Portfolio Project

EDUC 765: Trends and Issues in Instructional Design

By: Tim Lockman

Submitted June 23, 2016

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PROJECT PROPOSAL MODULE 2
Project Title
How to Read Your Physics Textbook

Sponsoring Organization
Kishwaukee College in Malta, IL is a small rural community college in northern Illinois with an
annual enrollment of slightly less than 3,000 FTE. The college provides four transfer degrees and
over 60 occupational degrees.

College Mission Statement: At Kishwaukee College, we are passionate about enhancing lives
and fulfilling dreams. We provide excellent, innovative, and affordable education in a welcoming
environment to learners who can benefit from diverse programs and services.

Project Description

About a year and a half ago or so, physics instructors at our institution approached the library
director asking if we could help their students with textbooks reading. Students were having
trouble comprehending and retaining complex information in their assigned texts. This was
perceived to be not so much a matter of content learning, but rather a lack of effective reading
strategies and techniques, such as pre-reading, scanning major headings, skipping ahead and
reading chapter summaries, etc.

There has been no systematic study of our physics students and how they utilize their textbooks.
I have done some preliminary literature scans as background research. I also had a discussion
with our campus reading expert. She has done a series of videotaped interviews with our faculty
from various disciplines, asking them about the kinds of readings they assign to their students,
what they expect from them as readers, etc. I have kept a copy of this video for my own
reference. Our reading expert suggested that in view of discipline-specific reading requirements,
an intervention should probably focus on a particular discipline rather than taking a generic
approach (e.g., how to read your physics textbook rather than how to read your textbook).

So there is definitely a perceived need on our campus for general textbook reading strategies,
with some discipline-specific considerations. In terms of Rossetts opportunities for identifying
performance problems, this seems to apply to the second type: responding to an existing
performance problem. But this is where Ive been stuck for the last year or so. I know that an
intervention like this needs to be well-thought-out on the front end; an online, self-paced learning
modulewhich is what Ive envisioned up to this pointwould be very labor intensive to
produce, so wed want to be sure that were identifying the problem correctly and addressing it
in an appropriate way so as not to waste resources. Any intervention like this also needs to be
carefully grounded in sound learning theory and techniques, since it essentially would be an
official training module for all students in that particular discipline. It needs to be the right
intervention, for the right reasons, and done in the right way.

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Thats why I see this as a good project for this course. Over the last several years, Ive created
multiple learning modules to address various learning objectives, but this textbook reading one is
a bit outside my area of expertise. Ive even done a screencast on How To Read a Scholarly
Journal Article, but that was more of a general demo of my own reading strategies, rather than a
disciplinary reading kind of approach. Even with the expert input from a local colleague, Ive
been a little nervous about diving into this project. By doing this for EDUC 765, I would be able
to devote time and careful thought to the problem on the front end, with some expert guidance in
instructional design along the way. And then I could develop it further in the next couple of
courses in the ID sequence. If all goes welland the intervention is successfulI can envision
expanding the original intervention into other disciplines taught on campus.

Problem Identification:
Textbook reading is a skill that students do not necessarily have when they begin their
experience, or even after they graduate for that matter (Lei, et al., 2010, p.30). However, in order
to comprehend and retain complex, unfamiliar textbook material, they need some specific kinds
of reading skills. Lei, et al. (2010) indicate that there is a gap between the reading skills that
college faculty expect from students and the skills that they actually have. On our campus,
physics faculty have recognized this gap in their students and would like help from the librarians
in addressing it. It is expected that any intervention would help physics students to develop
appropriate reading strategies, such as those outlined in the SQ4R method, including:
Practice pre-reading skills by utilizing textbook features such as table of contents, main
headings, chapter summaries, and review questions
Practice flexible reading techniques, such as skimming paragraphs and previewing
figures and diagrams
Practice active reading strategies, such as restating complex concepts in their own words,
writing and answering their own review questions, notetaking, and highlighting.

Lei, S.A., Rhinehart, P.J., Howard, H.A., & Cho, J.K. (2010). Strategies for improving reading
comprehension among college students. Reading Improvement 47(1): 30-42.

Aim
Promote physics textbook reading comprehension and retention through improved discipline-
specific reading strategies.

Target Audience
Community college students enrolled in physics courses.

Delivery Options
This content will be delivered via an online learning module, possibly using an interactive
authoring product like Articulate Storyline. Due to the importance of disciplinary reading, it is
possible that this learning module may be integrated with a class reading assignment in order to
reinforce learning, so this may end up being a more blended experience for the students. I have
chosen this modality because it can visually demonstrate reading strategies and can be
distributed to an entire class outside of scheduled class time, when students will most likely do
their assigned readings.

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FRONT-END ANALYSIS: INSTRUCTIONAL NEED MODULE 3
Instructional Need
As stated above, physics instructors have identified a learning need in their
students; there is an existing performance problem, Rossetts (1999) second
type: there is a gap between the strategic reading skills that faculty expect
their students to have, and the skills that they actually bring to class. When
completing assigned textbook readings, faculty expect students to be able to
recognize main topics, process new and complex material, and retain it
enough to participate in class discussions. Faculty report that their students
are unable to do so in a satisfactory manner.

I have not done a detailed needs analysis of physics students textbook

reading at this point. So from a Human Performance Improvement approach,
I cant yet say for certain that an instructional intervention is warranted.
However, it is hard for me to imagine a policy change that might address the
problem; assign fewer or shorter readings? Choose a textbook written at a
pre-college reading level? These dont seem acceptable. Likewise, I cant
think of how to address environmental issues that might affect student
reading, which usually occurs outside the classroom and even off campus. It
is possible that physics faculty could address this need themselves by giving
direct classroom instruction on how to read a physics textbook. But faculty
members themselves have expressed an instructional need (cf. Burton &
Merrills Expressed Needs, in Morrison, et al., 2013, p. 33), and have taken
the initiative to ask librarians for instructional help. Given physics instructors
subject expertise, knowledge of their curriculum, and awareness of their own
strengths and limitations as instructors, I think that this expressed need for
instructional intervention deserves strong consideration.

In any case, it seems clear that some kind of intervention is required, and
that an instructional intervention is very likely appropriate. I also expect that
my proposed approach may change somewhat once I begin interviewing
physics faculty and learning student needs in more detail. I just spoke with a
physics/physical science faculty colleague a couple of days ago. He is aware
of this learning need in his students and has thoughts on how to address it.
He will be available throughout the summer and is willing to consult with me
on the project. As we have further discussions in coming weeks, I expect to
gain a better understanding of my target audiences learning needs.

[Please reference the Instructional Need criteria specified in the Final

Project Rubric at
https://www2.uwstout.edu/content/profdev/idtrends/Word_docs/Portfolio-
Rubric.pdf]

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[Expectation: Expand on your proposals Problem Identification and Aim to prove that there is a
problem and the problem can be solved via an instructional intervention vs. a policy change or
other solution. Use Rossetts (1999) [see textbook p. 29] four opportunities to describe your
situation (new product, existing performance problem, employee growth, strategy
development).]

FRONT-END ANALYSIS: LEARNER CHARACTERISTICS

MODULE 3

Learner Analysis
Subject Experts to consult: physics/phys. science faculty;
counselors/advisers; institutional research specialist; campus reading expert

Primary Audience
undergraduate community college students enrolled in physics
courses
Secondary Audience
undergraduate community college students enrolled in physical
science courses
General Learner Characteristics
Based on course description in the academic catalog:
students will be concurrently enrolled in a physics lecture course
and the accompanying laboratory course OR
concurrently enrolled in a physical science lecture course and the
accompanying laboratory course (confirm with counselors whether
or not this lab is required)
Questions for our campus Institutional Research specialist:
Age, gender, race/ethnicity of students: please see Impact of
Diverse Audience below

Entry Characteristics (Survey questions for incoming students)

Prerequisite skill and knowledge:
Is reading a textbook different from reading a novel or a short story?
(do they understand that different kinds of texts require different
reading styles?)
When you begin reading a new chapter in a science textbook, which
of these would you do?
o Start at the beginning and read the whole chapter to the end
o First read the summary or review questions at the end, then
start reading at the beginning of the chapter
Attitudinal and motivational
Which of these statements best describes your attitude toward
assigned textbook readings in college classes?

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 o They are essential to me understanding the material in my
class
o They are just busywork from my instructor
o I shouldnt have to read anything for a class; my teacher
should tell me everything I need to know during lecture
Which of these statements best describes why you read (or dont
read) an instructors assigned textbook readings?
o I do the readings because they help me understand new
concepts and participate in class discussions
o I do the readings in case my instructor puts questions from
the textbook on my exams
o I dont do the readings because in my classes we never talk
about the textbook in class discussions
o I dont do the readings because I can still score well on exams
without doing them
Prior Experience (get data from Institutional Research):
What college coursework have students already completed
(especially in the sciences)?
Have most (traditionally-aged) students taken advanced science
classes in high school?

Contextual Analysis

Orienting Context
Learners goals: Satisfy requirements for a degree or certificate
Learners perceived utility of instruction: Not known at this time.
However, it is anticipated that students may see this instruction as
having limited value.
To avoid the perception that this activity is busywork, it is
recommended that completion of the activity is part of the course
grade, and that this is communicated clearly to students.
It is anticipated that some students may perceive this to be a useless
activity; after all, they already know how to read. This may be
particularly true for students who were strong in the sciences during
high school. It will be important to establish early and convincingly how
this skill is essential to their success. Subject faculty may be helpful in
this way (e.g., anecdotal comments on how past students have
struggled because of inadequate reading strategies)
To gather specific data on orienting context, it might be useful to give
incoming physics students a quick survey on their goals, as well as
their comments on taking a learning module on textbook reading. We
could ask questions such as:
o What are your goals for taking this class?

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 o During this class, you will be required to complete a short online
training exercise on how to read your textbook effectively. Which
of the following statements best describes your attitude toward
doing this training exercise? There is no right answer; please
answer as honestly as you can.
I think it would help me understand my textbook readings
I dont think it would make much difference in my ability to
read and understand textbook readings
I think this would be a waste of time

Instructional Context
*This one is tricky for my project, since I envision students doing the activity
online and outside of class time; environmental variables may widely (e.g.,
lighting, noise, temperature, accommodations, transportation). The variables
that we might be able to gather data on would be:
Scheduling: we can give students adequate time to complete the
training module before they will need to do assigned textbook
readings. For instance, the module could be assigned to be completed
within the first week of class.
Equipment: please see Technology Inventory below
Technology Inventory
[from Institutional Research]: How many students use laptops or
desktops to do homework vs. mobile devices? To get more audience-
specific data, I could also add a question on technology use to the pre-
class survey for Orienting Context. This question should probably also
include whether or not students have internet access off campus.

Transfer Context
[Transferability] It is hoped that students will acquire the desired skills
for their physics/physical science class readings, but that the core
principles will be applicable to their other readings in other courses as
well. However, I think that the primary transference were looking for is
from the learning activity to the real-life textbook readings in their
immediate class. This goal of transference will be important to
remember during the design process. For instance, well need to make
the examples authentic enough so that it is easy for students to
transfer what they learn from the tutorial to their textbook reading
experience.
[Opportunities for Using Learned Information] Students will have
regular opportunities to practice with their assigned textbook readings.
[Support] We should make the training module repeatable and easily
available so that students may come back to it to refresh themselves
on specific skills. Perhaps we can place it directly in the LMS, or at least
link to it in the LMS in a place that is always visible from the course
home page. From a design standpoint, we should make the tutorial

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modular with a table of contents, so students may skip to one specific
part of the training that they need help with.

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INSTRUCTIONAL IMPACT BASED UPON LEARNER
CHARACTERISTICS
Application of Learning Theories
[How will you apply learning theories to your project? Complete during Mod 4
but if your target audience is adults, please specifically address adult
learning theories from Mod 3.]

Information Processing Theory

For the purposes of this project, the theory I find most interesting is Millers
Information Processing Theory (IPT). The learning module I create will need
to teach learners a broad skill basically, flexible reading that is made up
of a number of smaller, more specific techniques: pre-reading, self-
questioning, etc. Each of these techniques will require an introduction and
then opportunities to practice and master them. I think the that IPT principles
might work well here:
1. Chunk new content into manageable units (e.g., flexible reading
techniques)
2. Test and provide support until learners are ready to move on (TOTE
cycles)
3. Build the reading techniques into the larger knowledge structure of
how to read your physics textbook

Andragogy
I anticipate that most students taking physics and physical science courses
will be traditional aged students (recent high school graduates). I do not
think that this audience of learners fits well into Knowless andragogy
assumptions, so I think that adult learning theory may not apply well to
them. However, it is also expected that there will be adult learners (as
defined by Knowless assumptions) in these classes. As a result, I will need to
consider the following in the design process:
Self-concept: Present this training in the spirit of do-it-yourself self-
improvement, rather than just a hoop to jump through or a box to
check off (busywork)
Experience: keep in mind that adult students bring a variety of real-
world experiences to class. Try to help these students connect the
training to some of those practical experiences.
Orientation to learning: Make it clear right from the beginning that this
training will help them to better comprehend and retain difficult
reading material, and therefore be more successful in class. Adult
learners need to know that their activities have direct and useful
applications.

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 Motivation to learn: build some positive reinforcement into the training;
leverage adult learners tendency to self-motivate and value
accomplishments (even relatively small ones).
Relevance: Once again, the purpose and value of the training needs to
be made clear from the start.

Application of Motivational Theories

[How will you apply motivational theories to your target audience mod 4]

Kellers ARCS Model of Motivational Design

Kellers steps: Attention, Relevance, Confidence, Satisfaction (ARCS)
1. Attention: gain learner attention
Specific examples: tell a story e.g., stories and reading tips from
successful Kishwaukee College students
2. Relevance: use concrete language and familiar terms. Specific strategies:
Experience: how can use this new knowledge
Present worth: how will it help me today?
Future Usefulness: how will it help me later on?
Needs Matching
***Modeling: demonstrate the skill visually using software; also use
successful students as models
Choice:
3. Confidence
Help students understand their likelihood of success
Provide objectives
Allow for success that is meaningful
Grow the learners: allow for several small steps of growth
Feedback: give feedback and also encourage internal attributions of
success
Learner Control: help them feel that they are in control of their own
learning
4. Satisfaction
Reinforce that learning is useful; encourage learner satisfaction at
achievement, but...
Dont patronize learners with over-rewarding for minor
accomplishments

Impact of a Diverse Audience on Instruction

[Primary Audience mod 3 add to detail here]
In the section on learning theory, Ive mentioned age as one area of diversity
that is common at community colleges, and Kishwaukee College is no

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exception. In fiscal year 2015, 35% of for-credit students were over age 25
(Kishwaukee College 2016 Factbook).

The college is also somewhat ethnically diverse for a rural institution; in FY

2015, 63.9% of for-credit students were White/non-Hispanic, 17.9% were
Black/non-Hispanic, 12.5 were Hispanic, and 2.7 were Asian/Pacific Islander
(Factbook). Although I dont have data at this time, I know from experience
that there are quite a few Muslim students on campus as well. Morrison et al.
(p. 57) emphasize choosing bias-free instructional materials; when designing
the instruction, Ill need to be aware of how learners from different cultures
may perceive certain images and references differently. Im reminded of the
example from Morrison, et al. (p. 60) in which the cultural consultant advised
using a picture of just a hand rather than a full body image, in consideration
of Muslim trainees. I may want to have some local cultural experts glance at
my mockups at some point during the design process.

We also have learners with diverse abilities on campus. I personally have

worked with two blind students in a workshop setting. The college has a
support department for students with disabilities, and I have worked with
these professionals before to develop accommodations. I anticipate that I will
do the same to ensure that this training is accessible to all.

A final concern specific to the content of this training module would be

developmental readers. We have a high percentage of students who enroll at
the college with pre-college-level reading skills. Some courses that require
advanced or technical reading have already set up prerequisites so that
developmental readers must remediate before taking those classes.
However, I am not yet certain that the physics and physical science courses
have these prerequisites in place, so there may possibly be developmental
readers in the target population. I will be working closely with an on-campus
reading expert, who I expect will have useful advice on addressing these
learners.

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TASK/GOAL/PERFORMANCE ANALYSIS MODULE 5
[If you choose to conduct a task analysis, you will select and conduct a method or methods of
content/task analysis as described in Chapter 4 of the textbook (Topic Analysis, Procedural
Analysis, or Critical Incident. An example of one kind of Task Analysis can be found starting on
page 418.] ONLY complete ONE method of analysis.

Task Analysis Method

[Expectation: This section requires you to choose a method for conducting a Task Analysis.
Describe which method you chose and why.]

Task Analysis
[Expectation: Based on your method selection, use the structure for that method to detail your
task analysis here.]

Goal Analysis
I chose to conduct a goal analysis because my objectives seemed a bit fuzzy. In my
Instructional Need section, I defined students instructional needs as 1) recognize main topics, 2)
process new and complex material, and 3) retain new material enough to participate in class
discussion. The verbs recognize, process, and retain seem fuzzy to me; its not exactly
clear how they would translate into observable behaviors. So I decided that I needed to clarify
my objectives by doing a goal analysis.

As I began this process, I kept in mind the pattern of building objectives laid out on Donald
Clarks page (2015): observable action (task) + at least one measurable criterion (standard) +
conditions of performance.

To conduct my goal analysis, I followed the pattern outlined in the Introduction to Module 5,
based on Magers Goal Analysis:

Step One: Write down the goal.

Step Two: Jot down, in words and phrases, the performances that, if
achieved, would cause you to agree the goal is achieved.
Step Three: Sort out the jottings. Delete duplications and unwanted
items. Repeat Steps One and Two for any remaining abstractions
(fuzzies) considered important.
Step Four: Write a complete statement for each performance,
describing the nature, quality, or amount you will consider acceptable.
Step Five: Test the statements with the question, If someone achieved
or demonstrated each of these performances, would I be willing to say
he or she has achieved the goal? When you can answer yes, the
analysis is finished (Mager, 1997, pp. 73-74).

Below is what I developed for my goal analysis.

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From needs analysis: students need to
1. recognize main topics
2. process new material
3. retain new material enough to participate in class discussion

I began at step 1 by writing down the learning goal: students will practice effective textbook
reading strategies.

In step 2, I brainstormed as many relevant performance behaviors as I could think of, in no

particular order or hierarchy. Once I had quite a few, I moved to step 3 and started trying to
group them together and some underneath others as sub-headings. From there I bounced around
between steps 1 and 3.

To help me clarify the fuzzy verbs, I used the SQ4R method (Concordia College, n.d.) for
reading comprehension as a reference point. The stages of SQ4R that especially helped me were
Survey, Question, Read, Recite, and Review.

I realized that I was developing three terminal objectives, based on the three verbs Recognize,
Process, and Retain. So I drew three bubbles with those headings and started re-grouping
performance behaviors underneath them. I ended up labeling my original brainstormed
performance behaviors with verbs from SQ4R. The process looked like this:

I also realized that my first objective, in terms of Blooms Taxonomy, was pretty basic
(recognize), and probably not a main terminal objective; it might fall underneath something

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else as an enabling objective. So I ended up with two modified objective verbs, process and
retain (the second one based on SQ4R).

Once I was pretty satisfied with my analysis so far, I re-wrote the objectives in the form of an
outline, like this:

LEARNING OBJECTIVES (First Draft)

Terminal Objective 1: PRACTICE effective pre-reading skills (this replaced the recognize
objective) (Blooms domain: cognitive)

Enabling Objectives: students will...

1. read chapter table of contents, conclusions and review questions
2. identify main chapter topics and subtopics (original objective)

Terminal Objective 2: PROCESS new textbook material Blooms domain: cognitive

Enabling Objectives:
1. highlight or underline key concepts
2. convert key concepts into open-ended questions (i.e., cant be answered simply
yes or no)
3. answer the questions they have formulated from chapter topics by a close reading of
the textbook
(these three steps are based on the Question-Read-Recite cycle of SQ4R)

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Terminal Objective 3: RETAIN new information well enough to participate in class discussion
Blooms domain: cognitive

Enabling Objectives:
1. review notes, highlighting and underlining from chapter reading
2. restate the main headings and subheadings from memory without looking at the
textbook
3. identify key concepts that remain uncertain as items for class discussion

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INSTRUCTIONAL OBJECTIVES MODULE 5
[Goals, Terminal Objectives, and Enabling Objectives Check Rubric & Dont
forget to map the domains and level of Blooms Taxonomy with the
objectives]

Project (Instructional) Goal

[What is the overall statement you want learners to accomplish at the end of
your project no more than 2 sentences.]

Given passages from a textbook, learners will identify key concepts, analyze textbook content,
and retain important information for later use in classroom discussion.

[According to Morrison, Ross, Kalman, and Kemp (2011), a Goal Analysis is a process used to
identify the initial outcomes or intents of an instructional intervention. Information about
conducting a Goal Analysis can be found in Chapter 2 of your textbook and an example Goal
Analysis can be found starting on page 416 or p. 40. Or, you may want to use the Goal Analysis
Tool provided in module 5.]

Terminal Objectives and Enabling Objectives

*This revision is based on my classmate Tonys comments above, as well as
Magers (1997, p. 77) guideline to add an indicator behavior to a covert
performance.

Terminal Objective 1: Learners will IDENTIFY key concepts in a textbook

chapter.
Blooms domain: cognitive UNDERSTAND (Armstrong, n.d.)
Enabling Objectives:
1. Given a brief textbook chapter, learners will identify (highlight
performance) all (criterion) main chapter headings with 100%
accuracy (criterion).
2. Given a brief textbook chapter, learners will identify (underline
performance) all (criterion) main chapter sub-headings with 100%
accuracy (criterion).

Terminal Objective 2: Learners will ANALYZE content from a textbook chapter.

Blooms domain: cognitive ANALYZE (Armstrong, n.d.)
Enabling Objectives:
1. Given the main chapter headings that they have identified
(condition), learners will convert (choose from a listperformance)
chapter headings into open-ended (criterion) analytical questions.
2. Given the open-ended analytical questions that they have just
identified (condition), learners will answer (choose from a list
performance) their open-ended questions with 100% accuracy

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 (criterion) by means of close readings of the relevant textbook
excerpts.

Terminal Objective 3: Learners will RETAIN key textbook concepts for later
class discussion.
Blooms domain: cognitive REMEMBER (Armstrong, n.d.)
Enabling Objectives:
1. Given the main textbook chapter headings (condition), learners
will match (choose from a listperformance) the sub-headings
corresponding to each main heading with 100% accuracy
(criterion).
*Based on Tonys comment above, I removed my original
enabling objective #1, which was really more like a learning
activity (reviewing notes, etc.)
2. Given a textbook passage and criteria for what constitutes good
questions for class discussion (condition), learners will choose
(performance) questions that match the given criteria (criterion).

References:

Armstrong, P. (n,d.). Blooms Taxonomy. Available from:

https://cft.vanderbilt.edu/guides-sub-pages/blooms-taxonomy/
Clark, D. (2015). Performance and learning objectives in instructional design.
Available from:
http://www.nwlink.com/~donclark/hrd/isd/develop_objective.html
Mager, R.F. (1997). Preparing instructional objectives: A critical tool in the
development of effective instruction. (3rd ed.). Atlanta: CEP Press.
Concordia College. (n.d.). SQ4R study method. Available from:
https://www.concordiacollege.edu/directories/offices-services/academic-enhancement-
center/resources/sq4r-study-method/

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ENABLING OBJECTIVES MATRIX & SUPPORTING CONTENT
MODULE 6
Title of the unit/module: How to Read Your Textbook
Brief description of target audience: undergraduate students in physics or
physical science courses
Terminal Objective: Learners will APPLY the question-read-recite process for
effectively reading a textbook chapter [revision of my Terminal Objective 2
from module 5]
Pre-instructional Strategy: Overviewlearners will view a problem-based
scenario in which a student does not perform well on an exam that included
questions from assigned textbook readings. Learners will be invited to
improve their own reading skills and academic performance through this
learning module. This is a motivational strategy informed by the ideas that
scaffolding clarifies purpose (McKenzie, 1999) and that inquiry arousal
stimulates attention by posing a problem to be solved (ARCS Model, 2016).

Enabling Objectives Matrix

Enabling Level on Learner Activity (What would Delivery Method
Objective Blooms learners do to master this objective?) (Group
Taxonomy presentation/lecture,
self-paced, or small
group)
Given the main [Levels *Read the main heading Group Presentation
heading from a are Based provided (distance education
textbook passage, on Don *Restate the main heading in online tutorial)
learners will Clarks the form of an open-ended
TRANSLATE this page] question (cannot be answered
heading into a Understandi merely yes or no)
question that can ng *Review the restated question
be answered by (comprehen to ensure that it is open-ended
means of a close ds,
reading of the converts,
passage. translates,
etc.)
Given the same Understandi *Review the open-ended Group Presentation
textbook passage, ng question they have just (distance education
learners will (identifies, formulated online tutorial)
IDENTIFY (choose) compares, *Make a close reading of the
appropriate answers selects, provided passage
to their questions etc.) *Observe content items that

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within the given are marked as potential
passage. answers to their question
*Choose a content item within
the passage that answers their
question appropriately
Given the open- Rememberi *Review the open-ended Group Presentation
ended question that ng (recalls, question they formulated (distance education
they formulated reproduces, without reference to the online tutorial)
earlier, learners will etc.) textbook passage
RECITE the answer *Recite (type) from memory
that they identified the answer to their question
from their reading *View again the content item
without looking they identified earlier as an
back at the text. answer to their question
*Compare their typed recitation
with the content item that they
identified

Supporting Content (Module 6): Video Tutorial

Link to Content: View the video tutorial on YouTube:

https://youtu.be/j60Q48tt4w4

Terminal Objective: Learners will apply the question-read-recite process for

effectively reading a textbook chapter.

Enabling Objective (#2 from EOM): Given the same textbook passage,
learners will identify appropriate answers to their questions within the
given passage.

Process
Review the open-ended question that you formulated based on the
section heading in the chapter.
Scan the section for any text that is bold or otherwise marked as being
important. These pieces of text can be clues to help you answer your
question.
Read the section carefully. Pause from time to time and ask your open-
ended question, either out loud or in your mind.
Choose a piece of content that seems to answer your question, or at
least partially answers it.
Make note of this content.

Video Script

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Lets look again at the open-ended challenge question that I wrote based
on this main chapter heading. Next, Im going to show you how to use the
read-question-recite technique to find answers to my question within the
text. It works like this:
1. Ask your challenge question before you start to read the section
2. Keep asking the question as you read, rewording it as necessary
3. Look for phrases and visuals that help to answer your questions
4. Recite your answers out loud or write them down

Okay, here we go
The main heading for this section is PICTURES AND GRAPHICS IN
INSTRUCTION, and heres the challenge question that I wrote: What are
some practical ways to use pictures in instruction? Since Im looking for
practical stuff, I know Ill want to see some examples. So lets start reading

The first sub-heading is EFFECTIVENESS. Right away, I can re-word my

challenge question to say: How can I make instructional pictures effective?
[VIEW NOTES] What answers can I find? Ill look for phrases and sentences
to help answer my question.

I see that pictures can be beneficial to illustrate abstract material. That

seems important, so Ill make note of it. Im going to note the page number
in case I need to look it up again later.

Heres another sub-heading: THE FUNCTION OF PICTURES. I could reword my

challenge question this way: How do pictures function in instructional
materials? [UPDATE NOTES] I quickly notice that there is a list of different
ways that they function; the list is marked by bold type, and there are
several items in the list on this page and the next one. Im going to try to
answer my challenge question by summarizing each of these items as briefly
as I can; this will help with note-taking too. Here goes:

First, Ill read this paragraph closely. I discover that pictures can decorate.
How? Well, I learn that graphic designers use pictures to break up a page
so that its appealing to the reader. There, with one brief sentence Ive
answered part of my challenge question: decorative pictures function by
breaking up the text and making the page more appealing to read. Ill write
this in my notes, and maybe even recite it out loud or in my mind. This is the
RECITE part of the question-read-recite process, and it will help me
remember this stuff later.

The next instructional function of pictures is REPRESENTATION. Let me

rephrase that heading: How do pictures represent something? It says here
that representational pictures provide a concrete reference for verbal
information. If I were to put this in my own words, I might say that a
picture says a thousand words. Hey, I like that! Im gonna write that down.

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[UPDATE NOTES] Putting something in your own words helps you
understand it and remember it better.

Speaking of pictures, Ive been looking for phrases and sentences to answer
my challenge questions, but lets not overlook diagrams, tables, and other
visuals. On the next page, I see an example of a representational picture. It
reminds me of my original challenge question: What are some practical
ways to use pictures in instruction? Well, heres an example I might follow if
I need to visually represent a concept for my students. In fact, Ill write it in
my notes as an example. Remember, Im looking for practical ways to use
pictures, so examples will help me later.

This section of the chapter lists a few more ways that pictures can function in
instruction. Ill follow the same pattern as I did with the first two: rephrase
my challenge question, [QUESTION] read for answers, [READ] recite my
answers [RECITE] and make note of them. After a few minutes, heres what
my notes look like:
What are some practical ways to use pictures in instruction?
How can I make instructional pictures effective?
o Good for abstract material (173)
How do pictures function in instructional materials?
o Decorative pics break up the text more appealing to read
o Representational pics: concrete reference for verbal information
A picture says a thousand words!
Ex.: pic showing planets orbiting the sun
o Organiz. Pics esp. for procedures
Ex.: repair manual
o Interpret. Pics help w/ difficult or abstract info
Ex.: diagram of Ohms Law
o Transformative pics good for memorization; mnemonics
Ex.: All Cows Eat Grass

So quick review of how I used the question-read-recite process:

I rephrased my challenge question for each subheading that I encountered, which is the
QUESTION part. This prepared my brain to seek out answers.
I read the section carefully with my question in mind; this is the READ part.
When I found an answer, I RECITED it; that is, I either said it out loud or in my head,
and I wrote it in my notes. This will help me to remember it later.
Along the way, I looked for examples of practical ways to use pictures, since that was my
original challenge question. I wrote those examples in my notes, and even came up with
one or two on my own.

Okay, now its your turn!

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REFERENCES
ARCS Model of Motivational Design Theories (Keller). (2016). Available from
http://www.learning-theories.com/kellers-arcs-model-of-motivational-design.html
Armstrong, P. (n,d.). Blooms Taxonomy. Available from:
https://cft.vanderbilt.edu/guides-sub-pages/blooms-taxonomy/
Calcutta, R. (2015). Information Processing Theory (G. Miller). Available from
http://www.instructionaldesign.org/theories/information-processing.html
Clark, D. (2015). Performance and learning objectives in instructional design.
Available from:
http://www.nwlink.com/~donclark/hrd/isd/develop_objective.html
Concordia College. (n.d.). SQ4R study method. Available from
https://www.concordiacollege.edu/directories/offices-services/academic-enhancement-
center/resources/sq4r-study-method/
Lei, S.A., Rhinehart, P.J., Howard, H.A., & Cho, J.K. (2010). Strategies for improving reading
comprehension among college students. Reading Improvement 47(1): 30-42.
Mager, R.F. (1997). Preparing instructional objectives: A critical tool in the
development of effective instruction. (3rd ed.). Atlanta: CEP Press.
Rossett, A. (1999). Analysis for human performance technology. In H.D. Stolovitch & E.J. Keeps
(Eds.), Handbook of performance technology: Improving individual and organizational
performance worldwide (pp. 139-162). San Fransico: Jossy-Bass/Pfeiffer.

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FINAL PROJECT RUBRIC

Please see the final project rubric at:

http://www2.uwstout.edu/content/profdev/idtrends/Portfolio-Rubric.pdf and the
reflection paper rubric at:
http://www2.uwstout.edu/content/profdev/idtrends/Portfolio-RubricReflection.doc