Instructional Design Packet

Comprehensive Instructional Design Packet

Lindsay Hardin
University of West Georgia
MEDT 7490

Instructional Design Packet

Client: Tamsen Boone, 8th grade language arts teacher, Trickum Middle School
Contact information: tamsen_boone@gwinnett.k12.ga.us
Instructional Problem:
The teacher is new to 8th grade language arts. She has been using vocabulary in her
previous grade, but she is new to the vocabulary for 8th grade. She understands the importance
for students to understand the vocabulary they are receiving instruction on, but struggles with
how to improve their understanding of vocabulary beyond simple memorization. Tamsens
current vocabulary unit requires students to create flashcards with the definition and word on
them.
The Redesigned Lesson:
Through restructuring the way students interact with their vocabulary, we hope to
improve their understanding of the word. A video, created through Powtoon, will show students
the new way in which they will interact with their vocabulary words. It will also have an
example for students to use when creating their vocabulary flip book. One of the problems
mentioned by Tamsen is that the students lose their vocabulary notecards, so the way students
create their vocabulary words will change to fit in their interactive notebook. Students will then
be expected to keep their dictionaries updated in the front of their notebook. The teacher will
continue to revisit the vocabulary throughout the year to reinforce the vocabulary taught.
To continue reinforcing the use of vocabulary in language arts, students will complete a
follow-up assignment once all of the vocabulary words have been covered. The assignment will
give students the opportunity to show their understanding of the vocabulary word through a
visual representation. Students will create either a comic strip, graphic novel, or infographic
about the word. Students will present their creation to the class. The teacher can then display the

Instructional Design Packet

visual representations around the room. This will help to create a visual word wall for the
students to reference throughout the year.
Evaluation:
The teacher will utilize the academic vocabulary throughout the semester to reinforce the
use of the vocabulary. The teacher will also be able to assess the understanding of the vocabulary
through the scale included on the vocabulary booklets. Students will rate their understanding of
the vocabulary word on the booklet, and it will help the teacher assess the need of remediation
and further explanation of the vocabulary words.
Beyond the formative assessment through the use of the vocabulary booklet, the teacher
will also be able to assess student understanding of the vocabulary words through the final
project. Students will need to have a full understanding of the word in order to complete the final
project. The teacher will be able to easily tell how students understand the words through the use
of a rubric. Students will also have to discuss their visual to show further understanding.
Vocabulary Graphic Organizer:
The teacher will utilize the graphic organizer on page 4 to instruct students on the
vocabulary words during the unit. The organizer can be cut apart and glued together to form a
booklet at the beginning of their interactive notebook. The teacher will use an informational
video created on PowToon to explain the assignment to students. The PowToon can be accessed
through the following link: PowToon. The PowToon will allow the teacher to show the example
multiple times as students get used to the new way of learning the vocabulary. It will also
provide the teacher the opportunity to post the video on her website as a reference for students if
they are confused or for new students who move into the class. The template is blank to allow the
teacher to fill in the words that the students will be learning in the first unit.

Instructional Design Packet

In a sentence:

In a sentence:

Nonverbal representation: Other

examples:

My own definition:

In a sentence:

Nonverbal representation:
Other

examples:

My own definition:

1 2 3
4

Nonverbal representation:

Other examples:

My own definition:

In a sentence:

1 2 3
4

Nonverbal representation:Other

examples:

My own definition:

1 2 3
4

1 2 3
4

Instructional Design Packet

Vocabulary Assignment Sheet and Rubric:

Vocabulary Assignment
Your assignment will be to create a comic strip, infographic, or graphic novel utilizing the
vocabulary we have been learning throughout the unit. You must use at least two vocabulary
words from your booklet in your comic/infographic/or graphic novel. The goal of your visual is
to inform someone unfamiliar with the word the definition of the word. Your visual should rely
on visuals more than written words! You will present your visual to the class, and they will be
posted around the room after presentations!
Example:

Rubric:

Content
(40%)

Exceeds
Expectations

Meets Expectations

Almost meets
expectations

Does not meet

expectations

40pts-The
student includes
two vocabulary
terms in their
visual and shows
mastery of the
words.

30pts The student

includes two
vocabulary terms,
but there is
misunderstanding
about the meaning
of the words.

20 points The
student includes one
word and shows
mastery of the
meaning of the word.

10 points - The
student only
included one word
and does not show
mastery of the word.

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Visuals
(20%)

20 pts The
student includes
visual
understandings
of the definition
of the word.

15 pts- The students

visual leads to
confusion about the
meaning of the
word.

10 pts The student

does not include a
clear visual of the
word.

5 points- The visual

of the word does not
correlate with the
word chosen.

GUMS
(20%)

20 pts Very few

mistakes in the
visual.

15pts A few
mistakes in the
visual, some
contributing to
difficulty in
understanding the
visual.

10 points - Several
mistakes that
contribute to difficulty
in understanding the
visual

5 points Multiple
mistakes leading to
extreme difficulty in
reading and
understanding the
visual.

Presentation
(20%)

20 pts - The
student is ready
to present on the
day assigned.

15 The student was

ready to present, but
the presentation was
not well-rehearsed.

10 points- The
presentation was not
ready on the
assigned day, but
was well-rehearsed
when presented.

5 points- The
student was not
ready to present,
and the presentation
was not wellrehearsed.

Solution Rationale:
This solution solves the problem because it is utilizing several concepts discovered
throughout this course. The first is the use of the PowToon. The PowToon uses the Multimedia
Theory to ensure that students understand the assignment. Visuals were used to reinforce the
concepts on the slides. The personalization principle is used in the assignment to allow students
to make the definitions personal to themselves. Also, students will use the same principle to
assign their understanding of the word to a picture. Using the Dual Coding Theory, students will
see their written definition along with their visual representation. This will help students
reinforce their own understanding of the word through the use of both parts of the brain.
The vocabulary assignment is a solution to the instructional problem because of the
understanding required by the students to create the visual. Students will have to have a clear
understanding of the word in order to create the visual. This assignment allows students to
creatively express their understanding of the word. As we discovered in Project 3, the use of
comic strips allow students to infuse humor into their learning. In addition, comic strips utilize

Instructional Design Packet

the multimedia principles and elements of contiguity and personalization to increase

understanding. This assignment will help students explain their thinking through their
presentation as well.
Standards Utilized:
This redesigned unit utilizes several of the ACRL Visual and Literacy Competency
Standards. This project teaches students about standard 5 in the ACRL Standards. Standard 5
requires students to use images and visual media effectively. The learning outcomes for this
standard align with the unit because students will have to choose their images carefully to get the
biggest impact in their visual.
This unit also utilizes Standard 6 in the standards because it states that students will
design and create meaningful visual media. This project aligns with this standard because it
requires students to show their knowledge through the visuals that they create. The students will
need to decide on the best use of their visual that aligns with the purpose of the project. The
learning outcomes can be measured with the completion of the vocabulary assignment.
Reflection:
I thoroughly enjoyed completing this project. It was time intensive to plan all the unit and
design the instruction and assignment, but it allowed me to redesign instruction with visual
literacy in mind. I enjoyed working in a content area that allowed me to start thinking about the
redesign I want to start in my own content.
One challenge of this project was the disappearance of Bitstrips for Education. I have
used this before and was excited to use it again. When I logged on to the website, I was
discouraged to see that it was disabled. Janet and I used Storyboard That for Project 3, so I had
website to fall back on.

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This project featured the culmination of all of the knowledge that I obtained throughout
the course. I had to design the instruction with the information learned throughout the semester
in mind. I also had to apply this information to make sure that I created the assignment with
student learning in mind. Overall, this assignment was a powerful conclusion to this semester.

Instructional Design Packet

9
References

Hattwig, D., Burgess, J., Bussert, K., and Medaille, A. (2011). ACRL Visual Literacy
Standards for Higher Education. http://www.ala.org/acrl/standards/visualliteracy.