The Centers for
Quality Teaching and Learning™
The 4 Non-Negotiables
of Instructional Design
DO NOW:
Please respond to the prompt on pg. 2 of the packet.
Rachel Porter, PhD
Executive Director
(919) 368-7029
rporter@qtlcenters.org
• Build a holistic understanding of instructional
design as a core teaching skill.
• Apply the non-negotiables to lesson planning
and/or curriculum development processes.
• Evaluate practices and identify ways to
improve approaches to designing instruction.
Navigating Instructional Design
6 Common Mistakes
•
•
•
•
•
Objectives are unclear
Assessments are not connected
Prerequisites are not specified
Materials are extraneous
Instruction is not matched to
intended learning
• Activities do not contribute to
meeting the objective
Dr. Bob Kizlik
http://www.educationoasis.com/instruction/bt/five_common_mistakes.htm
Gagne’s 9:
Brain-based Instruction
1.
2.
3.
4.
5.
6.
7.
8.
9.
Gain attention
Create expectancy for the learners
Provide stimulating recall of prior learning
Present the stimulus (also termed selective
perception)
Provide learning guidance
Elicit performance
Provide feedback
Informally assess their performance
Enhance retention and transfer
Robert Gagne
Cognitive Theorist
1916-2002
http://midsolutions.org/learningModules/LearningTheory/media/graphics/GAGNE2.jpg
Madeline Hunter
•
•
•
•
•
•
•
Objectives
Standards (expectations)
Anticipatory set (hook)
Teaching
– input
– modeling
– check for understanding
Madeline Hunter
Guided practice/monitoring
“A Teacher’s Teacher”
1916-1994
Closure
Independent practice (reinforce and apply to real world)
The 6 Point Lesson Plan
1. Focus and Review
(prior knowledge)
2. Statement
(of objective)
3. Teacher Input
4. Guided Practice
5. Independent Practice
(retention and transfer)
6. Closure
(plan for maintenance)
Connecting the Dots
Gagne
1.
2.
3.
4.
5.
6.
7.
8.
9.
Gain attention
Create expectancy
Provide recall of prior
learning
Present the stimulus
Provide learning
guidance
Elicit performance
Provide feedback
Informally assess
Enhance retention and
transfer
Hunter
• Objectives
• Standards (expectations)
• Anticipatory set (hook)
• Teaching
• Guided practice
• Closure
• Independent practice
6 Point Lesson Plan
1.
2.
3.
4.
5.
6.
Focus and Review
Statement
Teacher Input
Guided Practice
Independent Practice
Closure
Key questions…
• What can the students do as a result of this
lesson/class?
• What skills or information will the students need for
attaining what they need to learn?
• What learning behaviors can the teacher facilitate in
the students which will result in the highest probability
of being satisfying and successful?
• How will the teacher artistically use research and
intuition to make students' satisfying achievement
more probable?
http://www.answers.com/topic/madeline-cheek-hunter
Consider the ABCDs
• A = Audience
Who are the learners?
ex: 5th graders of mixed ability levels
• B = Behavior
What should they be able to do?
ex: solve equations
• C = Conditions
When? How? With which resources?
ex: without a calculator
• D = Degree
To what level of accuracy or proficiency?
ex: at least 4 out of 5 problems correct in 20 minutes
The Non-Negotiables
(i.e. avoiding the 6 mistakes)
•
•
•
•
Clear learning goals
Task Analysis of learning targets
Aligned assessments
Congruent instruction, materials and activities
Clear Learning Goals = Understanding the Standards
Clear Learning Goal
(EQ, I can, The student will…)
Content
nouns, the “what”
Level of
Thinking/ Doing
verbs, the “how”
Example: Students will analyze weather patterns by comparing the
precipitation, temperature, wind and air pressure in different locations.
Clear or fuzzy?
• Students will learn about the structure of a
research paper.
• I can outline the development of Federalism.
• The learner will be able to identify and label the
key elements of the water cycle.
• I can understand the stages of mitosis.
• Today we will cover the causes of World War I.
Student-friendly Objectives
Clear Learning Goals/Targets
• Content
• Level of thinking/doing (DOK and/or RBT)
• Short and sweet – 1 sentence
• Can be easily translated into a student-friendly
statement or EQ
Level of Thinking/Doing –
Increased Rigor
RBT
• Essential
Standards
• 6 levels
Webb’s DOK
• Common Core
Standards
• 4 levels
Rigor as reflected in RBT
Creating
Designing, constructing, planning,
producing, inventing,
Evaluating
Checking, critiquing, judging,
experimenting, detecting, monitoring
Analyzing
Comparing, organizing, deconstruction,
outlining, integrating
Applying
Implementing, using, solving,
performing
Understanding
Interpreting, summarizing, classifying,
comparing, explaining, defining
Remembering
Recognizing, listing, describing,
retrieving, locating, labeling,
Webb’s Depth of Knowledge (DOK)
http://vimeo.com/42788913
Level of
Thought
p. 11
Level of Thought
Complexity of Task
• Give the dates of key
events in US history.
• What is the impact of
________ on the US
today?
• Answer the question
orally.
• Create a timeline of
the key events.
• Choose two events
and compare their
impacts today.
Level of Thought
Complexity of Task
• Give the dates of key
subatomic particle
discoveries.
• What was the impact
of the discovery of
the Higgs boson in
2012?
• Answer the question
orally.
• Create a timeline of the
key discoveries.
• Choose two particles/
discoveries and
compare their impacts.
There is a HUGE difference between
UnpackING
Unpacked
content/standards content/standards


Evolution &
Genetics
Classification

I can use a dichotomous
key to classify and draw
conclusions about
organisms.
Analyze
Classify
Use
Apply
Draw
conclusions
Dichotomous
keys
Phylogenetic
trees
Relationships
The Non-Negotiables (i.e. avoiding the
6 mistakes)
•
•
•
•
Clear learning goals
Task Analysis of learning targets
Aligned assessments
Congruent instruction, materials and activities
Task Analysis
Keys to Task Analysis
• Skills, knowledge, behaviors - NOT activities
– Our focus is on the cognitive elements
• Reflects progression through levels of RBT
• Identifies dependent sequences
Task Analysis - Example
http://classweb.gmu.edu/ndabbagh/Resources/Resources2/hierarchy_example.jpg
The Non-Negotiables (i.e. avoiding the
6 mistakes)
•
•
•
•
Clear learning goals
Task Analysis of learning targets
Aligned assessments
Congruent instruction, materials and activities
Rethinking Assessment
http://www.rubricwriting.com/using-rubrics.jpg
RUBRICS IN NEXT GENERATION
ASSESSMENTS
From Smarter Balanced Showcase 3
http://www.smarterbalanced.org/wordpress/wp-content/uploads/2012/02/Showcase%203%20Webinar.pdf
Aligning Assessments
• Assessment is most effective when it is ongoing and uses several methods to gauge
student learning and readiness.
• A variety of assessment techniques should be
incorporated to diagnose, track and evaluate
student learning throughout the course.
– Formal and informal
– Pre-assessment, formative and summative
– Traditional and authentic
Diagnosis – Pre-Assessment
• Formal
• Informal
• Inferential
“Overt Responses” = Formative
Assessment
• Overt responses are observable, measurable
responses from every student.
• Total engagement strategies elicit responses
from all students.
– Dry-erase boards
– Signal cards
– Online polling
– Exit slips
Diagnosis, Formative and Summative
Assessment
• Determine how you can diagnose/assess student
learning in terms of your learning targets.
• How can student learning be assessed in each of
these different ways:
–
–
–
–
–
Informally? (short, low key, overt responses)
Formally? (echoes the testing situation)
Authentic? (performance, product, rubric)
Formative? (during the learning)
Summative? (end of the unit, quarter or grade)
The Non-Negotiables (i.e. avoiding the
6 mistakes)
•
•
•
•
Clear learning goals
Task Analysis of learning targets
Aligned assessments
Congruent instruction, materials and activities
Selecting Congruent Strategies and
Resources
CONGRUENT
CORRELATED
Key Points About Congruency…
• There is only limited learning time – make a
point of “sticking to” a clear learning goal.
• Many textbook publishers and curriculum
authors claim that their materials are highly
correlated.
• Imposter activities waste valuable learning
time.
The Non-Negotiables
(i.e. avoiding the 6 mistakes)
•
•
•
•
Clear learning goals
Task Analysis of learning targets
Aligned assessments
Congruent instruction, materials and activities
Navigating Instructional Design
6 Common Mistakes
•
•
•
•
•
Objectives are unclear
Assessments are not connected
Prerequisites are not specified
Materials are extraneous
Instruction is not matched to
intended learning
• Activities do not contribute to
meeting the objective
Dr. Bob Kizlik
http://www.educationoasis.com/instruction/bt/five_common_mistakes.htm
The Non-Negotiables
(i.e. avoiding the 6 mistakes)
•
•
•
•
Clear learning goals
Task Analysis of learning targets
Aligned assessments
Congruent instruction, materials and activities
• Build a holistic understanding of instructional
design as a core teaching skill.
• Apply the non-negotiables to lesson planning
and/or curriculum development processes.
• Evaluate practices and identify ways to
improve approaches to designing instruction.