Instructional Design

Jessica Kirkland
Instructional Design
KA Part I- Identification of the Learning Problem
General Audience
The primary audience includes certified teachers and paraprofessionals of all ages. These educators have
different experience levels, and they work in different subject areas within the school. The audience
provides support to students in third grade which include children ages eight to nine years old. iPASS is
a program designed for intervention for students with gaps in knowledge below grade level. (iPASS
stands for "Individualized Prescription for Achieving Success in School") Third grade teachers and
paraprofessionals will be directly involved in working with instructing and assisting the students in the
iPass program will receive training on the program.
Problem Identification
The iPass program is a computer based math program which is prescriptive and is mastery based. iPASS
stands for Individual Prescription for Achieving State Standards. With this fully-automated math
program, students who struggle with math curriculum are able to work on math based instruction that
enables them to work at their own pace and is adaptive to individual instructional paths. The program
was trademarked in 2010, by ILearn Inc.
One thing about iPass is that is uses scaffolding with the students when they are working on the
instruction. This program also relieves the teacher of having to monitor each student individually.
Without having to have teacher intervention, iPass provides pre and post assessments, placements,
original instruction, practice, and review for the students.
The primary audience benefits from the iPass program because it does progress monitoring for all the
students individually. This allows teachers and paraprofessionals to help (or have an intervention) for
students with whatever they may struggle with the most from iPass. The performance problem for this
instructional design unit involves third grade teachers and paraprofessionals learning and understanding
how to use the iPASS program. Teachers struggle with understanding how iPASS fully works and what
it entails. My design will allow teachers to become more knowledgeable of the iPASS program and how
it works by breaking it down in explanation.
Primarily, iPass is designed for students who are having difficulty with math based curriculum which
would mainly include students who have scored below proficient on the state test such as the CRCT. Our
school has been using iPass for a few years and it has been proven effective for the third grade students
who struggle in math and have not made proficient on the state tests. iPass will be used each day with
our third grade student during enrichment time. This works out great because it does not take away from
instruction time for students and allows them to practice and learn their math curriculum at their own
individual pace.
Instructional Goals
The primary audience will learn and understand how the iPASS program works
The primary audience will understand and take data from the progress reports of students and use
the results for interventions with students
The primary audience will be able to monitor the students on the computer based program and
help students if needed
The primary audience will help students achieve mastery on the iPASS program
The primary audience will help students log in and begin working on the iPASS program
KA Part II- Learner Analysis

Introduction
Students in the third grade at Langston Chapel Elementary School in Statesboro, Georgia will be the
targeted group of learners. These third grade students are between ages 8-9 years old. There are 12 girls
and 10 boys in the learning environment and none have been retained. The population for the targeted
group of learners is very diverse being that there are 6 Hispanics,11 African Americans, and 5
Caucasians. Five of the students are ESOL (English for Speakers of Other Languages) students and are
pulled out for an hour each day during guided reading time. There are also five other students (Not
ESOL students) who have EIP (Early Intervention Program) for them and they are the students who are
given the iPASS program as an instruction to help them improve in their math as a part of their EIP.
There is one student who has been served by the special education teacher but that student is doing very
well and is getting re-tested to be finished with special education services. 85% of the students in the
targeted group are at or below the poverty level and they receive free or reduced lunch. I found this
information when gathering data at the beginning of the year for all of my students. Before school began
this school year, I was fortunate to receive my students records and previous grades, behaviors analysis,
and test scores from the previous teachers that they had. All but four students were previously enrolled at
Langston Chapel, therefore their records were obtainable.
Entry Skills and Prior Knowledge
Basic math skills (addition, subtraction, problem solving)
Able to log on to a school computer
Able to use the internet and log onto iPASS
Able to understand and use online based instruction
Prior Knowledge
Observe learners and gather data to help improve student outcomes
Use graphs and charts in order to graph and compare data of students
Understand data that is presented on a graph
The information that I gathered resulted from instructing first time users (The targeted learners) to begin
working on iPass after being shown the log in process for both the computer and iPASS as well as being
instructed on how to use the iPASS program online. The learners were also given a pretest in order to
begin the program to figure out what areas in math the learners struggle with and need to work on and
what they do not struggle with/what they already know. Also, the learners were observed by myself and
the interventionist at the school as they were completing the log in processes and the pretest.
Attitudes Towards Content & Academic Motivation
It was easy for the learners to understand the concept and the reasoning for the iPASS program and how
it will benefit them so they were anxious to see how much it will help them improve in their math skills.
Because the students who go to iPASS are students who have an IEP and possibly low math grades, it is
more of an intrinsic motivation for them to complete the iPASS program successfully because they want
to do better and be better in math. I decided to ask the learners if they were excited about the iPASS
program and 90% of the students said yes they were because they know it will help them. The other 10%
of students who did not feel so enthused about the program felt as if they were not going to like the
program and they did not like to go to the iPASS lab to work on it each day until I reassured them that it
is for their benefit and they will understand how much it helps the harder they work on it.
Educational Ability Levels
After viewing the CRCT test scores from the third grade students from last year at our school as well
math grades for the targeted learners at the current year, math is something that the students seem to
need improvement on. In 2012, 75.6% of the students in the third grade for the math portion of the
CRCT met the targeted score. Math was the lowest scored subject in 2012 for the third grade students
overall. However, the group of learners that I am monitoring now are capable to do much better than the
students last year and I feel that the iPASS program will be a big help to the students who do struggle
with math skills needed to pass the CRCT.
General Learning Preferences
In order to help students improve on their math, I asked students what learning activities do they prefer
and what helps them learn math the best and they told me that movement games (kinesthetic learning),
online computer games, SMARTboard games, and group activities using math skills were all helpful and
preferred over just instruction from the textbook.
Attitude Toward Teachers and School
After talking to my targeted group of learners, they felt that they get all the help they can from teachers
and paraprofessionals who may come in during the day to assist the teachers. The learners also
expressed a strong like for the school environment and that they felt safe. I decided to ask the students to
raise their hands if they enjoy coming to school every day and 80% said that they do, the other 20% said
that they would like to be home playing the video games or watching TV but they explained they do like
school; its just a preference.
Group Characteristics
Langston Chapel is located on Langston Chapel road in Statesboro, Georgia. This area where the school
is located has a very low poverty level as far as the people in the communities surrounding the school.
Most of the students live either on the college campus with their parents, or in the trailer parks near the
school which consists of mainly migrant farmworkers and those who have little to no income in the
home. Langston Chapel is a Title I school and the school has parent meetings after school to explain to
parents what Title I means and the goals that the school and district makes for the students and teachers.
The targeted learners are all in their correct grade level and no student stands out as being different from
the others. The majority of the learners are African American or Hispanic but they speak and understand
English fluently. All students in this targeted group come to school very well groomed and clean every
day but they sometimes struggle to bring school supplies such as paper and pencils. Ive noticed that the
learners are very engaged in the lessons when we are up moving around or having class discussions
about the lesson. They also work well together with minimal to no arguing when working on
assignments.
KA Part III-Task Analysis
1
Define learning environment and explain how it plays a role in the instructional design
1 Learning environment is the physical or virtual setting in which learning takes place
2 The learning environment is important in constructing your instructional design because you
must know who is included and how you may need to differentiate according to your learning
environment
2 Define ESOL and state how these students may need accommodations
1 ESOL means English to Speakers of Other Languages
2 These students may need accommodations when using the iPASS program
3 Identify what an IEP is and how it may be used when creating instruction for students
1 An IEP is an Individualized Education Program in which special education and related
students are given
2 If students receive this program, they will most likely be placed into the iPASS program as a
part of the services they may receive
4 Define scaffolding and how it is used in the iPASS program
Scaffolding is the specialized instructional support that is needed in order to best facilitate
learning when students are being introduced to a topic/subject
2 The iPASS program uses scaffolding in order to help students better learn and understand
new material that they are being introduced to on the program
Identify who iPASS is designed for and what the goals of those individuals are
1 iPASS is designed for students who exhibit a highly intensive interventions with wideranging gaps in knowledge and students who are below grade level
2 One goal is for individuals using iPASS is that students exhibit mastery in the subjects that
they work on
3 Another goal is for teachers/instructors to see gains in student achievement while working on
the iPASS program
Teachers/instructors monitor students using the iPASS program and make sure that they are
remaining on task
1 Teachers closely monitor students to make sure that they are not slacking off and that they
are remaining on task and they also monitor the students progress in the program by
checking online using the teacher access
Set up students on iPASS
1 Open up any search engine and go to www.ilearnmath.com
2 Obtain school code
3 Register as a classroom teacher
4 Register students who will be using the program
Demonstrate how to log in to iPASS for students and give them their own log in information
8.l Students put in their log in information and the teacher goes over instructions on how the
program works and what they will be doing
8.2 Students will be shown the demonstration of the program so they understand how they will
be using it
9.0 Monitor students progress on program and share information with their teachers
9.1 Observe to see how students are progressing and what they may struggle with
Task Analysis
I created my task analysis using mainly a topic analysis but I also included a small procedural analysis
as well. Most of the learning will be based on the topic analysis being that there are quite a few things
topics that need to be understood before the teacher and the students can successfully begin working
on the iPASS program. Just to be sure that I covered most of the information needed for the analysis; I
went back to the website to revisit the information on the program and also went to the demo part of the
program. The website was very useful and helpful in creating my task analysis because it had all the
information on there that I needed to know and understand about the program and how it works aside
from what I have already known. After I went over my topic analysis, I felt it was necessary to include
the procedures for iPASS so I listed the few steps needed in order to register and log in to the program. I
decided to intertwine both outlines together into one entire outline so that it was organized and easy to
understand.
Subject Matter Expert (SME)
I (Jessica Kirkland) will serve as the SME for this particular instructional plan that relates to the iPASS
program. I have a bachelors degree in Early Childhood Education from Georgia Southern University in
Statesboro, Georgia. Moreover, I am now seeking my masters in Instructional Technology at Georgia
Southern University as well. At this point in time I teach third grade in Bulloch County where the iPASS
program is used so I am able to serve as an SME in my position as a teacher in efforts to better help my
students be successful in the program.
KA Part IV- Instructional Objective
Terminal Objective 1: To define a learning environment
Enabling Objectives:
1A. To identify a learning environment as a setting in which learning takes place
1B. To differentiate the instructional design according to the learning environment
1C. To explain ways in which a learning environment may be affected
Terminal Objective 2: To state how ESOL students may need accommodations
2A. To discuss how ESOL students may need accommodations for the iPASS program
2B. To discuss how ESOL students are positively affected by the iPASS program
2C. To discuss how ESOL students will benefit from the speaking instruction on the iPASS program
Terminal Objective 3: To define an EIP
3A. To identify an EIP and when it is used
3B. To explain how EIP students are placed into the iPASS program
3C. To explain how the iPASS program can help improve students who have an EIP
Terminal Objective 4: To explain how scaffolding is used in the iPASS program
4A. Discuss the importance of scaffolding in the iPASS program

4B. Explain how the iPASS program uses scaffolding to help students better learn and understand the
material
4C. Explain how teachers use scaffolding along with the iPASs program
Terminal Objective 5: Identify who the iPASS program is designed for
5A. Explain who the iPASS program is designed for
5B. Discuss the goals of the iPASS program
5C. Discuss how participants of the iPASS program can reach their goals
Classification of Instructional Objectives

Performance
Content
Fact
Concept
Principles
Procedure
Interpersonal
Attitude
Instructional Objectives
1
1A
1B
1C
2
2A
2B
2C
3
Recall
1, 1A, 2, 5A
3, 4, 4A, 4B
1C, 2C
Application
2A, 3A, 3B, 5C
3C
4C
1B, 5, 5B
Technology/Content Standards (CCGPS)

ELACC3RI5 Use text features and search
tools to locate information
3A
3B
3C
4
MCC3NBT1, MCC3NBT2 Place value,

addition, subtraction, rounding- scaffolding
4A
4B
4C
5
5A
5B
5C
KA Part V
Lesson 1: An introduction to a learning environment

Objective 1: To define a learning environment
1B. To differentiate your instructional design according to your learning environment
Assessment: Learners will be assessed by creating a computer generated KWL chart on a learning
environment.
UDL Principles: The chart will be differentiated to provide multiple means of representation. Some
learners will be expected to have more on their charts than others.
Assessment Sample:
K(what I know)
It is a type of environment
W(what I want to know)

How can a learning environment
be affected?
Lesson 2: What is ESOL?
L(what I learned)
That a learning environment is
an environment in which
learning takes place whether its
a classroom or online setting
Objective 2: To define ESOL and state how these students may need accommodations
2A. To discuss how ESOL students may need accommodations for the iPass program
Assessment: Students will be graded on their SMARTboard activities in which they were instructed to
create after they were taught how to do so and given examples (scaffolding was used).
UDL Principles: The SMARTboard activity will be differentiated to provide multiple means of
representation. Some learners will be given assistance from the teacher/instructor of the course.
Lesson 3: What is an IEP?
Objective 3: To define an EIP
3A. To identify an EIP and when it is used
3B. To explain how EIP students are placed into the iPASS program
Assessment: Students will create their own mock IEPs using IPADs for a pretend study and they will
share with a partner. I will then ask students to volunteer to share their IEPs and critique them as needed.
UDL Principles: The mock EIPs will be differentiated to provide multiple means of representation.
Lesson 4: How is scaffolding used in the iPASS program?
Objective 4: To define scaffolding and how it is used in the iPASS program
material
Assessment: Students must give a scenario in which they must use scaffolding and type it up. I will then
ask students to share what they typed.
UDL Principles: The scenarios will be differentiated to provide multiple means of representation.
Lesson 5: Who is iPASS designed for?
Objective 5: Identify who the iPASS program is designed for

Assessment: Students will have an online chat discussion through Google docs about who the iPASS
program is designed for and why.
UDL Principles: The discussion will be differentiated to provide multiple means of representation.
KA Part VI- Instructional Sequence & Strategies
Sequence
1
2
3
4
5
6
7
8
9
Description
Define learning environment and explain how it plays
a role in the instructional design
Define ESOL and state how these students may need
accommodations
Identify what an IEP is and how it may be used when
creating instruction for students
Define scaffolding and how it is used in the iPASS
program
Identify who iPASS is designed for and what the goals
of those individuals are
Teachers/instructors monitor students using the iPASS
program and make sure that they are remaining on
task
Set up students on iPASS
Demonstrate how to log in to iPASS for students and
give them their own log in information
Monitor students progress on program and share
information with their teachers
Objective
1
2
3
4
5
5
4
4
5
This sequence builds on concepts in a world- related order. The learners will proceed through the
instruction by following the teacher as she scaffolds them through the lesson plans. This sequence
alternates with students being on the computer program, and receiving individual interventions when
needed per the iPASS program.
Lesson 1: An introduction to a learning environment
Objective 1: To define a learning environment
1B. To differentiate your instructional design according to your learning environment

Initial presentation: The teacher will show the learners a short video from YouTube using computers
that will explain to them what a learning environment is and how things can affect it. If any students do
not understand the video, the teacher/instructor will explain to them afterwards. Same goes for ESOL
students.
Generative strategy: Have students complete a computer generated KWL chart using in reference to a
learning environment. Next, have students to discuss with a partner what they know about learning
environment then I will allow them to share with the class. Students who need extra help, they will be
paired with another student for extra help.
UDL: This lesson follows the UDL principles because it includes scaffolding, learning strategies, and an
instructional sequence in which to follow.
Objective 2: To define ESOL and state how these students may need accommodations
2A. To discuss how ESOL students may need accommodations for the iPass program
Initial presentation: Using power point presentation, explain to students what ESOL is and what it
means as well as the accommodations that are needed for those particular students. For students who do
not understand the presentation, the teacher/instructor will explain in further details afterwards.
Generative strategy: Students will be given a task where they must create a SMARTboard activity for a
class that included a few ESOL students and they must include the accommodations they would make.
Students who may struggle with this will be given assistance from the teacher/instructor.
Lesson 2: An overview of IEPs and scaffolding
Objective 3: To define an IEP
3A. To identify an IEP and when it is used
3B. To explain how IEP students are placed into the iPASS program
Initial presentation: Show students samples of IEPs and have them ask any questions they may have
about them. Help students understand the importance of an IEP
Generative strategy: Students will create their own mock IEPs using IPADs for a pretend study and
they will share with a partner. I will then ask students to volunteer to share their IEPs and critique them
as needed.
UDL: This lesson follows the UDL principles because it includes scaffolding, learning strategies, and an
instructional sequence in which to follow.
Objective 4: To define scaffolding and how it is used in the iPASS program
material
Initial presentation: Introduce the term scaffolding to students. Demonstrate scaffolding during a
lesson as an example so that students understand what it is.
Generative strategy: Students must give a scenario in which they must use scaffolding and type it up. I
will then ask students to share what they wrote.
Objective 5: Identify who the iPASS program is designed for
Initial presentation: Show students the iPASS program using the Smart board. Students will be shown
how to log in and work on lessons.
Generative strategy: Students will discuss the goals of the iPASS program and how it is important.
Reference List:
Kerr, S. (2011). Tips, tools, and techniques for teaching in the online high school classroom:
TechTrends. V 55:1; 28-31
https://www.georgiastandards.org/Common-Core/Pages/Math-K-5.aspx
https://www.ilearnmath.com/1314/ILPlayer.html
KA Part VII- Design of Instruction

Lesson:
Goals:
Objectives:
Lesson 1:
Introducing a
learning
environment
Have students
complete a
computer
generated
KWL chart
using in
reference to a
learning
environment.
Next, have
students to
discuss with a
partner what
they know
about learning
environment
then I will
allow them to
share with the
class.
Students will
understand
what a
learning
environment is
and how it is
used.
Objective 1:
To define a
learning
environment
Lesson 2:
What is ESOL?
Students will be
given a task
where they must
create a
SMARTboard
activity for a
class that
included a few
ESOL students
and they must
include the
accommodations
they would
make.
Lesson 3:
What is an
IEP?
Students will
create their
own mock
IEPs using
IPADs for a
pretend study
and they will
share with a
partner. I will
then ask
students to
volunteer to
share their
IEPs and
critique them
as needed.
Students will
understand how
ESOL students
need
accommodations
.
Students will
understand
what an IEP is
and how it is
used.
Objective 2: To
define ESOL and
state how these
students may
Objective 3:
To define an
IEP
3A. To
Lesson 4:
How is
scaffolding
used in the
iPASS
program?
Students must
give a scenario
in which they
must use
scaffolding
and type it up.
I will then ask
students to
share what
they wrote.
Students will
understand the
importance of
scaffolding
and how it is
used in the
iPASS
program.
Objective 4:
To define
scaffolding
and how it is
Lesson 5:
Who is iPASS
designed for?
Students will
discuss the
goals of the
iPASS
program and
how it is
important.
Students will
understand the
goals of the
iPASS
program and
why they are
important to
meet the goals.
Objective 5:
Identify who
the iPASS
program is
1A. To
identify a
learning
environment
as a setting in
which learning
takes place
1B. To
differentiate
your
instructional
design
according to
your learning
environment
1C. To explain
ways in which
a learning
environment
may be
affected
need
accommodations
2A. To discuss
how ESOL
students may
need
accommodations
for the iPass
program
2B. To discuss
how ESOL
students are
positively
affected by the
iPASS program
2C. To discuss
how ESOL
students will
benefit from the
speaking
instruction on the
iPASS program
identify an IEP
and when it is
used
3B. To explain
how IEP
students are
placed into the
iPASS
program
3C. To explain
how the iPASS
program can
help improve
students who
have an EIP
used in the
iPASS
program
4A. Discuss
the importance
of scaffolding
in the iPASS
program
4B. Explain
how the iPASS
program uses
scaffolding to
help students
better learn
and
understand the
material
4C. Explain
how teachers
use scaffolding
along with the
iPASs program
Assessments:
KWL chart
Ipad activity
Typed scenario Discussion
UDL:
Multiple
means of
representation
SMARTboard
activity
Multiple means
of representation
Multiple
means of
representation
Multiple
means of
representation
Instructional
Strategies
Lesson 1:
Have students
complete a
computer
generated KWL
chart using in
reference to a
learning
designed for
5A. Explain
who the iPASS
program is
designed for
5B. Discuss
the goals of
the iPASS
program
5C. Discuss
how
participants of
the iPASS
program can
reach their
goals
Multiple
means of
representation
Goals
Objectives
UDL
Assessments
Students will
understand what a
learning
environment is
and how it is used.
Objective 1: To
define a learning
environment
1A. To identify a
learning
environment as a
setting in which
learning takes
place
Multiple means of
representation
KWL chart
environment.
Next, have
students to discuss
with a partner
what they know
about learning
environment then I
will allow them to
share with the
class.
Lesson 2:
Students will be
given a task where
they must create a
SMARTboard
activity for a class
that included a few
ESOL students
and they must
include the
accommodations
they would make.
Lesson 3:
Students will
create their own
1B. To
differentiate your
instructional
design according
to your learning
environment
1C. To explain
ways in which a
learning
environment may
be affected
Students will
understand how
ESOL students
need
accommodations.
Objective 2: To
define ESOL and
state how these
students may need
accommodations
2A. To discuss
how ESOL
students may need
accommodations
for the iPass
program
2B. To discuss
how ESOL
students are
positively affected
by the iPASS
program
2C. To discuss
how ESOL
students will
benefit from the
speaking
instruction on the
iPASS program
Multiple means of
representation
SMARTboard
activity
Students will
understand what
an IEP is and how
it is used.
Objective 3: To
define an IEP
3A. To identify an
IEP and when it is
Multiple means of
representation
Ipad activity
mock IEPs
using IPADs for a
pretend study and
they will share
with a partner. I
will then ask
students to
volunteer to share
their IEPs and
critique them as
needed.
Lesson 4:
used
3B. To explain
how IEP students
are placed into the
iPASS program
3C. To explain
how the iPASS
program can help
improve students
who have an EIP
Students will
understand the
Students must give importance of
a scenario in
scaffolding and
which they must
how it is used in
use scaffolding
the iPASS
and type it up. I
program.
will then ask
students to share
what they wrote.
Objective 4: To
define scaffolding
and how it is used
in the iPASS
program
4A. Discuss the
importance of
scaffolding in the
iPASS program
4B. Explain how
the iPASS
program uses
scaffolding to help
students better
learn and
understand the
material
4C. Explain how
teachers use
scaffolding along
with the iPASs
program
Multiple means of
representation
Typed scenario
Lesson 5:
Objective 5:
Identify who the
iPASS program is
designed for
5A. Explain who
the iPASS
program is
Multiple means of
representation
Discussion
Students will
discuss the goals
of the iPASS
program and how
it is important.
Students will
understand the
goals of the iPASS
program and why
they are important
to meet the goals.
designed for
5B. Discuss the
goals of the iPASS
program
5C. Discuss how
participants of the
iPASS program
can reach their
goals
KA Part VIII- Formative Evaluation Plan

Description of evaluation types:
1. Expert Review
I would involve my colleague (Amber) which is over the intervention program at my school to
help me conduct a review of the instructional materials. She has been teaching for many years
and is very familiar with the iPASS program, interventions, and differentiating instruction,
therefore I felt that she would be the best person to go to. At this stage, the main goal is to review
the content, the accuracy, and quality of the instruction for the design.
As far as content, I would tell my colleague that one of the main instructional goals is for all
students to understand and know how to use the iPASS program (including the ESOL students). I
will also focus on the accuracy of my information that I am presenting to the students when
scaffolding them ( mainly when showing them videos, powerpoints, SMARTboard presentations,
etc.). Moreover, I want the quality of the instruction for the design to meet standards.
2. One-to-One evaluation
I would include a few students from my class to help with the evaluation. I would choose one
student from each ability level with the levels ranging from low, average, and high. My goal is to
find out if students will learn the information presented to them from my instruction. This
evaluation will be done with each students separately before the group evaluation.
Questions are as follows:
Were the videos I showed you easy to understand and follow?
Is my scaffolding helpful for you during instruction?
Are my examples that I give useful?
Do you feel that you are given enough instruction time to learn the information?
3. Small group evaluation
This evaluation involves about ten learners also ranging from low, average, and high ability
levels. The evaluation would take place after the one-to-one evaluations and would focus on how
well the learners were able to learn based on the teachers instruction.
Questions are as follows:
Were the learners able to perform the activities given by the teacher without help from the
teacher?
How well were the learners engaged in the instruction?
Data Collection Plan
I plan to give my short questionnaire to my groups after my first lesson of my instructional plan. Also, I
will pull some students aside and read the questionnaire to them and ask them for their responses as I
write them down.
Data Collection Instrument
Did you understand the purpose of the KWL chart and what it tells you before, during, and after a lesson
when completing it?
Could you understand the information that the teacher was presenting or was it difficult to understand
and keep up?
On a scale from 1-5 (5 being highest) how much do you feel you have learned from the lesson?
Do you feel like you were given enough time to complete the assessment?

Instructional Design

Uploaded by

Document Information

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Instructional Design

Uploaded by

Copyright:

Available Formats

Jessica Kirkland

KA Part II- Learner Analysis

Basic math skills (addition, subtraction, problem solving)

Able to log on to a school computer

Able to use the internet and log onto iPASS

Able to understand and use online based instruction

Observe learners and gather data to help improve student outcomes

Understand data that is presented on a graph

4A. Discuss the importance of scaffolding in the iPASS program

Classification of Instructional Objectives

Technology/Content Standards (CCGPS)

MCC3NBT1, MCC3NBT2 Place value,

Lesson 1: An introduction to a learning environment

W(what I want to know)

Lesson 2: What is ESOL?

5A. Explain who the iPASS program is designed for

1C. To explain ways in which a learning environment may be affected

KA Part VII- Design of Instruction

Typed scenario Discussion

KA Part VIII- Formative Evaluation Plan

You might also like