Instructional Design Packet 1

Running Head: INSTRUCTIONAL DESIGN PACKET

Instructional Design Packet

Lauren C. Meyer
University of West Georgia
Summer 2016

The client in the instructional design packet was Maria Boone

(MBoone.RHS@Catoosa.K12.GA.US), a brand new teacher at Ringgold High School (RHS) in
Ringgold, Georgia. Maria started at RHS in January 2016. The 2016-2017 will be her first
official school year. Maria teaches in the Social Studies department at RHS teaching mainly US
and World History. The instructional problem Maria presented to me was not having enough
resources to use in her classes. This is especially true for new teachers. Maria wants to add more
visual and media aids to her class to keep her students more engaged. She also wants a few
resources to help her get started with creating resources of her own.
After meeting with Maria, I created an instructional plan to meet her needs. The main
goals of the instructional plan are to include more visual/media aids for her classroom and to
develop a visually based project for her students. Visual/media aids for her classroom will
include photographs, artwork, and/or short video clips for Maria to use as starters or warm-ups

Instructional Design Packet 2

everyday. This will gain students attention and have them actively engaged before she really
starts class. This also will give her the ability to go through the photograph or picture, discuss
students first impressions, and ultimately, lead into the class agenda she has planned for the day.
The visually based project will give students the chance to demonstrate their knowledge of the
content. In the project, students will either create a comic strip or an infographic. The project will
also be easy for Maria to adapt to different content areas or courses if and when he courses
change over her teaching career.
Maria will gauge the effectiveness of the starters/warm ups and the projects. She will be
able to make changes as she sees fit based upon her students reactions and the projects they
submit. By engaging in a discussion about the photography, artwork, and/or short video clips,
students will continually improve. The first one Maria uses will be an introduction into what she
expects; students will then know what to expect and improve each and every starter or warm ups.
When submitting the projects, Maria will know if students understand the historical concepts she
is teaching in her class.
The students comic strips or infographics will be graded based upon the following
rubric:

Instructional Design Packet 3

The artifacts I have created for Maria are the perfect starting point for her. She wanted a
few resources to get her started and add more visual aids to her courses. The information I have
gleaned from MEDT 7490 has been applied in the creating of this instructional design packet.
The main idea I used is dual coding theory: learning is best when visual aids are present with
written context. Dual coding theory is truly applied in the project created for Marias students;
students must present their content knowledge in either comic strip form or infographic form.
By creating the projects, students must really think through the context and make sure
they truly understand it. The students will have to think outside of the box when creating the

Instructional Design Packet 4

comic strip because there will not be many words; they will have to think hard to create the
images that best demonstrate their understanding. When creating the infographic, students will
have to think about the main concept they want to demonstrate and how to visually apply their
knowledge with simple graphics and design. Some of the projects could also be used in future
classes as exemplars or even as resources.
The instructional design plan I have created meets several ACRL Visual Literacy
Competency Standards for Higher Education. By leading the class in a discussion based on the
photographs, artwork, and/ or short video clips, we are meeting Standard 3, The visually literate
student interprets and analyzes the meanings of images and visual media (ACRL, 2011). By
creating the infographic, we meet Standard 5, The visually literate student uses images and
visual media effectively, and Standard 6, The visually literate student designs and creates
meaningful images and visual media (ACRL, 2011).
Creating this instructional design plan really felt like the capstone to this course. By
creating this instructional design plan, I was able to use all the content I learned during this
course. I was also able to help to a brand new teacher in my department at school. Finding the
images for the starters or warm ups was the most challenging portion as I do not want to violate
copyright laws. However, using the Library of Congress website for teachers was a great! Not
only did it help me find photographs and artwork for the starters, but it will also provide
numerous resources I can use in my classroom in the fall. I can also share with Maria this great
resource.

Instructional Design Packet 5

References
ACRLVisualLiteracyCompetencyStandardsforHigherEducation.(2011).RetrievedJuly25,
2016,fromhttp://www.ala.org/acrl/standards/visualliteracy