Hi again class.
As you just read in the last story installment, Estevan
collected lots of data from focus groups and observations.
Based on that data, he decided to revise the unit of
instruction (the PowerPoint lesson on Aging) so that it
would more accurately reflect what both stakeholders and
learners thought was needed.
For now, there are five types of changes Estevan
considers.
1)
2)
3)
4)
5)
Overall lesson changes,
Plan to change the objective,
Changes to the content presentation,
Another revision of the objectives, and
Adding in the assessment element.
You watch Estevan's process in this document. Hang in
there, I need to warn you that everything that follows is
a mix of art and science, much more art than the textbook
chapters let on.
You may disagree with Estevan's decisions, when he goes
back and looks over what he did he has different ideas
each time. The point is, this is not a real clear
process. It is fuzzy, ill defined, and inexact. With that
said ...
Warning!
High Intrinsic Load Ahead
1. Overall lesson changes
The next prototype will address:
 Stereotypes
 Biased thinking
 Prejudiced behavior
 An opportunity for the learner to assess and
critically examine his or her own attitudes towards
the elderly.
The overall “look” of the document needs to be improved;
more consistency is needed from screen to screen.
2. Plan to change objectives
More than one objective will be needed. I take the verb
chart from Step 2: Stating the Outcome and rethink what I
am doing. As suggested in the chapter, I think of how I
want the learner to select, organize and integrate.
For select I focus on what I want them to initially
notice. I want them to acknowledge any bias or
prejudice in themselves.
For organize, I want them to elaborate, or think more
about, the problem at Millards. I focus on giving them
some type of activity or practice, and decide they need
to imagine a number of potential solutions to address
the problem.
For integrate I decide I should have them create a
specific strategy to be implemented.
I've color coded these objective verbs to the chart below
to help you see how I did this:
Lesson objectives will require learners to:
Acknowledge their own attitudes towards the elderly
Imagine/compile/locate examples of (illustrate) everyday
examples of prejudice towards the elderly
Require learners to create strategies for improving
treatment of the elderly customer at Millards (this
requires them to think at an integration level - to apply
what they learn to new situations.
Table 1.
Select, Organize and Integrate Verbs
Select Verbs
Organize Verbs
Integrate Verbs
Use words that
describe how the
learner/user attends
to information.
Pattern recognition
and sensory memory are
involved at this level
of cognitive activity.
This level deals
mostly with factual
content.
Use words that describe
how the learner/user
rehearses, manages,
applies, and practices
information learned.
This level deals mostly
with conceptual,
procedural,
metacognitive skills
Use words that
describe how the
learner uses
information in reallife situations and in
the solution of novel
problems. This level
deals mostly with
conceptual,
procedural, and
metacognitive skills









Acknowledges
Classifies
Determines True
or False
Hears
Intuits
Locates
Matches
Sees
Selects









Compiles
Distinguishes
Illustrates
Imagines
Organizes
Rehearses
Role plays
Summarizes
Practices




















Applies
Assesses
Analyzes
Appreciates
Argues
Calculates
Clarifies
Composes
Creates
Demonstrates
Estimates
Evaluates
Explains
Interprets
Judges
Performs
Predicts
Questions
Reflects
Values
3. Changes to the content presentation
Based on the prototype data collected, I need to reassess
the content and overall sequence of the Cycle 1
presentation. The following content changes are needed:

Adding more relevant, interesting examples that allow
the learner to think at higher level. For example,
asking the learner to think of examples and nonexamples is an organizational level of thinking
(Remember, organization involves sequencing and
categorizing information into meaningful structures
with the intent of increasing germane load).

Putting an interesting example at the start of
instruction should make the instruction more
engaging.

Adding examples that caused reflection and awareness
of one’s own biases and attitudes.

Requiring learner participation by asking questions
To address this I rearrange the sequence of content so
that interesting examples would fall at the start of the
lesson. I list out what I think should be covered contentwise. Basically I’m creating a very detailed outline - so
exact that I could hand it to someone else and they could
in turn develop the instruction from it.
What I show here is really the end result of many
revisions and scribbles. I was not able to just list it
like it appears below. What you see now evolved. You will
probably find that you cannot just list it out perfectly
to begin with either.
Content
1) Recognizing prejudice in yourself: Select (acknowledge)
a) What do you think of when you hear this: She is wrinkled all over her body, she drools
constantly, and cannot control her bowels. She cannot groom herself, so someone must
bathe her. She cannot digest solid food, and must be spoon-fed. She cannot
communicate very well, and has a hard time focusing. She cannot walk, and must be
supervised almost 24 hours a day. She sleeps most of the day.”
b) The description of third year medical students. The lecture hall filled with groans of
disgust as the students imagined the patient. Some were busy analyzing the facts and
trying to come up with a diagnosis and possible treatment in case the lecturing doctor
called on them. The lecturer showed a slide of the patient – a two-week-old baby girl.
2) Do you think it is funny to buy cards that stereotype people as: Select (acknowledge)
c) Over the hill
d) “out of it” when over 21 years of age
e) Activity
i) Find a greeting card that stereotypes the elderly elderly Organize: Create
examples/illustrates
ii) Example (It’s your birthday, don’t forget to take your nap!)
(1) Example (Get out your glasses for …. Another birthday – in small print)
iii) Why do we do this?
3) We simplify the world by categorizing – concluding that one person or situation is like
another that we already know about. But we can deceive ourselves. Faced with ambiguous
evidence, we find it easy to make sweeping judgments based on what we already know,
what we need, or what we desire – even when those judgments are mistaken.
a) Test yourself. Do you attribute this behavior towards one age group? Select
(acknowledge) or maybe Select: (Determines True/False)
i) Keep their distance from other age groups
ii) Drive dangerously
iii) Think the world owes them a living
iv) Opinionated
v) Never satisfied and always complaining
vi) Can’t depend on them as employees
vii) Hang around parks and shopping malls
viii) Forgetful
ix) Have more freedom than other people
x) Don’t act their age
b) Did you think in a biased way?
c) Which ways of thinking are discriminatory?
i) Disliking an elderly person because they were demanding and ungrateful
ii) Thinking other elderly people are unfriendly based on interactions with an elderly
neighbor?
iii) Avoidance of elderly people because they make you uncomfortable?
d) B and C are discriminatory (explained)
4) Have people always been discriminatory? Select: (Determines True/False)
a) Which statements are true?
True False Puritans believed that age was
considered a sign of favor
True False Puritans taught their youth to
treat the elderly with respect
True False Henry David Thoreau said “I have
lived some 30 years on this planet
and I have yet to hear the first
syllable of valuable or even
earnest advice from my seniors.
They have told me nothing and
probably cannot teach me
anything.”
b) Examples of disrespect
i) Codger
ii) Media (Provide examples of disrespect towards elderly Organize: Create
examples/illustrates
c) How well do you know facts about the elderly? Select: (Determines True/False)
a) Questions
i) People who are older do not see or hear as well as they did when they were
younger.
ii) A majority of the elderly population is mentally depressed.
iii) Older people have less muscle mass than younger people.
iv) The elderly have more automobile accidents.
v) Older people cannot adapt to change.
vi) Learning new information is much slower for older people.
vii) Older people have more in common with each other than other age groups.
viii) Older people are socially isolated.
ix) Medical professionals tend to ignore the elderly.
b) Answers. T, F, T, F, F, T, F, F, T
5) What can you do at Milliards?
a) Describe in a one-page essay two strategies that Millards could employ to improve
the treatment of the elderly. Integrate: Applies, Creates
b) Turn this in and you have completed your training requirements.
4. Revision of the objective
Although I did an initial review of the objectives in Step
2 above (Plan to change objectives) I now do a more
thorough review. Remember the content type and
classification tables discussed in the Step 2: Stating the
Outcome chapter? This revision allows me to fine-tune my
objective by analyzing the "type" of content and the
recommended "level" of learning. This information is
placed in Table 2 below in the content type and level
column.
In order to fill in this table, I go back to the tables in
the chapter (Step 2: Stating the Outcome) and identify the
types of content I am working with. (To make it easy for
you, I have pasted all tables from the Step 2: Stating the
Outcome chapter at the end of this document, in the
Appendix.)
My analysis finds that overall I have three types of
content in this lesson:

factual content (I ask them several true/false
questions)

conceptual content (I ask them to find examples that
illustrate the concept of prejudice)

metacognitive content (I require that they think
about their thinking and analyze potential prejudice
in themselves).
I then look over the tables in the Appendix below for
facts, concepts, and metacognitive skills and double check
my objectives. I do this because these charts may help me
get a little closer to identifying a descriptive and
workable verb.
I fill in the chart below with content type and level
indicated in the left column, and the objective in the
right. I also think about the macro strategy followed. I
consider that to be a sequential strategy, known to
unknown. The scenario I provide at the start helps the
salespeople to recognize something they have experienced
(known).
Table 2: Content classification scheme for objectives
Content type
and level
Metacognitive:
Integrate as
well as
Affective:
Integrate
(see Appendix
chart at the
end of this
document)
Affective:
Organize
Objective
Terminal Objective

Given achievement of Objectives 1, 2, and 3
below (C),

Millard’s employees (A)

will create/produce (in writing) (B)

two (D)

plans to improve treatment of elderly
customers (B).
Enabling Objective 1

Given a scenario about discrimination (C)

the Millard’s employees (A)

will reflect on their own behaviors and
attitudes (B and D)
Affective:
Organize
Enabling Objective 2

Given a the definition of prejudice and
examples of behaviors from old and young age
groups (C)
Concept:
Organize

Millard’s employees (A)

Notice how they stereotype age groups (B & D)
Enabling Objective 3

Given a history of age discrimination (C)

the Millard employee (A)

will generate several examples of (D)

discriminatory behaviors and beliefs
(particularly the media)(B)
Fact:Select
Enabling Objective 4

Given a reading and brief test of aging facts
(C)

the Millard employees (A)

will select and identify characteristics of
growing old (B and D)
5. Adding the Assessment Element
The “B” and “D” decisions for an objective take place
simultaneously. As with Cycle 1, for each objective you
state a behavior desired (remember the behavior can be
observable or not observable) then you determine
achievement based on the learner overtly (something you
see) or covertly (something you infer) exhibiting the
behavior. You need to do your best to make B and D
different. This is where you might insert a rubric that
provides enough detail to help you establish criteria used
to determine master. You may want to include the actual
assessment item in this part of the objective.
Objective
Terminal Objective

Given achievement of Objectives 1, 2, and 3 below (C),

Millard’s employees (A)

will create/produce (in writing) (B)

two (rubric will show criteria
for each plan)
Plan can be implemented in the next two months
(1,
2,
3
points)
Plan clearly works to reduce discriminatory behaviors or enhance
non-discriminatory behaviors (1, 2, 3 points)
Plan shows creativity (something new and exciting) (1, 2, 3 points)
(D)

plans to improve treatment of elderly customers (B).
Enabling Objective 1

Given a scenario about discrimination (C)

the Millard’s employees (A)
Enabling Objective 2

Given a the definition of prejudice and examples of behaviors from
old and young age groups (C)

Millard’s employees (A)

Notice how they stereotype age groups by selecting either (true or
false), or (old or young) for each series of questions within the
training (D)
Enabling Objective 3

Given a history of age discrimination (C)

the Millard employee (A)

will generate several examples of (D)
Describes a card or locates a greeting card that has discriminatory
elements and states why those elements are biased.
Describes a media event with discriminatory elements and describes
why these are biased

discriminatory behaviors and beliefs (particularly the media)(B)
Enabling Objective 4

Given a reading and brief test of aging facts (C)

the Millard employees (A)

will select and identify characteristics of growing old (B)

by answering 90% of matching or true/false questions correctly (D)
At this stage in my work with Milliards I began to feel a
little like an instructional designer. What was
interesting was how it all seemed to be a balancing act. I
would write an objective, come up with a specific
assessment item and strategy, and then based on the
quality of each would revise and adjust, all the time
paying attention to keep the interactions consistent.
Stop reading now.
I can see now what people mean when they say that design
evolves. You start out with an idea - that you think is
good - or - that you can do in a short time frame, and
then you test it. When you test it you learn a lot more
about what it "should" look like. This is prototyping.
You are now ready to look at the results of Estevan's
Cycle 2 work. Open Cycle2Prototype.ppt and
Cycle2DesDoc.doc.
Appendix
Table 3: Content classification
Factual content
Bits of information that make up the
basic content a student must know.
Facts most often include specific
terms, details, and vocabulary.
Conceptual
content
Related information that can be
categorized due to common features is
considered conceptual. Conceptual
information includes cause and effect
relationships established at the
principle and theoretical level.
Procedural
content
A set of steps followed in particular
ordered to reach a specific objective
such as: solving a problem,
identifying methods, and establishing
criteria.
Attitudinal
content
A set of beliefs or values – (this
type of objective is difficult to
write. Try to focus on learner
behaviors that might reflect an
*“Approach Tendency”. An approach
tendency is behavior that exhibits a
positive attitude to a situation or
subject.
Metacognitive
content
An awareness of one's thinking
2. Match type of content to a suggested instructional
strategy based upon the level of learning desired. Below
are some suggestions (see Tables 3a - 3e), but do not
limit yourself to these
If working with Factual content, these are possible
catalysts for select, organize, integrate levels of
thinking:
Table 4a: Factual strategies
Select
Help the learner
notice.
Organize or Integrate
Help the learner rehearse,
categorize, sequence
Make things stand
out.
Show relationships.
Use examples
Use novelty,
create interest
or discord
Require matching,
T/F, Multiple
Choice, labeling,
circling, arrows
Prompt questions
Require fill-in the blank, short
answers, concept mapping
Create mnemonics
Draw representations
Use mnemonics
(EGBDF – Every
Good Boy Does
Fine
If working with Conceptual content, these are possible
catalysts for select, organize, integrate levels of
thinking:
Table 4b: Conceptual
strategies
Select
Organize
Integrate
Highlig
ht
dominan
t
feature
s or
relatio
nships)
Identify examples and nonexamples from a provided list
or display
Providing
examples
and nonexamples
and
requiring
the
learner
to state
the
concept
Use
simple
example
s that
epitomi
ze the
majorit
y of
cases
Create concept maps, scrapbooks
Take part in role play
Stating a rule and having the
learner generate an example. (A
primary color plus a secondary
color equals a tertiary color.
Find an example of a tertiary
color).
Stating a concept and having
the learner identify examples
and non-examples (Warm colors
are those based on yellow and
red. Provide examples and nonexample of warm colors).
Tell a content related story
(why does red mean anger or
love?)
Create/co
mpose a
story,
play,
movie,
image
Generate
ideas
Different
iate
Critique
If working with Procedural content, these are possible
catalysts for select, organize, integrate levels of
thinking:
Table 3c: Procedural strategies
Select
Organize
Integrate
Identify
steps in a
procedure
Sequence steps
in a procedure
Present a
"special case"
procedure
Observe a
procedure
Label a
procedure
Explain steps of
a procedure
Translate a
procedure into a
drawing, or a
drawing into a
procedure
Create poem
Use a
procedure
correctly to
perform task
or solve
problem
Invent a
procedure
Create a table
Practice a
procedure
If working with metacognitive content, these are possible
catalysts for select, organize, integrate levels of
thinking:
Table 3d: Metacognitive strategies
Select
Organize
Integrate
Employ
embedded
focusing
strategies
to gain
learner
attention
(create cues
within text
or images)
Plan work
Journal
Compose
reflection/reaction
Paper,
Create
portfolio
Portfolio
reflection
Put in own
words
Plan learning
projects
Translate a
(this step
involves
message
design take ET504
or ET604 to
learn more)
procedure into
a drawing, or
a drawing into
a procedure
Create poem
Create a table
Practice a
procedure
Employ mental
imagery
If working with affective content, these are possible
catalysts for select, organize, integrate levels of
thinking:
Table 3e: Affective strategies
Select
Organize
Integrate
Identifying/d
escribing
feelings/emot
ions/values
Classifies
feelings/emotions
/values
Exhibits
behaviors
related to
emotion/values
Role
plays/practices
Journals,
reflects
Chooses
Produces or
creates art,
projects,
artifacts