ECE210 Instructional Design Unit Template copy
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Dec 6, 2023
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/20/23
Instructional Design Unit
Undergraduate
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Instructional Design Topic 1: The Learning Cycle
Learning Cycle
1.
Pre-assessment and Standard Alignment
a.
Definition: Pre-assessment provides teachers with a way to learn crucial information about students' abilities, interests, and learning preferences before instruction begins (Mursky, 2011). A standard alignment is a tool that teachers can use to ensure that students access the content and skills they need to know, understand, and are required to do in each grade level or course (Atlas, 2021).
b.
Example: Using the results of a diagnostic test to create instruction that is in line with the individual learning standards of the students.
c.
Resources: Atlas. (2021, June 2). How teachers develop aligned curriculum with standards. Atlas. Learning Cycle
1. Preassessment and Standard Alignment 2. Instructional Strategies
3. Assessment (formative and summative) 4. Review the assessment data
5. Reteach (group and/or individual)
6. Reflect (apply to next lesson)
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https://www.onatlas.com/blog/develop-aligned-curriculum-with-standards
Mursky, C. (2011). Pre-assessment what it is: Pre-assessment - wisconsin department of ... Public Instruction. https://dpi.wi.gov/sites/default/files/imce/cal/pdf/pre-assessment.pdf
2.
Instructional Strategies
a.
Definition:
Instructional strategies are tools and methods that teachers can use to assist students in overcoming learning challenges and achieving higher levels of comprehension and knowledge (Drew, 2023).
b.
Example: One example that teachers can use is asking open-ended questions while reading a book to the student. This can help in the students' retention of information and logical thinking.
c.
Resources
:
Drew, C. (2023, May 10). 102 instructional strategies examples (A to Z). Helpful Professor. https://helpfulprofessor.com/instructional-strategies-examples/
3.
Assessment
a.
Definition:
Assessment is the process of gathering data to determine what each student actually knows, understands, and is capable of doing (CDE, 2022).
b.
Example: classroom discussion, pop quizzes, or educational games. c.
Resources: California Department of Education (CDE). (2022, December 9). Assessment. Assessment - Quality Schooling Framework (CA Dept of Education). https://www.cde.ca.gov/qs/as/#:~:text=Assessment%20is%20the%20ongoing
%20process,formative%2C%20interim%2C%20and%20summative.
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i.
Formative
a.)
Definition:
Formative assessments measure a student's progress while they are still in a lesson.
It focuses on the student's strengths and weaknesses and identifies the areas where the student needs assistance.
Example: Midway through the lesson, teachers can have students complete a practice quiz or ask them to answer questions from flashcards.
ii.
Summative
a.)
Definition:
Summative Assessments are tests given at the conclusion of a course to determine the students'
level of understanding. b.)
Example: To assess their learning, teachers may assign students a midterm exam, a final project, or an essay. 4.
Review the assessment data
a.
Definition:
To assess how well the curriculum or program is promoting student learning, to spot effective strategies or areas for development, and to assist in making decisions based on the best available evidence (CSUF, 2022). b.
Example:
A great example of this is when a teacher gives feedback to students on their assignments
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using a grading system like a rubric.
c.
Resources: California State University, Fullerton (CSUF). (2022, June 27). What is assessment. What is Assessment - Assessment and Institutional Effectiveness | CSUF. https://www.fullerton.edu/data/assessment/sla_resources/whatisassessment.php#:~:text=Asses
sment%20data%20are%20used%20to,guide%20evidence%2Dbased%20decision%20making.
5.
Reteach (group and/or individual)
a.
Definition:
Reteach is the term for when a teacher reteaches a lesson or subject that a student is having trouble understanding or that they have failed to grasp by introducing fresh information or material that has already been covered in a different way (Nannini, 2021).
b.
Example:
Using flashcards to help a student with math or sight words are two examples of teaching. Using a computer or tablet is another way for a teacher to reinforce their lessons. Children can play entertaining games like sight word bingo to help them learn their sight words.
c.
Resources: Nannini, K. (2021, January 25). My Comprehensive Guide to effective re-teaching. In the Classroom with Kristine Nannini. https://kristinenannini.com/re-teaching/
6.
Reflection
a.
Definition: In order to enhance the learning process and the results that follow, reflective learning entails actively monitoring and evaluating one's knowledge, abilities, and performance throughout the
learning process (Effectiviology, 2023).
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b.
Example:
A teacher can use reflection learning by asking students to share a few things they have learned after they have just finished a lesson or reading a book in front of the class or by writing it down in a reflection journal. c.
Resources: Effectiviology. (2023). Reflective Learning: Thinking About the Way You Learn. Effectiviology. https://effectiviology.com/reflective-learning/
Learning Cycle Summary
The Learning Cycle directs learning at many stages, starting with information awareness, and continuing until students can apply fresh knowledge to their own teaching situations (ESU, n.d). The learning cycle provides advantages for teachers as well as students because it gives them the chance to develop new teaching techniques. The teaching strategies used in a class should be based on how the students learn. The learning cycle can help teachers understand that certain students or classes may not respond to previous instructions and that they may need to modify their teaching techniques. The learning cycle is based on teacher observations and is designed to be flexible.
The learning cycle supports students' strengths and diverse backgrounds by ensuring that all students, regardless of race, age, or disability, are making adequate progress through the cycle's early phases (The Science Teacher, 2011). The learning cycle is beneficial to all students because it can be modified to fit the needs of any specific student. Based on the teacher's observations, the learning cycle can be adjusted and modified to meet the needs of any particular student. Anyone with a learning disability or physical impairment, as well as students from diverse cultural and racial backgrounds, can benefit from it and receive support.
I'd really like to work with children in pre-K through kindergarten. Numerous hands-on learning activities, such as art and sensory projects, are one teaching technique that I've found to be extremely effective for kids. Hands-on learning opportunities allow children's minds to develop and learn dependent on the situations and surroundings they are exposed to. Children enjoy using their hands to explore various materials and textures since the senses help them understand what words mean. This exercise may be very self-paced and enjoyable. Another teaching method I enjoy is asking open-ended questions to the class while reading a book or giving a subject. Open-ended questions encourage children to talk, think, communicate, and even solve problems. Talking helps children develop language skills. Talking stimulates their small minds and aids in the development of their vocabulary. They also learn to listen and communicate with others.
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Reference
:
East Stroudsburg University of Pennsylvania (ESU). (n.d.). Knowledge base and learning cycle. East Stroudsburg University. https://www.esu.edu/college_education/teacher_education_framework/learning_cycle.cfm
The Science Teacher. (2011, March). A Learning Cycle for All Students. The Science Teacher. https://citeseerx.ist.psu.edu/document?
repid=rep1&type=pdf&doi=da9627454ccf4061f0bcc66a8de3d53cde1eeea8
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Instructional Design Topic 2: Assessment and Standard Alignment
Birth to Pre-K
Age: 16 to 36 months Age: 3 to 5
Early Learning Standard: Physical development STANDARD 3 of the Oklahoma Early Learning Standards describes activities that require children between the ages of 18 and 36 months to coordinate their eye and hand movements (OKDHS, 2018).
Oklahoma department of human services (OKDHS). (2018, July). Early learning guidlines for infants, toddlers and twos - oklahoma.gov. Oklahoma department of human services. https://oklahoma.gov/content/dam/ok/en/okdh
s/documents/okdhs-publication-library/10-
23.pdf
Early Learning Standard: Health, Safety, and Physical Development is one of Oklahoma Early Learning Standards for fine and large motor skills. A child will begin to learn how to become more independent between the ages of 3 and 5 as they learn more about using different tools, self-care techniques, and other tasks (Teaching Strategies, 2023). Teaching Strategies. (2023, June 28). Oklahoma Academic Standards (Pre-K). Teaching Strategies. https://teachingstrategies.com/alignments/okl
ahoma/prek/
Objective:
The goal is to teach children aged 18 to 36 months to demonstrate basic hand and eye coordination by making hand-to-object contact, such as putting items into a container,
rolling a ball with both hands, or sorting various objects by size, color, and shape (OKDHS, 2018).
Oklahoma department of human services (OKDHS). (2018, July). Early learning guidlines for infants, toddlers and twos - oklahoma.gov. Oklahoma department of human services. https://oklahoma.gov/content/dam/ok/en/okdh
Objective: The objective is to give children between the ages of 3 and 5 the abilities they need to operate a broad range of objects and tools with ease, improve their fine motor control and give them the strength they need in their hands.
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s/documents/okdhs-publication-library/10-
23.pdf
Assessment and Standard Alignment Summary
Assessment:
With toddlers, assessment should be done by observing and tracking their growth. The earlier delays are discovered, the earlier you can seek assistance for therapies or interventions, so development monitoring is important. Early intervention is the best course of action when there is a delay or issue, as we have come to understand over time. Development is all about scaffolding. Toddlers can run steadily at around 12 to 18 months. By the time a child is 12 months old, their pincer grasp should be developed, allowing them to pick up Cheerios and other small objects with ease. However, toddlers continue to put everything in their mouth until they are about 2 years old, so I would strongly advise close supervision and making sure that the toys are soft, chewable for them, and not too small to pose a choking
hazard. To ensure that things are developmentally appropriate, having age-
appropriate items is crucial. Along with assisting their fine motor and cognitive development, having toddlers put toys into containers and take things out of containers helps them understand how to fit objects into
things. Another way teachers can assist Assessment:
Coordination of smaller movements between the fingers, hands, and feet is required for fine motor skills when performing actions such as picking up and grasping small objects (e.g., pincer grasp; Piek, Dawson, Smith, & Gasson, 2008 cited Matheis & Estabillo, 2018, pg 467). Children use their fine motor skills in a variety of settings, including the home, playground, and classroom. In order for a child
to become more independent, care for themselves freely, and easily utilize the variety
of tools and objects around them, it is important to develop these skills in them. A child can develop their fine motor skills by engaging in many activities. I can implement an assessment by conducting a Performance-Based Assessment of each student's motor skills. Measures of motor skills
that are based on performance call for the teacher to watch students perform specific skills and assess them according to predetermined standards (Matheis & Estabillo, 2018, pg 474). Students aged 3 to 5 should be taught to play with manipulative toys such as puzzles, building blocks, Lego, and interlocking toys. They should also be able
to do arts and crafts such as coloring, cutting
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toddlers with their hand-eye coordination is by providing a variety of sensory play items for kids, including interlocking blocks, puzzles, sorting items like shape sorters, beanbags, and colored plastic eggs, as well as books for exploration, and a variety of blocks (OKDHS, 2018). When you watch these young children perform these tasks, you can judge how well they are performing them and how long it takes them to complete
the given task. This is a good way to determine whether the child needs additional
support.
Oklahoma department of human services (OKDHS). (2018, July). Early learning guidlines for infants, toddlers and twos - oklahoma.gov. Oklahoma department of human services. https://oklahoma.gov/content/dam/ok/en/okd
hs/documents/okdhs-publication-library/10-
23.pdf
with safety scissors, and working with clay or Play-Doh. They should be shown how to use utensils such as forks, spoons, and cups. They must also be taught to dress, tie, and use zippers and buttons. Starting on the first day of school, every student will be closely monitored and their progress will be recorded. The first few weeks will be spent introducing any activities that require fine motor skills and keeping track of each child's progress in individual files. I'll continue to update these documents with information about how the students are doing in this subject and others until the end of the semester or school year.
Each child develops at their own pace, so providing a safe environment for motor skill exploration is important. Offering various activities, breaking tasks down into smaller steps, encouraging independence, and providing positive reinforcement for achievements are essential. In order to teach children how to hold scissors in front of their bodies for better control, I will make sure to allot enough time each day for me to model the
proper scissor grasp position. To improve hand
strength, hand-eye coordination, and scissor skills, I will give my students the chance to practice cutting techniques by snipping playdough or clay-rolled shapes, cutting fringe
paper, and cutting around paper plates. I'll offer regular activities like puzzles, building blocks, Lego, and interlocking toys to improve
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fine motor skills. To develop finger control, hand strength, and creativity, I will encourage all students to use their small muscles with art supplies like finger paint, poster paint, and stringing beads. In the dramatic play area, I'll have handheld tools like eating utensils and cooking utensils to help develop fine motor skills. I'll also have toys like a Busy Board to teach the students how to button, zip, and snap,
and give them plenty of time to develop these skills.
Matheis, M., & Estabillo, J. (2018, September 20). Assessment of fine and gross motor skills in children - researchgate. Research Gate. https://www.researchgate.net/profile/Maya-
Matheis/publication/327776864_Assessment_
of_Fine_and_Gross_Motor_Skills_in_Childre
n/links/5ba3bdf492851ca9ed18afed/Assessme
nt-of-Fine-and-Gross-Motor-Skills-in-
Children.pdf
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Kindergarten to Grade 3
Grade: Kindergarten
Grade: 1st Grade State Standard: K.N.1 Understand the relationship between quantities and whole numbers.
State Standard: Standard 2: Phonological Awareness- Students will work with sounds, letters, and text to develop the fundamental skills necessary for reading and writing well (Oklahoma Education, n.d.). Oklahoma Education. (n.d.). Oklahoma Academic Standards for English Language Arts Grade 1. Oklahoma Education. https://sde.ok.gov/sites/default/files/documents
/files/OAS%20First%20Grade_1.pdf
Objective:
The goal is designated as K.N.1.1, and it instructs students to count aloud in sequence from 1 to 100 using 1s and 10s (Oklahoma Education, 2016). Oklahoma Education. (2016, January). Oklahoma Academic Standards Mathematics
- Oklahoma State Department of ... Oklahoma Education . https://sde.ok.gov/sites/default/files/documen
ts/files/Oklahoma%20Academic
%20Standards%20for%20Mathematics
%202022.pdf
Objective:
Without using text, the objective is for students to be able to identify, count, and manipulate the phonemes, slables, and other spoken word parts (Oklahoma Education, n.d.). Oklahoma Education. (n.d.). Oklahoma Academic Standards for English Language Arts Grade 1. Oklahoma Education. https://sde.ok.gov/sites/default/files/documents
/files/OAS%20First%20Grade_1.pdf
Assessment and Standard Alignment Summary
Assessment:
Assessment:
The first graders' phonological awareness will be evaluated at the beginning of the school
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Most schools/ districts have kindergarten assessments during the first week of school to see what skills students already have. They evaluate basic shape recognition, color recognition using images, and letter recognition in both uppercase and lowercase separately. The letters do not have to be in alphabetical order. Additionally, they evaluate name writing, counting, and number
recognition. These evaluations are important because they will determine how many numbers the student can count. The test will be taken by each student in the class. The method of counting will be based on counting to 10, 20, and so on until they are able to reach 100. In order for the students to
demonstrate their pattern recognition, they will also be asked to spot the numbers while counting. The teacher will have a better idea of the student's knowledge and areas that require additional work once the assessment is finished.
Using one-to-one correspondence and engaging worksheets, kindergarten students can be taught how to count and recognize numbers. I can ask them to count items and record how many there are, or I can provide examples like what number is one more than 7 or what number is one less than 9. Students
can compare two numbers using the terms more, less, and equal to. The 100th day of school can be celebrated in a fun way by teaching students how to organize items like cereal, M&Ms, and Skittles in sets of ten, and how many sets of ten make one hundred.
year, again in the middle of the year, and once more at at the end of the year. The assessment consists of worksheets that evaluate every child separately and aid in identifying a student's phonological strengths and weaknesses. The teacher will use nine different assessments
to determine where the students stand in this area: Phoneme Isolation, Rhyme Production, Identifying Final Sounds in Words, Blending Phoneme, Segmenting Words into Phonemes, Identifying Medial Sounds in Words, Adding Phonemes to Words, Deleting Initial Phonemes
in Words, and Substituting Initial Phonemes in Words.
I can help my students with phonological awareness by singing songs with rhyming words, such as down by the bay, or by reading books with rhyming words and doing a fun activity in which I say a word and pick a student to find a word that rhymes with my word. By clapping our hands, we can count the
number of syllables in a word. For example, "Box" has one syllable, so we clap once; "napkin" has two syllables, so we clap twice. We can also play "I Spy" with beginning sounds throughout the classroom or play the class activity game "Headband Pictures/ Sound
Clues," in which each student wears a headband with a picture card and takes turns letting the other student guess their picture by providing hints about the sound in the word.
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Instructional Design Topic 3: Instructional Strategies
Select one standard and one objective from birth to pre-K and kindergarten to grade 3 that you
created in Topic 2 and copy/paste them below.
Birth to Pre-K: 16-36 months Kindergarten to Grade 3: 1st Grade State Standard: Physical development Oklahoma Early Learning STANDARD 3 describes activities that require children ages 18 to 36 months to coordinate their eye and hand movements (OKDHS, 2018).
Oklahoma department of human services (OKDHS). (2018, July). Early learning guidlines for infants, toddlers and twos - oklahoma.gov. Oklahoma department of human services. https://oklahoma.gov/content/dam/ok/en/okdh
s/documents/okdhs-publication-library/10-
23.pdf
State Standard: English Language Arts, Standard 2: Reading and writing, Phonological Awareness To build the fundamental abilities required for
good reading and writing, students will work with sounds, letters, and text (Oklahoma Education, n.d.).
Oklahoma Education. (n.d.). Oklahoma Academic Standards for English Language Arts Grade 1. Oklahoma Education. https://sde.ok.gov/sites/default/files/document
s/files/OAS%20First%20Grade_1.pdf
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Objective:
Teaching the toddler basic hand and eye coordination by making hand-to-object contact, such as picking up an object, placing it in a container, and taking it out again. Objective:
Students will learn how to count syllables in words with one to three syllables.
Direct Instruction Strategies
(include the modeling strategies for instruction, guided practice activity that would be whole group to check for understanding, and an independent practice activity). Copy and paste the assessment from Topic 2. Be sure to revise if necessary.
Model:
The teacher or caregiver can demonstrate to the toddler by picking up an object, such as a plastic ball or block, placing it in a small beach bucket or bowl, and then taking the object out of the container a few times each day. Model:
On the white board, the teacher will write a list of 12 words. The teacher will then demonstrate to the class how to count the syllables in 4 different words starting with 1 syllable words and progressing to the three-
syllable words. The teacher will say the word first, then use the clapping method to count the syllables in the word. Guided Practice:
As a form of guided practice, the teacher or caregiver can help the toddler in picking up an object, such as a plastic ball or block, placing it in a small beach bucket or bowl, and then helping them in taking the object out
of the container several times per day. Guided Practice:
The teacher will then count the syllables in four different words with the students, starting with one syllable words and working up to three-syllable words. The word will first
be pronounced by the teacher, after which the students will repeat it. Once the teacher has counted the word's syllables using the clapping method, the students will repeat after
the teacher.
Independent Practice:
With independent play, the toddler can begin by picking up an object, such as a plastic ball or block, placing it in the small beach bucket or bowl, and then taking it out on their own. Independent Practice:
The class will then independently count the syllables in the last four words, starting with the one-syllable words and working their way
up to the three-syllable words. The class will say the word after the teacher points to it on the board, and then each student will independently count the syllables by clapping.
Assessment
(revise if it does not align with the objective and activities):
Toddlers should be assessed by observing and
Assessment (revise if it does not align with the objective and activities)
:
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tracking their growth. The earlier delays are identified, the sooner you can seek help for therapies or interventions, so development monitoring is critical. As we have learned over time, early intervention is the best course
of action when there is a delay or problem. Scaffolding is central to development. It is critical to have age-appropriate items to ensure that things are developmentally appropriate. This objective is included in the early learning standard because it directly contributes to the developmental milestones of fostering fine motor and cognitive development. This is measurable because you can see how well they grasp the object and how well they transfer the object to the empty
container and take it back out. When you observe the toddler performing these tasks, you can determine how well they are performing them and how long it takes them to complete the task. This is a good way to see if the child requires additional assistance.
First graders' phonological awareness will be evaluated at the beginning, middle, and end of
the school year using nine assessments. These
worksheets help identify students' strengths and weaknesses in phoneme isolation, rhyme production, final sounds, blends, segmenting, medial sounds, adding, deleting, and substituting initial phonemes. The teacher will
use these assessments to assess students' overall phonological awareness. To assess a student's knowledge of Syllable Segmenting and Counting, the teacher will ask the students to say the parts of each word and how many parts they hear.
Modeling and Guided Practice Summary
In order to ensure that every student understands the lesson, modeling and guided practice are crucial parts of classroom instruction. Teachers can guide students through the academic spectrum using modeling and guided practice, helping students to learn and understand new concepts more deeply and take an active role in their own education (Morris, 2023). The "I do, we do, you do" approach seeks to gradually move control of the learning from the teacher to the students (TeacherMade, 2023). It allows the teacher to demonstrate the lesson, help and guide the students as they learn it, and then ask the students to complete it on their own. Every student learns differently, so using this strategy is beneficial for all students and especially for those who learn best through listening, visually and hands on. Teachers can also observe students in action using this method. Students are given multiple paths forward through guided
practice, even after making mistakes. When a teacher or educator explains and provides examples of the lesson before leaving the students to figure it out on their own, the majority of
students and children will comprehend the lesson or assignment the best. When guided
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practice and appropriate modeling are used, a gradual release teaching approach can help students in becoming strong problem-solvers who can think critically (Morris, 2023).
Reference: Morris, V. (2023, June 21). I do, we do, you do: Introducing new learning effectively. Atom Learning. https://atomlearning.com/blog/gradual-release-of-responsibility
TeacherMade. (2023, April 30). I do, we do, you do strategy: How to use the gradual release strategy. TeacherMade. https://teachermade.com/i-do-we-do-you-do-strategy-gradual-release-
strategy/
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Instructional Design Topic 4: Engagement and Individualized Learning
Using the same standards and objectives from Topics 2 and 3, you will develop an anticipatory
set, a plan for individual needs, differentiation strategies, and closure.
Birth to Pre-K Standard and Objective: Oklahoma Early Learning STANDARD 3 : Physical development - Fine and Gross Motor
Skills- Coordinate their eye and hand movements
Using hand-to-object contact to teach the child the fundamentals of hand and eye coordination, such as picking up an object with the hand or tweezers, and putting object into a container. Kindergarten-Grade 3 Standard and Objective:
Reading and writing, phonological awareness,
English Language Arts, Standard 2 Syllable counting in words with one to three syllables is a skill that students will learn
.
Anticipatory Set:
Using the "Hooray for Little Fingers” presentation, students can improve their hand-
eye coordination. .
Anticipatory Set:
Students will practice counting syllables. We will start off reading the book "Tanka, Tanka, Skunk "
Individualized Learning Needs:
Visual: I will read a book that involves our fingers such as “Hooray for Little Fingers” followed by singing songs that involve our hands and fingers like "Five Little Monkeys," "Finger Family,"and "The Itsy Bitsy Spider.”
Auditory: We will play the game Simon Says.
Individualized Learning Needs:
Visual: Reading a book like Tanka, Tanka, Skunk that has counting syllables
in it. Using Syllable Completion by Connecting the Spoken and Written Word. A picture and word
card sheet will be given to each student. Students will divide the word into syllables by cutting the card between each syllable,
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The students will hear me say “ Simon Says to wiggle your fingers", "Simon Says to pick up the ball," among others and the students will follow my instructions. Sensory: Students will enhance their imaginative play and hand-eye coordination by using puzzles and sensory bins.
There will be sensory bins in our dramatic play area, one of which will have colored rice,
scoops, ice trays, and other containers which students can scoop the rice into. Another bin will contain buttons and lidded containers with slits so that students can practice picking
up the buttons and inserting them into the slots.
fold all syllables behind the card, say the syllables as they unfold them, and then say the entire word (Lfyke, 2023).
Auditory: Using Picture Sorts. A picture will be reviewed by the students. The teacher will ask the students to say the word, which they will then slowly repeat. The instructor will ask them How many syllables can you make out? After the students have responded to the teacher, the teacher will instruct them to write
a number beneath the image (Lfyke, 2023)
Sensory: We can use bell instruments to use for wordplay. Students will use the instruments to help count the syllables in the word.
Lfyke. (2023, May 5). 15 games and activities
to learn about syllables. Primarily Learning. https://primarilylearning.org/15-activities-
counting-syllables/
Differentiation Strategies:
Above Grade Level: Utilizing the Buckle Toy Busy Board to teach students how to tie, zip, and button can help differentiate instruction and aid in the development of hand-eye coordination in children.
Below Grade Level: Students who struggle with hand-eye coordination activities will work in small groups with the teacher to give students the opportunity to work their small muscles in their hands by giving them more open-ended activities such as finger painting or playdough.
Differentiation Strategies:
Above Grade Level:
Teachers can introduce 4 and 5 syllables by using the clip card activity if they feel that students who are reading above grade level will benefit from more difficult material.
Below Grade Level:
For the students who are having trouble, the teacher will work in small groups, teaching 1 and 2 syllables and giving students exercises like "clap it out," "picture sorts," and "Peg-it Cards" that can help them count syllables and gain confidence (Lfyke, 2023). Lfyke. (2023, May 5). 15 games and activities
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to learn about syllables. Primarily Learning. https://primarilylearning.org/15-activities-
counting-syllables/
Closure:
Teachers can observe every student as they practice their fine motor skills while they are playing or doing an activity. Document your observations as you pay close attention to how activities change from one to the next.
Closure:
We'll collaborate as a group to finish this lesson. A word will be printed on a Post-It Note, which I will then cut into syllables. The
kids will then be asked to rearrange the syllables after I have posted the post-it notes on a board. We can all work together to determine the solution if a student is unsure of
the answer.
Summary: It is important that all educators use differentiated instruction.Differentiated instruction gives each student a chance to succeed and a challenge, which is why it is important for students at all grade levels. It enables the teacher to modify the curriculum to meet the individual needs of
each student (Lfyke, 2023). Differentiated instruction is beneficial because it enables teachers to interact with students who learn in various ways because not all students learn in the same way (Learning A-Z, 2022). The best way to determine how to accomplish this is to observe and thoroughly evaluate your students throughout the lesson and activities because occasionally a student's learning style may change or they may need to adjust to fit their particular needs. You must make sure that the lessons you are teaching the students match their
needs and are in line with their strengths and weaknesses in order to ensure that you are giving
them the most suitable instruction. By doing this, you can guarantee that each student has the ideal learning style. Being responsive to each student's needs and learning style is essential for maximizing learning in the classroom. Differentiating instruction encourages students and boosts their confidence in the skills they have mastered or are currently working on, which increases student engagement. In the end, having a differentiated classroom gives students more opportunities to express themselves during activities.
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Learning A-Z. (2022, July 27). Differentiated instruction and how to implement it: Learning A.
Learning A-Z. https://www.learninga-z.com/site/company/what-we-do/differentiated-
instruction
Lfyke. (2023, May 5). 15 games and activities to learn about syllables. Primarily Learning. https://primarilylearning.org/15-activities-counting-syllables/
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Instructional Design Topic 5: Integrating Resources and Technology
Using the same standards and objectives from Topic 3, select four developmentally appropriate
resources with one of those being a technology resource
.
Birth to Pre-K Objective: Oklahoma Early Learning STANDARD 3 : Physical development - Fine and Gross Motor
Skills- Coordinate their eye and hand movements
Using hand-to-object contact to teach the child the fundamentals of hand and eye coordination, such as picking up an object with the hand or tweezers, and putting object into a container. Kindergarten to Grade 3 Objective: Reading and writing, phonological awareness,
English Language Arts, Standard 2 Syllable counting in words with one to three syllables is a skill that students will learn
.
Resource 1 (with justification and possible challenges)
Poms poms and Gator Grabber Tweezers. This is a great activity for students to practice fine motor skills by picking up the pom poms with the tweezers and placing them in the ice tray. The students can practice their fine motor skills and learn the proper grip for holding tweezers by using the small muscles in their hands. This can also help them build stronger hands and improve their pinching skills, which will later help children learn the proper grip for pencils and crayons so that drawing and writing can be done with ease.
In order to incorporate the academic Resource 1 (with justification and possible challenges)
Syllable counting clip cards is a great activity for students to practice counting syllables. Each student will receive a set of cards with clothespins from the teacher. The students must count the syllables and place the clothespin on the appropriate number after seeing the picture and the word underneath. Counting syllables can be difficult, so one of the difficulties with this activity is counting and placing the clothespin on the wrong number, or if the student is more advanced, it may be too easy for them. Making sure you are giving students the right number of syllables for their abilities is one way to assist
them with this. Reduce the difficulty of the 2 to 3 to 1 to 2, while keeping the 2, giving the
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component of this activity as well, teachers can even add a dice to this activity and have students roll it, count how many pom poms fit
in the tray, and fill each space one at a time (Levin, 2022). Some of the challenges with this activity may include holding the tweezers
incorrectly, struggling to pick up the pom pom, or maintaining a hold of the pom pom in
the tweezers.
Levin, V. (2022, March 6). 20 fine motor activities for preschoolers - pre-K pages. Pre. https://www.pre-kpages.com/fine-motor-
activities-preschoolers/
student some room to grow. For the more advanced adding 3 to 4 syllables. This activity
allows students to practice counting syllables while also improving their number recognition.
Resource 2
(with justification and possible challenges)
Lacing Beads is a great tool and activity that helps students practice their fine motor skills. Children can practice lacing beads onto strings with their hands until they are unable to add any more beads to the string. Using their pincer fingers to pick up the beads and lacing them helps children to develop important hand-eye coordination abilities while supporting the development of fine motor skills (Levin, 2022). Teachers can provide letter, number, shapes, or color beads so that students can also benefit from the educational component of this activity. Keeping hold of the bead and trying to get the
string into the hole on the bead are two possible challenges for this activity. The beads in this activity can also be a choking hazard, particularly in young children who like to put things in their mouth, so it is critical to use size appropriate beads and pay Resource 2 (with justification and possible challenges)
Drumming out syllables - The teacher can provide drums or tambourines for the students
to beat the sounds in their names as a group (Lfyke, 2023).
The teacher can then assign each student a word to drum out on their own, selecting the appropriate syllable for that student's abilities.
Through this activity, students can practice counting syllables. Some students might find this activity challenging because they require a visual, in which case the teacher could display a word and a picture on the interactive
whiteboard so that the students could see it.
Lfyke. (2023, May 5). 15 games and activities
to learn about syllables. Primarily Learning. https://primarilylearning.org/15-activities-
counting-syllables/
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close attention to all children who use them.
Levin, V. (2022, March 6). 20 fine motor activities for preschoolers - pre-K pages. Pre. https://www.pre-kpages.com/fine-motor-
activities-preschoolers/
Resource 3 (with justification and possible challenges)
Another fantastic tool for students to develop their fine motor skills is play dough. Teachers can instruct their students to make letters, numbers, or an object out of playdough. Students can learn to recognize their letters and numbers while also developing the small motor muscles in their hands by creating numbers or letters by rolling the dough in their hands. One challenge to using play dough is that children always want to eat it, so
its better if you make your own with flour and
safe products that's edible.
Resource 3
(with justification and possible challenges)
Mirror Fun - The teachers can use a device called hand2mind Mirror. It is a mirror that's used to help students with their letter sounds but can also be used to count syllabus. While saying the words, students observe themselves in a mirror. Then they will say the word once more while placing their hand under their chin. The students will be able to see, feel, and count how many times their chins drop when saying the word in this way. One challenge I think this activity may have is the students may get bored or distracted and
start making silly faces at themselves in the mirror. Keeping syllable counting practice light and playful may help to keep students' attention on the subject. We can add in saying
the word and counting the syllables by talking
like a robot to make it more entertaining.
Technology Resource 4 (with justification and possible challenges)
Keiki World is an educational app designed for toddlers and preschoolers. This app is available for download on computers, phones,
tablets and iPads. It aids in the development of fine motor and hand to eye coordination skills by assisting with letter and number tracing, color and shape recognition, matching games, problem solving , and so on.
When students use their fingers to trace the letters or numbers on the screen, it promotes Technology Resource 4
(with justification and possible challenges)
Syllables Splash is an educational app designed to improve students phonological awareness, literacy, and syllable skills up to 4 syllables. This app can be downloaded on iPads or Macintosh products such as the Mac-
book. Teachers can break the students into a group of 2- 4 to work on this activity as a group. Teachers can customize the game to the level of difficulty, make a buzzing sound for an incorrect answer, the number of wrong
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fine motor skills by allowing them to gain finger control. Using technology can be very educational for children, as well as teaching them how to properly use the muscles in their fingers and hands. Possible challenges include
children becoming addicted to or overly dependent on the app and preferring it over other learning methods. answers a student can get, and the proper syllables counting for that group of students (Maureen, 2022). You can view each student's
progress in the game's report center and print or email the results to yourself. One challenge
to this game is that the game's animations could potentially distract students, but you can also turn them off to prevent this from happening. Maureen. (2022, December 20). Syllables splash: App review. The Speech Bubble SLP. https://www.thespeechbubbleslp.com/2013/05
/syllables-splash-app-review.htm
l Summary: Over the last few decades, technology has been becoming increasingly incorporated into the classroom. Just like everything else, there are positives and negatives to it. Many people are against using technology in the classroom, but many teachers find creative ways to use technology in the classroom to enhance the curriculum's learning component while still meeting academic goals. Some believe that technology will eventually take the place of teachers altogether. Teachers will always be needed to provide knowledge and guide students in the right direction. The focus of teaching is not on content. It is about what students require to succeed and how a good teacher can provide it in a way that meets their needs at each stage of the learning process. New technologies may replace some tasks and call for more complex duties and responsibilities, but they do not replace teachers; rather, they enhance their central roles in the classroom (Trucano, 2015). The use of technology in early childhood education classrooms has a lot of advantages. Technology supports children's development of fine motor skills, letter recognition, and problem-solving abilities while encouraging creativity, problem-
solving, and visual thinking in play and learning (NHSGGC, 2022). There are some that worry
about too much screen within the classroom because studies have shown that students who use
screen time for more than two hours per day perform worse on language and thinking tests, leading some experts to speculate that excessive screen time may have a negative impact on brain development (Moore, 2021). But teachers can control how much time students spend using technology in the classroom by establishing reasonable time limits and making sure it isn't used in every academic lesson. Since we live in a highly technological world, students must learn how to use technology in order to function in today's society.
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Moore, L. (2021, January 22). Educators, be in the know about screen time. TeachHUB. https://www.teachhub.com/technology-in-the-classroom/2019/08/educators-be-in-the-know-
about-screen-time/
NHSGGC. (2022, August 10). Playing with Technology. NHSGGC. https://www.nhsggc.org.uk/kids/resources/ot-activityinformation-sheets/playing-with-
technology/
Trucano, M. (2015, February 24). Will technology replace teachers? no, but ... World Bank Blogs. https://blogs.worldbank.org/edutech/tech-and-teachers
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Instructional Design Topic 6: Re-assessing and Data Collection
Birth to Pre-K Standard and Objective: Oklahoma Early Learning STANDARD 3 : Physical development - Fine and Gross Motor
Skills- Coordinate their eye and hand movements
Using hand-to-object contact to teach the child the fundamentals of hand and eye coordination, such as picking up an object with the hand or tweezers, and putting object into a container. Kindergarten to Grade 3 Standard and Objective:
Reading and writing, phonological awareness,
English Language Arts, Standard 2 Syllable counting in words with one to three syllables is a skill that students will learn
.
Formative Assessment 1 Teachers can use observing students play with
a ball in various ways as a form of formative assessment. Students can begin by using a large bouncing ball and bouncing it up and down with both hands before gradually moving to a regular size ball. Another activity
is for the teacher to divide students into pairs and instruct them to sit on the ground while passing a ball back and forth. The students should then stand up and start passing the ball
back and forth. The teacher will observe the students to see if they are paying close attention to the ball and then coordinating their hands to stop or catch it. Since it is developmentally appropriate and incorporates
activities that require eye-hand coordination, it meets both the standard and the objective. Formative Assessment 1 Exit tickets are a quick formative assessment tool that helps determine student progress, intervention needs, and whether students understand or need more time on concepts (My Fabulous Class, n.d.). The exit ticket has three images of a word and numbers at the bottom. The exit ticket will be put on the table
in front of the student by the teacher, who will
then place three to four balls of rolled play-
dough on the exit ticket's numbers. The student will then pronounce the word and smash the play-dough ball representing the word's appropriate number of syllables. This complies with the standard and the objective because it is developmentally appropriate and includes both a picture and a number to count the syllables in the word of the picture. It also
includes a recording sheet that allows the teacher to note which students have understood the concept and which ones need more practice.
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My Fabulous Class. (n.d.). Syllable counting exit tickets. TPT. https://www.teacherspayteachers.com/Product
/Syllable-Counting-Exit-Tickets-1694668 Formative Assessment 2 During playtime, the teacher can observe the children by using sensory bins that contain colored seed beads, scoops, and ice trays that students can scoop the beads into. The teacher
will observe the children playing with the colored seed beads to see how well they pick up and hold the scoop, and whether or not they use palm grasping techniques to lift and move the scoop to dump the beads into the ice trays and not over the edge of the ice cube
tray. This formative assessment is perfectly in
line with the objective and the standard because the teacher can monitor the development of fine motor skills and hand-
eye coordination that are age-appropriate and visible every day in the classroom.
Formative Assessment 2 A fantastic hands-on activity to use for formative assessment is the syllables scavenger hunt. The teacher can give the students two sheets, one with pictures to cut out and the other with three columns labeled 1, 2, and 3. The student will then say the word
for each cut-out picture, count the number of syllables in that picture, and then glue each cut-out picture in the proper column. The teacher can also provide a magazine to use for
the cut out pictures. Because it uses age-
appropriate pictures, this assessment is in line with the objective and standard.
Modifications:
Visual: The students can watch the teacher how she is
using both hands to bounce, roll, and pass the ball. Auditory: The students can watch a video that demonstrates how to bounce a ball properly and gives them instructions on how many Modifications:
Visual: The students will be using play dough balls to
help them visualize the number of syllables while also being able to see the images of the words they need to count syllables with.
Auditory:
To help students understand how the word is broken down into its component parts, the teacher will say the word aloud before asking
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times to bounce it as a hand-eye coordination exercise.
Sensory: Children will use scoops and seed beads to play in the sensory bins, dumping and pouring
the seed beads into the ice trays.
them to repeat it and then count the syllables. Sensory: In order to count the syllables, the teacher can have the students help roll the playdough into balls that are placed on the exit ticket. The playdough can then be smashed to help with the counting. Using scissors, they will also cut out pictures, which they will then arrange in the appropriate number column. Summary: Progress monitoring evaluates students' academic performance, growth, and instruction intake.
(Renaissance, 2022). In order to effectively use progress monitoring, educators must first make sure that the assessments that provide the data are valid and reliable (Chiaro, 2020). By utilizing formative assessments Teachers can gather important details about the level of student learning and what learning objectives to establish in the classroom. To give students a clear understanding of the learning process, teachers should concentrate on goals and students' rates of learning. To provide a clear understanding of the learning process, teachers should concentrate on the goals and learning levels of their students. Additionally, it provides data on how the students responded to the instructional materials in the classroom. These factors can help teachers better comprehend and assist their students' in the learning processes. For students to succeed, progress monitoring is essential because it allows teachers to spot areas where students need extra support. If a student is having difficulty, teachers can set different goals for them to accomplish, and if a student is performing above grade level, the teacher can modify the lessons to provide them with a greater challenge. In order to determine which teaching strategies work best for various learning styles, teachers can also evaluate their lessons through progress monitoring. By adjusting their teaching methods, teachers can ensure
lessons cater to auditory, visual, and sensory learners. Overall, monitoring student progress helps to ensure that every student succeeds and keeps struggling students from falling behind on a subject or in class. Chiaro, C. (2020, July 28). What is progress monitoring and how to use it effectively
.
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TeachHUB. https://www.teachhub.com/classroom-management/2020/07/what-is-progress-
monitoring-and-how-to-use-it-effectively/ Renaissance. (2022, October 3). Progress monitoring
. Renaissance. https://www.renaissance.com/edword/progress-monitoring/
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Instructional Design Topic 7: Reflection of the Learning and Teaching Process
Part 1: Reflection
I want to begin by expressing that I have learned a lot in this course. Every week was motivating, and I discovered a lot of useful articles and resources that altered the way I thought and gave me fresh concepts to use in my future classes. Even though I have received excellent feedback at each stage every week, there is always space for improvement. Topic 2 Assessment and Standard Alignment and Topic 4 Engagement and Individualized are the sections of this instructional design lesson that I felt I needed to enhance. My unit planning for
Topic 2 received positive feedback, and it was noted that I did a fantastic job with the specifics
and selecting age-appropriate standards and evaluations. As a mother, I understand that this is where we begin to teach, therefore selecting age-appropriate activities and tests was fairly simple for me. The difficulty I had was that I found it difficult to locate the standards when I first began the process of defining them. Once I found it, I was much more at ease when it came time to create the objectives especially because the website offered examples of where to
look for the objectives. Since this was my first experience working with standards and objectives, I think I'll get better at it with time. Topic 4 Engagement and Individualized was the second level that I found to be the most difficult. Creating an anticipatory set was the difficult part. It became difficult to create an anticipatory set that matched the state standard and the objectives. I chose to include a theme from a children's book. The feedback I received stated that I created an interesting series of anticipations that helped to activate prior knowledge and align with my objective. Now that I know more about anticipatory sets, I can include them in my courses regularly and make adjustments as necessary. I'll make an effort to
develop activities in my future classroom that are simple to adapt to the needs of each student. By understanding more about various learning styles and participating in teacher training, I can always get better at this. Upon reflection, I would say that subject 3 instructional strategies
and topic 5 integrating resources and technology were my strongest areas based on my experience. The "I do," "We do," and "You do" methods that were implied in the assignment were the easiest for me to develop in topic 3. The feedback I received was, "Great example of applying the "I do, we do, you do" instructional strategy." Because of the way I was taught and
the way I teach my children, I feel like this came easily to me. It was enjoyable for me to work
on topic 5's integrating resources and technology segment because I had to select three resources that matched the standard and objective I chose, and then I had to select one technology resource that matched the standard and objective. I had the pleasure of looking for various tools I might utilize with my future students, and I came upon a fantastic app that would provide engaging phonological awareness instruction for my students as well.
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According to the feedback I received, I am doing a terrific job of matching resources to my lesson objectives to satisfy the requirements I identified. In addition to practicing the lesson or thoroughly discussing it with another instructor before teaching it, the internet is a fantastic resource that I can use to make any necessary modifications. It will be easier for me to concentrate on it and develop plans for the academic success of every student if I am aware that my instructional planning is the most important component of my job as a teacher
. Part 2: Improvement Plan
I believe it is important for everyone to set goals to progress in both their weaknesses and their strengths. Setting professional goals will boost my development in numerous growth areas and keep me going forward in my area of strength. It is essential that we as teachers reflect on our instructional strategies to improve our practices and ourselves. I'll use a journal to record the goals I have for myself. Next, I'll list the ways I can attain these goals. Finally, I'll
give myself a deadline and I'll use a planner to keep track of my progress. My professional goals are to improve on delivering details in each area and work on anticipatory sets. I would also be connecting standards with objectives. I'm confident that when I start teaching and have
my class, I'll be able to identify any additional areas where I need to improve. There are so many great resources I can use to help me achieve my goals. Collaboration with another teacher would be the first tool I would utilize to assist me to reach my goals. It is better to have
two heads than one. Sharing ideas is a terrific approach to enhance lesson planning, further your professional growth as a teacher, and among other things. Given the likelihood that they may have been in your position and may have shared the goals you have, I believe this would be a fantastic resource. Next, I would use the internet. The internet has some great resources. There are teacher groups and blogs on the internet that can help with planning, different ideas for assessments, and ideas on anticipatory sets for students. Lastly, professional development training or seminars are another tool I would employ because they frequently contain a wealth of useful data and resources that can be applied in the classroom to aid in a variety of activities. I am confident that I will achieve my set goals because I have access to so many excellent resources. It takes a lot of practice and expertise to become a great instructor. I am confident that I will get better over time once I start teaching
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