Running Head: TEAM TEACHING



Running head: PROJECT F

Project F: Instructional Design Package

John D. Langworthy

Southwestern College

Author Note

John D. Langworthy, Graduate Student, Southwestern College.

Correspondence concerning this paper should be sent via E-mail: john_langworthy_ii@

Table of Contents

Abstract/Introduction………………………. ………………………….…3

PART I: Learning context analysis…………………..........................4 - 14

PART II: Learner Analysis…………………………….....................15 - 19

PART III: Learning Task Analysis……………………………….....20 - 29

PART IV: Learning Objectives……………………………………..30 - 34

PART V: Instructional Strategy Development……….......................35 - 42

PART VI: Learner Assessment……………………………………...43 - 51

Conclusion………………………………………………………………..52

Bibliography………………………………………………………………53

Abstract/Introduction

This following instructional design package completely details the process of translating the principles of a tenth grade World History lesson on World War II into plans for materials, activities, information resources, and evaluation. This six step process determines the needs of the learner and defines the goal of instruction. Instructional design is an essential process to ensure students are provided with learning opportunities that ensure the greatest chances of success.

PART I: LEARNING CONTEXT ANALYSIS

When students are not grasping content in the classroom it is necessary for a teacher to reflect on their instruction to determine if improvements can be made. I will perform a needs assessment, gather data, and study the learning environment of my classroom to determine why some students struggle with grasping the origins of World War II. Informed decisions are vital to the success of a teacher. Instructional design is a process that requires in-depth understanding before making decisions.

Goal Statement:

Tenth grade World History students attending Pine River High School will identify and analyze the transformations that shaped world societies between World War I and World War II as well as the causes, course, characteristics, and immediate consequences of World War II. The learners will demonstrate mastery on a timeline activity, role-play simulation, and written test. Tools that will be available include computers with internet access, multimedia programs, and a photograph slideshow.

I taught at Pine River High School for one year and recognized some students struggle with the origins of World War II. The textbook provides some of the key events while ignoring some crucial minor details. As a beginning teacher, I understood the importance of supplementing the textbook with additional resources. However, due to budget constraints, I was unable to completely accomplish my lessons. In the future, I will ensure that I am able to teach lessons completely and set my students up for success.

Needs Assessment:

The five phases of the discrepancy model include: goals of the instructional system, how well goals are being achieved, gap analysis, prioritizing gaps, and instructional needs. Each of these phases will be discussed in detail below.

1. Goals of the instructional system: The following standards are from the State of Michigan Social Studies Curriculum (Style List for References, 2007).

CCCS: 7.2.2 Inter-war Period – Analyze the transformations that shaped world societies between World War I and World War II by

• examining the causes and consequences of the economic depression on different regions, nations, and the globe

• describing and explaining the rise of fascism and the spread of communism in Europe and Asia (See 7.3.1 and 7.3.2)

7.2.3 World War II – Analyze the causes, course, characteristics, and immediate consequences of World War II by

• explaining the causes of World War II, including aggression and conflict appeasement that led to war in Europe and Asia (National Geography Standard 13, p. 210)

Each of these standards is necessary for students to master if they are to successfully complete my class and prepare for the state standardized test.

2. Determine how well the goals are already being achieved: Some students in my class seemed to struggle with the origins of WW II on their written test and during class discussions. I also realized that this was an area of weakness on the state standardized test. Consequently, my instruction may have been part of this discrepancy. I am confident that my instruction was effective and efficient. However, I was not able to complete my entire lesson due to technology shortfalls within the school.

3. Determine the gaps between “what is” and “what should be”: My ultimate goal is for students to analyze the origins of WW II. This would include understanding the nations, leaders, and events that prompted this war. Unfortunately, my data proves that some students are not retaining the information necessary to prove proficiency. All students must be able to correctly identify and explain the primary causes of WW II. After reviewing student tests I realized that there is a need to analyze this lesson for reasons why some students are not succeeding. Unfortunately, “what is” falls short of the “what should be”. Although a majority of students can do this, all students must be able to complete this task.

4. Prioritize gaps according to agreed-upon criteria: The prioritization for this content strictly deals with the importance of understanding the origins of WW II. This lesson is a primer for the roots of current issues in the world, not to mention everything that has occurred since WW II.

5. Determine which gaps are instruction needs and which are most appropriate for design and development of instruction: After careful analysis of test scores, learning style inventories, and observations I have determined that the students struggling with this lesson are primarily visual and kinesthetic learners. This discovery sheds light on the reasons they were not grasping the lesson. Previously, I have used a lecture format to teach the origins of WW II. Understanding the importance of teaching multiple learning styles is essential to successful teaching. Therefore, I plan to adjust my lesson plan to include visual and kinesthetic activities.

Techniques for Gathering Data:

Data collection for this project consisted of test score analysis, learning style inventories, and observations. To resolve my instructional deficiencies I have attended workshops on multiple intelligence teaching methods and brainstormed strategies with my peers. I have also conducted learning style assessments (See Appendix A) in my classroom to help me understand any possible correlation with this issue (Style List for References, 2009). Additionally, I have observed a sample of my students during instruction in other classrooms. Each of these points to my theory of teaching this lesson in multiple learning formats. Consequently, I will change this lesson to cater to all learning styles.

Learning Environment:

The learning environment for the World History class is made up of tenth grade students who attend Pine River High School located in LeRoy, Michigan. This rural school serves the three small communities of LeRoy, Luther, and Tustin. The demographics of Pine River are very interesting. The student ethnicity is 95% Caucasian, 2% African American, 2% Hispanic, and 1% American Indian. A large amount of students are from middle to lower income homes. Consequently, 57% of the students receive free lunches and an additional 21% qualify for reduced lunch. There are 451 students in the ninth through twelfth grade. The boy to girl ratio favors the boys 53:47.

There are approximately 10 English Language Learners (ELL) and instructional materials for these students have been limited in the past. As much as I would like to, I do not have regular access to computer labs and technology. I do have the textbook and continue to acquire other resources as budgets allow. Nevertheless, I am prepared to integrate more technology into the classroom and provide more learning opportunities for all students. The classroom itself is conducive to learning, as I make every effort to make it comfortable for all students and model a classroom culture that encourages full participation.

The characteristics I possess as a teacher are favorable to non-traditional teaching methods. I have experience with technology and would like to incorporate it into future lessons. I have a firm grasp of the curriculum and professional relationship with my students. This lesson fits into the existing school curriculum which is derived from the state standards.

Considerations for technology materials, classroom and district characteristics, and any philosophical issues must be fully explored and discussed to ensure the learning environment will meet the needs of the students, school, and community. I have worked diligently to obtain more classroom computer lab time to help bring more technology into my lessons. My classroom is able to accommodate role-play and cooperative learning activities and I discuss my classroom and school rules and expectations with each class to ensure they are set up for success.

Pine River Area Schools are facing severe budget shortfalls which further complicate my attempts to provide quality instruction. The staff has been reduced which increases the work load onto the remaining teachers and funding for any additional learning opportunities outside of the school building are only possible with independent fundraising events.

Philosophically, many teachers disagree on the direction of the district and staff meetings rarely resolve the deep seated differences between some of the more experienced teachers and younger teachers. Block scheduling and technology seem to be the biggest topics of debate between staff. Obviously, unless all parties embrace change it is likely to fail. Consequently, this is an example of how philosophical differences between teachers impact the success of students.

I am confident that making the necessary adjustments to my instructional methods will allow me to successfully reach all learning styles in my classroom. Focusing on the needs assessment, gathering data, and understanding the learning environment have provided the insight needed to make changes. Instructional design is a process that requires in-depth understanding before making decisions. The next step in this process is Learner Analysis which follows Appendix A.

Appendix A

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| |Instructions: Read each statement carefully. Choose one of the five buttons for each statement indicating how |

| |well that statement describes you. |

| |1 = Statement does not describe you at all |

| |2 = Statement describes you very little |

| |3 = Statement describes you somewhat |

| |4 = Statement describes you pretty well |

| |5 = Statement describes you exactly |

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| |1. I pride myself on having a large vocabulary. |

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| |2. Using numbers and numerical symbols is easy for me. |

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| |3. Music is very important to me in daily life. |

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| |4. I always know where I am in relation to my home. |

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| |5. I consider myself an athlete. |

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| |6. I feel like people of all ages like me. |

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| |7. I often look for weaknesses in myself that I see in others. |

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| |8. The world of plants and animals is important to me. |

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| |9. I enjoy learning new words and do so easily. |

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| |10. I often develop equations to describe relationships and/or to explain my observations. |

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| |11. I have wide and varied musical interests including both classical and contemporary. |

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| |12. I do not get lost easily and can orient myself with either maps or landmarks. |

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| |13. I feel really good about being physically fit. |

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| |14. I like to be with all different types of people. |

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| |15. I often think about the influence I have on others. |

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| |16. I enjoy my pets. |

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| |17. I love to read and do so daily. |

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| |18. I often see mathematical ratios in the world around me. |

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| |19. I have a very good sense of pitch, tempo, and rhythm. |

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| |20. Knowing directions is easy for me. |

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| |21. I have good balance and eye-hand coordination and enjoy sports which use a ball. |

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| |22. I respond to all people enthusiastically, free of bias or prejudice. |

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| |23. I believe that I am responsible for my actions and who I am. |

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| |24. I like learning about nature. |

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| |25. I enjoy hearing challenging lectures. |

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| |26. Math has always been one of my favorite classes. |

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| |27. My music education began when I was younger and still continues today. |

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| |28. I have the ability to represent what I see by drawing or painting. |

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| |29. My outstanding coordination and balance let me excel in high-speed activities. |

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| |30. I enjoy new or unique social situations. |

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| |31. I try not to waste my time on trivial pursuits. |

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| |32. I enjoy caring for my house plants. |

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| |33. I like to keep a daily journal of my daily experiences. |

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| |34. I like to think about numerical issues and examine statistics. |

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| |35. I am good at playing an instrument and singing. |

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| |36. My ability to draw is recognized and complimented by others. |

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| |37. I like being outdoors, enjoy the change in seasons, and look forward to different physical activities each |

| |season. |

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| |38. I enjoy complimenting others when they have done well. |

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| |39. I often think about the problems in my community, state, and/or world and what I can do to help rectify any|

| |of them. |

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| |40. I enjoy hunting and fishing. |

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| |41. I read and enjoy poetry and occasionally write my own. |

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| |42. I seem to understand things around me through a mathematical sense. |

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| |43. I can remember the tune of a song when asked. |

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| |44. I can easily duplicate color, form, shading, and texture in my work. |

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| |45. I like the excitement of personal and team competition. |

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| |46. I am quick to sense in others dishonesty and desire to control me. |

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| |47. I am always totally honest with myself. |

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| |48. I enjoy hiking in natural places. |

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| |49. I talk a lot and enjoy telling stories. |

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| |50. I enjoy doing puzzles. |

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| |51. I take pride in my musical accomplishments. |

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| |52. Seeing things in three dimensions is easy for me, and I like to make things in three dimensions. |

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| |53. I like to move around a lot. |

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| |54. I feel safe when I am with strangers. |

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| |55. I enjoy being alone and thinking about my life and myself. |

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| |56. I look forward to visiting the zoo. |

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PART II: LEARNER ANALYSIS

Designing instruction requires an understanding of the students being instructed. Without this information, successful instruction would not be possible. Student needs and preferences must be considered to succeed in today’s classroom. Learner analysis is the best way to discover this information.

Cognitive Characteristics:

Designing instruction that will target each learner is essential to student performance and success. The reading and language levels of my classroom range from eighth grade up to post-secondary level. Each student has basic knowledge of the primary forms of government as well as the regions and countries we study. The four learning styles most prevalent include: field independent/dependent style, impulsive/reflective cognitive tempo, and visual/haptic perceptual style.

The lesson I am designing instruction for requires students to participate in a role-play simulation and discussion and then assimilate that information into a timeline. Initially, I will distinguish students into field independent or dependent categories. All of the students are capable of participating in the simulation. Some will require additional prompting to help them understand their role and how to participate. Field independent learners will likely have a greater understanding of the content which will make participation easier. Field dependent learners will not have as much confidence in their knowledge which requires further coaching/instruction. Impulsive and reflective tempo can also play a factor in the role-play. When students are faced with making their decision, impulsive students might make a hasty choice while reflective students could delay their choice while truly considering the pros and cons of each option. As for educational learning styles, students that are auditory or visual learners will definitely prefer the simulation since audio clips and a slideshow will be utilized in the lesson.

Physiological Characteristics:

The general health of my students is very good, most students come from homes that provide proper nutrition and active lifestyles keep the majority of students very healthy. I do teach a small percentage of students that have some health issues. Two students are considerably overweight and another is epileptic. My considerations for these students include ensuring activities and assignments do not take them out of their comfort zone. The age of the students in my classroom range from fifteen through seventeen. For a tenth grade classroom, the majority of students are right on track. My seventeen year old is a former immigrant that got behind while learning English. I have never altered assignments in this particular classroom due to physiological characteristics.

Affective Characteristics:

This class is a graduation requirement for all students. Consequently, the interest, motivation, and attitude towards World History vary greatly between students. Some students are extremely involved while others would rather be anywhere other than my classroom. Three prominent affective characteristics of learners in my classroom include: trait anxiety, trait locus of control, and academic self-concept. My classroom has 25 students and each of these personality characteristics is represented. I teach 4 trait anxiety students, who generally display their frustration when asked to participate in role-play simulations or speak in front of their classmates. Positive reinforcement has always seemed to overcome this issue, and will be the primary means of combating these students in the future. For the few students who demonstrate external locus of control characteristics, I provide rubrics to alleviate any grading issues. Rubrics allow students to see how their work stacks up to expectations and proves they received the grade they earned rather than feeling they have bad luck or I do not like them. Internal locus of control students are somewhat easier to work with since they understand that their actions impact the result. The third characteristic is academic self-concept, which can be connected to the previous traits. Students that have a positive self-concept generally perform at a higher level which builds confidence and propels them to additional success. Students with trait anxiety or external locus of control issues are likely to possess a negative self-concept. Each of these traits makes my classroom unique and it is my job to overcome any that hamper a student’s academic growth.

Social Characteristics:

Social characteristics in my classroom are overwhelmingly positive. The school is very small, therefore the majority of students are very understanding and tolerant of one-another. From my perspective most students are friends and the staff and administration rarely deal with disrespectful students. Cooperation is a key component of my classroom and friendly competition is healthy for students to engage in. The socio- economic background is an area that sets Pine River apart from other schools. The majority of students are from lower income homes. Racial and ethnic tensions are non-existent within the school. My students average 16 years old, and are all Caucasian students. Students do have preferences on working partners when in groups and I try to accommodate those when possible. As for role models, most students have great parents, but for those who need guidance, the teachers of Pine River are reliable role-models.

Learners Prior Knowledge:

Prior knowledge is the most important consideration when designing instruction. When a teacher does not challenge a student they might lose that student for the remainder of the year. On the other hand, if a teacher never ties content to prior knowledge some students will not feel comfortable participating. Consequently, it’s necessary for a teacher to find a balance using prior knowledge. Understanding, prior knowledge allows a teacher to design lessons that tap into previous experiences. I tend to begin lessons with questions or images that prompt students to discuss prior learning. For example, when beginning a history lesson I might ask who the leader of Germany was during WW II. This is an example of using specific prior learning to design a lesson.

Processing Style of Instruction for the Learner:

The processing style of instruction for this lesson utilizes PowerPoint presentations, audio clips, role-play simulation, discussion, and timeline construction. The presentation and audio provide students with alternate forums to process information. The role-play involves kinesthetic learners and the discussion provides ample opportunities for students to clarify the objectives of the assignment. Finally, the timeline activity allows students to analyze the information learned and organize it correctly. This portion of the lesson appeals to intrapersonal and logical learners. I try to address a variety of learners in each lesson.

Design Implications:

The cognitive learning styles of my students vary in many areas. Therefore, when designing instruction for my lesson I must ensure that I provide all learners with opportunities to succeed. Methods that teach an entire class of students do not exist. Consequently, I try developing multiple concepts and forums that prompt student success. Learning styles such as visual or auditory are easily addressed in lessons for my World History class. This is the primary reason that I try to include visuals in each lesson. Role-play simulations provide active learning opportunities for students to participate in. These simulations not only entertain students but reinforce content and learning standards and benchmarks. The final implication involves the online timeline activity. This not only allows students to learn the content of my class but also develop computer and speaking skills.

Instructional design is essential to successful classroom instruction and student learning. Finding ways to analyze student needs is essential to teaching. Learner analysis is the best way to discover this information. This process provides teachers and students with the best opportunity to learn. Next, I will explore Learning Task Analysis which is the third step of instructional design.

PART III: LEARNING TASK ANALYSIS

Designing instruction requires an understanding of the learning task. This consists of developing quality learning goals that are analyzed to ensure positive learning outcomes and objectives are accomplished. Performing a learning task analysis is necessary to develop consistent instruction and curriculum in today’s classroom.

Learning Goal:

Learning goals are statements of purpose or intention and describe what learners should be able to do at the conclusion of instruction (Smith & Ragan, 2005). For this paper I have decided to write a learning goal for a specific lesson. The following goal is based on a World War II lesson. The learner will list and explain the transformations that shaped world societies between World War I and World War II as well as the causes and consequences of these changes. This learning goal provides a basic understanding of what the learning intentions of this lesson are.

Type of Learning Outcome:

Gagne’s Types of Learning Outcomes divide possible learning outcomes into five broad categories; declarative knowledge, intellectual skills, cognitive strategies, attitudes, and psychomotor skills (Smith & Ragan, 2005). The basic premise for classifying these outcomes is to separate how students process information. Teaching tenth grade history is challenging due to the fact that the majority of my lesson requires declarative knowledge. Students are primarily responsible for learning and understanding events and people throughout history which can make the class seem routine. The discussion and homework portions of my lesson are primarily declarative learning outcomes, however, the role-play simulation does correlate with attitudes. I try to incorporate learning outcomes when possible, for example, I would incorporate intellectual skills on a writing assignment when students compare historical events with current events.

Information Processing Analysis:

Information processing analysis provides a breakdown of a learning goal and identifies what students must learn (Smith & Ragan, 2005). The information processing for my lesson is broken into declarative and concept flow charts. Each of the following flow charts focus on the knowledge needed for the lesson and I discovered they can also be used to help students determine their preparedness for the lesson.

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Information Processing Analysis for Declarative Knowledge: Concessions that Germany was forced to accept in the Treaty of Versailles.

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Information-Processing Analysis for a Concept: Criteria for selecting Treaty of Versailles Concessions that influenced German people after World War I.

Terminal Objective for both flow charts: TLW list and explain how the Treaty of Versailles imposed strict concessions on Germany that were excessively harsh to the German people.

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Information Processing Analysis for Declarative Knowledge: Events or people that led to World War II.

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Information-Processing Analysis for a Concept: Criteria for selecting historical events or people.

Terminal Objective for both flow charts: TLW select and explain ten people or events that had the greatest impact on the origins of World War II.

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Information-Processing Analysis for a Concept: Criteria for determining student preparedness for role-play simulation.

Terminal Objective: TLW reference this flow chart in preparation for the role-play simulation on the rise of the Nazi Party in Germany.

Prerequisite analysis:

Prerequisite analysis converts your learning goal and objectives into a hierarchy (Smith & Ragan, 2005). This focuses on what a student needs to understand or know before beginning a lesson. When students have not mastered or were not exposed to content that is essential for a lesson it must be addressed. Ensuring that students are prepared with the necessary knowledge for a lesson is crucial to successful learning.

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Prerequisite Analysis: World War I Concessions impacting and transforming Germany.

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Prerequisite Analysis: Primary events and people involved in the origins of World War II and the significance of each.

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Prerequisite Analysis: Understanding Post WW I Germany and the forms of government that were competing for popular support.

Learning Objectives:

Learning objectives are the statements that explain what learners should be able to do when they have completed a segment of instruction (Smith & Ragan, 2005). When writing learning objectives it is imperative to provide a description of the terminal behavior or actions, the conditions of demonstration of that action, and the standard or criterion. Including all three of these requirements will lead to high quality objectives that provide optimal learning opportunities for students. The following learning objectives are the focus of my lesson.

Given homework reading in which to understand the social makeup of post WW I Germany, The Class Will (TCW) participate in a role-play simulation that demonstrates how the Nazi Party overtook Germany for ten minutes.

Given a fifteen minute discussion, TCW list WW I Concessions and describe how these contributed to the societal transformations within Germany and prompted World War II with 100% accuracy.

Given a list of people and events, The Learner Will (TLW) identify and analyze ten they believe to be the most critical contributing factors to the beginning of WW II and incorporate them into a computer generated timeline with 100% accuracy.

Students need curriculum and instruction designed and delivered in a format that will provide an optimum learning opportunity. Focusing on each individual step of instructional design is fundamental to this challenge. Learning task analysis is one step in the process and should be given great consideration when planning curriculum, a unit, or an assignment. In other words, performing a learning task analysis is essential to develop consistent instruction and curriculum in today’s classroom. The fourth step of instructional design is Learning Objectives, which is the next area discussed.

PART IV: LEARNING OBJECTIVES

Writing performance objectives is essential to successful instruction in the classroom. The following objectives describe what my students must do to demonstrate their learning. Terminal objectives outline each major step in the lesson and subordinate objectives support the learning of the larger objectives. This process ensures that all levels of learning are accounted for before entering the classroom. The time spent preparing will definitely reflect in the quality of instruction delivered.

Performance, Terminal, and Subordinate Objectives:

I. Given homework reading in which to understand the social makeup of post WW I Germany, The Class Will (TCW) role-play how the Nazi Party overtook Germany for ten minutes.

A. TCW analyze German Society after WW I and identify the forms of government that were fighting for superiority with 100% accuracy.

1. TCW summarize the social and political structure of Democracy with 100% accuracy.

2. TCW summarize the social and political structure of Communism with 100% accuracy.

3. TCW summarize the social and political structure of Fascism with 100% accuracy.

B. TCW brainstorm and diagram the pros and cons of Communism and list reasons why some Germans supported this form of government for five minutes.

C. TCW brainstorm and diagram the pros and cons of the Nazi Party and list reasons why some Germans supported this form of government for five minutes

II. Given a fifteen minute discussion, TCW list WW I Concessions and describe how these contributed to the societal transformations within Germany and prompted World War II with 100% accuracy.

A. TCW criticize and defend the decision to blame WW I entirely on Germany and provide three reasons to support each without instructor assistance.

B. TCW label all nations that were involved in WW I on a world map and identify the countries that they believe should have been blamed for the war with 100% accuracy.

C. TCW debate the fairness of Germany being forced to pay a 6.6 Billion Pound reparation payment and calculate the number of years it would have taken to repay the debt with 100% accuracy.

1. TCW evaluate the probability of Germany paying the reparations during the global economic depression that followed WW I with instructor assistance.

2. TCW analyze the post WW I German economy and discuss the impact this had on emerging political parties gaining power for five minutes.

D. TCW predict the reaction German Citizens had when they were forced to reduce the size of their military for five minutes.

E. TCW summarize how losing thirteen percent of Germany to other nations incited German Citizens and discuss how this garnered support for emerging political parties for five minutes.

III. Given a list of people and events, The Learner Will (TLW) identify and analyze ten they believe to be the most critical contributing factors to the beginning of WW II and incorporate them into a computer generated timeline with 100% accuracy.

A. TLW select and outline ten primary events and/or people involved in the origins of WW II and explain their significance using available resources.

B. TLW recognize and understand the contributions or impacts of people and events leading up to WW II using available resources.

1. TLW explain who Franklin D. Roosevelt was how he impacted WW II using available resources.

2. TLW explain who Winston Churchill was how he impacted WW II using available resources.

3. TLW explain who Josef Stalin was how he impacted WW II using available resources.

4. TLW explain who Adolf Hitler was how he impacted WW II using available resources.

5. TLW explain who Benito Mussolini was how he impacted WW II using available resources.

6. TLW explain who Emperor Hirohito was how he impacted WW II using available resources.

7. TLW explain how the Treaty of Versailles impacted WW II using available resources.

8. TLW explain how the Japanese invasion of Manchuria impacted WW II using available resources.

9. TLW explain how Hitler’s ascension to Chancellor of Germany impacted WW II using available resources.

10. TLW explain how Germany’s repudiation of Treaty of Versailles impacted WW II using available resources.

11. TLW explain how the Neutrality Act of 1935 impacted WW II using available resources.

12. TLW explain how the Anti-Comintern Pact of 1940 impacted WW II using available resources.

13. TLW explain how the German Invasion of Poland impacted WW II using available resources.

14. TLW explain how the Second Sino-Japanese War impacted WW II using available resources.

15. TLW explain how the Second Italo-Abyssinian War impacted WW II using available resources.

16. TLW explain how the German annexation of Austria and Czechoslovakia impacted WW II using available resources.

17. TLW explain how the Soviet and German Non-Aggression Pact impacted WW II using available resources.

18. TLW explain how the German invasion of Finland, Denmark, Norway, Sweden, France, The Netherlands, Belgium, and USSR impacted WW II using available resources.

19. TLW explain how the Japanese attack on Thailand, Malaya, and Pearl Harbor impacted WW II using available resources.

C. TLW recognize the nations involved in WW I and WW II and explain what non-aggression pacts and neutrality imply without instructor assistance.

The performance objectives that I have developed for my tenth grade World History lesson on World War II clearly support the curriculum I am teaching. The terminal and subordinate objectives support the performance objectives and correlate directly to my learning task analysis. Now, I will continue with Instructional Strategy Development is the fifth step in this process.

PART V: INSTRUCTIONAL STRATEGY DEVELOPMENT

LEARNING TASK:

Given homework reading, a simulation, and discussion in which to understand the social makeup of post WW I Germany and the origins of WW II, The Learner Will (TLW) list and explain the ten people and/or events believed to be the most critical contributing factors to the beginning of WW II and incorporate them into a computer generated timeline with 100% accuracy.

REVIEW OF LEARNING TASK:

Learning how the Treaty of Versailles impacted post WW I Germany is a facts/list task. This lesson will follow prior instruction on WW I and reading on The Treaty of Versailles. Consequently, learners will have exposure to the concessions imposed upon Germany and how these affected the citizens. The declarative knowledge necessary for students to master are the primary concessions Germany was required to accept in the Treaty of Versailles. These include: being forced to accept blame for WW I, pay reparations of more than six billion Pounds, reducing the size of their military, and losing approximately thirteen percent of German territory. This knowledge allows comprehension of how Germany became susceptible to new political ideals and was eventually overtaken by the Nazi Party. Understanding the social climate within Germany and how these concessions impacted the livelihood of people permits the realization of Adolf Hitler’s rise to power. Without this understanding of societal and political change after WW I it would be impossible to comprehend underlying motivations and events leading up to WW II. Additionally, students will also need to understand the people and events that escalated into WW II.

INTRODUCTION:

Activate Attention and Arouse Interest:

The following steps are broken down into a numbered sequence of accomplishment to clarify my teaching methods. These steps will activate student attention and arouse interest.

1. Show students slides of the leaders of the Axis Powers, Germany, Italy, and Japan.

2. Ask them to identify these people and to explain what movements or beliefs propelled them to become the leaders of their country. Ask students to indicate how many of them would support a leader that promised to create jobs and build a solid infrastructure.

3. Explain how the Global Depression influenced Germans to support a dictatorship and how it pushed the United States towards isolationism in the beginning stages of the war.

4. Divide students into the following groups: 1/3 becomes unemployed due to the depression, 1/3 becomes the media and businesses of Germany, and the remaining 1/3 becomes communist supporters, democracy supporters, and German Jewish

5. Explain how tough times were in Germany for those without jobs and how the media and large business in Germany was leaning towards the Nazi Party since the other option was communism. I will also explain how communism was unpopular since it would eliminate the media and large businesses.

6. Show a slide of Nazi Propaganda, which promises jobs, and the growth of Germany as a powerful nation.

7. Read statements from Hitler blaming the Jews for Germany’s problems.

8. Play the following audio clip: “if the international Jewish financiers in and outside Europe should succeed in plunging the nations once more into a world war, then the result will not be the Bolshevizing of the earth, and thus the victory of Jewry, but the annihilation of the Jewish race in Europe!”

9. Ask students to simulate their group and then ask them to sit down if they do not support Hitler and the Nazi plan for Germany, or remain standing if they do support Hitler. Those who were unemployed should remain standing as well as the media and big businesses of Germany. The remaining 1/3 would then be outnumbered, providing the support needed by the Nazi Party to take control of Germany.

Establish Instructional Purpose and Preview the Lesson:

The following steps are broken down into a numbered sequence of accomplishment to clarify my teaching methods. These steps will establish instructional purpose and preview the lesson.

1. Write Causes of Political Change on the board and have students’ list social and economic reasons why people will demand change within their country.

2. Explain to students that we will discover the motives and means used to fuel the events that became WW II.

3. Show students maps of Europe before and after WW I to explain how losing territory prompted expansionism by Germany.

4. Class discussion on the explanation and rise of fascism and racism in Europe and isolationism in the United States.

5. Explain to students that we will discover the motives and means used to fuel the events that became WW II.

6. Show students the following organizers (Figures E-1 and E-2) that indicate the forms of declarative memory required for them to succeed.

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Figure E-1: Recognize and Paraphrase German Concessions in the Treaty of Versailles

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Figure E-2: Recognize and paraphrase people and events leading to WW II

BODY:

Recall Prior Knowledge:

Review the countries that participated in WW I and discuss the global depression that followed. In addition, review the following forms of government: Democratic, Fascist, and Communist.

Process Information and Focus Attention:

Images of the WW II leaders will be projected on the board as an associational technique to assist students with learning them. Students will complete chronological list from Figure E-2 while it is projected on the board to help with comprehension and complete the timeline assignment. I feel that these will help students process the necessary information and also the list will help focus their attention on the important events leading up to WW II.

Employ Learning Strategies, Practice, and Evaluate Feedback:

I will recommend that students try using the following graphic organizer (Figure E-3) to help them master the content required for this assignment. Students must prepare for connected discourse on the assessment. In other words, they need to demonstrate understanding of the people and events leading up to WW II and be able to explain their significance. As for feedback I will evaluate students on completeness and sequence when I look over their chronological list. In regards to the graphic organizer, I will be looking for reasonable explanations for the people and events selected.

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Figure E-3: Graphic Organizer Concept Map for Causes of WW II

CONCLUSION:

Summarize:

After completing the concept map I will conduct a class survey to serve as my method for summary and review. I will project Figure E-2 back onto the board and then by a show of hands, students will vote for the ten they selected. I will then write the number of students who selected a person or event on the board and we will discuss the trends associated within the classroom. The most significant areas will be the people and events that were not as widely selected. These might be areas that I may need to re-teach.

Transfer Learning and Re-motivation:

Transfer requires students to find connections that allow them to retrieve information when necessary. I plan on providing a bridge for the origins of WW II through the use of a technology driven timeline activity. Using the concept map they completed, students will complete their timeline using the internet timeline tool. Completing this online will be a project that helps students retain the information and is fun at the same time. This will also be a great submission to a student’s portfolio.

ASSESSMENTS:

Assess performance and Evaluate Feedback:

Students will print their timelines off and after grading those along with their concept maps, I will determine if they are ready for assessment. The test will be mostly recall since this is declarative knowledge. The only caveat to this will be two essay questions that will require higher level thinking skills. After completion of the post-test, I will compare the results with the pre-test to recognize areas of improvement or areas I may need to re-teach. Students will be permitted to look over their test and we will go over the test as a class to clear up any questions. The sixth and final step of instructional design is Learner Assessment, which I will discuss next.

PART VI: LEARNER ASSESSMENT

Assessment is necessary to determine learner achievement and successful instruction. When beginning a class or lesson it is recommended to perform an entry-skills assessment to gauge the knowledge of the students in the classroom. When students’ possess a solid foundation of baseline knowledge, they tend to perform better. A pre-assessment is helpful when trying to target what a student has learned due to the instruction. This is given before instruction which naturally provides a view of student knowledge. After completing instruction, a post-assessment is given to determine what has been mastered and areas that require improvement. I have also included a rubric for my timeline assignment which will ensure that my expectations are known before students complete the assignment. These various assessments provide teachers with valuable information to ensure students are prepared to learn and move to the next level.

NAME:_____________________

Entry Skills Assessment

Origins of World War II

Directions: Answer each question to the best of your ability. Each question is worth 5 points for a total of 15 points.

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1. Compare Map #1 and Map #2 then answer the following question: What boundaries and countries changed after World War I?

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2. What country suffered the greatest concessions after World War I? Name at least three concessions.

3. What conditions following World War I promoted the decline rather than the rise of democracy?

Timeline Rubric

| Criteria Points |

| |

| |

|1 |

|2 |

|3 |

|4 |

|5 |

|  |

| |

|Spelling and Capitalization |

|More than 5 spelling and capitalization errors. |

|4 spelling and capitalization errors. |

|3 spelling and capitalization errors. |

|2 spelling and capitalization errors. |

|1 or no spelling and capitalization errors. |

|____ |

| |

|Content/Facts |

|4 or more inaccurate facts for events reported on the timeline. |

|3 inaccurate facts for events reported on the timeline. |

|2 inaccurate facts for events reported on the timeline. |

|1 inaccurate fact for events reported on the timeline. |

|All facts were accurate for all events reported on the timeline. |

|____ |

| |

|Fonts and Colors |

|The use of font styles and colors is not consistent and detracts from the organization. |

|The use of font styles and colors is consistent, but is not used effectively to organize. |

|The use of font styles and colors is moderately consistent and somewhat used to organize the material. |

|The use of font styles and colors is consistent and helps organize the material. |

|The use of font styles and colors is consistent and shows a logical pattern. It helps organize the material. |

|____ |

| |

|Graphics |

|Several graphics are not effective. |

|Some graphics are effective but there are too few or too many. |

|Some graphics are effective and their use is balanced with text use. |

|All graphics are effective, but there appear to be too few or too many. |

|All graphics are effective and balanced with text use. |

|____ |

| |

|Readability |

|The timeline is difficult to read. |

|The timeline appearance is pleasing to read. |

|The timeline is relatively readable. |

|The overall appearance of the timeline is and easy to read. |

|The overall appearance of the timeline is pleasing and easy to read. |

|____ |

| |

|Dates |

|Dates are inaccurate and/or missing for all but one event. |

|Dates are inaccurate and/or missing for most events. |

|An accurate date has been included for almost every event. |

|An accurate, complete date has been included for almost every event. |

|An accurate, complete date has been included for each event. |

|____ |

| |

|Preparation |

|The student had not prepared adequate notes before beginning to design the timeline. |

|The student had prepared some notes before beginning to design the timeline. |

|The student had notes about most of the events and dates s/he wished to include on the timeline before beginning. |

|The student had notes about almost all the events and dates s/he wished to include on the timeline before beginning. |

|The student had notes about all the events and dates s/he wished to include on the timeline before beginning. |

|____ |

| |

|Time Use |

|Student did not use classroom time to work on the project and/or was highly disruptive. |

|Some classroom time was used to work on the project, and some conversations were not disruptive. |

|Classroom time was used to work on the project the majority of the time, but conversations often did not focus on the work. |

|Classroom time was used to work on the project the majority of the time. Conversations were not disruptive and focused on the work. |

|Classroom time was used to work on the project. Conversations were not disruptive and focused on the work. |

|____ |

| |

| |

| |

|TEACHER COMMENTS: Total----> /40 |

NAME_________________________

Pre / Post Assessment

Origins of World War II

| |Multiple Choice |Geographical Labeling |Short Answer |Essay |TOTAL |

|Points Possible |25 |10 |15 |50 |100 |

|Your Score | | | | | |

Multiple Choice: Select the best answer by circling the letter preceding the answer. (5 pts each)

1. Who was the President of the United States during WW II?

A. Woodrow Wilson

B. Theodore Roosevelt

C. Franklin D. Roosevelt

D. John F. Kennedy

2. Which of the following leaders joined the Axis Powers?

A. Adolf Hitler

B. Benito Mussolini

C. Emperor Hirohito

D. All of the Above

3. Which of the following attempted to keep the United States out of World War II?

A. The Treaty of Versailles

B. The Neutrality Act of 1935

C. The Magna Carta

D. The Non-Aggression Pact

4. Which of the following countries did German attack despite having a Non-Aggression Pact with the country?

A. Poland

B. Italy

C. USSR

D. France

5. Who repudiated the Treaty of Versailles in 1935?

A. Adolf Hitler

B. Josef Stalin

C. Franklin D. Roosevelt

D. Winston Churchill

Geographical Labeling: Label five countries that would become part of the Axis, Allies, or declare neutrality in World War II. Use the following key to label your map. (2 pts each)

#1 = AXIS #2 = ALLIED #3 = NEUTRAL

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Short Answer: Answer the following questions using complete sentences. (5 pts each)

1. What are the social and political structures in a Democracy?

2. What the social and political structures in a Communist Society?

3. What are the social and political structures in a Fascist Society?

ESSAY: Answer the following questions in a minimum of 200 words. Each answer should have an opinion that is supported with accurate details of historical events and/or people. (25 pts each)

1. What impact did the Treaty of Versailles and the global depression have on Germany and its’ people? In your opinion, could World War II have been avoided?

2. In your opinion, what country had the most effective leader during World War II and why was this person so important?

Assessment/Objectives Table

*Using the points indicated in the initial objective outline (I, II, III) to indicate terminal objectives and (IA, IB, etc.) to indicate subordinate objectives.

|Test Sections |Multiple Choice |Geographical Labeling |Short Answer |Essay |

|Objectives tested |Terminal: III |Terminal: |Terminal: I |Terminal: II |

| | | | | |

| |Sub: |Sub: (IIB #2 and IIE) |Sub: (IA #’s 1, 2, &3) |Sub: (IIA -E) Criticize or|

| |(IIIB #’s 1, 4, 5, 6, 7, |Label all nations of |Summarize the social and |defend the Treaty of |

| |9, 10, 17, & 18) |Europe and analyze post |political structure of |Versailles and debate the |

| |Recognize and understand |WWI Germany concessions |Democratic, Communist, |impact this and the global|

| |the contributions or |and the impact on |and Fascist societies. |depression had on the |

| |impacts of people and |emerging political | |emergence of Hitler and WW|

| |events leading up to WW |parties. | |II. |

| |II. | | | |

| | | | | |

Conclusion

The process of instructional design maximizes the effectiveness of instruction and student learning. After completing all six steps in this instructional design package for my tenth grade World History lesson on World War II, I am confident in the validity of my instruction. Instructional design is an essential process to ensure students are provided with learning opportunities that ensure the greatest chances of success.

References

Smith, P.L., & Tillman, T.J. (2005). Instructional design. Hoboken, NJ: John Wiley & Sons, Inc..

Style List for References, (2007). High School Content Expectations. Retrieved October 9, 2009, Web site:

Style List for References, (2009). Assessment: Find Your Strengths. Retrieved October 9, 2009, Web site:

Retrieved November 22, 2009, from Timeline Web site: .

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Map #2 Europe After World War I

Map #1 Europe Before World War I

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