SECTION 2: Instructional Goal(s)

SECTION 3: Task Analysis

SECTION 4: Objectives & Assessment

REPORT II
SECTION 1: Results of Evaluation

SECTION 2: Planning and Time Log

Appendices

Part 1: Given that you use the general instructional systems design model as your overall design framework, explain which specific instructional model you use to design and deliver your lesson(s). Be specific when describing the components of your lesson(s) and how you have applied the theory into the lesson design. 
Part 2 & 3: In this part you should present information that is derived principally from learner and situation analysis.  The purpose of this section is to inform me about those characteristics and attributes that you have found/assumed about the learners and instructional setting that are reflected in your lesson(s). Traditionally, information about the learners includes: (1) description of the learners' entry behaviors (prerequisites) and the rationale for including them, (2) general characteristics of learners and the relationship between the identified characteristics and the instruction provided.

SECTION 2: Instructional Goal(s)

Part 1: The instructional goal(s) for the module/unit should be identified and stated in terms of learners' learning outcome.  The primary consideration in the selection of the general goal for your module or instructional material is that you do not select a topic area which will require many hours of instruction. A general guideline is to select something which would normally require about 45 minutes of typical classroom time to teach. If your target population is young children, you should consider something which requires even less time. Adult materials might extend one and one-half hours. Keep in mind that the material that you are developing should not be led by an instructor, but should be designed as self-instructional material.

These time parameters are suggested in order to limit the amount of work you will be required to do in developing, evaluating, and revising your instruction, as well as to limit the time required for students to participate in the formative evaluation process.
A second consideration is the selection of a topic. If you are working with a client (a professor, trainer, etc.), make sure you check the content of your lesson with the content expert regularly. If you are not working with a client, select a topic with which you are already familiar.

The third consideration is the availability of learners who will use your materials. You might choose a topic which you know well and could teach in 45 minutes; but if you have no access to the target population for whom the materials are intended, then you should change the topic or target population.

SECTION 3: Task Analysis

Conduct an information processing analysis of your instructional goal to identify subskills required to reach each instructional goal.  You should choose the appropriate instructional analysis technique.  To begin the process, you may wish to write subskills on 3x5 cards so they can be easily changed, added to, omitted or reordered. It will take time and thought to develop an analysis with which you will be satisfied.   Develop a diagram to show the hierarchical relationships among learning tasks. Indicate which among the tasks are presumed known (or entry behavior) and those which are taught within your lesson.

SECTION 4:  Performance Objectives and Assessment

Part 1: Write performance objectives for skills which have been identified in your instructional analysis. These objectives should include the conditions for performance, the performance, and the criteria.
Part 2: Given the performance objectives, you will write appropriate criterion-referenced test items or performance tasks which reflect the performance required of students as stated in the objectives.
Part 3: Use the instructional model that you have adopted to describe different critical components of your instructional strategy. For example, if you have used a problem-based model, how you would begin the lesson?,  how you would inform the learners of the objective?, how you would get the learners' attention?, how you would present the problem, etc.?  Describe the structure within which the instruction is presented and explain your rationale for this structure. Describe how content will be presented to learners. Describe how the terminal objectives (goals) will be taught and assessed.

REPORT II
SECTION 1: Results of Evaluation

Part 1: (1) Describe the preparation of instruction for one-to-one formative evaluation. This description should include the format of materials to be evaluated, as well as the characteristics and entry behaviors of the learners who participate in the evaluations, the criteria for selection of the learners, and the procedures followed in conducting the one-to-one evaluation. Describe what you did and what the learner did (or the monitoring process).  (2) Describe the results of one-to-one evaluation for each learner, particularly the performance and major comments received from them during and after the evaluations.  There should be a description of the types of revisions made in the materials and a rationale for these revisions based on the results of the one-to-one evaluations.

Part 2: (1) Describe learners. Provide a complete description of the entry behaviors and characteristics of the learners who participated in your small group evaluation. (2) Describe the materials. Indicate all the materials that were included in your small group evaluation for either instructional or assessment purposes. (3) Describe the procedures. Indicate when, where and how the small group evaluation was conducted. Indicate directions given to the learners and your roles in the evaluation. Indicate each point at which data were collected. (4) Summarize the data collected, including the display of such items as pretest, posttest performance, performance on embedded test items or performance tasks, learning time, performance by objectives, and learner attitudes as indicated on questionnaires. (5) Describe what the data in each table means. It may appear obvious, but indicate how the data shows where the learners had problems and the nature of these problems. (6) Describe, based on the data and information gathered during the small-group evaluation, the revisions which remain to be made in the materials. The relationship between these revision recommendations and the data obtained during the small-group evaluation of the materials should be indicated. (7) Indicate revisions that remain to be made in the test instruments or performance tasks as a result of the data and information gathered during the small-group evaluation. (8) Indicate any instructional procedures that need to be revised as a result of information gathered during the small-group evaluation. If no changes are required, so indicate.

SECTION 2: Planning & Time Log

Part 1: Provide a coding list for all the terms and symbols that you used in your lessons.
Part 2: Complete a log of the activities that you experienced while developing the instructional plan with or without your client. Identify those activities which were the most rewarding and those which were the most frustrating. The log should provide evidence of how you attempted to work on your project, especially how you worked with your client (if any). The log should also enable you to record the time spent on the project so you will be able to estimate the project's monetary worth.