Aaron Herd
Anthony Sudweeks
Ammon Wiemers
ED PS 6430-001 Fall 2010
30 November 2010 – second submission
Design Document
Included in the table below is our design for instruction for students to get a date to Homecoming. It
includes objectives derived from our analysis document, Instructional strategy, and assessments of
learning. Instruction is explained at length in the table, but a basic outline is
1. Pre assessment in the form of an online attitudinal/knowledge based survey
2. Instruction on cultural ritualistic relevance of Homecoming
3. Instruction on criteria for learning
a. Create an “asking” and “answering” to fictitious dance
b. Presentation of both
4. Reflection on learning
5. Discussion of learning.
Planning Needs
Planning the
Learning
Environment
Planning Activities
Terminal Goal

Increase school’s effectiveness at preparing immigrant students for passing end
of level testing by mitigating cultural barriers.
Sub-skill Goal

Students will participate in school rituals – specifically Homecoming.
Learning Objectives

In predetermined, mixed-gender groups, students will present to the class an
original way to “ask” someone to a fictional dance similar to Homecoming that
would be accepted by the person being asked. Acceptable will be measured by
feedback from peers.
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In the presentation of the project, knowledge of logistical information
concerning the dance i.e. time, place and cost will be demonstrated
In presentation of project, effective presentation skills will be
demonstrated.
 By speaking in front of the class in a more comfortable setting,
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In the same predetermined, mixed-gender groups, students will “answer” in an
acceptable way one of the other group’s presented questions. Acceptable will be
determined by peer feedback.
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
some of the students’ apprehensions associated with this
culturally uncomfortable academic expectation will be
overcome.
In the presentation of the project, knowledge of pre-dance activities
including dinner, day activity etc will be demonstrated.
By scoring other students’ projects, knowledge of appropriate
invitation will be demonstrated.
By answering another group, students will demonstrate culturally
appropriate social interaction
By giving feedback and ratings to“askings” of other groups, students
will demonstrate knowledge of acceptability and effectiveness.
An increased willingness to participate will be demonstrated by positive
responses to an attitudinal survey respond to attitudinal survey.

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In a pre-learning survey, students will demonstrate preliminary attitudes
regarding school dances specifically Homecoming
In post-learning survey, students will demonstrate and improvement in
appropriate attitudes regarding school dances specifically Homecoming.
Rationale

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Because the concept of homecoming is a social construct i.e. an idea that is
culturally defined, we have determined the ideal learning environment would be
a constructivist learning environment – one that allows for a great deal of
individual and group creativity to discover answers posed by learning
objectives..
Students will work in peer groups to construct culturally acceptable asking and
answering scenarios for a fictitious dance. Doing this will allow for proposing
and modifying ideas in a friendly and relatively safe context. Much of the stress
of asking a person will be removed allowing students to focus instead on
becoming familiar with new culture associated with this cultural ritual of
asking/answering.
Constructivist Focus

Creativity, problem solving, collaboration, culture building
Pedagogical model

Group learning.
Scenario

Several small groups of students working to create ways to ask and answer
others to a school dance. Their discoveries are presented to the larger group
upon completion.
Learning resource materials
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Objectives derived from instructional analysis
Online survey which measures attitudes as well as content knowledge.
Examples and non examples provided by instructor
Instructors experience with the culture as a reference for groups’ questions
The instructor in this sense acts as a cultural subject matter expert.
Learner groupings

Students will be placed in small, mixed gender learning groups.
Delivery systems

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Planning for Learner
Engagement
internet access for pre-instructional survey
classroom for lecture prior to working where instructions will be given
rubric which includes performance criteria
space for students to meet in groups
computer lab time for students to prepare their asking/answering presentations
classroom with projector to display their presentations.
Engage

Students’ motivation will come from a natural interest in social and dating
situations.

Students have expressed an interest in going to homecoming and a desire to
participate in homecoming activities. Through a survey, students have expressed
a level of frustration with the ability to understand regional-specific homecoming
traditions and rituals. Students have expressed a desire to understand these rituals
to the point that they may be able to participate appropriately and feel included.

The instruction is designed to keep students motivated by providing hands-on
practice for students. Students will also receive instruction that provides clear
examples of appropriate ways to participate in homecoming. Instruction is
designed to provide students with immediate feedback during the learning and
guided practice phases. This immediate feedback will help students maintain
motivation as they begin to feel a measure of success in their ability to
participate in the given task.
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Explore

While in groups, students are free to explore many ways to effectively ask and
answer other groups.
Explain

In their presentation, students are given a chance to explain why they
chose the way they did and why they thought this was a better option than
other possible options.
Elaborate

Planning Learning
Guidance
students in other groups will talk about why this was/was not an
acceptable asking/answering option.
Evaluate

This will be explained in the assessment section
Scaffolding

Students will receive scaffolding from their mixed-gender peer groups. Female
students will feel more comfortable creating effective answers with active input
from their male counterparts, and vice-versa.
Demonstrate

Students will demonstrate skills by actively creating “asks” and “answers”
Assist

Instructor will provide feedback during group work.
Model

Planning Authentic
Assessment
Assist students who have apprehensions regarding different aspects of the
instructional activity including

Fears associated with speaking in front of peers

Discomforts associated with approaching a person for the purpose of
asking them on a date
Reflection

Upon completion of the presentation of answering/asking solutions, students are
given a chance to reflect in writing. They will answer the following questions in
their reflection.

What new understanding have they gained about the culture of
Homecoming?

Why is Homecoming an important cultural custom?
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How has their attitude about asking/answering changed?
Discussion

In a discussion after the reflection period, students and instructor will share the
insights they gained through this learning activity. This will also be the
instructor’s last chance to correct any residual misconceptions or answer any
concerns regarding Homecoming.