TIE535: Instructional Design Case Study - home

<span style="background-color: #ffffff; color: #000000; font-family: Arial; font-size: 14pt; font-style: normal; margin-bottom: 0pt; margin-top: 0pt; text-align: center; text-decoration: none; vertical-align: baseline;">Instructional Design Case Study: Analysis<span style="background-color: #ffffff; color: #000000; font-family: Arial; font-size: 11pt; font-style: normal; font-weight: normal; margin-bottom: 0pt; margin-top: 0pt; text-align: center; text-decoration: none; vertical-align: baseline;">Annie Booker, Pearl Chung, Megan Walendzinski 
 PROBLEM DEFINITION: Students need to be able to write a letter using Microsoft Word. 
PROPOSED SOLUTION: Teach them how to write a letter using Microsoft Word. 
 
GAP ANALYSIS: 
What do you want the learners to be able to do? 
 Mrs. Stevens wants the students to be able to write a letter using Microsoft Word. The students need to learn how to type on Microsoft Word and know various features such as making the header and including breaks between paragraphs. 
 
 The letters should show that the students 1) know the components of letter writing: heading, greeting, body, closing, and signature. 2) know how to write a letter intended to inform a designated audience of a predetermined topic. 
 
What can they currently do? 
 The students can currently perform only the basics of the computer including turning it on and accessing the Internet. In terms of writing, some may be able to write to inform. 
 
What is your Gap? Can this be corrected with training? 
 The Gap is that students cannot use Microsoft Word to write a letter intended to inform. Mrs. Stevens does not have enough information about students’ performance in computers to know how well they will be able to complete this task--she believes that her students can perform only the basics of the computer but they have never been to the computer lab before so she is unsure. For example, some students may be able to type letters independently, others may not know how to use Microsoft Word at all. This gap can be overcome with training. Mrs. Stevens can provide differentiated instruction to meet all the needs of various learners. For example, she can form groups based on the students’ computer performance and have them work cooperatively in producing one letter first. 
 
LEARNER ANALYSIS: 
Who is the audience and what are their characteristics? Constraints? Timeline? 
 The students are in 8th grade, in Chicago Public Schools. They are 13 and 14 years old and likely have fairly short attention spans. Mrs. Stevens has reserved a time for the class to use the computer lab. The students are constrained by the amount of time (most likely one class period) the lab is available for their use. Some additional questions we need answered are the number of special education students and what accommodations, if any, need to be made and their economic backgrounds (generally) to determine how much experience with computers they are likely to have had. 
 
ENVIRONMENTAL ANALYSIS: 
The only problem with using the school computer lab is that Mrs. Stevens has to reserve it prior to using it with the students. This may cause problems if there is not enough lab time for the students to complete the assignment. In terms of accessing equipment, the computer lab may not have enough working computers for everyone. Mrs. Stevens may need to pair up students for full class participation. Another environmental factor to consider is the availability of a white or chalk board or an LCD projector so Mrs. Stevens can demonstrate tasks for the class. If these are not available, Mrs. Stevens may need to provide a demonstration prior to the class visit to the lab. 
 
TASK ANALYSIS: 
-Choose audience and topic for letter: Students need to know how to determine the appropriate tone for a given audience, which teacher will define as assignment is given. Teacher will select a subject in which students are somewhat invested in and work to determine who to send a letter about the subject to (i.e. school uniform reform letter to school principal). 
-Establish purpose of writing a letter (what are the students writing for): We know that it is necessary to set a purpose for all student work. The teacher must build knowledge in terms of the general purpose of writing a letter (communicating) as well as their own purpose/communication goals while writing. 
 -Determine background knowledge regarding written communication: Students must be familiar with what a letter is and why people use them. It is necessary for them to understand that not all communication is transmitted electronically. 
-Build additional background knowledge: Once background knowledge level is determined, the teacher must fill in any gaps. It may be useful to build knowledge of locations of their nearest post office or place to buy stamps as well as the nearest mailbox to them. 
-Build knowledge of letter components: Students must be made aware of the components of a letter. This knowledge can be constructed through a combination of reading letters and analyzing them as well as direct instruction. 
-Establish components of the writing process: Students must understand that there is a writing process which includes pre-writing, composition, revision, and publishing. 
 -Gather supplies for prewriting: Students will need materials such as paper and pens to successfully complete this assignment. 
 -Pre-write (on loose leaf paper) letter prior to visiting computer lab: Students need to prepare for their time in the lab by composing a first draft, especially as time in the lab is limited. Students will bring their first draft to the lab. 
 -Establish norms for behavior in lab and en route to lab: In order for the process to run effectively and smoothly, students must know their behavioral expectations so that instructional/lab time can be maximized. 
 -Presentation on features of Microsoft Word--students take notes: Teacher will use direct instruction to demonstrate several features of MS word while students use guided notes to build a reference guide for themselves. Teacher, of course, will be ready to support students in their technological endeavors throughout the process. 
-Build keyboarding knowledge: Students may need support in learning to type. If so, prior lab time devoted to online keyboarding classes may be useful. 
 -Turn on the computer and access Microsoft Word: Teacher will demonstrate how to do both of these and will not move on until all students are into Microsoft Word and ready to move to the next step. 
 -Start new document 
 -Type heading 
 -Type salutation 
 -Type body, using spaces and paragraph formatting as necessary: Students will require instruction on appropriate formatting for this type of writing as well as consistent how-to support. 
 -Type closing: Students must choose appropriate closing words, e.g. sincerely, yours, etc. 
 -Spell check and self-editing (emphasize importance of double checking the work of the electronic spellchecker) 
 -Save: Demonstrate proper place to save and discuss situational variables in saving electronic materials (public computer versus private computer) 
 -Print: Students will understand printing as a part of the publishing process for this particular medium. 
 -Address an envelope: Students must address the envelope to the addressee/intended audience. Their writing must be legible, neat, and in ink. All components must be in the appropriate locations. 
 -Determine and purchase appropriate postage: Students must understand the process of determining and purchasing postage in order to make this lesson applicable to their real lives. Students will be informed of this process and will also build knowledge of where to buy postage. 
 -Send letter: Students will need to know from what physical location they are able to send a letter. They will need to be able to locate the nearest postal sending receptacle (at their house, at a nearby corner, at a store or school, etc.) to their home address. 
 
 Possible Accommodations: 
 -reference page with a list of steps (for all students) 
 -pair up students for more support (write one letter between the two of them) 
 -provide a letter template for students to use (including sentence stems and possible openings and closings) 
 
 TERMINAL OBJECTIVES (Bloom): 
 Compose a letter intended to inform using Microsoft Word. 
 
ENABLING OBJECTIVES: 
Identify components of proper letter format. 
 Employ features of Microsoft Word to create proper letter format 
 Identify audience, purpose, and tone for a letter. 
 List steps for preparing and mailing a letter.