Running Head: COMPREHENSIVE INSTRUCTIONAL DESIGN PLAN

Comprehensive Instructional Design Plan

Wynena Curley-Cox
University of West Georgia
MEDT 7490

COMPREHENSIVE INSTRUCTIONAL DESIGN PLAN

Comprehensive Instructional Design Plan
Client
Courtney Tucker is a Special Education Teacher with Carroll County PALS (Preschool
Assessment and Learning Services) Program. She graduated high school from Villa Rica High
School in Villa Rica, GA. Courtney completed her undergraduate studies at the University of
West Georgia and earned a Bachelors degree in P 12 Special Education. She has experiences
working with student with learning disability and student with autism.
Grade and Subject
Pre-K and Kindergarten Social Studies
Instructional Problem
Mrs. Tucker created a lesson on Multicultural, which she used pictures and books during
large group and small group lesson. She felt the students didnt not grasp the concept of the
different cultural around the world. During the lesson they would travel to different places like,
Russia, Africa, Ireland, Israel, China, Antarctica, Australia, Mexico, Japan, France, Hawaii, and
Saudi Arabia. The students were not understanding the differences and similarities among
people of diversity using books and pictures.
Description of Re-Design Lesson
There were several ways to re-design the lesson Multicultural using visual and media
literacy while teaching. But students can visualize how other people live, they are more likely to
understand more about different cultures. Seeing pictures in books, images, posters or watching
documentaries about other groups of people will enable your family to experience what is
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COMPREHENSIVE INSTRUCTIONAL DESIGN PLAN

important to cultures other than their own. Using images for visual literacy will help students
discuss the differences and similarities of each cultural. Adding infographic posters can also
help students analyze, evaluate and communicate information about the differences and
similarity among different cultural around the world. Adding video to the lesson can help
students grasp the concept of multicultural. Students will recognize and describe how individuals
and families are both similar and different when using more visual and media literacy with the
lesson.
Artifact 1
I created a simple image board of different people around the world. This will help
student use the Visual Thinking Strategies (VTS), is a simple activity designed to build students
knowledge and development of thinking skills that use detail to enhance understanding of the
images. VTS encourages students to think beyond the literal by discussing multiple meanings,
metaphors and symbols.The students will be asked a few questions and using these forms of
questions: 1) what is going on in the picture? 2) What do you see in the picture? 3) What
makes you say that? 4) What are different about the pictures? 5) What are similar in the
pictures?

COMPREHENSIVE INSTRUCTIONAL DESIGN PLAN

All Images from Google Images

Artifact 2
Mrs. Tucker wanted two infographic charts, one on Chine and one on Africa, These
charts are for student to discuss and view the similarities and difference of their clothing. The
Piktochart will be used for more visual support to engage in the act of visual literacy and define
their own meaning of the images. Dual coding and common coding is used with this artifacts.
Dual coding theory is a general theory of cognition and mind. Common coding theory is a
cognitive psychology theory describing how perceptual representations (e.g. of things we can see
and hear) and motor representations (e.g. of hand actions) are linked.

COMPREHENSIVE INSTRUCTIONAL DESIGN PLAN

Original work from wcox

Artifact 3
Mrs. Tucker wanted a short PowerPoint about Native American. The wanted to discuss
and talk about Native American arts and craft. As I was engaging into her conversation, I
suggested a PowerPoint about me and my cultural. Mrs. Tucker was excited about using a
PowerPoint to introduce Navajo Tribe and their culture. Mrs. Tucker gave me a few details to
add in my presentation for her class.

COMPREHENSIVE INSTRUCTIONAL DESIGN PLAN

Methods to Assess and Evaluate the Lesson

Evaluation: Students

Students will correctly draw a picture representing their understanding of similarities and
differences in the student cut-outs

Students will demonstrate their understanding of being different by choosing their own
color hair to create a self-portrait.

Assessment: Teachers
Self Assessment Form
1.

What went well in this lesson? Why?

2.

What problems did I experience? Why?

COMPREHENSIVE INSTRUCTIONAL DESIGN PLAN

3.

Was it student centered? Should it have been?

4.

What could I have done differently?

5.

What did I learn from this experience that will help me in the future?

6.

Did the students meet your objectives?

7.

Did your lesson accommodate/address the needs of all your learners?

8.

Presentation Were the students involved? Was I clear in my presentation? How was the pacing?

9.

How would you change the lesson if you could teach it again?

Explanation
Visual literacy is an essential of 21st century skills, which state that learners must
"demonstrate the ability to interpret, recognize, appreciate and understand information presented
through visible actions, objects and symbols, natural or man-made. According to Frey (2008),
many students appreciate the opportunity to learn in a classroom where visual support are

COMPREHENSIVE INSTRUCTIONAL DESIGN PLAN

provided. This is certainly true for many students with disability who struggle with traditional
presentation of content like lecture and whole-class discussion. Many learners with disabilities,
including those with autism, some learning disabilities, and some cognitive disabilities lean best
when they have an image of what they are learning (Frey, p. 169).
Using videos in the classroom can reach children with a variety of learning styles,
especially visual learners, and students with a variety of information acquisition styles. Videos
in the classroom can bring fresh and timely information into the classroom. The use of videos, it
can motivate students, introduce a new concept, reinforce a previously learned concept, or
enhance and expand current knowledge. Video can present visual information that is difficult to
convey in other ways. One of the appeals of video is that it provides a sense of being there.
Students can walk on the moon, or visit an erupting volcano without ever leaving the
classroom.
ACRL Visual and Literacy Competency Standards
Standard One: The visually literate student determines the nature and extent of the visual
materials needed.
Meeting this standard, students will view the picture board of different cultural
around the world and discuss each picture they view.
Standard Two: The visually literate student finds and accesses needed images and visual media
effectively and efficiently.
This standard will met by addressing the lesson on Multicultural. The images will
help the students view how each cultural dresses different around the world.
Standard Three: The visually literate student interprets and analyzes the meanings of images
and visual media.

COMPREHENSIVE INSTRUCTIONAL DESIGN PLAN

Meeting this standard, the student will view a short video of Modern Native
American. Then have class discussion about the images and events from the
video. This will allow student to receive additional information or images for
support.
Reflection
While creating the Comprehensive Instructional Designing Plan, it was a challenge to
work create a simple plan for Pre-K or Kindergarten students with special needs. Multicultural is
a very big subject about different cultural around the world. I wanted this lesson to provide
young children with endless opportunities and exposure to beautiful traditions, music and
rhythms, instruments, celebrations, books, people, homes, and art of many different cultures.
Mrs. Tucker had to remind me several times to create two artifacts that was simple with not a lot
of details. I had a great time working with Mrs. Tucker and creating two resources she can utilize
in her classroom.

COMPREHENSIVE INSTRUCTIONAL DESIGN PLAN

References
Chinese Clothing. (n.d). [History of Fashion]. Retrieved from http://www.chineseclothing.org/
Colorado Come to Life. (2015). [Cinco de Mayo]. Retrieved from
http://www.colorado.com/traditional-mexican-dancers-display-colorful-dresses-duringcinco-de-mayo-denver
Creative Travel Photo. (n.d.). [Spain Tour]. Retrieved from
http://www.creativetravelphoto.com/gallery/people_african.php
Edutopia.Com. (2012). Martin sorses and the importance of visual literacy. Retrieved July 15,
2015, from https://www.youtube.com/watch?v=I90ZluYvHic
Frey, N. (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 beginners guide to
Communicating visually through graphic, web & multimedia design. 2nd Edition, Boston,
MA: Focal Press.
National Costumes of the World Gallery. (n.d.). [Russian Costume]. Retrieved from
http://costumes.lovetoknow.com/National_Costumes_of_the_World
Spain, (2015). [Matador]. Retrieved from https://spaininfo.wordpress.com/music-and-clothing/
The Flying Kiwi, retrieved from http://www.richard-seaman.com/Travel/Egypt/
What is Visual Literacy? (2013, November 19). Retrieved June 4, 2015, from
https://www.youtube.com/watch?v=O39niAzuapc

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