Dorlisa Wells

MEDT 7490
Assignment 8: Comprehensive Instructional Design Packet

Client Information

My client, Cheryl Ellis, is a 7th grade inclusion math teacher.

Cheryl.ellis@bartow.k12.ga.us

Instructional Problem

The primary instructional problem is that students are not motivated to do math

especially in inclusion math classes because they do not understand how they will use

math after they graduate from high school.

Instructional Model

The instructional model that I chose to use for this project is Merrill’s Principle of

Instruction because this model relates to instruction involving real world problems. The

steps in this design model include the following:

1. Task-centered principle or problem

2. Activation principle

3. Demonstration principle

4. Application principle

5. Integration principle
The problem identified is that students do not understand how math (specifically algebra)

will benefit them in the real world after high school. The knowledge of students is

activated because they are familiar with the mathematical formulas and basic math

operations. The real world connection to math is demonstrated in the videos that are

included on the infographic. The information is applied once the students can visually see

how math is used in the real world and how they are subconsciously using math in their

everyday lives. The knowledge will be integrated after the students reflect on how they

will be using math in the real world. This information may also impact career decisions.

Description of Redesigned Lesson

I decided to develop a video and an infographic that could be used at the beginning of the

school year to motivate students to do well in math and to provide an understanding of

how math is used in everyday life. I also developed an infographic with QR Codes that

will link the students to videos of people that use math in their careers. The QR codes

will engage the students with technology because they will need their smart phones or

tablet to scan the codes to watch the videos. Since I teach an inclusion math class, I

understand that my students may take longer to process information. The QR codes will

allow students to watch the videos at their own pace for comprehension.

Methods Used to Assess the Lesson

For my design, the most appropriate way to assess the information is by oral reflection as

a class. The instructor will be able to determine individual math interests as well as

strength and weaknesses.

Explanation of Learning from Course

After participating in this class, I understand the phrase “seeing is believing”. This course

helped me to understand that pictures/visuals provide just as much information as text.

However, for the tech generation, learning is better comprehended through visuals often

with the help of technology. Therefore, the artifacts that I developed incorporated the

majority of the skills that I learned in this class. I used “attention grabbing” graphics that

were not too wordy that prevented students from reading the entire text. I included QR

codes to engage the learner with technology and videos to ensure that students with

various learning abilities could comprehend at their individual pace.

ACRL Visual and Literacy Competency Standards

Standard 3: The visually literate student acquires and organizes images and source

information.

Standard 5: The visually literate student uses images and visual media effectively.

With my artifacts, I addressed Standard 3 (The visually literate student acquires and

organizes images and source information) and Standard 5 (The visually literate student

uses images and visual media effectively). Since the student will be scanning QR codes

to access the videos, standard 3 will be addressed and standard 5 will be addressed

because the student will receive visual models of how math is used in certain careers.
Reflection

The only two challenges that I faced when developing ideas for my artifacts was

developing something that engaged students that they didn’t use in every class. Using the

QR codes was a different method of accessing information using technology. Another

challenge that I faced was developing something that reached all academic levels. I

wanted something that a gifted student wouldn’t find remedial and something that

wouldn’t be too difficult for a lower level student..