Running Head: INSTRUCTIONAL DESIGN PLAN

Comprehensive Instructional Design Plan

Funmilayo Ogunbowale-Camp
University of West Georgia
December 1, 2016

INSTRUCTIONAL DESIGN PLAN

The Client
The client is a local middle school teacher of students with disabilities. She teaches a
small group of 12 students who writing abilities greatly vary. On average, students struggle
during the brainstorming and drafting stages of the writing process. Many students show a
concerning disinterest in writing with very little effort given when asked to perform a longer
writing task. The client would like to reiterate the importance of going through the writing
process while promoting good writing habits that would get more students engaged in writing.
The Problem
My client is a Special Educational teacher who works with middle school students and is
seeking better techniques to develop students writing skills. The client has expressed concerns
with students inability to generate ideas with given specific writing topics to generate and
elaborate on. In previous years, the client usually uses a powerpoint presentation to explain and
teach the different stages in the writing process for students. The powerpoint presentations are
normally very simple consisting of only text and tips for students as they prepare to engage in the
writing process. My client has always provided her students with a writing prompt in a written
format. Students often struggle with the brainstorming and drafting process because they have
had a difficult to remembering the steps in the writing process and produce ideas to write about.
The client believes that students may either not have enough background knowledge to generate
ideas for writing or the students are having a difficult time connecting to the topic and
envisioning it.
The Instructional Design Model

INSTRUCTIONAL DESIGN PLAN

The instructional design model that will be used to address the instructional problem that
my client is facing will be the ADDIE Model. In the ADDIE model there are five different
components: Analysis, Design, Development, Implementation, and Evaluation.
1. Analysis: The re-designed lesson plan is intended to teach 12 middle school students
with disabilities the major stages in the writing process and engage them in writing by
providing an alternative to the typical writing prompt. Students have expressed their
apathetic feelings toward writing.
2. Design: Based on previous writing assignments, the client has identified the need to
reteach the writing process and find a way to engage them in their writing so that
students will be more enthused about writing. To meet this need, a lesson plan has
been designed which consisted of several visual and media resources to challenge
students, hold their attention, teaching the writing stages in a memorable way, and
promote good writing habits while utilized an innovative strategy to engage student
learners.
3. Development: A visual story board has been created to replace the mundane writing
prompt that students have become frustrated with. The visual story board is made of
several visuals of a vacation location for students to create a descriptive story to.
Additionally, an infographic chart has been developed to reteach the writing stages to
students. This infographic will remain on display to act as a guide for students as they
progress through the writing process.
4. Implementation: During the implementation of the instructional re-design lesson, the
client should make periodic check points to ensure that students are understanding.
The client may want to consider focusing on one to two stages per class period so that
students are not overwhelmed with the amount of information they are being given.

INSTRUCTIONAL DESIGN PLAN

The final lesson could consist of students writing about the visual story board while
going through each of the previously taught writing stages.
5. Evaluation: The client should base the effectiveness of the instruction re-design
lesson based on the students performance on the final writing assignment. The
student writing rubric should be utilized to determine students mastery in writing.
The client should also consider the following questions: Did the student show an
understanding of each step of the writing process? Is there evidence that the student
took the time to complete each stage in the writing process?
A Description of the Re-designed Lesson
The re-designed lesson includes an informative infographic to reteach the five stages in
the writing process. The infographic includes a combination of appropriate visual illustrations
and informational text to appeal visually to students while providing important information. My
approach to revising the clients lesson will include the use of a visual story board instead of
writing prompts, and the use of an infographic or video instead of a powerpoint presentation.
Also, a re-designed writing prompt has been created. Instead of providing students with a writing
prompt that asks students to write about their dream vacation, visual images of a vacation
location have been strategically placed to create an appealing visual story board.
The Methods to Assess/Evaluate the Lesson
In order to evaluate the effectiveness of the lesson, the method used to will consist of
continuous formative assessment given by the teacher to identify student learning throughout the
teaching and learning process. As a summative evaluation to determine students overall learning
of the lesson, students will engage in a writing activity requesting each student to work as
independently as possible through each step in the writing process. The teacher should use the
visual story strip for students to write about and illustrate their learning of the writing process.

INSTRUCTIONAL DESIGN PLAN

The teacher may opt to conduct a class brainstorming activity to guide students in the beginning
stages of the writing process. The ending grades, based on the grading rubric, should be
compared to students prior writing activities to gauge the effectiveness of the lesson.
The Best Solution
Many informative concepts, skills, and resources were taught and adopted from this course. Of
the many different things taken from this course, the best solution to the clients writing problem
include the use of a more innovative, student centered method to teaching the writing process
and combating student apathy for writing. An infographic was selected because it is informative,
innovative, and visually intriguing. Students could later be paired into groups to create their own
infographics to demonstrate their knowledge of the writing process. Secondly, for many of the
same reasons mentioned a visual story board was implemented in the re-design of this lesson.
The visual story board requires students to use their imagination and creativity to make
connections with the illustrations in order to develop a detailed and descriptive paper.
ACRL Visual and Literacy Competency Standards
In order to address the below mentioned ACRL Visual and Literacy Competency Standards, I
intend to provide multiple opportunities throughout the lesson for students to have practice and
show mastery of each standard.
Standard 3 and 4: The visually literate student interprets and analyzes the meanings of images
and visual media.
With the writing process infographic, students will be guided to interpret and analyze the
visual media and images so that the student may gain a deeper understanding of the different
stages in the writing process. Students will not only be provided with the information in written
form, but students will have visual media to examine and decode to guide their learning of the

INSTRUCTIONAL DESIGN PLAN

steps for writing. The visual storyboard or photographical sequence requires students to use their
visual skills to interpret and analyze to be able to make meaning of the given images and
creatively develop a storyline from the images.
Standard 5: The visually literate student uses images and visual media effectively.
Students should also be given the opportunity to develop their own infographics to
demonstrate their ability to use appropriate images and create visual mediathis may also be
done in a group setting. Additionally, providing students with the opportunity to develop their
own photographic story line with just a few pictures for a peer to write about and practice the
writing process is a good way to allow students to demonstrate their ability to use images and
visual media effectively.
Reflection on challenges
This was a nice culminating activity to assess my learning through this course. A few
things that I found challenging were identifying and creating the perfect lesson with supportive
resources to fit the students needs and resolve the clients writing issue with her students.
Throughout the process, I had to keep in mind the students writing weaknesses, their overall
feelings toward writing in general, and the students learning abilities since this is a classroom
composed of students with various learning disabilities. As I evaluated and reflected on what had
taken place in previous lessons and prior writing activities, I felt that keeping the students
engaged and showing how fun writing could be, would be the key to combating their negative
attitudes toward writing so that we could then teach them how to be better writers.