EMPOWERING

YOUR UPPER
SCHOOL
SCHOLAR
Takisha Reece
DETT 607 (9040)
November 2018
 ■ Background
STORYBOARD – Introduction
– Context and Learner Analyses
CONTENTS – Course Overview
■ Guiding Principles
– Keller’s ARCS Model of Motivation
– Gagne’s Nine Events of Instruction
■ Guiding Learning Theories
– Behaviorism and Constructivism
– Adult Learning Theory
■ Course Design
– Objectives and Outlines
■ The Online Classroom
– Finalsite LMS Navigation
■ References
INTRODUCTION
(Background)
■ Storyboard Audience: This storyboard was prepared by the lead Instructional
Designer for the project design team (instructional designers, multimedia developer,
and LMS programmer).
■ Client: Rigor College Preparatory School
– Rigor College Prep (RCP) is a Pre-K through 12 independent school located in the
suburbs of Washington, DC. The Washington, DC metro area independent school
market is one of the most competitive secondary school markets in the country. The
school has been in existence for 56 years. There are currently 612 total students
enrolled at RCP, with 312 students enrolled in the Upper School where tuition is
currently $33,250. The Upper School at RCP employs several novice teachers, a
larger number of new administrators, and serves an even greater number of
families new to the school community.
 INTRODUCTION
(Stakeholders)
*Parents new to the RCP *Depending on the *Other stakeholders
Upper School (72 new consensus model of include:
families) decision making at RCP,
the instructior could -Administration
*Average age range of either be the: -Faculty
learners is 40-59 years -Students
old - Dean of Faculty
- Learning Specialist
*Moderate fluency with - One of the Department
online technology Heads

Learners Instructor Others

https://pxhere.com/en/photo/1446103
INTRODUCTION
(Understanding our Client)

question Inquiry-Based Learning

QRA– the RCP student-centered
approach encourages students to
question concepts and ideas,
reflect upon inquiry and experience, and
put learning into action.
reflection action

Adapted from SSFS Academics Overview

INTRODUCTION
(Understanding our Client)

This logo has been part of the RCP brand

for many years. “Let Your Lives Speak”
expresses the RCP “philosophy of
educating the whole person so that his or
her life– in all its facets– can reveal the
unique strengths within.”

Let Your Lives Speak

Adapted from SSFS Speaking for our School
Image from https://commons.wikimedia.org/wiki/File:Trefoil-
Architectural-Equilateral-Triangle-interlaced.svg
CONTEXT ANALYSIS

■ Last year RCP adopted a new LMS, on which teachers are mandated to post grades
online. However, this implementation was only accompanied by teacher training on
how to use the LMS, but no complementary parent trainings were provided on how
to effectively engage with the wealth of new information available on the LMS. This
lack of training, coupled with a shift in school culture as it relates to communication
norms between school and home, has resulted in school administration receiving an
increasing number of reactive complaints from both frustrated teachers and
frustrated parents.
■ Stakeholder satisfaction is a key priority due to tuition accounting for 85% of the
school’s operating budget.
■ Additionally, RCP recently added student empowerment as their fifth brand pillar to
distinguish the school from competitors and support the RCP mission.
LEARNER ANALYSIS

■ The audience for this online learning module is one of the school’s primary
stakeholders-- the parents. Out of the 612 students school-wide there are 147 new
families, 72 of which have students enrolled in the Upper School.
■ According to the RCP Financial Aid office, it is estimated that all Upper School
families except six have internet access at home, but all families have access to the
web through cell phone carrier service.
■ The average age range of learners is 40-59 years old
■ Based on annual RCP surveys, parents report moderate fluency with online
technology.
GUIDING PRINCIPLES
(Gagne’s Nine Events of Instruction)
■ Gagne’s Nine Events of Instruction are a key foundational component of instructional
design because they provide a guideline of what learners need to maximize retention and
transfer.

https://www.valpo.edu/vital/files/2015/12/gagne_nine_events.pdf
GUIDING PRINCIPLES
(Gagne’s Nine Events of Instruction)

Event of
Marker Elements in learning design for this course
Instruction
Multimedia presentation of an anecdote used to gain
Event 1: attention. Video messages from instructor are
G1 Gain attention presented at the beginning of each week to preview the
week and review highlights from the previous week.
Event 2: Learning objectives for each module (week) are
Inform learner of presented. All learning objectives are accessible on the
G2
the learning course LMS via the Syllabus in the Resources folder.
objectives
Event 3: A reflection exercise serves as a pretest to stimulate
G3 Stimulate recall of prior knowledge.
prior knowledge
GUIDING PRINCIPLES
(Gagne’s Nine Events of Instruction)

Event of
Marker Elements in learning design for this course
Instruction
Clear language is used to present the content, without
Event 4:
use of seductive details that will detract from learning.
G4 Present content to
Discussion boards and how-to document tutorials are
be learned
utilized.
Event 5: Positive and negative examples are modeled throughout
G5 Provide learning the course content. Clear language is used.
guidance
Learners are required to actively demonstrate
Event 6:
understanding through course activities. Learners are
G6 Elicit performance
given the opportunity to practice their newly acquired
(practice)
skills with their students each week.
GUIDING PRINCIPLES
(Gagne’s Nine Events of Instruction)

Marker Event of
Elements in learning design for this course
Instruction
Learners receive peer feedback and instructor
feedback via discussion boards. The instructor
G7 Event 7: provides timely feedback (within 5 days) on all
Provide feedback assignments using the course rubric, as well as
monitors the “questions” area of the discussion
board.
Event 8: Learners maintain a learning reflection journal. Each
G8 Assess module’s objectives are scored against the rubric.
performance
Event 9: Learners apply what they learned with their own
G9 Enhance students each week of the course and continue
retention and throughout the four years of high school.
transfer
 GUIDING PRINCIPLES
(Keller’s ARCS Model of Motivation)
■ Keller’s ARCS Model of Motivation is based on the idea that people need motivation to
learn, and instructional designers are responsible for designing learning environments
which capture learner interest and keep learners engaged throughout the course.
Keller, J. M., & Litchfield, B. C. (2002). Motivation and performance. In Reiser, R. A. & Dempsey, J. V. (Eds.), Trends and issues in
instructional design and technology (pp. 83-98).

https://i.pinimg.com/736x/de/fe/ef/defeef3f2462aaa9ac8760018038e7b2.jpg
GUIDING PRINCIPLES
(Keller’s ARCS Model of Motivation)
Marker ARCS component Elements in learning design for this course
Use two truths and a fib as an icebreaker at the onset of the
course to build community. The course is highly organized and
A Attention the instructor checks the discussion boards daily to clarify
lingering questions. An attitude of inquiry is stimulated by posing
open ended discussion questions.
Content is directly tied to the learners’ experience by necessity,
R Relevance since every enrolled participant (parent) has a student enrolled in
the RCP Upper School.
The design encourages participants to share out their success
C Confidence and failures with the group via discussion boards so each
individual can see growth and know growth is possible.
Building in reflection to the learning design, having authentic
S opportunities to apply new knowledge, and motivating learners
Satisfaction
through positive feedback and timely will improve learner
satisfaction.
 GUIDING LEARNING THEORIES

*A change in observable *Learners have an active *Learning draws from life

behavior indicates whether role in constructing experiences, is problem-
or not learning has meaning and centered, collaborative,
occurred understanding based on student-driven, authentic,
their experiences and directly applicable
*Learner is responsive to
environment *No predetermined *Learners possess
correct answer intrinsic motivation
*Focus is on developing
habits *Situated learning

*Knowledge is acquired *Knowledge is created

Adult Learning
Behaviorism Constructivism
Theory

Ertmer, P. A. and Newby, T. J. (2013). Behaviorism, Cognitivism, Constructivism, Performance Improvement Quarterly, 26(2), 43-71.
COURSE OVERVIEW

To promote student empowerment by fostering collaborative

Course Goals home-school partnerships and to improve stakeholder
satisfaction
Course Structure Three 1-week modules
Asynchronous
Section 508 compliant content
(https://www.hhs.gov/web/section-508/making-files-
accessible/index.html)
Target Learners All families (parents) new to the RCP Upper School
COURSE DESIGN
(Learning Objectives)

■ Well written learning objectives lend themselves to targeted and well designed
assessments by guiding instructional design. Learning objectives are written with
strong action verbs clearly identifying what the learner should be able to do and how
learning will be assessed.

Shank, P. (2005). Writing learning objectives that help you teach and students learn (Part 2). Online Classroom.
COURSE DESIGN
(Learning Objectives)

Module 1 Common Goals Assessment

Identify examples of communication
Objective that encourage and discourage
collaborative home-school partnerships,
(terminal): when presented with sample parent-
initiated emails and conversation
starters.
Individual multiple choice assessment
that requires learner to correctly identify
examples of communication that
encourage and discourage collaborative
home-school partnerships
COURSE DESIGN
(Learning Objectives)

Module 2 Navigating the LMS Assessment

Navigate the Finalsite gradebook and Individual assessment which requires
Objective Finalsite Dropbox to read teacher learner to successfully navigate the
comments to categorize areas of Finalsite gradebook and Finalsite
(terminal): student need and areas of student Dropbox to read teacher comments and
success, given an LMS password. categorize areas of student need versus
1. Locate the LMS page on the RCP areas of student success
Objective school website and log in.
2. Navigate the LMS gradebook and
(enabling): Dropbox to read grades and teacher
comments.
3. Identify gradebook categories
assessed in each of their student’s
courses.
COURSE DESIGN
(Learning Objectives)
Module 3 Conversations that Count
Compose two conversation starters
Objective that empowers the student, given the
receipt of a teacher email informing you
(terminal): that your student earned a poor grade
on a recent assessment.
Assessment
Video recording of two composed
conversation starters that empowers
the student, uploaded to the LMS
Dropbox
 MODULE 1
(Outline)
Module 1 Common Goals
Terminal Objective When presented with sample parent-initiated emails and conversation starters,
successfully identify examples of communication that encourage and discourage
collaborative home-school partnerships.
Course Resources Parent anecdotal video interview
Welcome email from Head of Upper School
Selected parent-initiated emails that are both encouraging and discouraging
Selected parent conversation starters that are both encouraging and discouraging
Assessment rubric
Individual Activities Connect on social media (collaboration) ADULT LEARNING THEORY
Reflection (as a pre-assessment) BEHAVIORISM
Discussion threads
Assessment BEHAVIORISM due to presentation of a stimulus (multiple choice question) eliciting a
Alignment generalized sorting response, emphasis on mastering early steps

Discussion Topic Two truths and a fib

What are the traits we hope to instill in our students
Due Date End of week 1
COURSE DESIGN
(Sample Resource– Welcome Letter)

Excerpts from SSFS 2018 Welcome Letter

COURSE DESIGN
(Sample Resource– Parent emails)

From my personal email inbox

MODULE 1
(Rubric)

Holding your scholar

Empowering In progress
back

▪ Correctly identifies ▪ Correctly identifies ▪ Correctly identifies

all examples of most (greater than fewer than 80% of
communication that 80%) examples that examples that
Module 1 encourage and encourage and encourage and
discourage discourage discourage
collaborative home- collaborative home- collaborative home-
school partnerships school partnerships school partnerships
 MODULE 2
(Outline)
Module 2 Navigating the LMS
Given an LMS password, navigate the Finalsite gradebook and
Terminal Objective Finalsite Dropbox to read teacher comments to categorize areas of
student need and areas of student success.
LMS login
Course Resources Assessment rubric
Reflection CONSTRUCTIVISM
Individual Activities Discussion thread
BEHAVIORISM due to presentation of a stimulus (teacher comments)
Assessment Alignment eliciting a generalized sorting response, emphasis on mastering early
steps
Sharing out personal stories of accomplishment and failure when
Discussion Topic attempting to engage students in conversation
Due Date End of week 2
COURSE DESIGN
(Sample Resource– LMS login page)
MODULE 2
(Rubric)

Holding your scholar

Empowering In progress
back

▪ Successfully ▪ Successfully ▪ Unable to navigate

navigates the Finalsite navigates the Finalsite the Finalsite
gradebook and gradebook and gradebook and
Finalsite Dropbox to Finalsite Dropbox to Finalsite Dropbox to
read teacher read teacher read teacher
Module 2
comments to comments, but not yet comments to
categorize areas of able to categorize categorize areas of
student need and areas of student need student need and
areas of student and areas of student areas of student
success success success
 MODULE 3
(Outline)
Module 3 Conversations that Count
Given the receipt of a teacher email informing you that your student
Terminal Objective earned a poor grade on a recent assessment, compose two conversation
starters that empowers the student.
Sample teacher email informing parent that student earned a poor
Course Resources grade on a recent assessment
Discussion thread
Individual Activities Reflection journal CONSTRUCTIVISM
CONSTRUCTIVISM due to learners actively participating in process of
knowledge application and transfer, situated learning, authentic task
Assessment Alignment ADULT LEARNING THEORY due to content being experiential, relevant,
and directly applicable
Parent guide to student empowerment, top 5 list of do’s and don’ts
Discussion Topic

Due Date End of week 3

COURSE DESIGN
(Sample Resource– Teacher email)

From my personal email sent box

MODULE 3
(Rubric)

Holding your scholar

Empowering In progress
back

▪ Composes two ▪ Composes one ▪ Unable to compose

conversation starters conversation starter conversation starters
Module 3
that empowers the that empowers the that empowers the
student, via video student, via video student
 THE ONLINE CLASSROOM
(Home screen– Instructor View)
Navigation bar Student search

Course title Editing icon

THE ONLINE CLASSROOM
(Home screen– Student View)

G1

Presenting content
and providing
learner guidance
can occur in module
G4 overview and
announcements on
home page
G5

R
THE ONLINE CLASSROOM
(Discussion threads)

G6

G7

C G1 G1

S A A
THE ONLINE CLASSROOM
(Resources Folder Grid View)
The Resource
Folders are the
primary repository
for presenting
relevant content
and guidance for
learners
View can toggle between
grid view and list view
Syllabus Content Case Studies

G4

G5
Videos

R
THE ONLINE CLASSROOM
(Resources Folder List View)

View can toggle between

grid view and list view
 THE ONLINE CLASSROOM
(Within a Resource Folder)
Course syllabus
contains learning
objectives

G2

A
THE ONLINE CLASSROOM
(Dropbox)

Where assignments,
such as the Module 3
video, are submitted
THE ONLINE CLASSROOM
(Editing the Dropbox)

G8

Within Dropbox, G9
assignment details and
rubrics can be linked S
THE ONLINE CLASSROOM
(Course Calendar)

Calendar events can be

viewed via month, week,
or day

Current day is
highlighted
REFERENCES

■ Ally, M. (2008). Foundations of Educational Theory for Online Learning in T. Anderson

(Ed.), The Theory and Practice of Online Learning. (pp. 15-44).
■ Ertmer, P. A. and Newby, T. J. (2013). Behaviorism, Cognitivism, Constructivism,
Performance Improvement Quarterly, 26(2), 43-71.
■ Gagne, R. M., Briggs, L. J., & Wagner, W. W. (1992). Principles of instructional design (4th
ed.). Retrieved from
https://hcs64.com/files/Principles%20of%20instructional%20design.pdf
■ Gregory, J. (2015). Gagne’s Nine Events of Instruction. Retrieved from
https://www.valpo.edu/vital/files/2015/12/gagne_nine_events.pdf
■ Keller, J. M., & Litchfield, B. C. (2002). Motivation and performance. In Reiser, R. A. &
Dempsey, J. V. (Eds.), Trends and issues in instructional design and technology (pp. 83-
98).
■ Shank, P. (2005). Writing learning objectives that help you teach and students learn
(Part 2). Online Classroom.
REFERENCES

■ Spencer, J. (2017, May 27). Student empowerment [Image]. Retrieved from

http://www.spencerauthor.com/fidget-spinners-student-ownership/
■ Spencer, J. (2017, May 27). Student agency [Sketch]. Retrieved from
http://www.spencerauthor.com/fidget-spinners-student-ownership/
■ SSFS Academics Overview (n.d.). QRA [Image]. Retrieved from
https://www.ssfs.org/academics/overview
■ SSFS Speaking for our School [Brochure]. (n.d.) n.p. Retrieved from
https://www.ssfs.org/uploaded/images/Test_-
_New_Webpages/Portal_Pages/Speaking_for_our_School.pdf