Appendix C
Instructional Design Project

Part One
Part Two
Part Three

Part One: Course Goals and Unit Topics and Goals (40 pts)

A. Title Page. Include course number and title (EDN 301, Instructional Development), section number, date of submission, name of professor, name of student(s).

B. Course Title and Grade: The course title and grade level should appear on the title page and at the top of the page.

C. Course Goals. What are the major learning outcomes that your course expects to have students achieve? Your goal statements will be expressed in general terms and will necessarily subsume many specific objectives that will be taught in your course. You goals should address identified learners' and environmental needs. Write course goals from the intellectual skills domain, the attitudinal domain and the cognitive strategies domain. Naturally, if your course contains goals from the domain of verbal information or motor skills, you should include them as well. Also, group all goals from the same domain and label each domain that you use.

Consult the following sources in preparing your goals. It is important that you do not simply copy your goals from a single source. Instead, critically evaluate each sources and then integrate the best ideas from each of the sources to create your course goals.

a) Textbook or materials that have been designed for your course (http://library.uncwil.edu/ ). You may want to visit Curriculum Material Center (CMC) in Randall library and review the proper materials for your course.

b) District curriculum guides/Teacher Handbook or visit Public Schools of North Carolina Web Site (go to Educators' Resource Center: http://www.dpi.state.nc.us/teachers.html or http://www.dpi.state.nc.us/curriculum/

c) K-12 North Carolina Computer/Technology Competencies (http://www.dpi.state.nc.us/curriculum/computer.skills/)

d) Teachers' and/or students' version of the textbook for the specific subject area (science, math, etc.)

The following is a suggested approach or procedure to create goals:

list the major topics (content) of the course that you will be covered in your course
copy the list of goals and objectives from district guides
copy the list of goals and objectives that are listed in the textbook that you may use
copy the list of goals and objectives that are in the teacher version of the textbook for your course (if there is a teacher’s book)
copy NC computer/technology competencies
read all the goals and objectives or competencies from different sources and familiarize yourself with the list of content for the course
given different lists of goals and objectives and the list of content, formulate a few general goals that communicate YOUR general expectations
when formulating your goals, keep your learners' characteristics and learning environment in mind (e.g., if you are not going to have a science lab in your hypothetical school, expecting students to conduct a lab experiment will not be feasible)
review your goals and make sure that you have not excluded anything from the curriculum guides or the content.

D. Course Units. Prepare a listing of all course units and major topics for the course. Your outline will look much like the table of contents in a book for each unit. Each subtopic in your course units does not need to be stated, but all major topics and some highly important subtopics should be listed. The course outline may be a topical outline or a sentence outline, but use meaningful labels for your units and topics. The unit outline should show clearly the content of your course.

E. Unit Goals. For each unit, write three end of unit goals as samples of the types of learning expected of students. Unit goals may still be general and may not be as specific as performance objectives. Identify types of learning outcomes for each of the three unit goals. You may want to categorize your unit goals using the general categories (or domains) of learning outcomes first (intellectual skills, verbal information, cognitive strategies, attitude and motor skills), and then identify type of learning outcome within each domain if possible.

F. Analyses of Course Unit Structure. Your course outline should list the units in order that they will be taught, but the relationships among the units of the course will not be revealed. These relationships must be examined and clarified in the following ways:

Topical Hierarchy. Prepare a topical hierarchy of your course units This is a visual display of your course units. Each unit in your course is considered a topic. The topical hierarchy will graphically depict how the units of the course are dependent upon or independent of one another. Do not attempt to include subtopics in your hierarchy, only the units themselves.

Note: You are encouraged to use the computer (a drawing software) to develop your topical hierarchy).

Narrative Rationale. Write a narrative rationale for the course unit structure. In this section of your project you are expected to explain the topical hierarchy that you have developed. Describe the relationships among the units as you have illustrated them, and explain why you believe the relationships to be most accurately depicted as you have designed them to be. In other words, explain your topical hierarchy.

G. References. List in alphabetical order by author each of the references that you have used in constructing the curriculum for your course (APA style is desired).

H: Self-Assessment. Assess your completed product using the scoring criteria for part I (see Appendix D) and then attach it to your final product.

Part Two: Unit Design (40 pts)

A. Unit content analysis. Select one unit from the list of your course units. Prepare an exhaustive list of learning taught in the unit. In other words, analyze the content of the unit you have listed in Part Two. Identify the different types of learning to be taught in this unit and group them by type of learning.

In order to conduct your analysis it is helpful if you follow the steps below:

identify all concepts, rules, problem solving skills, cognitive strategies, verbal information skills that are to be taught in this unit (try to focus on a few major concepts, rules, and problem solving skills).
group them by types of learning and label them.
rewrite the list of the selected unit goals and make sure that the unit goals cover the content that you have listed in Part Two above.
conduct a task analysis for each category of learning outcome (each goal) stated and list the appropriate step(s) to accomplish each task (goal).
conduct a pre-requisite analysis for each task (goal) to identify everything that the student needs to know to achieve the instructional goal.
write major performance objectives for each unit goal.
check to make sure that your performance objectives cover the content you have listed.

B. Performance Objectives. Write the major performance objectives that you expect students to have learned at the end of your unit. If your unit is complex (you have more than three unit goals or expect to have more than 12 performance objectives), write performance objectives for at least two identified tasks within each goal. At least two of these objectives must be intellectual skills and preferably higher level thinking skills. However, list all of your end-of-unit objectives if your selected unit is not complex.

C. Assessment Plan. Develop a table which specifies the varieties of learning to be taught in the unit. The table should contain all the performance objectives that have been listed in Part Two B. Describe the type of assessment (paper-and-pencil, performance assessment) you would use to measure each objective, the type of instrument/test item you would use, and a detailed description of the item or the instrument. The description of your assessment should allow you to construct the test item or the performance assessment instrument easily in the future.

D. Task Analysis. Prepare a learning hierarchy for one of your end-of-unit performance objectives that is an intellectual skill. All essential prerequisites should be included and identified by type of learning outcome, and no irrelevant subtask should be included. Follow the conventions for constructing a learning hierarchy. Clearly state the end-of-unit objective that you have chosen for analysis. Include in your hierarchy the entry level expected of the majority of your learners and the sequence in which each enabling objective would be taught.
Note: You are encouraged to use the computer (Word processing or Excel) to develop your assessment table.

E: Self-Assessment. Assess your completed product using the scoring criteria for Part Two (see Appendix D) and then attach it to your final product.

Part Three: Lesson Design (40 pts)

Individual Assignment

A. Lesson Objective. Select one objective from your learning task analysis. Make sure that you have written this objective as a performance objective at the beginning of your lesson plan. Use an intellectual skill.

B. Summary of Appropriate Conditions of Learning. List the learning conditions required for the type of learning capability stated in the performance objective which you are teaching. Indicate in the body of the lesson plan where these conditions of learning are met.

C. Instructional Plan (Foundations of Instructional and Appropriate Activities). Use the lesson format illustrated in the sample lesson design provided in class. You are to prepare a lesson plan with sufficient detail to enable another person to deliver your instruction exactly as you would. All events of instruction must be used appropriately and repeated as necessary. Specify those activities which meet the conditions of learning. Your prescriptions of the events of instruction should demonstrate your understanding of the learning theories, motivational theories (ARCS model), and multicultural education.

D. Assessment Procedures/Instrument(s). Prepare a detailed assessment device that makes it possible for a valid and reliable evaluation of learner's attainment of the objective for which you have designed instruction. This section must contain a carefully written set of instructions for the learner, and it should indicate the criteria for acceptable performance. You may choose to design a performance assessment, a worksheet or a test. However, your assessment criteria should be matched with the type of assessment that you use. Include your grading procedure for the assessment tool.

E. Appropriate Instructional Media/Materials. Any instructional media/materials that you will use as stimulus media/materials or for eliciting performance should be attached as a supplement to your lesson design. Such media or materials should be valid for what you are teaching. I expect to see integration of computer technology in your lesson plan. For example, if you are going to teach a lesson in history, I expect you to utilize on-line data bases as part of your instructional strategies and/or learning activities. To get an idea how you can integrate computer technology into your lesson make sure you visit the following site: http://dpi.state.nc.us/Curriculum/LssnPlns.html. Be aware of Copyright Law when using Internet.

F: Self-Assessment. Assess your completed product using the scoring criteria for Part Two (see Appendix D) and then attach it to your final product.