COMPREHENSIVE INSTRUCTIONAL DESIGN PLAN 1

Comprehensive Instructional Design Plan

Njemele Bush
University of West Georgia

COMPREHENSIVE INSTRUCTIONAL DESIGN PLAN 2

Introduction
The purpose of this assignment is to create a Comprehensive Instructional Design Packet
to assist education for technology integration. Through this plan, visual design strategies will be
displayed as well as methods of implementation for the needs of student understanding. Client
needs will be described as well as a thorough plan and display of artifacts will be present in order
to show how to use technology tools for the purpose of introducing content in a functional way
for classroom use,
Description of Client and the Instructional Problem
The client is Mr. Carlos Tolbert. Mr. Tolbert is a Business and Computer Science teacher
at Langston Hughes High School.

He teaches Introduction to Business and Technology,

introduction to Digital Technology and Advanced Accounting.

This is his second year of

teaching these courses. He has uses instructional resources from the textbook as well as online
resources available from the publishers and other educators within the district. The instructional
problem is his students need visual representations as well as real world examples of curriculum
information. Many of the resources and supplemental material have more text than graphical
representation. He has a trying time when attempting to keep the scholars aware of the content
as well as engaging them in the lesson.
He and I sat and discussed his Introduction to Business and Technology curriculum. He
stated that he needed assistance with teaching his students about how to design and create a
budget. We then discussed his structure of his lesson plans.

He stated that he introduces

vocabulary first and then utilizes a KWL chart. The purpose of the KWL chart was to trigger
previous knowledge as using the chart to personalize what the students what to learn while
infusing content related to curriculum standards. He then stated that he displays PowerPoint

COMPREHENSIVE INSTRUCTIONAL DESIGN PLAN 3

presentations and usually concludes the lesson with a project related to what they learn. We both
agreed that what he is currently doing is conducive to his classroom setting. We also agreed that
making improvements may help the students to retain the content as well as further engage them
during instructional time.
A Description of the Re-Designed Lesson.

The re-designed lesson was Creating a Budget from the Money Management Unit.
During this lesson, the essential question that is addressed is How are budgets created? Instead
of starting with vocabulary, I created a handout with pictures. The students then organized the
pictures first in the order of importance as it related to what a budget is. Mr. Tolbert then using
his textbook materials, explains how each picture relates to creating a budget. When the picture
was displayed, text was shown with the picture for the purpose of word association and content
understanding. The students would then take the pictures and create a story about creating a
budget based on what they learned during the lesson.
Along with this lesson, I researched YouTube and found a video related to budgeting,
https://www.youtube.com/watch?v=pN709oX9Bzk. To begin this part of his lesson, he will
show the video to the students. He ask questions that probe their understanding. Students were
to take notes of visuals that they saw and be prepared to use them later to create either an
infographic or a PowerPoint presentation. Both must include four graphics that they associated
with budgeting along with thorough explanation, a YouTube or SchoolTube video about
budgeting. This will take two class periods. Students will then apply what they have learned
from Phases 1 and 2, and create a sample grocery budget for a family of 3 during the third phase.
Once completed, students presented their findings to the class.

COMPREHENSIVE INSTRUCTIONAL DESIGN PLAN 4

Lesson Plan Re-Design Timeline

Timeframe

Instruction

1 Class Period

Students will be given

Decoding Activity

1 to 2 Class Period(s)

Teacher uses textbook

and notes to provide
feedback on Budget
Decoding Activity
Teacher
reviews
budget details and
elements
with
students.
Students
receive
instructions
related
to
budget
essentials project
Teacher
provides
details
related
to
essentials.
Teacher
displays rubric for
budget creation for
students

2 Class Period

1 Class Period

Method of
Instruction
Paper,
Scissors,
Cardboard or MS
Word Document and
Color Printer
LCD Projector
PowerPoint
Presentations
MS Word Document
LCD Projector
Computer
Choice of Tech Tool
by Student
Textbook
YouTube/SchoolTube
Application
LCD Projector
PowerPoint
Presentations
MS Word Document

Student
Application
Student
Coding
and
Decoding
with Graphics
Student
Creation

Story

Student
Infographic
Related to Budget

Student
Budget
Creation for a
Family of 3

The Methods to Assess/Evaluate the Lesson

The methods of assessment were observation, formative and summative. Mr. Tolbert
monitored his students responses to the initial pictures, providing feedback and reinforcing their
knowledge. He often sent them back into their text to gather additional information where
necessary. He used rubrics to grade their decoding of the pictures as well as utilized their peers
to provide information on the content. Later, using www.4rubistar.org, he created rubrics to
assist in grading scales and noted.

COMPREHENSIVE INSTRUCTIONAL DESIGN PLAN 5

Explanation of Why Artifacts are the Right Solution for the Purpose of the
Re-designed Lesson
The coding and decoding activity artifact is the right solution in respect to redesigning
this lesson as it helps the learners to provide answers to relating the budget to images related to
money and consumer lifestyles. They must look at the details and prove how they are associated
and under what context does each image distinguish its relation to budgeting. The infographic
assignment is the right solution due to the fact that it provides an opportunity for students to
organize graphical representation and display it in a process for understanding. Students must
create an infographic that shows details about the content. This then creates a pathway for
students to show their understanding as well as synthesize their own understanding in a visual
way. It is with these two artifacts that students can show and acknowledge what they have
learned and also create an in depth representation about budget from the perspective of a
business professional consumer in todays economy.
How the Plan Addresses ACRL Visual and Literacy Competency Standards
The plan that I created will address ACRL Visual Literacy Competency standards with
the student in mind. Students must examine images and analyze each. Once the learner has
noted the images definition, they then continue to seek information related to understanding how
the information correlates with knowledge. This means that students must select the image and
define its purpose within the budgeting unit. Students must answer questions like how are these
graphics related to a budget? What are the elements of a budget? How can money be used to
solve problems of a budget? How can the consumer benefit from using a budget? What is the
correlation of money, budget, family, costs, needs and wants? Through the graphics analysis,
students will work to address standards 3 and 4. The visually literate student interprets and

COMPREHENSIVE INSTRUCTIONAL DESIGN PLAN 6

analyzes the meanings of images and visual media. The visually literate student evaluates
images and their sources. By creating the infographic, they will address Standard 5: The visually
literate student uses images and visual media effectively. By addressing the standards, students
begin to further acknowledge the use of the image to create a better understanding of the
curriculum content as well as engaging with the content to comprehend what they learned and
display the means to relate the images to their everyday life.
Reflection and Challenges
I enjoyed this assignment for several reasons. I had an opportunity to work with a
coworker on lesson plans and I also had an opportunity to see how this may work during every
day learning. The challenges were scheduling meetings. Due to faculty meetings and the fact
that I am the adviser for three activities at the school, we both had to find time to dedicate to the
redesign. Another challenge was the students being receptive to change. As patterns continue to
develop, students has become comfortable with his usual methods of learning. We had to change
the attitude of the students to get to be receptive as well as having them to understand that this
would be a great opportunity to show their information in a different way. The last challenge
was available resources and tools. Students had a hard time adjusting to creating the info
graphic, therefore we had to provide alternatives such as PowerPoint creation (one slide) and
Prezi (three transitions) to giving the assignment the adjustment of that similar to an infographic.
Conclusion
Overall, we both felt that the re-design plan definitely helped the students and the teacher.
The teacher noted that the students enjoyed decoding because they had an opportunity to be
creative and optimistic about what they were g going to learn. They also were inspired my new
content. In addition, the teacher now has new teaching strategies that he can use on a daily basis

COMPREHENSIVE INSTRUCTIONAL DESIGN PLAN 7

for the students as well as incorporate into other units of understanding. It is not only in this
course where these ideals can be progressive, but also he stated that he would like to work
together redesigning other lesson. I felt that the redesign helped me because it gave me a
different outlet in creating lessons for teachers and students for the purpose of achievement and
understanding. It is with this that students will be great and responsible consumers, especially as
it relates to creating a budget over time.

References
Baker, F. W. (2012). Media literacy in the K-12 classroom. Eugene, OR
Frey, N., & Fisher, D. (2008). Teaching visual literacy: Using comic books, graphic novels, anime,
cartoons, and more to develop comprehension and thinking skills. Thousand Oaks, CA: Corwin Press.
Golombisky, K., & Hagen, R. (2013). White space is not your enemy: A beginner's guide to
communicating visually through graphic, web & multimedia design. 2nd edition, Boston, MA: Focal Press.
Online Resources
http://cms.gavirtualschool.org/Shared/Electives/IntroductionToBusinessTechnology/MoneyManagement/i
ndex.html
http://www.piktochart.com
http://www.prezi.com
Client Information
Carlos Tolbert Tolbertc1@fultonschools.org