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ECE210 Instructional Design Unit Template
ECE (340)
Grand Canyon University
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Instructional Design Unit
Undergraduate
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Instructional Design Topic 1: The Learning Cycle
Learning Cycle
- Pre-assessment and Standard Alignment
a. Definition: Assessing children’s knowledge and skills prior to implementing a curriculum in a new class and using “feedback from this assessment can help you calibrate your course appropriately” (Carnegie Mellon University, n.)
b. Example: “Writing Appropriate Questions for Self-Assessments” (Carnegie Mellon University, n.) This helps teachers gain deeper insight on where their students are academically; they can ask “Who, what, where, when, why and how?” or use multiple choice Questions about a specific topic without making it seem like a quiz and collect their responses and tally up the knowledge and skills range of the entire class holistically.
c. Resources: Carnegie Mellon University, n. Prior Knowledge Self- Assessments. Retrieved from: cmu/teaching/assessment/priorknowledge/selfassessments.htm l
- Instructional Strategies
a. Definition: Strategies that “encompass any type of learning technique a teacher uses to help students learn or gain a better understanding of the course
Learning Cycle
Preassessment and Standard Alignment
Instructional Strategies
Assessment (formative and summative)
Review the assessment data
Reteach (group and/or individual)
Reflect (apply to next lesson)
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calculate a grade for each student
- Review the assessment data
a. Definition: Applying some sort or rating scale or grade for the collected assessment data to gauge where and which students are academically after several pre-assessment and strategic instructions have been implemented.
b. Example: Design and using a rubric. “rubrics can be used to provide feedback to students on diverse types of assignments, from papers, projects, and oral presentations to artistic performances and group projects.” (Carnegie Mellon University, n) Rubrics can also be offered to students in advance for extra support in guiding instructions and objectives and offers less stress for students and helps with time management skills.
c. Resources: Carnegie Mellon University, n. Prior Knowledge Self- Assessments. Retrieved from: cmu/teaching/assessment/priorknowledge/selfassessments.htm l
- Reteach (group and/or individual)
a. Definition: An instructional tool that reoffers previous academics and learning for students who appeared to struggle during assessment ad evaluation. Reteaching “means "teaching again" content that students failed to learn. Some form of assessment always accompanies reteaching; such assessments reveal student misconceptions or errors in understanding, which clarify which content the teacher must reteach.” (Marzano, 2010)
b. Example: After seeing a pre-k student struggling with their first sight words with flash cards, the teacher reteaches and offers a different approach by using an educational app on a school tablet to help with first words sounds and pronunciations.
c. Resources: Marzano, R. 2010. Art and Science of Teaching/Reviving Reteaching. ASCD. Volume 68, Number 2. Retrieved from: ascd/publications/educational-leadership/oct10/vol68/num02/ Reviving-Reteaching
- Reflection
a. Definition: A moment where teachers and students can reanalyze on their progress and perform a final self-assessment. “The purpose of reflection is to
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encourage students to consider what they have learned. Like a few other instructional strategies in this list, it also gives the teacher an idea of where students stand on a topic or issue so they can use this information to help better prepare for the next lesson.”
b. Example: Classroom Survey: The Teacher can offer the class index cards and ask questions about not only what they learned, but what was the easiest way for them to learn it. This would be entirely biased coming from the students and based on their own personal growth in the classroom. Students could also be asked what about the teachers’ methods were useful and what can be improved.
c. Resources: Persaud, C. 2018. Instructional Strategies: The Ultimate Guide. Retrieved from: tophat/blog/instructional-strategies/
Learning Cycle Summary
Based on my research, I have drawn several conclusions that support the concept of how the learning cycle is developmentally appropriate and promotes growth for young students. This learning cycle offers several components that not only offer purposeful learning, but flexibility as well which it vital to early education. Flexibility is needed as students sometimes adapt and change their way of thinking; therefore, as educators we must applying our teaching based on how they learn. The Learning cycle also offers teachers opportunities to grow in their teaching methods as well as they eventually receive new students; previous instructional strategies may not always work for the next class. This model also proposes several ways to make sure all types of students are included, and no child would be left behind. There can be a multitude of children who require special needs based on these circumstances can benefit from this model because it’s so adjustable and can be subject to change at any given time. Children with learning or physical disabilities can benefit from this model. Children who also come from different cultural and ethnic backgrounds would receive extra support as well. This learning cycle is 100% designed and altered and based on observations by the teacher alone; therefore, results from assessments would be very accurate. Unlike a 504 plan, IEP or an RTI Model, this can be completely directed and tailored to each students’ specific needs and address the entire classrooms needs as well. After careful reflection, I choose two instructional strategies for Pre-K that I intend to teach. First, I would use design a daily calendar (for visual aid purposes) to help my students learn the daily routine. This will help them prepare for transitioning from one activity to another. The calendar will also include sight words to promote their phones and reading comprehension. Second, I would like to incorporate hands on materials for mathematics. Children as this age still explore through play and best with their hands. Such materials that can be used for counting and sequencing such as popsicle sticks and each popsicle stick can also be used to create number sentences by labeling each one with a number and a plus or minus sign. This type of activity would be self-paced as they can add or subtract as many popsicles sticks as they want.
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Instructional Design Topic 2: Pre-Assessment and Standard
Alignment
Birth to Pre-K
Age: 18 Months Age: 4 Years
Early Learning Standard: NYS EARLY LEARNING GUIDELINES DOMAIN 1 – Physical Well-Being, Health and Motor Development. STANDARD B – Fine Motor Skills
Early Learning Standard: NYS Pre-K Foundation Common Core DOMAIN 3 - Social and Emotional Development STANDARD 2 – Self Concept and Self Awareness
Objective: Observe an 18-month-old – “Transfers small objects from hand to hand” “Puts objects in and empties objects out from containers” “Picks up object with thumb and forefinger”
Resources: NYS Early Childhood Advisory Council. 2012. New York State Early Learning Guidelines. Page 27. Retrieved on Sept 8, 2019 from:ccf.ny/files/7813/8177/ 85/ELG
Objective: “Describes himself/herself using several different characteristics.” “Compares and/or contrasts self to others (e., physical characteristics, preferences, feelings, abilities)” “Identifies the range of feelings he/she experiences, and that his/her feelings may change over time, as the environment changes, and in response to the behavior of others.” Resources: New York State Department of Education. Board of Regents, 2011. New York State Prekindergarten Foundation for the Common Core. Page 15. Retrieved on September 8, 2019 from:p12.nysed/earlylearning/standar ds/documents/PrekindergartenFoundationfortheCom monCore
Pre-Assessment and Standard Alignment Summary
Assessment: In order to properly align this objective with the standard, first you must supply materials that are age and developmentally appropriate. For an 18- month-old, because they still tend to place objects in their mouths to soother their sense of oral fixation, they must be
Assessment: In order to properly align this objective with the standard, an activity designed to help promote children demonstrate an increasing sense of awareness of themselves and others. One example can be an art activity/game where children are provided with dry erase boards, markers and a mirror. Students will be
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chewable infant toys. By proving teething toys, you are not only implementing safe practices, but also avoiding interrupting the child from performing the task. The goals and objectives of this activity promotes children’s abilities to refine, enhance and strengthen their fine motor skills. This is measurable because you can time how long it takes for the child to perform this activity and keep track of how many times, they can complete it. You can also observe the grasp/punching technique that the child is using and gain a sense if he/she are struggling or not.
instructed to draw self-portraits. Students will be asked to reflect times when they were sad, happy, silly and angry, and then prompted to draw themselves with these feelings. Students will be asked to pick one feeling to present in their portrait to the class and (if comfortable) explain why they selected that feeling and what happened during that emotion. Students will be asked for follow up questions to relate to the presenter and will be asked how to identify different types of emotions based on certain facial features (frowning eyes, pouting lips etc.) This activity motivates the students to describe themselves, describe others and identify their own feelings while comparing them to their classmates.
Kindergarten to Grade 3
Grade: Kindergarten Grade: 3
State Standard: NYS P-12 COMMON CORE LEARNING STANDARDS FOR MATHEMATICS CLUSTER A: Counting and Cardinality – STANDARD 1: Count to 100 by ones and by tens
State Standard: NYS P-12 COMMON CORE LEARNING STANDARDS FOR ELA LANGUAGE STANDARD: Conventions of Standard English 2: Demonstrate command of the convention of standard English, Capitalization, punctuation and spelling when writing.
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learning to practice counting by ones and tens. Once the class reaches 100, the class will count all the pennies and all the dimes and demonstrate that and understanding of the numeric equivalency between 100 pennies (representing ones) and 10 dimes) representing tens). Performing his task
skills.
Instructional Design Topic 3: Instructional Strategies
Select one standard and one objective from birth to pre-K and kindergarten to grade 3 that you created in Topic 2 and copy/paste them below.
Birth to Pre-K: Kindergarten to Grade 3: State Standard: 18 Months Early Learning Standard: NYS EARLY LEARNING GUIDELINES DOMAIN 1 – Physical Well- Being, Health and Motor Development. STANDARD B – Fine Motor Skills
Resources: NYS Early Childhood Advisory Council. 2012. New York State Early Learning Guidelines. Page 27. Retrieved on Sept 8, 2019 from:ccf.ny/files/ 813/8177/1285/ELG
State Standard: Grade 3 Early Learning Standard: NYS Pre-K Foundation Common Core DOMAIN 3 - Social and Emotional Development STANDARD 2 – Self Concept and Self Awareness
Resources: New York State Department of Education. Board of Regents, 2011. New York State Prekindergarten Foundation for the Common Core. Page 15. Retrieved on September 8, 2019 from:p12.nysed/earlylearning/standards/documents/Preki ndergartenFoundationfortheCommonCore
Objective: Objective:
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Transferring objects from one hand to another and into and out of a container
Compares and/or contrasts self to others (e., physical characteristics, preferences, feelings, abilities)”
Direct Instruction Strategies (include the modeling strategies for instruction, guided practice activity that would be whole group to check for understanding, and an independent practice activity). Copy and paste the assessment from Topic 2. Be sure to revise if necessary.
Model: Demonstrate for the 18-month- old child by squeezing water from several different types of bath/water play toys. These can be sponges, washcloths, or loofahs. Caregiver will repeat several times with each water toy by squeezing then placing in container to water again to squeeze into another container.
Model: Teacher will demonstrate a self-portrait based on what she sees in the mirror. Teacher will then ask for assistant teachers help to compare her facial features and attributes. Lastly, both the teacher and assistant teacher will swap portraits and verbally express what they observe as similar and different.
Guided Practice: During sensory exploration time, children in groups of 2-3 will share and take turns placing water toy inside a water table and continuously squeeze out the water until no water is left, then place back into the water.
Guided Practice: Students in groups of 2 we be asked to complete their own self- portraits and be provided with hand mirrors.
Independent Practice: During independent, children will be asked to transfer water from one container filled with water by placing water toy in it, removing it and squeezing it over another empty container until its full.
Independent Practice: With the same partner students will be asked to swap portraits, discuss and make a list of all the deference’s and similarities they see individually by looking at their partners portrait and themselves in their own hand mirror.
Assessment: The objective is aligned with the early learning standard since it directly approaches a specific developmental milestone. It is also measurable as you can observe how much water is being retained, transferred and squeeze from the bath toy from the full container to the empty
Assessment: The objective is aligned with the academic learning standard as it targets students’ abilities to use language to describe themselves and their classmates. The objective is observable and measurable as the teacher can view their students written Reponses. This activity also assesses student socialization and interactions through their observed verbal expressions.
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Instructional Design Topic 4: Engagement and Individualized
Learning
Using the same standards and objectives from Topics 2 and 3, you will develop an anticipatory set, a plan for individual needs, differentiation strategies, and closure.
Birth to Pre-K Standard and Objective: State Standard: 18 Months Early Learning Standard: NYS EARLY LEARNING GUIDELINES DOMAIN 1 – Physical Well-Being, Health and Motor Development. STANDARD B – Fine Motor Skills Objective: Transferring objects from one hand to another
Kindergarten-Grade 3 Standard and Objective: State Standard: Grade 3 Early Learning Standard: NYS Pre-K Foundation Common Core DOMAIN 3 - Social and Emotional Development STANDARD 2 – Self Concept and Self Awareness Objective: Compares and/or contrasts self to others (e., physical characteristics, preferences, feelings, abilities)” Anticipatory Set:
1.) During circle time sing finger songs that promotes applying their fine motor skills. Examples included: Open Shut Them Itsy Bitsy Spider Five Little Speckled Frogs Where is Thumbkin? Finger Family 2.) Next during dramatic play offer children different types of finger puppets to play with. Examples included: Family Animals Community Helpers 3.) Lastly, read the book Ten Little Fingers, Two Small Hands by Kristy Dempsey
Anticipatory Set:
1.) Ask children to write a list of many different types of feelings as emotions as they can in small groups. 2.) Have one member from each group share their list to the rest of the class. Teacher will write down all the options on the board. 3.) Ask some students to volunteer to select a feeling from the board and express a time when they felt this feeling, where, why and how it happened.
Individualized Learning Needs:
Visual: Song Board – children can visually select which song to sing by pointing to its
Individualized Learning Needs:
Visual: Create a Feelings board with labels that list all different types of emotions and
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can provide “individual learning styles and levels of readiness first before designing a lesson plan.” (Weselby, 2014).
To properly provide appropriate differentiated instruction, these directives much matches the students’ needs and align with their strengths and weaknesses. This helps match the best learning style for each student. “Differentiating instruction means that you observe and understand the differences and similarities among students and use this information to plan instruction.” (Robb, 2008). Robb also explains that “differentiating instruction asks teachers to continually strive to know and to respond to each students’ needs to maximize learning.”. This also promotes students to engage with each other in group work, “Students collaborate in pairs and small groups whose membership changes as needed. Learning in groups enables students to engage in meaningful discussions and to observe and learn from one another.” (Robb, 2008). When students engage, they participate more, learn with higher retention and are more motivated to learn even more without the pressure or stress of making mistakes or being discouraged by any errors thy might make. Differentiated learning helps students to be more open-minded during engagement of others and be more accepting of themselves.
References: Weselby, C. 2014. What is Differentiated Instruction? Examples of How to Differentiate Instruction in the Classroom. Retrieved on September 20, 2019 from: education.cu-portland/blog/classroom-resources/examples-of-differentiated- instruction/
Robb, L. 2008. Differentiating Reading Instruction: How to Teach Reading To Meet the Needs of Each Student. Page 13. Retrieved on Sept 21, 2019 from: scholastic/teachers/articles/teaching-content/what-differentiated- instruction/
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Instructional Design Topic 5: Integrating Resources and
Technology
Using the same standards and objectives from Topic 3, select four developmentally appropriate resources with one of those being a technology resource.
Birth to Pre-K Objective: State Standard: 18 Months Early Learning Standard: NYS EARLY LEARNING GUIDELINES DOMAIN 1 – Physical Well-Being, Health and Motor Development. STANDARD B – Fine Motor Skills Objective: Transferring objects form one hand to another.
Kindergarten to Grade 3 Objective: State Standard: Grade 3 Early Learning Standard: NYS Pre-K Foundation Common Core DOMAIN 3 - Social and Emotional Development STANDARD 2 – Self Concept and Self Awareness Objective: Compares and/or contrasts self to others (e., physical characteristics, preferences, feelings, abilities)”
Resource 1 (with justification and possible challenges) Magnetic Drawing Board: This toy can promote fine motor enhancement by promoting the child to use their palm grasp technique to scribble on the board with one hand and use the other hand to slide the bar for erasing. This device supports transferring of objects due to the switching and sliding features of the magnetic stylus and the erasing bar between each hand. To accomplish this, the child will use on hand to hold the board down by applying pressure while using the other had to perform either task (drawing or erasing). Possible challenges may occur is that the power of the magnetic sand may lose power and not produce enough imagery to continue motivating the child to draw, or it may not erasable anymore and child will lose interest. Teacher can offer another form of literacy enhancement that also offers a sensory and stimulating such as drawing in sand in a sensory table and using a shovel to erase the images they created.
Resource 1 (with justification and possible challenges) Self-Assessment Art Portfolios: These will be binders solely designed and created by students that is a collection of their own world selected by themselves. This concept promotes a sense of self and reflection. Students portfolios will also be accessible among their peers at designated times with a designed partner to share and discuss their favorites contributions to their portfolios. This would support student engagement and acknowledgement of each other by comparing themselves though their work. Unintentional competition may arise as a possible challenge. To help prevent this, teacher will provide clear instructions on the purpose of sharing portfolios and that they are only for specific times of the day and can only be shared with one partner at a time. Partners can also be rotated weekly or as often as teachers prompt student to add another addition to their portfolios.
Resource 2 (with justification and possible challenges) Large Beads w/Yarn: Provide child with different types of buttons and beads with holes and yarn. Child can learn to string as many beads as they can until the string is no longer visible. This toy supports fine motor refinement as it motivates the child to isolate their index and thumb finger and lift objects and transfer them to the string. Possible challenges may include possible choking hazard depending on the size of the beads. To prevent this, this
Resource 2 (with justification and possible challenges) Feelings Worksheet: Offer students a worksheet that surveys their current emotional state. This can be prompted by the teacher is they notice a shift in behavior or outward expression that typically differs from the typical norm. Students can also use these worksheets to express something about the classroom, homework or quizzes, another student, or even something from home. This resource serves as an emotional outlet for students which promotes Self Concept and Self Awareness.
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support learning in early childhood education. Educators are finding new ways to utilize technology to promote learning opportunities without compromising developmentally appropriate practices. The benefits of technology have undeniably helped students, teachers, families and schools in numerous ways. One thing; communication about student progress has tremendously blossomed. Teachers can now observe, record, document and share valuable information of their students with parents. Both teaches and parents have even much easier access to student information that had helped build relationships as well. While some may frown upon the notion of technology being used to teach learning, educators have found ways to use technology that still respects the same academic objectives and goals. Many parents and even some educators become concerned with “the images we tend to envision when we think of technology and its inappropriate uses: too much mindless screen time, children left to their own devices in front of a tablet, the graphically violent and sexual images often portrayed in entertainment media.” (Evans, 2014). While censorship should always be a prioritized concern, technology allows us to monitor, eliminate and even prevent such harmful situations. There is also a growing concern that technology is begging to replace teachers all together. This simply is not true. Evans (2014) also explains that “the integration of technology in ways designed not to replace human interaction but to enhance it.” Technology is not only another means of support when it comes to education, it has completely revolutionized out way of life. If we ad adults are to expect of each other keeping of with technology when it comes to work, travel, business, our personal lives, why not set the early foundations for our children through early childhood education? Donahoo (2018) clarifies “we have continued to teach children how to be adaptable and how to deal effectively with change by exploring, experimenting and making sense of their world.” While there is no doubt the increasing issue of screen time, this is predominantly implemented by parents, teachers and caregivers as a replacement for childcare supervisions and interaction; this is where confusion and mistrust arise when technology is appropriately being utilized in classrooms. Digital technology has taught children the same material and contexts (if not, then more) then children were learning decades before the first touchscreen was marketed. Also, “Digital technology and touchscreens are inherently playful.” (Donahoo, 2014). Should early childhood education be fun anyways? Don’t we promote learning through play? If adults can learn and play through a smartphone and be mindful about the amount of screen time they use, why can’t we incorporate and monitor this without children? It’s inevitable that once they get older, they will adapt to technology anyways, so why fight against it? Technology also offers students with delays and disabilities a chance to rise above their challenging situations and learn just like everyone else. We have technology that supports disabled adults to enhance their work and lifestyle, so why can T students with disabilities have the same privileged when it comes to their education? Lastly, teachers are the front and last line of defense for their students. The typical teacher is with a classroom full of students for at least 6 hours a day 5 days a week. That is a lot of information for teachers to collect and save of their students. But with the assistance of technology, not only does this make it easier for teachers, but keeps students’ information more secure and confidential. References:
Allvin Rhian Evans. (2014). MAKING CONNECTIONS: Technology in the Early Childhood Classroom. YC Young Children, 69(4), 62. Retrieved from https://search-ebscohost- com.lopes.idm.oclc.org/login? direct=true&db=edsjsr&AN=edsjsr.ycyoungchildren.69.4&site=eds-live&scope=site
Donahoo, D. (2018). Unpacking screen time: What should digital technology and early childhood look like? Educating Young Children: Learning and Teaching in the Early Childhood Years, (2), 29.
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Retrieved from search-ebscohost-com.lopes.idm.oclc/login.aspx? direct=true&db=edsihs&AN=edsihs&site=eds-live&scope=site
ECE210 Instructional Design Unit Template
Course: ECE (340)
University: Grand Canyon University
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