Template - Enter Materials Design Plan
Title Here
Note Student Examples for each component are given and are italicized,
in some cases these are partial examples.
Introduction
Begin with a brief Introduction to your materials design plan. This should include the
target audience and content focus of your plan.
Introduction Student Example:
The objective of this materials design plan is for preservice teachers to have a better
understanding of content and teaching knowledge related to fractions. The design plan will
consist of five modules. Even though preservice teachers may teach students fraction concept
and computation, the insufficient of their knowledge has been reported by researchers
(Naiser, Wright, & Capraro, 2004). To supplement preservice teachers’ insufficient teaching
knowledge, they are provided basic knowledge of fraction and asked to design lesson plans
using hypermedia materials. In special, identification of students’ misconception on fraction
can be helpful for preservice teachers’ teaching knowledge. The lesson plans are needed to
include scaffoldings, practice and feedback.
I. Theoretical Rationale
Craft a detailed narrative that provides a theoretical rationale from a cognitive or
situative learning theory perspective (3 points).
Partial Student Example of Theoretical Rationale:
I discussed four cognitive perspectives (i.e. metacognitive skills, practice and feedback,
social context and cultural norms and student beliefs) in my objective 2 work and designed a
content map on fractions in objective 3. In this section, I will describe how cognitive
perspectives can be applied to online materials and specifically the fraction content map. I
will connect these cognitive perspectives to my materials design plan and assessment tools
and approaches.
The Link between Cognitive Perspective and Materials Design Plan
Cognitive perspectives provide basic principles for teaching content knowledge.
Metacognitive skills mean “thinking about thinking” or “internal dialogue” (Bransford,
Brown, & Cocking, 1999). Metacognition is critical for students to learn how they can
organize their own learning… online learning materials should include some components to
teach students metacognitive skills.
II. Multimedia Specifications
Student Example Multimedia Specifications:
These online modules have multimedia specifications; online discussion board, video clips
and presentation in the virtual classroom. All of these procedures can be implemented in the
traditional classrooms; but the effectiveness can be improved when those are implemented in
the online class. Online discussion board provides formative feedback timely and students
can access easily to the video clips when they are available. In addition, presentations in the
virtual classroom can relieve the time and space limitations.
Presentation
- Formative
assessment
including
Video Clips
- Scaffolds for
identification of
misconceptions
Discussion Board
- Feedback & Scaffolding
- Communication Space
III. Content Elements Organized in a Map
Example: Content Map of Fractions:
Use addition, subtraction, multiplication, and division to
solve problems involving fractions and decimals
Use addition and subtraction to solve problems involving
fractions and decimals
Compare two fractional quantities in
problem-solving situations using a variety
of methods, including common
denominators
Generate a mixed number equivalent
to a given improper fraction or
generate an improper fraction
equivalent to a given mixed number
Generate a fraction equivalent to a given
fraction such as 1/2 and 3/6 or 4/12 and
1/3
Use concrete
objects and
pictorial models
to generate
equivalent
fractions
Model fraction
quantities greater than
one using concrete
objects and pictorial
models
Compare and
order fractions
using concrete
objects and
pictorial models
Relate decimals to fractions that name
tenths and hundredths using concrete
objects and pictorial models
Construct concrete models of
equivalent fractions for
fractional parts of whole
objects
Compare fractional parts of
whole objects or sets of objects
in a problem situation using
concrete models
Use fraction names and
symbols to describe fractional
parts of whole objects or sets of
objects
Use concrete models to represent and name fractional parts
of a whole object or sets of objects
Describe fractional parts of whole objects or sets of objects
IV. Specify Components of Each Lesson
Student Example Components of Lesson/Module:
Big Picture for 5 Modules

The whole professional development for preservice teachers includes 5 modules.

The objective of these modules is to let preservice teachers know basic knowledge,
standardized objectives of fractions and to develop hypermedia resources for elementary
level students.

Intended length of an on-line module is one hour.

Each module consists of specific hypermedia tools.

Online class for modules requires discussion boards, individual e-journals and feedback
from content experts.

Each module has specific objectives, scaffolds (presentation of information), selfassessment, assessment for instruction, exercise problems and feedback.
Module
Contents
-
1
-
2
-
Basic knowledge
of fraction
(Content and
teaching
knowledge)
TEKS & TAKS
Introduction for
project to develop
hypermedia
resources
Making project
groups
Resources
-
-
-
3
-
Misconceptions
on fraction
Action
Presentation
Simple Quiz1 to
evaluate prior
knowledge
-
Links to existed
hypermedia
resources about
fraction
-
Video Clip on
students’
explanation of
solving process
-
-
-
-
Self-Check of prior
knowledge through
the quiz
Decide objectives
E-journal
Design big idea for
developing
hypermedia
E-journal
Identification of
misconceptions
Discussion about
remediation
methods
-
4
5
-
-
Technology skill
Assessment
instruments
Presentation
Self-assessment
Survey on online
modules
-
-
-
Presentation to
explain
technical skill
Examples for
assessment2 and
rubric
Virtual
classroom for
presentation
Survey tool
-
-
-
Developing
technology skill
and constructing
hypermedia
Making assessment
and rubric
Presentation
Self-assessment
Survey
Another Student Example of Lesson Components:
I.
II.
III.
IV.
V.
Content Elements of a Lesson
Lesson Title
Schemas for Organizing Content
Synopsis: describes the content of the lesson
Schemas help people interpret complex data by
TEKS
weaving them into sensible patterns (National
A. Content TEKS
Research Council, 2001). People will generally
B. Process TEKS
try to link new information to previously learned
Getting Ready For Instruction
information for two reasons: to better understand
A. Performance Indicator
the new information and to move the information
B. Key Understandings and Guiding Questions
from the working memory to long-term memory.
C. Vocabulary of Instruction
Schemas are used for organizing knowledge in
D. Materials
ways that are useful. In these science lessons,
E. Attachments
advanced organizers are used as the schema for
1. Handouts: these are for student use
organizing content.
2. Teacher Resources: these are keys,
samples or instructions
3. Power Points
Metacognitive Skills
F. Resources and References
Weimer (2011) notes that when learners use
1. Interactive Websites: URLs are
regulatory metacognitive skills, they do better at
provided for interactive sites suitable
paying attention, they use learning strategies
for students
more effectively, and they are more aware of
2. Suggested literature selections:
when they are not comprehending something
Integrating literacy is a critical
they are trying to learn. In these lessons students
component of the primary units.
are expected to reflect in their interactive science
G. Advance Preparation: what the teacher
notebooks regularly.
needs to do in order to be prepared for the
lesson.
Role of Prior Knowledge
H. Background Information: Information for
When designing online instructional resources,
the teacher. This is a teaching piece for
teachers who may need additional content
Vasser (2010) says that course designers must
information.
activate the learner’s prior knowledge on the
Instructional Procedures and Notes for Teacher: subject and create authentic learning experiences
a two-column format that details the flow of the that learners can translate to their work or
lesson.
professional lives. She points out that in
A. Engage
traditional classroom settings, the instructional
B. Explore
methods and activities are most often determined
C. Explain
Assessment includes score scheme for hypermedia lessons and students’ performance and
achievement.
2
D. Elaborate
E. Evaluate
by the instructor and can be modified based on
student responses during the class. In online
environments, however, most of the instructional
methods and activities are determined prior to
the start of the course and cannot be changed
during the course. A part of the design of these
online resource ways to activate prior knowledge
is included
V. Description of Assessment Tools for Learners and Program Assessments
Student Example:
Scoring Scheme for Preservice Teacher
Formative Assessment
Formative assessment means continuous feedback for students. Also, it indicates the
use of assessments as sources of feedback to improve teaching and learning. Formative
assessment makes students’ thinking to be visible through the discussion, papers and tests.
That is, teachers can give feedback for students’ work in progress and let them to revise their
incorrect or inappropriate points. One of the formative assessments is a portfolio assessment.
Portfolio includes many prior works of students and this can make them to reflect and remind
prior knowledge. And online-based formative assessment tool is teachers’ on-line monitoring
system. When students upload their work on the web site, teachers continuously give feedback
on their work. In the aspect of teachers, appropriately designed assessments can help
teachers realize the need to rethink their teaching practices and technology can help teachers
to solve the problems, limited time. For teachers, formative assessment gives teachers much
information of students’ prior knowledge and their final appropriate goals. Furthermore,
through the formative assessment, teachers can have a chance to rethink their instructional
methods and revise them for students’ learning with understanding. Meanwhile, students also
have good feedback to improve their learning from the formative assessments. Opportunities
to work collaboratively are also good formative assessment for students.
These learning modules ask students to design lesson including scaffolds,
identification of misconceptions, practice and feedback. In the final module, students may
present their lesson plan like as a teacher in the classroom. To evaluate this performance, the
holistic rubric can be used.
Exceeding
Adequate
(9-10)
Comprehension
Appropriate
Goal
Scaffold
Misconception
Feedback
Preparedness
Hypermedia
Total
Presentation
Material
Collaboration
Content
Structure
Adequate
(7-8)
Approaching
Adequate (5-6)
Not Attempted or
Not Adequate (14)
Comments
VI.
Project Team Organization Chart and Management Plan
Student Example: Project Team Organization Chart and Management Plan
The project team has many layers and it is not a one-way system. The upper management
gives directives, but has no part in development of the science product. The development
starts with the high school science specialist and the elementary science specialist. They
direct a team of content writers. Once a document is developed it must be reviewed by a
content editor and a copy editor. If there are any issues with the document, the content
specialist may need to work on the document. The formatter ensures that all documents
formatted to specifications set by the leadership team. The assessment team is a separate
group but depends on the work of the content writers. The Technology specialist uploads
every document with the assistance of support staff.
For a visual of the Organizational Chart, please see figure 2.
Vii. Team Member Roles
Student Example = Team Member Roles
Their (2001) discusses the diverse team of specialists it takes to design, develop and
refine guided inquiry lessons. Our team includes science specialists, content writers,
content reviewers, copy editors, a formatter, a technology specialist, an assessment team,
science workgroup members, and several upper management members.
Content Writers: These members are responsible for developing both the curriculum
documents (year-at-a-glance, vertical alignment document, instructional focus document,
TEKS verification document) and the instructional documents (exemplar lessons). They
were chosen because of their experience as exemplary science teachers and their
knowledge of curriculum and instruction.
Content Reviewers: These members review every lesson for science accuracy and for
flow, cognitive rigor, and adherence to a rubric standard. They meet with the lead
science specialists to discuss every lesson before it is uploaded onto the science site.
Copy Editors: These members are the experts in English grammar. They review every
lesson and every attachment to edit any grammar or spelling errors. They are not science
teachers, but rather technical writers who are qualified to review documents.
Formatter: This team member is responsible to format all documents according to the
specifications listed by the upper management. There is a master document that specifies
how lessons and attachments are to be formatted in the on-line site. Only one person does
the formatting in order to ensure all documents are consistent.
Technology Specialist: This team member is responsible for changing the word
documents into a PDF format and then uploading them onto the website. She has been
with the curriculum program for five years and is an expert in her area.
Assessment Team: These members create the multiple-choice assessments. They do not
work with the content writers directly, but instead work off of the documents that are
created by the content writers.
Science Workgroup Members: These specialists work with teachers throughout the year
in support roles as well as ‘go-betweens’ with the science content writers. They are not
directly associated with the online site but are integral members of the science
community as conduits of information from teachers.
Upper Management: These members make the decisions about site layout, content,
deadlines, and funding. They are not experts in science content or curriculum but are
instead in supervisory positions.
VIII. Development Timeline
Student Example:
Another Development Timeline Student Example:
Timeline
Objective
Details
Person Responsible
September 2009
Develop the Year at a
Glance
Bundle the TEKS into
manageable units.
Content writers
January 2010
Develop the Instructional
Unit plans
Determine the number of
lessons necessary for each
unit, including the number
of days for each lesson.
Content writers
Develop a rationale for the
unit including research on
why the content is
important at that grade
level.
March 2010
Develop the Transition
Documents to bridge content
from the 1998 TEKS to the
2009 TEKS.
Outlines of suggested
activities for teacher use
until new lessons are
developed.
Content Writers
April 2010
Develop new lessons for the
2011-2012 school year
This process is ongoing
and will take until August
2011 for completion.
Content writers
Content editors
Copy editors
Formatter
Technology Specialist
Support Staff
March 2011
Review of all Performance
Indicators
Performance Indicators
revised to ensure they
contain a content TEKS, a
process TEKS and a
product. At middle school
and up they are also to
have a “real world’
application.
Content writers
science workgroup
March 2011
Development of
Assessments Grades 2-12
Multiple-choice
assessments developed.
Will be ongoing.
Assessment team
Science Specialists
August 2011
Revisions based on feedback
As the curriculum
documents and the
instructional documents
become available, revision
will begin based on teacher
feedback. Ongoing.
Content reviewers
August 2011-2013
Development of products or
services to assist with
implementation
Science notebook manuals
Lab books with all data
recording sheets
(developed for Grades K3)
Content writers
Upper management
References
References should be cited for the theoretical rationale (within the narrative text)
and in the reference section at the conclusion of the paper As always use the
conventions provided in the American Psychological Association 6th edition for
citations, references and the format of paper.