Goal-directed Instructional Design Plan - Who I am...

Author - Annie Kim

A problem or a need - there must be a problem of practice or an educational need that should be
addressed during the lesson.
Students will create a multimedia presentation to introduce who they are to the the class. They will
focus on what qualities they have to contribute to a greater community and what they feel they need the
greatest assistance with to be a better member of a community.
A real-world performance - how the learning objective fit into a real-world activity or need.
Exploration of the self, what one has to contribute/offer, as well as what one struggles with and needs
assistance with is essential in the classroom community and the real world.
An instructional objective - the objectives are based on the final outcome, activity or test. These
objectives will each be different for the four types of knowledge; performing skills, recalling facts,
identifying examples of concepts, and applying principles.
Students will demonstrate the ability to introduce themselves concisely using technology of their
choosing
Students will assess their individual strengths and convey what they can contribute to a
community
Students will assess their individual weaknesses and share what they struggle with and/or what
they need assistance with
Students will understand the culture of the classroom community and its emphasis on respect,
confidence, humility, vulnerability, and community.
A set of essential content - the basic ideas and skills that will allow the learner to complete the task
or understand the content.
Students will engage in a discussion about What is essential in a learning community?
Students will participate in a quick-write responding to: Everyone has unique qualities that
add to our community. What are your strengths? What unique qualities do you possess? What
expertise do you bring to our community? What are you proud of?
Students will share how they responded to: No one is perfect and we all have areas that we
struggle with. What do you struggle with? What do you need assistance in? How are you at
asking for help? How can we help and support you to grow in this area?
Students will have access to screencast tutorials on using iMovie, VoiceThread, and Animoto.
They will also have two class periods of lab time.
An evaluation consisting of a test or observation - an assessment, observation or product showing
that the objectives can be accomplished in the real-world setting.
Students will create and present their multimedia presentations to the class.
Students will complete a post-reflection after all members of the learning community share
their creations. The post-reflection will ask them to reflect on the assignment and connect it to
the discussion we had on the first day of class about the essentials of a learning community.
Students will also be asked to reflect on what they liked, didnt like, what they learned, and
feedback about this lesson/assignment to help me make it better in the future.
Michigan State University, Educational Technology Programs
http://edutech.msu.edu
A method to help participants learn - the method to deliver the content; a lesson.
1. Day 1: discuss essential elements of a learning community along with class expectations
and syllabus
a. pass syllabus and have students take it home and read through it
b. briefly talk about class expectations
c. classroom discussion on the essential elements of a learning community
d. show Where Good Ideas Come From by Steven Johnson (4:06)

2. Day 2: quick-write about personal strengths and assign writing about weaknesses
a. begin class with quick write and explain that this should be expected on most days
b. have students share with someone next to them and that they will introduce one another
to the class
c. introduce "Who I Am
d. in class or HW (depending on time) - student response to their weaknesses
e. HW - assign students to watch screencast of video tutorials and to have an idea of what
they want to use to present their projects and to have an idea written on paper for their
project, which they will begin tomorrow in the lab

3. Day 3-4: computer lab
a. begin class addressing any questions students have on the project, tools, etc.
b. allow students to use time to create and walk around to check to make sure everyone is
confident with their own creations; check for understanding

4. Day 5: presentations and post-reflection
a. students present their creations
b. Positive Education with Character Strengths (8:35)
c. post-reflection assignment given

Motivation:
Meaningfullness - content and activities must have meaning for the learner
Students will assess who they are, build confidence in their unique positive qualities, and grow
aware of the areas of weakness they may need assistance.
Students will learn about their colleagues.
Pleasant consequences - the effects that achieving the goal will have on the learner
Students will understand the culture of the learning community and begin to have ownership of
it.
Students will get to know the members of their learning community.
Students will feel like they belong in this learning community and that they have something to
offer.
Students will know that this learning community is a safe place.
Novelty - an attention-getting, humorous or curious manner that relates to the useful information in
your lesson
The first 5 days of the term sets the tone for what students will experience in this class. Instead
of combing through the syllabus, students will be asked to take it home so that we can take
advantage of class time. The discussions will leads students to understand what I value as an
educator and how the things I value play out in the classroom. Students will see the different
resources and tools I use in the classroom and understand the expectations that they will also
be utilizing multiple resources and tools. Jumping into this first project will have students caught
off guard and excited for the unconventional road ahead.
Michigan State University, Educational Technology Programs
http://edutech.msu.edu
Socialization - a strong motivator for student learning
Students will be motivated by the creative openness of the class.
Students will be motivated by the technology tools presented to them.
Students will be encouraged to tweet me, text me, or leave comments on the classroom website
as needed.
Audience - For what audience are you designing this lesson? Consider the following:
Age: High school students (juniors & seniors)
Skill level (including technology skills): Students from all skill levels can participate.
Prerequisite knowledge (including technology background)
Students must first understand and accept the Code of Digital Citizenship.
Students must have at least a basic understand of computer functions such as typing and
navigating the Internet.
Students must be willing to participate and be open to try things they dont know or quite
understand.
Technology Needs - the computers, software, programs (such as Angel or other CMSs) printers,
equipment, Internet access, time in the computer lab will be needed to successfully complete your
technology-rich lesson.

Students will be given two class periods of computer lab time.
Students will need access to iMove, VoiceThread, Animoto, or other programs they would
like to use.
Students will need a flash drive to save their files on.

Michigan State University, Educational Technology Programs
http://edutech.msu.edu