what tools they need. Not all tools are available or
easy to use. According to Lever – Duffy and McDonald (2010), it is important to know what
technology is best for instruction.
The six and final step of the DID method is summative evaluation and the revision plan.
As educators we must realize that lesson plans can always be improved. There are three ways to
receive feedback about the lesson: a self-assessment rubric, students’ feedback, and the most
important; the students’ performance. The educator needs to take in account the feedback as
well as the students’ performance and make the necessary changes.
The Reason
There are two reasons why I choose the Dynamic Instructional Design. First, this design
allows me to see the “big picture” when completed. According to Lever – Duffy and McDonald
(2010), “The DID model helps you see the instructional big picture” (pp. 66). I know the
strengths and weaknesses of my students, the clear cut objectives, how my classroom will be set
CASE STUDY PART II
6
up, the attitude I expect, the activities, the technology needed for individual students and the
class, and how to make the lesson plan better through feedback. Second, is that the DID model
is easy to follow. It may take a while to complete and change due to feedback; however, each
step is laid out for the educator to help create the best instructional lesson plan possible for each
student.
Brain Theories
According to Anderson (2011), “Individuals bring a huge variety of skills, needs, and
interests to learning” (pp.1). Since students bring a huge variety of skills, needs, and interest;
teachers must have different instruction to meet each student’s needs. The DID model allows me
to create instruction that best helps each student. Step one of the DID model allows me to know
the strengths and weaknesses of each student. I can base my lesson plan on the strengths and
weaknesses of each student’s three primary brain networks: recognition, strategic, and affective
networks. There are several students in the case study who have problems with recognition.
According to Lever- Duffy and McDonald (2010), the recognition network enables “us to
identify and understand information, ideas, and concepts” (pp. 12). Cast (2011) suggests the
following accommodations for those who have difficulty with recognition: provide visuals
diagrams, use different fonts, provide descriptions for images, and make connections between
two concepts. These accommodations will help the seven students either on an IEP or 504 plan
since they have difficulties understanding information.
These seven students also have difficulties explaining and articulating what they know.
This problem deals with the strategic networks. According to Cast (2011), teachers did to make
accommodations for students who struggle with strategic processing. These accommodations are
the following: provide alternate ways for them to interact with instruction (writing, computer,
CASE STUDY PART II
7
orally), have different media available (speech, text, audio, film, music), and post goals,
objectives, and schedules in an obvious place. The latter of the three will help Collin, Corey, and
Brooke since they have difficulties with planning and execution.
Some students struggle with the affective networks (engagement and motivation). Some
of the students in the class lack motivation. According to Cast (2011), the following can help
engage students in class: provide several options (difficulty, activities, even color of paper),
provide several tools (computers, I- pads), personalize the activity, provide awards, and always
give positive feedback.
The DID model allows me to develop an environment, learning strategies, and find the
appropriate technology for each student to help them counteract their weakness in the three
primary networks.
The Lesson Plan
Step 1: Know the Learners
Summarize the characteristics of the learners for whom you are creating the lesson.
What are the personal demographics that might affect learning?
What is the developmental stage of the students relative to the content?
What is the cognitive/learning style of each student?
What are the student’s strengths in terms of multiple intelligences?
What group dynamics might help or hinder the teacher-learning process?
What are the student’s entry skills with reference to the content?
What feedback can I use to ensure that I have accurately assessed the learner’s skills?
The students are in 12th grade with an ethnic mix of 91 percent white non-Hispanic and 9
percent African - American. There are eleven students in class. Of the eleven students, four are
on an IEP and three are on 504 plans. The following four students are on an IEP. James was
CASE STUDY PART II
8
tested and evaluated by the Blake Center which concluded the following as his weaknesses:
language learning disability, attention, verbal formulation, reading speed, retrieval and usage of
vocabulary, and processing written and oral language. Other weaknesses observed by teachers
are following multi-step directions and organizing verbal and written responses. James strengths
are the following: intelligence, nonverbal problem solving, visual spatial abilities, learning with
repetition, effort, and hands-on interests.
Ben was tested and the following are his weaknesses: speech language, expressive
language including written language, vocabulary and spelling, verbal memory, verbal reasoning,
reading, writing, organizing ideas, and comprehension to higher – ended questions. Ben’s
strengths are the following: computer skills, visually observant, literal comprehension is good,
tries his best, motivated, and working with others.
Joe’s weaknesses are the following: inconsistent grades and work habits, staying on task,
application of spelling and written language skills, sustained attention and focus, organization,
and distracted easily by peers. His strengths are the following: creative, sense of humor, good
attitude, involvement in class discussions, auditory memory for verbal information and in
context, and visual memory.
Mariah’s weaknesses are the following: self-confidence, absenteeism, and memory. Her
strengths are the following: artistic, excellent study habits, responsibility for missing work,
growing in maturity.
The following three students are on a 504 plan. Brooke needs preferred seating,
removing of distractions, and peer assistance with organization. She is allowed to use a
computer if she wants. She needs after school help and assistance with her short-term goals.
She needs ongoing positive reinforcement and classroom management must adjust to help her
CASE STUDY PART II
9
learn. She needs various teaching strategies, effective study guides, homework logs, graphic
organizers, and extra time for assessments.
Collin needs arranged preferred seating, removing of distractions, peer assistance with
organization, peer tutoring, assistance in short-term goals, simple corrective measures, ongoing
positive reinforcement, breaking long assignments into smaller parts, various teaching strategies,
extra time for assessments, and written outline for notes.
Corey also needs preferred seating with short breaks between assignments. She also
needs the use of visual and auditory aids. It is recommended that Corey receives frequent
progress reports. She should receive no penalty for handwriting if there are visual motor deficits
or organizational deficits. She should take advantage of technology. She also needs to be
motivated by the teacher. Corey needs to be reminded to check over her work. Last, Corey
should be seated near a positive role model.
The other four students are academically strong and are willing to help others. They are
excellent readers and write well. All students in this class have some previous experience with
interviews (the topic) because they are part of the work study program. I will use formal and
summative assessments as well as the students’ thoughts to ensure that I have accurately assessed
the learners.
Step 2: Articulate Objectives
State the behaviors that you expect your students to be able to demonstrate at the conclusion of
the unit.
What performance will result from the unit?
What criteria for success are necessary to ensure mastery?
How will you assess the performance?
CASE STUDY PART II
10
Have you included all the levels of Bloom’s taxonomy that are appropriate for the content?
In a presentation, the student will be able to describe and fashion the proper attire for a
job interview with 100% accuracy.
While watching a video, the student will be able to distinguish five do’s and five don’ts
during a job interview.
While watching his or her peers’ mock interviews, the student will critique the
interviewee’s attire, demeanor, answers, questions, knowledge about the job, prep work, and
overall performance using a premade checklist.
During a mock interview, the student will properly be dressed, prepared with handouts,
questions, and answers, and is properly sitting with 100% accuracy for the duration of the
interview.
Step 3: Establish The Learning Environment
Clarify what you plan to do to create an environment for this unit conductive to learning.
What changes need to be made to the classroom space?
What reinforcers are needed for this unit to motivate and build learning success?
How can learning be made active?
How should students be grouped for positive interaction?
How will I know the environment is effective?
Two classrooms will be used; the main classroom as well as the resource room. The two
rooms are adjacent. The majority of the desks will be lined in rows in the main room. There will
be isolated desks in two corners of the room. There will be a net book cart with 15 computers
available, including the internet. There is an overhead projector which will project on a
whiteboard. The physical features of the room will change as the lesson progresses. A rectangle
CASE STUDY PART II
11
table will be set up in the front of the room with several chairs around it for the assessment part
(interviews) of the lesson. The resource room has technology, alternate books, and
paraprofessionals available for extra help with the lesson plan. The bathrooms are down the hall
for students to change into the proper attire for their presentations and interviews.
According to Lever – Duffy and McDonald (2010), “Nonphysical aspects of the learning
environment include the general academic climate of the classroom, the dominant attitudes of
learners and the instructor…” (pp. 59). Hopefully students will feel welcomed and realize that
they are in class to prosper and improve in academics and social interactions. Teachers will
present themselves in a strict but friendly manner and help all students with praise. If the
teachers act appropriately then each student should feel safe, confident, and feel like he or she
can accomplish anything. Group work will be mixed abilities and the teacher and
paraprofessional will be available at all times. I will know if the environment is effective if each
student is working and everyone is interacting appropriately with each other.
Step 4: Indentify Teaching and Learning Strategies
Given the objectives, describe the teaching and learning strategies that need to be implemented
to meet the objectives.
Teaching Strategies:
How will introduce the unit?
How will you present new information?
How will you reinforce the information presented?
What formative feedback will you use to ensure that the objectives have been achieved?
The following visual (figure 1) will be presented to open the lesson. Students will read,
CASE STUDY PART II
12
Based on your prior knowledge, list three reasons why this candidate will have an unsuccessful
interview.
Figure 1
Students will discuss their answers and share it with the class. Then the class will discuss the
following: “Don’t judge a book by its cover; however, do you think the way you dress will have
influence on your potential boss?” The visual and discussions will introduce the interview
lesson. The next activity deals with attire.
Next, students will read an article on how to and how not to dress for an interview.
Males and females will receive different articles. James, Ben, Mariah, Collin and Corey will
receive pictures (figure 2) and a video
(http://www.youtube.com/watch?v=_Tx3EunYdcg&feature=related) with a shorten version of
the article (from auto – summary). Corey, Collin, and James will be seating in isolated seating to
help keep them from being distracted by their peers.
Figure 2
CASE STUDY PART II
13
All students will have the option to use the computer to examine the visuals and watch
the video. After students read and watch the information they will take a formative assessment.
Students will be placed in three’s. There will be at least one strong reader and writer in each
group to help others and keep everyone organized. Each group will examine pictures of people
before an interview. They will write the pro’s and con’s of each attire. Once everyone is
complete, the class will examine the same pictures from the overhead and share their ideas with
the class. If students miss an important concept, like too much make-up or too much jewelry, I
will re-teach the material. I will give a three day notice for the summative test. Students will
dress as if they were going to a formal interview. They will describe their fashion to the class
and explain the significance and importance of their attire.
Once students understand how to dress, the class will learn about the next topic: how to
act during an interview. I will introduce this topic by acting unprofessionally in class and ask for
students’ feedback about my actions. Then I will relate their comments to interviews. Once
again students will individually read an article to learn how to act during an interview. Since this
article is longer I will use the auto summary for James, Collin, Corey, and Ben. They will also
use a computer to watch the following video about sitting and acting during an interview:
http://www.youtube.com/watch?v=E78k_XDjFLA. Visuals (figure 3) will help everyone in
class. All students on a plan are allowed to use the shorten version and video as well.
Figure 3
CASE STUDY PART II
14
The formative assessment goes as followed: the teacher and paraprofessional will
conduct a mock interview. The teacher will be the interviewer and the paraprofessional will be
the interviewee. The paraprofessional will wear sneakers and sunglasses. He will arrive five
minutes late and chew gum during the interview. His cell phone will vibrate during the
interview. He will bring only one copy of his resume and letters of recommendations. He will
answer questions with “uhhhhh” and not look at the interviewer. He will slouch in his chair and
place his elbows on the table. He will call the interviewer by his first name. Students will write a
list of the pro’s and con’s of the interview. Since some students have difficulty processing
information, the mock interview will be posted online for student to watch again at after class or
at home. Students will share their thought with the class.
Students now know how to dress and act during an interview. Last, students will learn
how to answer difficult questions. I will introduce this topic with the following visual (figure 4).
Explain how the interviewer might respond
to this answer.
Figure 4
On the projector, I will show students the following questions: Tell me about yourself.
Why should I hire you? What is your long – range objective? How has your education prepared
CASE STUDY PART II
15
for this career? Are you a team player and give us an example. Have you ever had a conflict
during work and how did you resolve it? What is your greatest weakness?
As a class, students will look at bad and good responses for each question. The responses
will be projected on the board and read by the teacher. Students on a plan will receive an outline
form of the questions and answers. After reviewing each question, students will write a short
response to each question. Students will do this on the computer allowing them to easily change
their answers. The formative assessment for this topic goes as followed: students will get into
pairs. Students who have difficulties staying on task will be paired with a teacher. Students will
ask each other the interview questions. After the students answer, the other student will help
improve the answer. The purpose of this formative assessment is to determine if each student is
prepared to answer these basic but difficult questions.
The summative combines the three topics: attire, acting during the interview, and
questions. Students will take part in a mock interview. They will arrive to class with the proper
attire, documents, and knowledge. They will be graded by their peers and teachers with a check
list. Students on a plan will go last to learn from others. Mariah, who is frequently absent, will
receive an organizer with the date of her mock interview.
I will know if the lesson was successful if students do well during the interview. I will
also have students fill out an evaluation form about the three topics and summative assessment. I
will take in their considerations about the lesson plan and make the necessary changes for the
following term.
Step 5: Indentify and Select Technologies
Given the strategies selected, identify the technologies that will be needed to support those
strategies.
CASE STUDY PART II
16
What technologies and related material are needed for this unit?
What technologies are required for each strategy?
What feedback will help me determine whether I have selected the best technology?
Computers
According to Lever – Duffy and McDonald (2010), it is important to know what
technology is best for instruction. Many students in the class have difficulty reading and
processing words. The computer allows them to look at visuals as well as videos to help them
comprehend the information. According to Rose and Meyer (2002), “Images’ directness and
ability to present all their information simultaneously makes them excellent choices for
portraying…relationships…comparisons…and understanding parts versus wholes” (pp. 59). I
have several students who struggle to read and images will allow them to see the whole picture;
how to dress for an interview.
Headphones and Text – to - Speech
Corey, Collin, and James get distracted easily. They will have headphones so they
cannot hear others’ computers while watching videos about interviews. These students as well
as Ben will have the option for text – to – speech to help them read and understand the material
in a timely manner. According to Lever – Duffy and McDonald (2010), students can adjust the
speed and the quality of the speech. Students may also listen to one word, sentence or paragraph
at a time. Ben will benefit from this the most since he is at lowest reading level in the class.
Word Processing
According to Lever – Duffy and McDonald (2010), word processing can help all students
create documents with clear, legible text, that is easy to organize and fix. Students can go back
and use the text – to – speech software to proofread their papers.
CASE STUDY PART II
17
Overhead Projector
The main purpose of the overhead projector is to project visuals and directions for the
students. Once again, the visuals will help students comprehend the material. The class can also
watch short videos about the do’s and don’ts of interviewing.
The projector also allows the class to examine material at once and together. This will
help develop a cooperative and friendly class environment. I can project questions on the board
to see if the class understands the material.
Most Beneficial Technology
There are two equally important technologies used in this lesson. First, is text – to –
speech. This allows students to be motivated because they can understand the material. Now
they can take part in discussions and do well on assessments. According to Burkhart (2002),
“Children with significant challenges, may become passive learners when they have difficulty
communicating…” (pp. 7). The text – to – speech allows them listen to the material as well as
write a paper. Second, is the computer itself. The computer allows students to look at images.
According to Masters (2008). “Pictures allow students to relate a concept to a quick image. That
simple image can conjure an entire script.” Images help students grasp the main ideas.
Step 6: Make a Summative Evaluation
Describe the summative feedback process you will use to evaluate the design and how the results
of the evaluation will be used to revise it.
How will you know whether the design is effective?
What assessment instruments are needed to measure effectiveness?
What should I do to remediate if the feedback shows that students did not achieve the objective?
What is the revision process once you have the results from your evaluation?
CASE STUDY PART II
18
There are several formative and summative assessments that will indicate whether or not
the instruction was successful. For example, if students wore the wrong attire for the first
summative, then I know not to continue with the lesson. I need to change the way I taught
students how to dress for an interview. Next, if students cannot pick out what was wrong during
the mock interview between the paraprofessional and the teacher then I know I need to re-teach
that topic. If students struggle to answer interview questions with one another I will also reteach the answers.
Another way I can evaluate this lesson is by observation. One can tell if a student is
striving or struggling. I may have to change the lesson for only one student by adding
technology or changing the reading. Last, students can fill – out an evaluation form about the
lesson.
Reflection
The Dynamic Instructional Design model is an effective way to create a lesson plan
because it easy to follow the step by step process. The best part about DID is the ability to
change instruction based on students’ feedback. This model allows the teacher to set up effective
instruction for everyone in the class through technology and various teaching methods.
CASE STUDY PART II
19
References
Anderson, E. A. (2011, October 31). Cast: Udl. Retrieved from http://cast.org/udl/index.html
Burkhart, L. J. (n.d.). Key concepts for using augmentative communication with children who
have complex communication needs. 1-12. Retrieved from http://www.Lburkhart.com
CAST (2011). Universal Design for Learning Guidelines version 2.0. Wakefield, MA: Author.
Lever-Duffy, J., & McDonald, J. B. (2010). Teaching and learning with technology. (Fourth ed.).
Boston: Allyn & Bacon.
Rose, D. H., Meyer, A., & , F. (2002). Teaching every student in the digital age, universal design
learning. Alexandria, VA: Assn for Supervision & Curriculum.
Masters, E. (2008). Differentiated instruction for visual learners. Retrieved from
http://suite101.com/article/differentiated-instruction-for-visual-learners-a69280