Instructional Design Principles

William R. ClementsGrand Canyon University

TEC-571 Distance Learning in Education 19 October 2011

By PresenterMedia.com

Instructional Design Principle #1

Instructional Design Principle #1

Pictures are better than Words• They give a visual representation that help students in many ways.

• Students can relate the image to prior knowledge

• The images can help students understand the concept because it is being related to them in their terms

• it gives students real life scenarios to answer the question why we have to learn certain topics

• Students will then make observations about the situation and then propose alternative solutions, including the consequences of each alternative. (Albright, Simonson, Smaldino, Zvacek, 2009)

• The effectiveness of Nonlinguistic Representation• Data proven results show a 27 percentile gain on standardized

assessments. (Marzano, 2001)

Nonlinguistic Representation

SOCIAL STUDIES LESSON• Topic is Native Americans

• The objective• Students learn about

the importance of the culture

• A great Introduction to the topic

• It automatically gains the students interest

FOLLOW THE DIRECTIONS BELOW TO

SEE VIDEO

Instructional Design Principle #1Nonlinguistic Representation Social Studies

Example

MATHEMATICS LESSON• Topic is Finding the Area of a room

• The objective• Students will be able to

find the area of a rectangle

• A real life scenario that motivates students

• Explains why learning the area of objects is important.

Instructional Design Principle #1Nonlinguistic Representation Mathematics Example

Math 6 Spy Guys

Click on the link below to see the interactive web

site.

Science Lesson• Topic is dissecting a frog

• The objective• Students will be able to

identify the anatomy of a frog

• A real life scenario that motivates students in the scientific method

• It teaches the students to know how amphibians live

Instructional Design Principle #1Nonlinguistic Representation Science Example

Click on the link below to see the

interactive web site

Dissect a Frog » Surgery Games

Instructional Design Principle #2

A Common Teaching Strategy is Easily Adaptable.

• A teacher can use this strategy to have students compare two things.• Students will use their prior knowledge to come to conclusions• Students will be able to practice their inferring skills on two items• The students will be able to compare a large variety of things• There will be an increase of motivation so students will show more

responsibility for their own learning. (Albright, Simonson, Smaldino, Zvacek, 2009)

• The effectiveness of Nonlinguistic Representation• Data proven results show a 45 percentile gain on standardized

assessments. (Marzano, 2001)

Instructional Design Principle #2

Identifying Similarities and Differences

Reading Lesson• Topic is Vocabulary

• The objective• Students will be able to

identify vocabulary definitions using context clues

• This is a great game in helping students finding what things certain words have in common

• Students will be able to use their reading experience to find the answers to the game.

Instructional Design Principle #2Identifying Similarities and Differences Reading

ExampleClick on the link below to see the interactive

web site

Analogy Game

Instructional Design Principle #2Identifying Similarities and Differences Science

Example

Science Lesson• Topic is Geology

• The objective• Students will identify the similarities

and differences of igneous and sedimentary rocks

• Students will use graphic organizers or venn diagrams to show the differences and similarities

• Again students will use prior knowledge and visual pictures to find the similarities and differences

Instructional Design Principle #2Identifying Similarities and Differences Social Studies Example

Social Studies Lesson• Topic is Native Americans

• The objective• Students will identify the

similarities and differences 2 different Indian Cultures

• Students will use graphic organizers or venn diagrams to show the differences and similarities

• Again students will use prior knowledge and visual pictures to find the similarities and differences

Instructional Design Principle #3

A Teaching Strategy that Uses Text and Visual Aids• A teacher can use this strategy to have students recap what they learned

in the lesson, or what they saw in a video or movie.• Helps the students write down what they understood in the lesson or video• Teachers will be able to know if the students understood the lesson, and find

out where the students need the most help..• Students will have a better understanding of the material by reviewing it

because they will be able to correct the ideas they misunderstand or remember things they missed

• The effectiveness of Nonlinguistic Representation• Data proven results show a 34 percentile gain on standardized assessments.

(Marzano, 2001)

Instructional Design Principle #3Summarizing and Note Taking

Reading Lesson• Topic is Comprehension

• The objective• Students will be able to

identify the literary elements from a novel

• Students will read the novel and use the movie, of the novel to help them identify the literary elements

• Students will be more motivated to find those elements when they visually see them happen.

Instructional Design Principle #3Summarizing and Note Taking Reading Example.

Science Lesson• Topic is Ecology

• The objective• Students will be able to

summarize what will happen if the rain forest was destroyed

• Students will make conclusions as they make the summary of what they have seen.

• They will be motivated to support their conclusions with their summaries

Instructional Design Principle #3Summarizing and Note Taking Science Example

Resources

Albright, Michael, Simonson, Michael, Smaldino, Sharon, Zvacek, Susan. (2009). Teaching and Learning at a Distance. Boston, Massachusetts: Pearson Education, Inc.

Marzano, Robert, Pickering, Debra J., Pollock, Jane E. (2001). Classroom Instruction that Works. Alexandria, Virginia: McREL.