Instructional Design

These are the requirements from my teacher:

1. Prerequisite You are going to teach a class online – Beginning

2. Teaching content
3. Audience
4. Reference
5. Number of media
6. The reasons you
choose them
7. Challenges
8. Description of lesson
9. Assessing outcomes
Spanish
Introductory level Spanish vocabulary both in written
and spoken, some aspects of the culture in
contemporary Spain, Spain on a world map and any
key geographic or man-made highlights of the
region
9th grades, or adults, both of whom have access to a
computer and the internet
Westfall and Holden article
Three media should be employed to support your
instruction of these students
Explain why the media you chose are optimal for
this learning situation
Identify potential challenges you may encounter in
designing the lessons
Describe the design in details, including learning
objectives
Describe the tools or methods you will use to
assess students’ performance

Here is my finished design:

Introduction to Spanish language and culture

Overall Design: Give this lecture topic by topic. Each class will be assigned a topic
for students to discuss, research or present. For example, the first lesson can be the
geographic information; the second can be food, and the third animals.

Audience: 9th grade student

Objectives:
· Identify Spain on the world map
· Master the names of major geographic areas in Spain
· Get familiar with the Spanish culture that is reflected from the videos and
pictures

Tools:
· A: Asynchronous Web Based Instruction (WBI)
· B. Recorded Video
· C. Recorded Audio
· D. Correspondence

Available resources:
· Computer
· Internet
· Several assisting tools that can be used to editing video, audio, or flash
· Other relevant tutorials

Description:

Students need to read all needed documents for the lesson I put in the class portfolio
in an authoritative platform such as Blackboard, study them according to their own
pace, then finish the assignment part. (Tool A) Documents as following will be
incorporated:

1.An electronic map with names of geographic zones on it: by clicking on any
of those names, students will see many options listed, such as “watch a video
tour of this area”, “pronounce the name in Spanish”, “view pictures”, and
“locate this area”.

 Watch a video: students may have a visual experience of what Spain is like, an aural
experience of what Spanish sounds like. Each video is spoken in Spanish with subtitles in
both English and Spanish. Besides, Spanish words that they should master in later
lessons will be in boldface and colored to impress them. (Tool B)

 Pronounce the name: by clicking on this icon, students may hear the correct
pronunciation as well as spelling of this name in Spanish. (Tool C)

 View pictures: beautiful pictures of those areas will be shown, from ocean to mountain,
from plateau to desert, which will definitely stir students’ interests, and strengthen their
memory.

 Locate this area: by clicking on this icon, students may hear the geographic relations
between this area and nearby ones, and see a flashing arrow appear whenever any of
those areas is being described.

2.An assignment: students are supposed to make a PPT with completing the
rubrics below:

· Use their own words

· Utilize the Internet resources
· Describe the geographic relations between areas that were mentioned in the
electronic portfolio
· Include 2 pictures of each area they find on the Internet other than the pictures that I
presented
· Record their voice reading the names in Spanish include a world map highlighting
Spain
· Include a reflection journal of how different the Spanish and American culture is,
merely based on the lesson we learned

Assessing the outcomes of the lesson:

 By completing the assignment, students will show how well they have
mastered the lesson. After assessing their assignments, I will give them
feedback through the use of email (Tool D). In each email, I will state how
their assignments are different from or matching my criteria; how the
pronunciation sounds like, and/or which word should be improved by listening
to the recorded pronunciation again; any grammar error in their description,
etc.

Why these tools are used: The four tools are used to avoid issues that may happen
in a synchronous lesson—the time difference, the pace difference, and limit of
location.

· A is used because that language learning is a process that different persons

may learn best in different ways. For example, some students prefer to
memorize words by repeating them orally, while some other students learn
best when they understand the meaning and relevant events of the words.
Therefore, A enables students to study this lesson according to their own
pace, and decide by themselves how much time should be spent on each
item of this map.

· B is used because most middle school students are more interested in visual
freshness; also, videos recorded by a teacher who knows them well can be
easily edited by adding things they have passion in, and by deleting the parts
they may not understand.

· C is especially important in language learning, because listening and speaking

are paramount abilities in mastering a language—students learn how to
pronounce a word by modeling teachers’ pronunciation, while memorize a
word by keeping its spelling in mind.

· D is used because it is a both convenient and effective way to provide feedback.

On one hand, writing an email costs little time and no money; on the other
hand, students may read the feedback whenever they like, and however many
times they want to improve their work.

Challenges:

 All these media delivery tools failed to provide real-time, interactive, and
symmetrical communication between teachers and students.
 The delayed feedback from teachers may result in a digress in students’
memory;
 Students may fail another time in pronouncing a word correctly because of
no f2f instruction;
 Video or audio may be failed to be watched or listened fluently because of
bandwidth;
 Teachers may be not right waiting there, when students have questions
about the assignment, or the lesson.