Running head: IDD ANALYSIS WORKSHEET 1

IDD Analysis Worksheet

Filling out this worksheet should help you to organize your initial insights and analysis about
your individual instructional design (ID) topic.
As you fill in information in response to the prompts in this worksheet, you will be learning how
to do the analysis toward creating your final IDD.
Please keep the headings and instructions intact as you’re writing.
Note: For each section of this worksheet, be sure to refer to the 00 Support for Individual
Assignments document and the samples from former students to assist you.
Note: Except for the first table, and for any notes about information that does not apply to your
specific project, I’m expecting to see sentences and paragraphs.
Note: Be sure to turn in your worksheet in MS Word. This makes it much easier to provide
feedback on your assignment.

Brief Introductory Info

Provide information in this table to give the briefest idea about your topic.
Your Name Shay Herr

Your IDD Topic Behavior in the Classroom

Organization (Where the learning
solution will be implemented)
Learners (Target Audience—it’s
possible that you’ll have both a
primary audience and a secondary
audience)
Nevada City School of Arts
(K-8 Charter School)
Primary learners will be those between the ages of
eleven to thirteen. The instruction will likely be
implemented to those in the seventh grade.

Needs Assessment
Data Collection. Briefly describe how you collected data about your situation. Possible sources
and methods include: interviews, observation, surveys, reviewing work products or reports. You
may include questions and raw data in an appendix.
Note: I’ve set up the paragraphs after the worksheet prompts to be in normal APA Style (1/2-
inch indent for the first line and double-spaced lines). This will make it easier for you to cut and
paste paragraphs into your final IDD document, which will be in APA Style. This also makes it
easier for your professor to read your document, so please do not alter the paragraph settings.
(Be kind to your professor.)
IDD ANALYSIS WORKSHEET 2

First Source (Interview)

The subject matter expert, Audra Hoyt, is my first resource for this project. She is a

seventh-grade teacher at the Nevada City School of the Arts (NCSOTA) and has over ten years

of experience in teaching both middle and high school. She reports that faculty members are

feeling overwhelmed by the students lack of self-discipline and a lot of time is wasted correcting

behavior instead of focusing on class instruction.

Second Source (Surveys)

A survey has been created and will be given to the students to collect data on their current

behavior practices. I have reached out to the principle in order to administer this survey and am

awaiting a response.

With the use of Google forms this survey will allow me to receive data on topics such as,

class preparedness, ability to flow instruction, attitude behaviors, and self-reflection.

Third Source (Observation)

A possible third source would be to visit the school. I will need to receive permission

from the school administers, but it would be a helpful to see how the students interact with the

teachers and between other students. It would also provide an opportunity to view class settings

and how the school conducts itself. As an art school, there is great emphasis put on curriculum

that is viewed through an artistic lens. (Nevada City School of the Arts, n.d.)

Fourth Source (School Website)

The fourth source will be the school website. Here, I am able to see what programs are

offered, their school values, what the school standards are versus what faculty and students

report they experience.

IDD ANALYSIS WORKSHEET 3

Problem or Opportunity. Based on the data you collected, describe the issue you want to
improve, whether solving a problem or taking advantage of an opportunity.

Here’s Where We’d Like to Be

The faculty would like more time to be placed on subject matter than student behavior.

This means that students should be prepared for class, able to flow simple instructions, and show

courtesy to those in their environment. The students should also be able to demonstrate the

ability of basic problem solving. For example, if the student has difficulty remembering to

complete an assignment, they should demonstrate the ability to write it down in a day planner or

use some other resource.

Here’s Where We Are Instead

Currently students are exhibiting a lack of the self-discipline and respect. There are

frequent classroom interruptions through various causes. Students will forget to raise their hand

and talk over each other. They are not properly prepared for class and have trouble flowing basic

instructions. These interruptions are slowing down the teacher’s ability to get through class

material in the allotted time.

This Is the Gap We’d Like to Fill (The Difference Between What Should Be and What Is)
There is a felt need for students to have the individual desire to make a change in their

behavior. Through motivation and providing resources for students, the gap can be filled by

giving them opportunity to make conscious decisions towards proper behavior. It is likely these

decisions will come about by providing problem based instruction. Suppling the students with

knowledge and materials, then setting a scenario based on real environments where the learner

will need to use critical thinking skills to discover solutions.

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Cause(s) of the Gap. Explain what’s causing the gap. You may not have all three of the major
causes shown below. If not, indicate which ones don’t apply to your project. For those that apply,
write a few sentences to describe the cause.
Note: A lack of training is not a cause for a performance gap. A lack of knowledge, skills, or
attitudes (which are all about deciding to make good choices) is a cause that can be solved by
training (or some other learning solution).

Lack of Knowledge, Skills, and/or Attitudes

While I’m still awaiting permission to assess the students directly, there are general areas

which are common causes. Attitudes toward making self-change are not high on the priority list

for a young teenager. As growing adolescents, their bodies are changing, their cognitive skills

are forming all while also contemplating their social and self-esteem status. (The Room 241

Team, 2017) Students might be aware of these issues but are unprepared with how to deal with

them effectively. Lack of experience and knowledge leaves them to problem solve is ways that

may not always be appropriate.

Lack of Motivation
There are several sources that contribute to motivation issues. Peer pressure is common

among all ages, this, combined with the chemical fluctuations in the body, is cause for moods

changes and lack of motivation. Teachers, subject matter, outside influences are all areas which

have an effect on student motivation.

When the data collection from the survey comes in, it will be easier to pin point what

students find least motivating.

Issue(s) in the Organization or Environment

At this time it is unclear if the school is contributing to the problem. As an arts school

they strive to create curriculum that is engaging through the art of music and performance. This

can create structured and unstructured environments. When students are going back and forth
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between classroom participation and performance participation there may be a gap of

understanding or confusion about which behavior standards are appropriate.

Another problem might be school policy. For instance the SME, a seventh-grade teacher,

reported that at times students are not bringing their books to class. Reviewing the website

revealed that the school has adopted a no homework policy for students K-5. (Nevada City

School of the Arts, n.d.) This would indicate the students have only had one school year of

experience in receiving and completing homework assignments, along with taking textbooks

home and back to school.

Initial Solution(s). Briefly describe your initial ideas for removing the gap. We’re studying how
to do instructional design in IST522, so we’re hoping that there’s a gap in knowledge and/or
skills that you will want to close with a learning-oriented solution. Many times, there are other
gaps that you should consider (or point out to someone in your organization), even if you will not
try to conquer them with your IDD project.

Learning Solution
The learning solution is to provide the seventh-grade students with instruction on

behavior in the classroom. This topic will be broken down into four short learning module

equaling an hour of instruction. There will be a bases of topical instruction, followed by relatable

scenarios where the user will need to choose the best course of action. Each answer will have

constructive feedback for the learner to review and reflect on. By creating scenario based

problems the learner will be able to further develop their critical thinking skills. This will allow

them to have pre-determined knowledge when faced with a real life event.

Other Possible Solutions

Another possible solution would be to focus instruction on the faculty. The objective

would be to provide resources and strategies for faculty to implement in their classroom. Like the

student solution above, the topics would be broken up to create short learning modules. Another
IDD ANALYSIS WORKSHEET 6

analysis would need to be completed to define each topic, but it is likely the modules would

address topics such as classroom management strategies and building student relationships.

Goals for Your Project. Organizational goals often include things like saving money,
increasing customer satisfaction, improving quality, increasing the percentage of students
reading at grade level, decreasing the dropout rate, or providing personnel who have reached a
certain level of fluency in key languages. Learner goals are less formal and precise than learning
objectives. Often, they are not particularly measurable. For a learner goal, we’re looking for a
broad statement about what the learners will learn. See Piskurich, pages 130 to 131, for
definitions and examples.

Main Organizational Goal(s)

The main goal faculty are looking for is a change in the students behavior. These changes

would include complying with instructions, respecting teachers and their fellow classmates, and

being prepared for instruction.

Main Learner Goal(s)

Learner goals would be their ability to think critically to solve problems. By the end of

instruction the students will know the set of behavior standards and how to apply them

appropriately in class.

Learner Analysis
Data Collection. Write a sentence or two to describe how you collected data about your learners.
Possible methods include: observation, interviews, focus groups, surveys, and reviewing work
products or reports. (You might, at this point, have only one source, or you might have more than
three. The headings are there to provide structure for your answer.) You may include questions
and raw data in an appendix.

First Source (Interview)

My current source is the SME, Audra Hoyt. We conducted a Skype interview discussing

the issues and possible solutions. She provided me with an outlined of current student behavior

and specific examples related to the issues. Presently there is a lack of respect given by the
IDD ANALYSIS WORKSHEET 7

students to faculty. They are interrupting class time by talking over fellow students, dancing

around the room, and forgetting textbooks or assignments.

Second Source (Survey)

My main source will come from the learners themselves through the use of Google

forms. I have contacted the school principle in the hopes of getting a response soon. Once I have

approval I will be able to conduct a survey that will help me understand where the learners are.

Google forms is a great resource that will comply the data for me into individual and grouped

responses. I will be able to compare it with the SME’s insights to better define the gap.

Third Source (Observation)

If I receive permission, it would be helpful to visit the school. This would provide me

extra insight on how the school structures their everyday classes and programs. It would be

particularly useful to see how students respond when faced with an interruption of some kind. As

the outside observer my perspective on the situation may be different than what the SME is

seeing.

Fourth Source (School Website)

The school website has given me some insight on where they place their values in student

academics, music, and art. The NCSOTA policies have also provided helpful information. There

are times when it is the policy that may affect the learner.

Learner Profile. Describe your typical learners (they will often possess a range of knowledge,
skills, and other characteristics). Include additional information if you have a secondary audience
for your learning solution. Most important will be information about relevant experience, prior
knowledge (what they already know about your topic), tool skills, aptitudes, attitudes, and
motivation for learning what you want to teach them.
Note: Please do use learning styles as a factor in your learner analysis. (These will not help you
to make design decisions.) Also, be extremely cautious about making assumptions about
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generational differences. Some young people have no clue about technology. Some older folks
invented the technology that we use today.

What Work or Study They Are Doing Now

The sixth through eighth grade classes are involved in the Social & Emotional Learning

(SEL) program. This is a small group of students paired with a teacher to build relationship and

provide peer counseling for students. (Nevada City School of the Arts, n.d.) This program may

be useful for teachers to gain respect from a small group of students, but might also lack full

integration to all students.

Prior Knowledge About This Topic

There is no data available at this time to definitively determine prior behavioral

knowledge.

Tool Skills
This area is not applicable to the learners.

Expected Ease or Difficulties in Learning

Practical issues may be that the student does not have access to a computer or tablet

device. This issue will be determined through conversations with the SME and solutions will be

developed. Other difficulties may not come from learning knowledge, but choosing to apply the

knowledge into their lives. The instruction will provide tools that are both mentally strategic and

material to encourage appropriate behavior.

Motivation for Learning About This Topic

Presently students are not motivated to choose proper behavior practices and thus

unlikely to be motivated to learn about it. To combat this I intend to create relatable instruction
IDD ANALYSIS WORKSHEET 9

that will inspire positive action. When presented with a difficult situation, the student will be

able to think critically and feel empowered to act with the knowledge and tools they learned.

Other General Characteristics That May Impact Their Instructional Experience

Outside influences such as home life, social life, and media can all factor in the students

instructional experience.

Prerequisites or Entry Requirements. If applicable, note any requirements that your learners
must meet before they are eligible to take the learning solution that you will offer. (If not
relevant, say so.)

Prerequisites (Courses)
I might need to create a short introduction on how to go through the instructional module.

For example, explaining which buttons will help the user advance through the course, the pause

button, the next button, etc.

Entry Requirements (Everything Else)

The students should be able to read at grade level, but the modules will also have

auditory narration.

Context (Workplace/Environmental/Setting) Analysis

Data Collection. Write a sentence or two to describe how you collected information about the
context of your situation. Possible methods include: observation, interviews, surveys,
organization records. You may include questions and raw data in an appendix.

First Source (Interview)

The subject matter expert will be able to describe the classroom setting and workplace

environment.

Second Source (Survey)

Once I receive approval for the survey, data will be collected from student reflections of

their learning environment.

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Third Source (School Website)

On the school website I am able to see the artistic environment that the school strives for.

NCSOTA offers music and art programs for their students in conjunction with their after school

programs. They also try to incorporate “Mindfulness” into the education. Their description of

mindfulness is to allow for healthy stress in a student’s life, but not what they refer to as “Toxic

stress”. “Toxic stress occurs when life’s demands consistently outpace our ability to cope with

those demands.” (Nevada City School of the Arts, n.d.)

Numbers & Locations. How many people are in your target audience, and where are they?

Number of People in Your Target Audience

The seventh-grade class is comprised of fifty-two students.

Location(s) of People in Your Target Audience

Nevada City School of the Arts is located in Nevada City, California.

Work Setting Logistics, Resources, Constraints. This might include instructors, classrooms,
and availability of tools, equipment or technology.

Classroom Instruction Considerations (If Applicable)

Teachers will need to be aware of the topics and materials provided in the modules. This

will allow them to reinforce the learning the classroom.

Online Instruction Considerations (If Applicable)

It is unknown yet, whether all students have access to a computer, laptop, or tablet at

home. I will also need to assess whether the students will have availability at the school, possibly

through their after school program or a computer lab.

Content (Task) Analysis

Data Collection. Write a sentence or two to describe how you collected information about the
content for your learning solution. Possible methods include: interviews with subject-matter
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experts (SMEs), documentation, observation of master performers (or others), existing courses,
and articles, video tutorials, etc. You may include questions or other details in an appendix.

First Source (Interview)

My first source was an interview with the SME. Once she described the problem, we

were able to narrow down three of the four areas of study. She believes the topics “Being

Prepared”, “Flowing Instruction”, and “Respect” would be the most appropriate.

Second Source (Other Universities)

As my second source I intend to reach out to CSU, Chico’s Behavioral and Social

Science department or possibly the Psychology department. I would be able to speak with

professionals to attain information on student behavior and social sciences.

Third Source (Internet)

Internet research will help me construct the modules so that they are applicable to the

learner. It will also provide me with other tools and resources that I can implement.

Content to Include. Describe the main tasks, content, or procedures that you intend to include in
your module. Your earlier analyses should help you to decide the level and depth of these tasks.
Include citations for your content descriptions if you consulted written sources. Include general
statements about how well your learners should be able to master the content.

Main Tasks to Master (Overview of the Content)

The content for classroom behavior will be divided into four separate topics. This will be

online instructional modules for students in the subject areas of preparedness, respect, flowing

instruction, and one more topic that has not yet been determined. The student will develop

critical thinking skills that will allow them to demonstrate the appropriate action of behavior.

Essential Declarative Knowledge (Things People Should Be Able to Talk or Write About)
By the end of these modules the students will have developed their cognitive knowledge,

providing opportunity to apply it in their school environment. They will be able to demonstrate
IDD ANALYSIS WORKSHEET 12

to teachers their ability to speak appropriately and respectfully. This includes fellow students and

other faculty members.

Essential Procedural Knowledge (Things People Should Be Able to Do)

The students will also be able to demonstrate their ability to flow class instruction by

raising their hand and sitting in their seat during class time.

References

Nevada City School of the Arts. (n.d.). Nevada City School of The Arts. Retrieved

October 16, 2018, from http://ncsota.org

The Room 241 Team. (2017, November 8). Middle School Classroom Management

Strategies. Retrieved from https://education.cu-portland.edu/blog/classroom-resources/middle-

school-classroom-management-strategies/