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    Principles of Instructional Design

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    You will continue creating instructional design documentation. You have already identified a setting, a learning need/opportunity, and the learners within that setting. For this unit, you will continue to build upon your instructional design document by creating part of the design phase associated with the ADDIE model. The Guide to a Systematic Instructional Design Process is available to serve as a quick reference guide for initiating an instructional design project based on the ADDIE model and incorporating electronic learning and performance support tools. To access the Guide to Instructional System Design, click here.

    Specifically, for this part of your instructional design documentation, you are responsible for the following tasks:

    For this part of your instructional design, you are responsible for the following tasks:

    (NOTE: Click here for a sample worksheet that can serve as a guide)

    Design your organizational strategy
    Intervention- what your learning intervention is primarily about and its purpose
    Audience - who you will teach
    Goals - what the intervention is intended to accomplish
    Measurable Learning Outcomes - what learners will be able to do when they have completed the intervention
    Content Outline - create an outline of your content, lessons, or topics, as you envision them being presented and how this intervention relates to the complete course. If you choose nonlinear access by students, show relationships to topics using a concept map.
    Design your Unit Plan- Create a high-level document including the following
    Lesson Titles - Give the name of your lesson or topic here
    Time frame - Give estimated start and end times
    Room setup - Briefly describe room requirements and setup
    Interactions - Briefly describe whether students will work alone or in groups and how groups will be determined
    Media - Briefly describe and justify your media selection
    Materials - Briefly describe any printed materials or handouts
    Learning Outcomes - State what learners will be able to do as a result of the instruction
    Gagne Level - Does the lesson/topic teach verbal information, intellectual skills, cognitive strategies, motor skills or attitudes
    Taxonomy Level - Is the lesson/topic in the cognitive, affective, or psychomotor domain?
    Instructional strategy - Describe your instructional strategy or method (1-2 sentences)
    Plans for assessment - Describe how you will determine that learning has occurred.
    Remember to pay close attention to issues of aligning the instruction with standards, goals, objectives, and taxonomic levels. Additionally, pay attention to structure, sequence, pacing, instructional methods, and media choices. Remember to adequately support your design decisions.
    Show how organizational strategy and delivery strategy are coordinated and integrated in the design plan.

    The remainder of your instructional design will be completed in Unit 5

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    Solution Summary

    The strategy of this unit provided for the students is for a group opportunity and discovering the details about the cellular process. The primary learning purpose of this unit is to understand cell structure, function, mitosis, photosynthesis, and respiration. Seventh grade students living in rural South Carolin is the target population of this unit.
    The goal is to provide demonstrations, discussions and group activities on the concepts relating to the cellular process.
    The students will be able to demonstrate knowledge of the cellular process, through oral quiz, group project and written test.

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