Edid6505-Final Mini-Intructional Unit

EDID6505- Mini-Instructional Unit
Final Mini-Instructional Unit

by
Leiba Legall
A Paper Presented in Partial Fulfilment

Of the Requirements of
EDID 6505- Systems Approach to Designing Instructional Materials
Trimester 2, 2012-2013
Email:
leiba.legall@open.uwi.edu
University:
University of the West Indies Open Campus
Course Coordinator:
Dr Leroy Hill
TABLE OF CONTENTS
Introduction . 3
Needs Assessment Plan 4
Task Analysis 8
Performance Objectives. 14
Assessment 15
Learner and Contextual Analysis.. 19
Instructional Strategies.. 22
Reflection.. 28
References..
30
Appendices
31
Peer Review.. 38
INTRODUCTION
Student Support Services is a division of the Ministry of Education of Trinidad and
Tobago. It consists of the unification of the former Central Guidance and Special Education
Units and a School Social Work component at the primary school level (Ministry of Education of
Trinidad and Tobago, 2013). I am employed as a Senior Special Education Instructor within the
Student Support Services Division (SSSD).
Special Education Instructors (SEIs) receive training in the administration of prescribed,
standardized, screening tools/tests which are used to determine the actual academic levels of the
students highlighting their areas of strength and weakness. Some of the training sessions are
conducted in-house. One of my duties as a Senior Special Education Instructor (SSEI) requires
that I conduct training sessions periodically as needed.
All Special Education Instructors are assigned educational districts. I am assigned to the
St. George East educational district and during the year 2015 new instructors were assigned to
the district. One of the preliminary duties of the instructors is screening newly referred students.
Upon enquiry it was discovered that the new SEIs knowledge regarding the screening tools were
varied and in some cases non-existent. Thus student files were not being compiled with the
requisite screening reports and as such this impeded the timely processing of the student files. As
a result training workshops needed to be scheduled to teach the new SEIs about the prescribed
screening tools utilized by Special Education officers.
NEEDS ASSESSMENT PLAN

Proposed mini-project: A three-day workshop during which training in the correct use of one
screening tool will be provided for Special Education Instructors (SEI). It is part of a wider, more
comprehensive training program during which SEIs will be exposed to a variety of screening
tools. During the course of the workshops each screening tool will be examined and discussed in
detail. In addition, the SEIs will observe demonstrations and participate in practice sessions
utilizing the screening tools. At the end of each workshop the SEIs will be required to produce
comprehensive reports based on the screener administered. For this mini-project only one
screening tool will be selected as the topic of instruction.
Objective: Given a list of requisite screening tools, the Special Education Instructors will select
ONE screening tool which will be taught at the first training workshop.
Target audience-The learner group consists of four Special Education Instructors. Their ages
range from 40 -60 years. They all have at least ten years of experience as educators at various
educational levels and have attained at minimum, a Bachelors Degree in Education.
Information Data already acquired and that which is needed is displayed on the tables below
(Fig.1).
Figure 1
INFORMATION
DETAILS
ACQUIRED
Optimals
All special education instructors are trained to use all the

prescribed screening tools efficiently.
Some special education instructors are unable to generate
Causes
reports based on screeners because they arent trained to use all

the prescribed screening tools.
Training needs to be provided to all special education
Solutions
instructors who are unfamiliar with the screeners used with

referred students.
INFORMATION
DETAILS
SOUGHT
Actuals
a) The screening tools the instructors are currently trained to

use.
b)
How often screening is conducted.
c)
The availability of selected screening tools.
d)
The approximate percentage of referred students
recommended for psycho-educational assessments (NB.

Students who require psycho-educational assessment must be
screened prior to recommendation)
Feelings
a) The screening tools the instructors think are the most useful.
b) The preferred learning format of the instructors.
c) Additional screeners which the instructors think should be
included in the training program
Purpose for seeking the information: To determine which screening tool should be prioritised
at the upcoming workshop and suggestions as to how it should be taught.
Persons who know the information needed: The Special Education Instructors, Senior Special
Education Instructors and Diagnostic Specialists.
Methods for gathering data: The table below (Fig. 2) displays three assessment techniques
selected with additional information. (See appendix 1 The Survey Questionnaire)
Figure 2
TECHNIQUE
SURVEY
TELEPHONE
WORK
QUESTIONNAIRE
INTERVIEW
SAMPLES
Information Sought
actuals and feelings
actuals and feelings
actuals
Group Size
Small
small group
work group
Anonymity/
total confidentiality
None
total confidentiality
Development Cost/Ease
low for a small survey
Low
very low
Administration Cost
low for a small survey
Medium
very low
low per person
Medium
low
Moderate
Medium
high
1.Low response rates
None
1. Negative attitudes
Confidentiality
/Ease
Scoring/Analysis
Cost/Ease
Probable Response
Rate
Risks
2.Untruthful responses
of workers
3.Response biases
2. Inappropriate
sampling
Buy In/ Persuasion

Potential
Low
Mild
none expected,
negative attitudes
possible
Diversity of Opinions
Not too wide- restricted
Not too wide-
Sought
officers within the
restricted officers
educational district
within the educational
none
district
Product /Results
Responses can be
Mixed
tabulated to determine
samples (products)
of work output
certain commonalities.
Problem/Situation
simple, easy to
Complexity
comprehend
Objectivity of data
very objective
Low
very objective
Advantages
1.Valuable training tool
1. Opportunity for
1. Efficient
2. Provides information
follow-up.
2. Very inexpensive
about needs, actuals,
2. Less costly than
data collection
preference, attitudes and
meetings.
3. Most direct
potential problems.
3. More efficient
evidence bearing on
3. Can accommodate
when dealing with
efficacy of workers
narrow broad sampling.
large numbers.
1. Avoids responsibility of
1. No anonymity.
Employee anxiety
in-depth confrontation.
2. Not good for
and fear, if they
2. Preparation can be time-
complex tasks.
discover that you are
consuming.
3. Less personal than
sampling
3. Data collected can be
face-to-face.
Disadvantages
low/medium
Depends on samples
collected
inaccurate or untruthful
How the information will be used: The data collected will guide the topic selections, formats,
objectives, instructional strategies and assessment for the mini-project.
TASK ANALYSIS
The Needs Assessment conducted resulted in three screening tools being highlighted by the
participants. The screening tools selected are as follows:
a) MSPAS This is an assessment that tests the students phonemic awareness. It is
comprised of pictorial representations and is used primarily to screen students 6 -7 years
old.
b) IPA- This assessment test letter and sound symbol identification along with wordblending skills and sight word recognition. This assessment is used primarily to screen
students 6-7 years old.
c) Aston Index- This screener consists of seventeen tests which record the students
vocabulary skills, reading skills, spelling skills, creative writing skills, auditory
discrimination skills, visual discrimination skills, memory skills and fine motor skills.
This assessment is used to screen students 6 -14 years old.
Procedural Analysis
Based on the results indicated on the task selection worksheet (See appendix II) the topic
of instruction for the first workshop is the Aston Index screening tool. A procedural
analysis was completed to analyse the tasks required of the participants. This was a critical
step as according to Gagne & Medsker (1996), it reveals the individual steps and decisions
necessary to accomplish a task, as well as the overall routine of the procedure as a whole.
The outline below depicts the procedural analysis for the administration of the Aston
Index screening tool to a student.
Level One
1. Administer vocabulary tests.
2. Administer reading tests.
3. Administer spelling test.
4. Administer free writing test.
5. Administer auditory discrimination tests.
6. Administer visual discrimination test.
7. Test sequential memory skills.
8. Test fine motor skills.
9. Complete profile derived from scores.
10. Compile a report on the students ability and performance.
Level Two
1. Administer vocabulary tests
1.1. Ask the students to identify ten pictures.
1.2. Ask the students to orally indicate an understanding of a series of graded words.
1.3. Record the responses
2. Administer reading tests.
2.1. Instruct the students to state names and sounds of the alphabet.
2.2. Instruct the students to read aloud a series of graded words.
2.3. Record correct and incorrect responses.
3.
Administer spelling test.

3.1. Ask the students to spell a number of graded words.
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3.2. Record the correct responses.

4.
Administer free writing test.

4.1. Instruct the students to write a piece of prose or a story of their choice.
4.2. Score it using the rubric provided.
5.
Administer auditory discrimination tests.

5.1. Ask the students to listen and blend orally sets of sounds.
5.2. Ask students to distinguish between similar sounds.
5.3. Record their responses.
6.
Administer visual discrimination test.

6.1. Instruct the students to match together pairs of letters and words
7.
Test sequential memory skills.

7.1. Instruct the students to arrange a series of pictures and symbols to match an array
presented by the tester.
7.2. Ask the students to repeat a series of digits from memory.
8.
Test fine motor skills.

8.1. Instruct the students to write their name.
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8.2. Ask the students to draw a picture of a man or woman.

8.3. Instruct the students to copy four geometric shapes; each shape is copied three times.
8.4. Ask the students to perform a number of tasks to indicate laterality.
8.5. Score each test based on the rubric provided
9.
Complete profile derived from scores.

9.1. Insert the results on the scoring sheet provided as directed.
10.
Compile a report on the students ability and performance

10.1. Prepare individual reports detailing the students scores and making informed
comparisons to norms provided.
Level Three
1.
Administer vocabulary tests

1.2. Ask the students to orally indicate an understanding of a series of graded words..
1.2.1 Calculate the students vocabulary age based on their score.
2.
Administer reading tests.

2.2. Instruct the students to read aloud a series of graded words.
2.2.1. Calculate a reading age based on their score.
3.
Administer spelling test.

3.1. Ask the students to spell a number of graded words.
12
3.1.1 Calculate their spelling age based on their score.

8.
Test fine motor skills.

8.2. Ask the students to draw a picture of a man or woman.
8.2.1. Calculate the students mental age based on the elements scored on the drawing.
10.
Compile a report on the students ability and performance

10.1. Prepare individual reports detailing the students scores and making informed
comparisons to norms provided.
10.1.1 Identify areas of strength and weakness for each student and make
recommendations as needed.
Pre-requisite or hierarchy Analysis

In order to accomplish a task certain pre-requisite skills are required, naturally these skills
will vary based on the task. Therefore, a learning hierarchy analysis can be used to identify the
pre-requisite skills needed to accomplish the task or objective successfully. Gagne, Briggs and
Wager (1992) stated that a main use of a learning hierarchy is as a guide to sequence instruction.
The flowchart below (Fig. 3) depicts a learning hierarchy analysis for the administration of the
Aston Index screening tool is shown below:
13
Figure 3
Compose a detailed individual student
report using a template
_________________________________________________________________
Analyze
students
scores
Recommend
strategies for
academic
improvement.
Summarize the
academic
strengths and
weaknesses
Construct a
student
profile
_________________________________________________________________
_______________________________________________________________________
Comprehend
and follow
instructions
Discriminate
between letter
sounds and
words
Calculate
basic
Mathematical
computations
Record
responses
Apply rubric
or scoring
guide as
directed.
________________________________________________________________________
__________________________________________________________________________
Identify letter
names and
sounds of the
alphabet
Blend
letter
sounds
correctly
Observe and
listen
attentively
Identify
the
pictures
used
Express the
meanings of the
vocabulary
words on the
list provided.
Identify the
words on the
graded list
provided.
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PERFORMANCE OBJECTIVES
The completion of the task analysis provided information which guided the formation of
the performance objectives for this mini-instructional unit. At the end of the training workshop
the Special Education Instructors (SEIs) will be able to achieve the following terminal and
supporting objectives. The objectives identified are based on the affective and cognitive domains
of learning. The objectives in the cognitive domain are based on Blooms taxonomy (Morrison,
Ross& Kemp, 2007)
Terminal objective:
At the end of a three day workshop, four Special Education Instructors assigned to the St. George
East educational district will be able to create with 100% accuracy an Aston Index report
utilizing a standardized template. (Cognitive- Synthesis & Evaluation)
Enabling objectives: Special Education Instructors will be able to:
a) Define the Aston Index and explain accurately the two purposes of the Aston Index based
on the description outlined in the manual. (Cognitive- Comprehension)
b) Demonstrate with 80% accuracy the steps involved in administering each test of the
Aston Index after viewing a demonstration. (Cognitive -Application)
c) Build and maintain satisfactory rapport with selected students for the duration of the
testing period. (Affective)
d) Organize the furniture and resources with 100% accuracy for each test based the
directions outlined in the manual. (Psychomotor)
e) Administer the seventeen tests contained in the Aston Index to selected students with
100% accuracy. (Cognitive -Application)
15
f) Calculate and record with 100% accuracy the scores of each test based the scoring
methods provided. (Cognitive - Application & comprehension)
g) Complete a standardized student profile with 100% accuracy based on the scores from
each test. (Cognitive - Synthesis)
ASSESSMENT
Assessment of student learning is a very significant component in instructional design
process and it should be based on the instructional objectives set for the lesson (s). Spanella
(2016) stated that assessment is a critical step in the learning process and it determines whether
or not the course's learning objectives have been met. Listed below are four assessment items
based on four enabling objectives stated in the previous section.
Assessment Items
Enabling objective 1:
Define the Aston Index and explain accurately the two purposes of the Aston Index based on the
description outlined in the manual.
Multiple-choice item 1:
A class teacher is unfamiliar with the Aston Index screener, as the SEI you are required to give a
brief description.
Which statement below does NOT describe the Aston Index?
a) The Aston Index is an academic screening tool.
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b) The Aston Index provides indicators about a childs learning potential for literacy.
c) The Aston Index provides an intelligence quotient score.
d) The Aston Index indicates the literacy sub-skills that need attention.
Build and maintain satisfactory rapport with selected students for the duration of the testing
period. (Affective)
Multiple- Choice item 2:
You are the tester and you are about to start administering the Aston Index to a learner. What is
the first step you take?
a) Display the resources for each test.
b) Conduct an informal chat with the learner.
c) Allow the learner to interact with the resources.
d) Read the test out loud to the learner.
Administer the seventeen tests contained in the Aston Index to selected students with 100%
accuracy.
You are the tester and you are about to administer an auditory test to the learner. Which measure
must you take before beginning?
a) Ensure that the learner is sitting opposite you, facing you directly.
17
b) Ensure that the learner is sitting beside you on your right -side
c) Ensure that the learner is sitting beside you on your left-side.
d) Ensure that the learner is sitting with his/her back to you.
Calculate and record with 100% accuracy the scores of each test based the scoring methods
provided.
You are an SEI explaining an Aston report to a teacher who enquires about the students mental
age .Which test below when scored is an indicator of the learners mental age?
a) Goodenough draw-a-man
b) Free Writing
c) Vocabulary scale
d) Reading test
Performance Rubric
A rubric is an objective means of grading students work, therefore the tester must ensure that
the criteria and related descriptions are clear, precise and appropriate for the task being graded. A
rubric is intended to give a more descriptive, holistic characterization of the quality of students
work (Morrison, Ross and Kemp, 2007).This rubric (Fig. 4) will be used to score the competency
18
level of each participant. There are four participants and they will be monitored closely. The
grading scale allows for a minimum of 5 points to a maximum of 20 points.
Figure 4
Criteria/Scale
Minimal
Average
Above Average
Superior
Explanation was
Explanation was
Explanation was
fairly well-stated
well-stated but
accurate and well-
and contained
but contained
contained a few
articulated.
Index
several
some
inaccuracies.
(10%)
inaccuracies.
inaccuracies.
Demonstration
Displayed little
Displayed some
Displayed almost
Displayed
of usage of the
knowledge of skills
knowledge of
complete knowledge
complete
Aston Index
and steps in
skills and steps in
of skills and steps in
knowledge of
with peers.
administering a few administering
administering most
skills and steps in
of the sub-tests.
of the sub-tests.
administering all
Expression of
Explanation was
the purposes of not well articulated

the Aston
(20%)
some of the subtests.
of the sub-tests.
Demonstration
Displayed little
Displayed some
Displayed almost
Displayed
of usage of the
knowledge of skills
knowledge of
complete knowledge
complete
and steps in
skills and steps in
of skills and steps in
knowledge of
administering a few administering
administering most
skills and steps in
of the sub-tests.
of the sub-tests.
administering all
Aston Index
with students.
(40%)
some of the sub-
19
tests
Completion of
The profile
student profile. contained six or

(10%)
more errors.
of the sub-tests.
The profile
The profile
Profile contained
contained
contained
no errors.
between 3 5
1 -2 errors.
errors.
The report is of
The report is of
The report is of
Report is of
the Aston
inferior quality. It
satisfactory
satisfactory quality
superior quality
Report
contains minimal
quality and
and contains
and contains
(20%)
information on 8 or
contains adequate
adequate information adequate
less sub-tests and
information on 9 - on 12 15 sub-tests.
information on all
minimal evidence
11 subtests. There
The template is used
the sub-tests. The
of template used.
is some evidence
as instructed.
template is used
Preparation of
that the template
as instructed.
was used.
LEARNER AND CONTEXTUAL ANALYSIS

To serve either a training group or an academic classroom, the instructional designer
must obtain information about the capabilities, needs and interests of the learners (Morrison,
Ross & Kemp, 2007). The table (Fig.5) below displays an analysis of learners in the target group
for the mini-project. The description is based on observations and an informal survey conducted
with the learners in the target group which consists of four (4) Special Education Instructors.
20
Figure 5
Learner Characteristics
Description
Age
1 age range 40 - 50 years

3 age range 50 - 60 years
Gender
All female
Academic Level
3 SEI - B.Ed. in Special Education

1 SEI B.Ed. in Educational Administration and B.Ed. in
Communication
Work experience
All - over 10 years experience as a teacher

1 taught at the secondary level
3 taught at both primary and secondary levels
Learning preferences
All primarily visual learners

All prefer hands on activities
2 prefer individual work but willing to work with a peer
depending on the activity
2- prefer working with a peer or small group
Interest /Attitude
The responses were based on the rating scale of 1- 5, ranging

from no interest to extremely interested.
1- rated 3 (i.e. somewhat interested)
2- rated 4 (i.e. very interested)
1 rated 5 (i.e. extremely interested)
All expressed a positive attitude towards learning about
21
the Aston Index.

Prior knowledge
All aware of the Aston Index as a screening tool.

All - observed the Aston Index being administered.
All - administered at one test contained in the Aston Index
which measures the learners maturity level.
2 - assisted a senior officer with administering the Aston Index
Personal and social
All are sensitive to extremely cold temperatures (via AC unit)
Contextual Analysis
Instructional designers need to consider all the factors that can impede or facilitate the
learning experience. Therefore, contextual analysis is crucial as it impacts on all facets of
learning. According to Tessmer & Richey (1997), analysis of the instructional context provides
rich data for designing real world examples and scenarios. The three contexts highlighted by
Tessmer & Richey (1997) are the orienting context, the instructional context and the transfer
context. Within each context the instructional designer identifies learner, environmental and
organizational factors. The data for the contextual analysis was gathered and entered on a
contextual analysis worksheet (See Appendix III).
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INSTRUCTIONAL STRATEGIES and LESSON

Instructional plans (lessons) were developed for the training workshop. The sample
lesson in the mini-project was based on Merrills First Principles of Instruction. The principles
are demonstration, application, task-centred, activation and integration (Reigeluth & CarrChellman (2009). The slides below outline the lesson plan.
Slide 1
Slide 2
Slide 3
Slide 4
23
Slide 5
Slide 7
Slide 6
Slide 8
Slide 9
Slide 11
24
Slide 10
Slide 12
25
Advance organizers and Analogies

In addition to the instructional plan, advance organizers and analogies were created.
These instructional components are beneficial as they help to clarify concepts within the lesson.
The first advance organizer (See Appendix IV) is a concept map which would be used after slide
3. At that point the SEIs would have created concept maps of their own and comparisons can
made with the instructors concept map to help clarify and highlight the essential elements of the
Aston Index.
The second advance organizer (See Appendix V) is an expository organizer which would
be used at the end of the lesson to guide the SEIs with the next step in the training process which
is writing an Aston report. Given their experience and knowledge as Special Education
Instructors, they will be required to make recommendations for academic intervention based on
the interpretation of the scores recorded during the assessment activity.
The analogies created are based on two of tests found in the Aston Index. The tests are
the Visual Sequential Memory test (VSM) and the sound-blending test. Two analogies were
prepared for each concept to avoid the risk of creating misconceptions in the learner. The
analogies for VSM and sound-blending are outlined below.
Concept One
Visual Sequential Memory (pictorial)
Task- The child is required to arrange a series of pictures to match an array presented by the
tester.
Resources- Test instructions, picture cards, score sheet
26
Method- The tester places a specific number of picture cards (ranges from 4 to 6) in a row in
front of the child, in random order. Each card has a mirror image. The tester then shows the child
the test card, ensuring that the child cannot see the picture cards. The child watches the test card
for 5 seconds then it is removed. The child must now arrange the picture cards to match the test
card exactly.
Scoring- There are ten (10) test items, with a maximum of 2 points for each item. One point is
given for the correct sequence of pictures and one point is given for the correct orientation of the
pictures. The student can score a maximum of 20 points.
Interpretation- Scores on this test indicate the students ability to remember visual stimuli in
order and direction.
Analogy One- The processes involved in this test for the child is similar to that of information
being processed by a computer. The picture cards and test card are the input stimulus which goes
into the sensory register, then the picture cards and the test card is transferred to the short-term or
working memory. After the test card is removed the child retrieves the information from his/her
short-term memory to reproduce the picture shown. At this juncture the child either retrieves all
the data, part of the data or forgets. The diagram (Fig. 6) below displays the analogy described.
Figure 6
27
Analogy Two- The processes involved in this test are similar to those involved in building a
puzzle. When a child is given a puzzle, they display the pieces on a table which is somewhat
similar to the instructor placing the picture cards in front of the child. The child then looks at the
picture of the puzzle which is similar to the test card shown by the tester. Then the child attempts
to build the puzzle which is similar to the student arranging the picture cards to match the test
card. The only apparent difference is, when building a puzzle the picture is accessible when the
child needs it, however in this test the child relies on their memory to complete the task.
Concept Two- Sound Blending
Analogy One - Blending letter sounds is like blending the colours of a rainbow. Each letter
sound represents a colour in the rainbow and when the letter sounds are blending correctly the
word pronounced is the same as a rainbow after a rainfall.
Analogy Two- Blending letter sounds can be compared to unlocking a safe with a precious
treasure inside. The letter sounds are the combination to unlock the safe. When the sounds are
blended correctly the safe opens and the word is revealed.
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REFLECTION
The target audience for this mini-project were four colleagues who are Special Education
Instructors. We are all assigned to the same educational district and share an office space on a
weekly basis. Each of the four officers is an experienced educator and they have attained the
requisite certification for their current post. One commonality amongst the officers is the desire
to provide a high quality of service to the students within our purview. Therefore when the
training workshop was proposed, a very favourable response was received. The officers were
very eager to learn about the screening tool and how to utilize the Aston Index and other
screening tools in their daily practice.
The needs assessment and the learner and contextual analysis conducted yielded valuable
data which guided the selection of the topic of instruction, instructional strategies and assessment
methods. Based on the responses of the SEIs I selected strategies that would appeal to primarily
visual and kinaesthetic learners. Hence, the instructional approaches used included direct
instruction, hands-on learning and role-play. The instructional components included advance
organizers, analogies, peer-tutoring, guided practice, independent practice and demonstrations.
Fortunately, the objectives of the mini-project were achieved as each SEI attained a
success rate of 80% or higher on the administration of the tests in the Aston Index and 100%
achievement in the generation of an Aston report using a template provided. One of the areas
which posed challenging for the SEIs was the calculation specific scores such as the Mental age
and the Spelling age. Another area of concern for two SEIs was the manipulation of the
resources when conducting the Visual Sequential Memory (VSM) test. However, additional
practice should resolve these issues.
29
The peer and group feedback received was invaluable. The perspectives shared
encouraged me to review my submissions and in some instances make the necessary
modifications. The feedback in some cases guided me so that I was better able to critically
analyse assignments I had previously thought simplistic such as writing performance objectives.
I had to redo this more than once after receiving feedback from peers and the course tutor.
Hopefully, my final submission is above average.
Overall, working on this mini-project has been an enlightening and informative
experience. This task has reinforced the need for ample preparation and planning when
attempting to design instruction in order to ensure success for the learner. The most important
lesson I shall take away from this process is the need to seek peer feedback. Previously, I would
plan a lesson and focus mainly on the learners, the topic, the objectives and the evaluation. Very
rarely would I seek the perspectives of my peers, this mini-project has permanently and
positively changed my approach to designing instruction i.e. lesson planning.
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References
Gagne, R. M., & Briggs, L. J., & Wager, W. W. (1992). Principles of instructional design (4th
ed.). Fort Worth, TX: Harcourt Brace Jovanovich
Gagne, R. M. & Medsker, K. L. (1996). The conditions of learning: Training applications. Fort
Worth, TX: Harcourt Brace College Publishers.
Ministry of Education of Trinidad and Tobago (2013). Support Student Services. Retrieved from
http://moe.edu.tt/services/administration/divisions/support-student-services
Morrison, G. R., Ross, S. M., & Kemp, J. E. (2007). Designing Effective Instruction (5th ed.).
John Wiley & Sons, Inc.
Reigeluth, C. M., & Carr-Chellman, A. A. (2009). Instructional- Design Theories and Models:
Building A Common Knowledge Base (Vol. 3). New York: Routledge
Spanella, T. (2016). The Importance of Assessment in Education. Retrieved from
http://study.com/academy/lesson/the-importance-of-assessment-in-education.html
Tessmer, M. & Richey, R., C. (1997). The Role of Context in Learning and Instructional
Design. Retrieved from
http://2015.tle.courses.open.uwi.edu/pluginfile.php/85092/mod_resource/content/1/TessmerRich
ey.pdf
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Appendix 1 Survey Questionnaire

EDID6505- Systems Approach to Designing Instructional Materials
Dear participant,
The following survey will be utilized to determine the topics of instruction for future workshops
on the usage of specific screening tools for Special Education Instructors. Your responses will
guide the format and content of that workshop. Please provide responses for all the questions.
Please tick () where applicable.
1. Age Range:
30 -45 years ___
2. Gender:
Male ____
46- 60 years___
Over 60years___
Female____
3. Academic Levels of Achievement (tick ALL that apply):

CXC/GCE ___
Certificates of Achievement___
Teachers Diploma____ Bachelors Degree____

Masters Degree____
Associates Degree___
Post Graduate Diploma___
Doctorate ____
4. What is your current post? _____________________________________________

5. How many years of experience do you have as a teacher? _____________________
6. Which screening tools have you been trained to use? (Tick ALL that apply)
a) IPA ____
b) MSPAS______
c) ASTON INDEX______
d) KTEA II ____
e) KBIT II______
f) ABAS II _______
7) In your experience how often does the need arise to screen a referred student?
Very often ______
Sometimes____
Occasionally___
Rarely___
32
8) Which screening tools (listed in Question 6) are available for your usage?
_______________________________________________________________________
9) In your estimation what percentage of students screened require a psycho-educational
assessment? (Select ONE answer)
a) 1 out of 2 (50%)___
(b) 1out of 3 (33%)___
(c) 1 out of 4 (25%)____
(d) 100% _____
10) Which screening tool do you need to be trained to use next? (Please state ONE only)
_______________________________________________________________
11) Which type of screening tool do you think should be added to the list and why?
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________
12) Select your preferred format(s) for the workshop.
a) Group work____
b) Lecture ____
(c) Demonstrations ____
d) Practical applications
e) Video presentations
(f) Peer-tutoring ___
Other
___________________________________________________________________________
__________________________________________________________________________
THANK YOU FOR YOUR PARTICIPATION!
33
Appendix II- Task selection worksheet

Criteria
Criticality
Universality
Frequency
Standardization
Difficulty
Total
40 pts
10 pts
10 pts
10 pts
30 pts
100
Notes
Priority
#7
#8
for Task
Selection
Worksheet
pts
TASKS
Administer
#1
#2
#3
#4
#5
#6
35
10
15
71
Indicates
and score
letter
the IPA
sound/ID and
encoding and
decoding
skills.
Administer
30
10
10
61
Indicates
and score
phonemic
the MSPAS
awareness
Administer
40
10
25
84
Indicates a
score and
wide range of
prepare a
literacy skills.
report for
Identifies
the Aston
specific
Index
areas of
strength and
weakness.
34
Appendix III- Contextual Analysis Worksheet

The table below displays and rates the orienting, instructional and transfer factors which may
influence the learning experience and instruction of the target group for the mini-project.
Rating scale
-2
Greatly impedes
-1
Slightly impedes
+1 Slightly facilitates
+2 Greatly facilitates
Type of
Context
Factors
Rate
Learner Factors:
O
a) The learner may have prior knowledge of the screening tool
+1
b) The learners views on the relevance and applicability of the
+2
I
E
N
T
I
N
G
Aston Index
c) The learners expectations as it relates to attaining competency in
+2
the usage of the Aston Index

d) The learners views regarding the proposed instructor
+1
Immediate Environment Factors

a) The location for the workshop (the district office) and the
travelling requirements.
-1
b) The availability of parking for those who are driving.
-1
c) The current work environment within the district office.
+1
Organizational Factors
a) The availability of resources for the workshop
+2
b) The availability of a comfortable space for the workshop
+2
c) In-house training, hence no funds needed for expenditure.

I
+2
Learner Factors
a) The learner has the basic pre-requisite knowledge skills such as
reading, comprehension and basic mathematical operations.
computations
35
+2
a) There is adequate lighting
+2
b) There is adequate seating
+2
c) There are some distraction and interruptions
-1
d) The room temperature can be adjusted if needed
+2
e) The necessary resources for the workshop are available
+2
N
A
L
a) Scheduling the workshop at an opportune time. For example on
Fridays when the SEIs are required to be in office.
Learner Factors
a) The learners can practice usage of the Aston Index
b) The learners are supervised and thus given support when initially
+2
using the Aston Index with referred students.
+2
+2
S
F
a) Aston Index screeners are conducted only at the district office.
-1
b) There is a limited number of screening tool kits i.e. less than one
-2
per person.
a) Appointments to conduct screeners are scheduled weekly.
+2
Appendix IV- Concept Map depicting the Aspects of the Aston Index
A literacy screening tool
WHAT IS IT?
PURPOSES
Assesses learning skills
Not an IQ test
Level One tests 5 7 yrs

Level Two tests over 7 yrs
Predicts possible
learning barriers
WHEN TO
USE IT?
Ability and attainment

items
Tests 1- 7
ASTON INDEX
Administration
Test Cards
Instructions of
usage
Performance items
Tests 8 -17
Score sheet
Completion of graphs
General performance guide
Special focus issues
Background factors
Understanding the
results
Constructing
the profile
Comparison of scores
to norms
Appendix V - EXPOSITORY /PARTICIPATORY ADVANCE ORGANIZER
TESTS
Vocabulary
INTERPRETATION
Indicates a vocabulary age, language
usage, language concepts and intellectual
ability.
Draw-a-man
Indicates a mental age, also perceptual

and motor skills.
Picture recognition
Indicates expressive language levels and

intelligence levels
Copying designs
Indicates a rough mental age and motor

control
Reading test
Indicates a reading age
Spelling test
Indicates a spelling age
Visual
Indicates perceptual discrimination
Discrimination
Visual sequential
Indicates directionality and retention
memory (pictorial
levels.
and symbolic)
Auditory sequential
Indicates retention and perception related
memory
to sounds and spelling patterns.
Sound blending
Indicates auditory sequencing skills
Sound
Indicates the need for audio-metric
discrimination
testing.
Free writing
Indicates written language ability
RECOMMENDATION
Mini-Project #1 Rubric & Feedback

Name of Project Developer: Leiba Legall
Rating scale from 0 - 4:
Criteria
Rating
Comments
Understanding of ISD
Elements:
3.5
You have a solid understanding of how to integrate ISD

Elements useful descriptions were given for all sections on
the document
Implementation and
Integration of ISD Tactics
and Strategies:
Instructional strategies were appropriate. The instructional

lesson could have integrated the advanced organizers and
analogies to enhance it. Analogies were appropriate but at
first I was not sure what to make of blending letter sounds
being compared with rainbow.
Reflective Writing:
3.8
Reflection meets the requirements as stated, would have

been nice to read a little more about how you felt while doing
the mini project.
Effectiveness and
Craftsmanship:
3.5
Good craftsmanship is seen in arranging your mini project.

Some other items could have been moved to the appendix.
NB: After receiving my peer review I made some adjustments in my PPT lesson.

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EDID6505- Mini-Instructional Unit

Final Mini-Instructional Unit

A Paper Presented in Partial Fulfilment

University of the West Indies Open Campus

EDID6505- Mini-Instructional Unit

EDID6505- Mini-Instructional Unit

EDID6505- Mini-Instructional Unit

NEEDS ASSESSMENT PLAN

All special education instructors are trained to use all the

EDID6505- Mini-Instructional Unit

Some special education instructors are unable to generate

reports based on screeners because they arent trained to use all

instructors who are unfamiliar with the screeners used with

a) The screening tools the instructors are currently trained to

How often screening is conducted.

The availability of selected screening tools.

The approximate percentage of referred students

recommended for psycho-educational assessments (NB.

EDID6505- Mini-Instructional Unit

actuals and feelings

actuals and feelings

low for a small survey

low for a small survey

low per person

1.Low response rates

Buy In/ Persuasion

EDID6505- Mini-Instructional Unit

Not too wide- restricted

Not too wide-

officers within the

within the educational

1.Valuable training tool

about needs, actuals,

2. Less costly than

preference, attitudes and

when dealing with

narrow broad sampling.

2. Not good for

and fear, if they

2. Preparation can be time-

discover that you are

3. Less personal than

3. Data collected can be

EDID6505- Mini-Instructional Unit

EDID6505- Mini-Instructional Unit

Administer spelling test.

EDID6505- Mini-Instructional Unit

3.2. Record the correct responses.

Administer free writing test.

Administer auditory discrimination tests.

Administer visual discrimination test.

Test sequential memory skills.

Test fine motor skills.

EDID6505- Mini-Instructional Unit

8.2. Ask the students to draw a picture of a man or woman.

Complete profile derived from scores.

Compile a report on the students ability and performance

Administer vocabulary tests

Administer reading tests.

Administer spelling test.

EDID6505- Mini-Instructional Unit

3.1.1 Calculate their spelling age based on their score.

Teachers Diploma Bachelors Degree