ADDIE Analysis Summary: EDTC 5753 Jennifer Willis Topic: Persuasion, Propaganda, and Faulty Reasoning. Performance/Needs Assessment: Oklahoma students in grade 7 are expected to be able locate a variety of sources, and to identify examples of persuasion, propaganda, and faulty reasoning. The principle at my school site, East Central Junior High, has purchased a program called USA Test Prep. This program allows the teacher to select the standards which will be taught or have been taught, and then generates a sample assessment with questions formatted in a similar fashion to the OCCT. I will use this assessment as my needs assessment tool. With this tool I will be able to have all students take the assessment during class, or in their homes, and then analyze the data to determine each student’s areas of strength and weakness. Purpose Statement: At the end of this unit my students will be able identify examples of persuasion, propaganda, and faulty reasoning in visual and written text. Students will then apply this new knowledge to locate sources that contain valid information regarding a nonfiction topic. Instructional Goals: 1. Learners will identify examples of persuasion in written text. 2. Learners will identify examples of persuasion in visual text. 3. Learners will identify examples of propaganda in written text. 4. Learners will identify examples of propaganda in visual text. 5. Learners will identify examples of faulty reasoning in written text. 6. Learners will identify examples of faulty reasoning in visual text. 7. Learners will locate a variety of sources which contain valid information, free of faulty reasoning, over a nonfiction topic. Learner Analysis: I have three separate classes of seventh grade students. a. First Hour: Students are in class from 8:30-9:30 Monday – Friday. There are 24 students. Among these students there are 11 females, and 13 males. This is a low functioning class where 10 students receive special education services, and 11 receive English Language Learner services. 6 of these children receive both SPED and ELL services. b. Third Hour: Students are in class from 10:35-11:35 Monday – Friday. There are 25 higher functioning students in this class; the course is listed as PRE AP/Accelerated. Among ADDIE Analysis Summary: EDTC 5753 Jennifer Willis these students there are 9 females, and 16 males. Only 2 of the students qualify for SPED services, and two different students qualify for ELL services. c. Sixth Hour: Students are in class from 2:20-3:20 Monday – Friday. There are 27 higher functioning students in this class; the course is listed as PRE AP/Accelerated. 17 students are female, and 10 are male. None of them qualify for SPED or ELL services. Required Resources: 1. USA Test Prep 2. PowerPoint presentation containing descriptions of various modes of persuasion, propaganda, and faulty reasoning techniques 3. I pads, or laptops for the students 4. YouTube access 5. 10-12 commercials containing the persuasion, propaganda, and faulty reasoning techniques 6. 10-12 examples of written text containing the persuasion, propaganda, and faulty reasoning techniques 7. Access to TPS research database Delivery System: For the students in my classes I will use face to face teaching in regards to presentation of the techniques, and samples to identify in both visual and written forms. I will also use some Computer based training in regards to the creation of a web quest where students have to use their laptops or i pads to complete tasks designed to teach the student how to locate a variety of sources, and identify the techniques being used in these sources. Project Management: a. timeline: I believe that this unit of study should take my students no more than 5 class periods. This would include one day of direct face to face instruction on the various types of persuasion, propaganda, and faulty reasoning techniques, as well as one day of class discussion where students view, identify, and explain how and why the technique is being used in visual and written forms. Students would complete the web quest at home, and then we would spend 3 days locating sources on the topic, identifying if these techniques are being used, and if the source is still valid for the research project. ADDIE Analysis Summary: EDTC 5753 Jennifer Willis b. Potential Problems: Students attendance could be an issue, if they miss the first two days of class where direct instruction is taking place, and then the final three days would be very confusing, and would require assistance. Internet connectivity could also be an issue. In the past there have been a few instances when multiple students have logged on to the net at my school site and the internet crashed. This would not allow for the use of online databases, or YouTube. A third potential problem would be student access to computers, or internet at home. If they are unable to complete the web quest on their own time it could increase the timeline in order to provide them the time to complete this part of the project. c. Reporting Structures: At the end of the project I will be able to assess and report on the student’s success or failures in two ways. The first is their final research. If the students are able to locate source that are valid, and contain little or no propaganda or faulty reasoning then there is proof that they have applied the skill correctly. I can also use USA Test Prep to create another short post assessment which would give me statistical data regarding the new skill set. I would then compare the pre assessment to the post assessment to report on the success of this unit.