Post on 23-Aug-2020
Running head: INSTRUCTIONAL DESIGN PROJECT 1
Instructional Design Project: Understanding Genetic Disorders & the Punnett Square
Eileen Seligman
Towson University: ISTC 667
INSTRUCTIONAL DESIGN PROJECT
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Section 1: Instructional Design Overview
Introduction
This unit is for students in 7th
grade Science. Montgomery County Public
School’s (MCPS) curriculum requires the students to understand genetic disorders and
the Punnett square features in order to complete a role-playing exercise as a genetic
counselor or receiving couple. Acting as the role of the media specialist and the
instructional designer, I will work collaboratively with the 7th
grade science classroom
teacher through the progression of problems and completion of the instructional goal. The
classroom teacher will be the subject matter expert since she will “help the instructional
designer gather the necessary information about the content and/or tasks that will be used
to develop the instruction” (Brown & Green, 2011, p. 63). The classroom teacher will
introduce the unit with a pre-assessment and offer direct instruction regarding how
genetic information is passed from parent to offspring. The role of the media specialist
will be in modeling good note-taking skills for students, helping students decipher
research via a computer pathway and print resources, and producing a Publisher brochure
template. In the end, the students will have met the instructional goal of producing a
brochure to use in their role-playing exercise after completion of lab work in their
classroom.
Front-end Analysis
Needs analysis. I selected Smith and Ragan (2004) Discrepancy-Based Needs
Assessment model for conducting a needs analysis approach. This five-phase approach is
used “when learning goals are already identified and instruction is being offered that is
related to these goals” (Brown & Green, 2011, p. 49).
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The first phase in the Smith and Ragan (2004) approach is to “list the goals of the
instructional system.” They are for students to produce a brochure to use as their role as
genetic counselor or receiving couple based on their genetic disorder research and
Punnett square understanding.
The second phase in the Smith and Ragan (2004) approach is to “determine how
well the identified goals are being achieved.” The classroom teacher will establish this by
conducting a pre-assessment prior to her visit to the media center to assess students’ prior
knowledge of genetic disorders and recessive and dominant genes (Appendices A-C).
This will consist of a “Genetics – What Do you Know” worksheet, watching a short
video called “Genes, Genetics & DNA,” completing a capture sheet during the video for
notes, and then answering questions about the video with a worksheet.
The third phase in the Smith and Ragan (2004) approach is to describe the gaps
between “what is” and “what should be.” What is: the students are not entering the unit
with a full grasp of Punnett Square features to do the role-playing exercise successfully.
Past projects have used incorrect information and wrong images for genetic disorders.
What should be: the students need to produce a brochure that is an accurate
representation of one of the four genetic disorders with a true understanding of Punnett
Square features to role-play effectively. The gap is: having knowledge from research to
produce a factual brochure for the role-playing exercise.
The fourth phase in the Smith and Ragan (2004) approach is to “prioritize the
gaps according to agreed-upon criteria.” With a collaborative effort from the science
classroom teacher, the pre-assessments and analysis of past projects can be carefully
compiled to determine students’ needs and curriculum expectations.
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The fifth phase in the Smith and Ragan (2004) approach is to determine which
gaps are instructional needs or design and development needs. After meeting with the 7th
grade science teacher, the analysis of past projects helped determine that there is a
problem with the design and development of instruction by the choice of the multimedia
product. It was determined that a brochure would be more helpful with the role-playing
exercise than the past year of a PowerPoint slideshow made by students. The brochure
will solidify the mastery of the concepts better.
Learning context analysis. The instruction for this lesson will take place in the
science classroom and the media center. The media center will be reserved for seven days
for this project with a focus on research and computer usage to complete the brochure in
a community-centered environment. Classes are 50 minutes long. If more time is needed
than the seven day allocation in the media center to complete the finished product (the
brochure), then the classroom teacher and I can book the computer lab or work one-on-
one with students needing additional help or extended time. The classroom teacher will
follow-up in the class with students to complete the lab work and the role-playing
exercise. The completed brochure will serve as a tool and summative assessment for the
role-playing exercise.
Initially, seventh grade science students will meet in the classroom for an
introduction to genetic disorders by the science teacher. Pre-assessment will take place
there (Appendices A-C). This will be a learner-centered, knowledge-centered, and
assessment-centered environment. The teacher will “focus on the attitudes, skills,
knowledge, and beliefs that students bring to an instructional setting” (Brown & Green,
2011, p. 177), will “focus on the information and activities that help learners develop an
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understanding” (Brown & Green, 2011, p. 117), and will “focus on providing
opportunities for feedback and revision” (Brown & Green, 2011, p. 177). The teacher
will offer direct instruction by explaining how genes are distributed to offspring from
parents. There will be a discussion on meiosis and the differences of communicable
diseases. However, an open-ended learning environment will be encouraged with
innovative activities for students to experiment, make personal connections to the
material, and problem-solve (Brown & Green, 2011, p. 119). I included an example of a
fun, cooperative problem-based activity that will be implemented in the classroom
(Appendix D) to illustrate the science teacher’s constructivist approach that “embed[s]
learning in complex, realistic, and relevant environments” (Brown & Green, 2011, p. 32).
The science teacher and I already met once to review past projects and analyze
holes in the learning process. With that meeting, we adjusted our multimedia choice to a
better suited presentation format for meeting the instructional goals and objectives. We
will meet prior to the assigned media center visit to review pre-assessment knowledge
and co-plan more specifics of the seven-day instruction.
The plan for the media center is a co-teaching environment with the media
specialist leading the research and technology aspect and the science classroom teacher
leading the content instruction.
There are seven tables with seating for five students at each table, along with 16
computers in the media center. Both direct and indirect approaches for the learning
environment will be implemented. “Activities that comprise both directed and open-
ended learning environments almost never exist in complete isolation of one another”
(Brown & Green, 2011, p. 120). Direct teaching will be utilized for the technology
INSTRUCTIONAL DESIGN PROJECT
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instruction aspect and some content information since “the instructor presents specific
information and decides exactly what students will do and when they will do it” (Brown
& Green, 2011, p. 119). The Promethean Board will serve as a tool to model good note-
taking, research choices, warm-up exercises, and group work to encourage cooperative
learning. There will also be indirect teaching where “the instructor offers support and
guidance while students approach an assigned problem in the ways that seem best to
them” (Brown & Green, 2011, p. 120). The students will use the provided Genetic
Disorders Pathway that can be accessed via the computer on John Poole Middle School’s
website (Appendix F) for research. The students will also utilize selected non-fiction
books and worksheets to complete the Disease Research Capture Sheet (Appendix E).
The capture sheet is a graphic organizer that is an effective instructional activity that
Marzano, Pickering, and Pollock (2004) consider to have a “strong effect on student
achievement” (Brown & Green, 2011, p. 125). This nonlinguistic representation will help
the students “to analyze and recall information” (Brown & Green, 2011, p. 129) more
easily when customizing the brochure template. The students will be split into two
sections to accommodate best usage of all materials. Both groups will work to complete
the graphic organizer.
Once research and the capture sheet are completed, the students will select a
partner to customize the genetic disorders brochure template in Publisher (Appendix G).
In this community-centered environment, the students are given ownership of their work
to build “connections between the instructional setting and world outside” (Brown &
Green, 2011, p. 177).
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Pause, prompt, and praise, an instructional activity to reinforce effort and provide
recognition, will be the chosen method in the media center for monitoring the students
and “helping students achieve success” (Brown & Green, 2011, p. 128) when circling the
room and observing the students on the computer, doing research, and partnering
together.
Students will print the finished project and return to their classroom for the lab
work and role-playing exercise. The brochure will have a blank Punnett square on the
back for use with the lab work and as an advance organizer for their role-playing activity.
The combination of all learning environments will produce the best student learning
outcomes.
Learner Analysis. For the learner analysis, I chose Morrison, Ross, and Kemp
(2007) approach to analyze my learners. In this approach, I would examine learners’
general characteristics, entry competencies, learning styles, and give special attention to
culturally diverse learners and/or disabilities (Brown & Green, 2011, p. 80).
In examining the learners’ general characteristics, I have access to the students’
records as far as demographics such as age, physical ability, or socioeconomic status. I
would ask the classroom teacher for any personal information that has changed since the
start of the school year that I need to be aware of in order to prepare instruction.
In examining specific entry competencies, I will meet with the classroom teacher
to discuss the pre-assessments (Appendices A-C) for information regarding prior
knowledge of the content area. I will also ask for any information about specific students,
especially current ability levels based on previous grades.
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In examining learning styles, I will ask the classroom teacher prior to the media
center visit to give the students a Visual, Auditory and Kinesthetic (VAK) learning
questionnaire (Appendix H). The classroom teacher and I can discuss the results at the
same time we discuss the data from the pre-assessments. The VAK learning style model
was first developed by psychologists and teaching specialists, such as Fernald, Keller,
Orton, Gillingham, Stillman and Montessori, beginning in the 1920's. “The Visual-
Auditory-Kinesthetic learning styles model does not overlay Gardner's multiple
intelligences; rather the VAK model provides a different perspective for understanding
and explaining a person's preferred or dominant thinking and learning style, and
strengths” (Alan Chapman/Businessballs, 2012, VAK section, para. 4). The scoring for
the questionnaire is mainly V’s: visual learner; mainly A’s: auditory learner; mainly K’s:
kinesthetic learner. Most people are a combination of learning styles, so my goal is to
make the instruction appealing for all different learning styles. Knowing the student
preference, I can tailor certain aspects of the instruction with the classroom teacher to
offer a variety of styles.
I chose Morrison, Ross, and Kemp (2007) approach because it is similar to
Smaldino, Lowther, and Russell (2008), but it allows for the attention to diverse learners
that would create instruction that can be used successfully by every learner (Brown &
Green, 2011, p. 83). This approach agrees with the Universal Design for Learning (UDL),
“which plans for instruction by planning for the active participation of culturally and
physically diverse learners” (Brown & Green, 2011, p. 80). Based on UDL standards, I
can appeal to all learning styles. UDL means the instruction should be interactive, have
flexible materials (multiples means of presenting information), include choices for
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learners, offer additional resources for language barriers (clip art, websites, assistive
technology), and provide engaging activities for all learners. The planning for this
instruction is not an afterthought with UDL. “With UDL, we focus on making strategies
available to all students rather than designing accommodations for individual students
after the planning process. In addition, UDL focuses on the use of technology because it
supports the creation of flexible materials.” (MCPS-HIAT, 2012, para. 5).
Keeping in mind the UDL aspect of this approach, some of the learners with
special needs will have additional help from a para-educator for scribing the notes on the
graphic organizer or working one-on-one with different aspects of this project. Flexible
technology programs will also be implemented. For example, the students will be
selecting images for the brochure using Britannica Image Quest. This program can be
modified for reader level and offers flexible searching by subject, collection or keywords.
Currently, there are no ELL students in this class. If an ELL student enrolls,
accommodations will be made to work with this student and the teacher. There are
several translator programs available via computer to assist the student with this project
as well. Images and translations can be provided for the student in his or her first
language.
For gifted and talented students, the project can be modified for a more
challenging approach by eliminating the use of a template in Publisher. In addition, the
gifted student can choose one of the genetic disorders to expand on with additional
research and customization of a brochure for that one genetic disorder. Gifted students
can also provide extra help to struggling students and serve as a guide in the project
process.
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Progression of Problems (PITP Model)
Problem one requires students to complete a capture sheet to test prior knowledge
of genetic disorders. This pre-assessment will be done prior to the media center visit in
the 7th
grade science classroom per our needs analysis explanation. The classroom teacher
will conduct a pre-assessment to assess students’ prior knowledge of genetic disorders
and recessive and dominant genes (Appendices A-C). This will consist of a “Genetics –
What Do you Know” worksheet, watching a short video called “Genes, Genetics &
DNA,” completing a capture sheet during the video for notes, and then answering
questions about the video with a worksheet. Direct instruction by teacher will occur by
explaining how genes are distributed to offspring from parents. There will be a discussion
on meiosis and the differences of communicable diseases. I, acting as the Media
Specialist, will then introduce the genetic disorder assignment, discussing all the
components and showing an example of the genetic disorders brochure template
(Appendix G).
Problem two requires students to demonstrate good note-taking for research on
the four genetic disorders. It will take place in the Media Center from the start of the
class. First, the students will receive the Disease Research Capture Sheet, the graphic
organizer for the brochure project (Appendix E). I will review how to complete the
organizer and write good notes for each genetic disease. I will model good note-taking
examples. I will emphasize that research must include a description of the disorder, cause
(mode of inheritance), symptoms, treatment options, and systems of the body that are
affected. Then, I will show where to find the research by modeling the Genetic Disorders
Pathway (Appendix F) on the Promethean Board for the assigned four genetic diseases:
INSTRUCTIONAL DESIGN PROJECT
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Huntington’s Disease, Sickle Cell Anemia, Achondroplasia (Dwarfism), and Cystic
Fibrosis.
Problem three requires students to understand how to do a Punnett Square
activity, and students need to begin research to complete the Disease Research Capture
Sheet (Appendix E). The teacher will have a warm-up regarding Punnett square and
variation possibilities. Due to the amount of resources and lack of enough computers per
student, the media specialist will split students into two sections. One section will
research the four genetic disorders on the computer utilizing the provided Pathway, and
the other group will use provided books and worksheets. Both groups will work to
complete the Disease Research Capture Sheet (Appendix E).
Problem four requires students to collaborate with a partner to complete the given
template for their genetic disorders brochure based on their notes and research (Appendix
G). I, acting as the media specialist, will provide sample exercises about using imagery in
brochures via the Promethean Board. I will demonstrate how to input material and images
in the brochure utilizing Publisher. This directed learning environment for the technology
instruction is perfect “where a variety of learners need to develop the same or similar
knowledge, skills, or attitudes” (Brown & Green, 2011, p. 118). Once the students have
completed the Disease Research Capture Sheet, either the classroom teacher or I, will
check it quickly for accuracy or missing information. Students will then break into groups
of two to customize the given template for their genetic disorder brochure with their notes
and research.
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The rubric (Appendix I) will be given at this time to “guide the learner by helping
him or her focus on the specific areas he or she will be evaluated on” (Brown & Green,
2011, p. 151).
The end problem requires students to demonstrate knowledge and research of all
four genetic disorders with completion of the brochure (Appendix G). A blank Punnett
square is located on the back of the brochure to be used with labs later in the science
classroom.
Students will also have the ability to self-check with the given rubric to ensure
each assessment was completed for the final project of the genetic disorder brochure
(Appendix I). The rubric will also serve as the grading tool for the classroom teacher and
me. When students feel they have successfully aligned their brochure with the rubric
requirements, students will print the finished project and hand it in to the teacher. The
classroom teacher will follow up in class with students to complete lab work and role-
playing exercise with completed brochure as a tool for the role-playing exercise.
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Progression
of Problems
Guidance
Provided
Pebbles Project Graphic Organizer
Instructional Problem: Students do not understand the characteristics of four genetic disorders and
the Punnett square features.
Instructional Goal: Students will produce a brochure to use as their role as genetic counselor or
receiving couple based on their research and Punnett square understanding.
Tasks – P1 Tasks – P2 Tasks – P3 Tasks – P4 Tasks – End P
Pre-Assessment: (Prior to
media center visit) The
teacher will conduct a pre-assessment to assess
students’ prior knowledge
of genetic disorders and recessive and dominant
genes. This will consist of
a “Genetics -What Do
You Know” worksheet,
video, and completion of a
capture sheet.
Direct instruction by
teacher will occur by explaining how genes are
distributed to offspring
from parents. There will be a discussion on meiosis
and the differences of
communicable diseases.
The Media Specialist will
then introduce the genetic disorder assignment,
discussing all the
components and showing an example of the genetic
disorder brochure
template.
The Disease Research
Capture Sheet will be
given out for students to write designated notes for
each genetic disease.
Media Specialist will
model good note-taking
and will emphasize that
research must include a
description of the
disorder, cause (mode of inheritance), symptoms,
treatment options, and
systems of the body that are affected.
Media Specialist will model the Genetic
Disorders Pathway on the
computer for researching the assigned four genetic
diseases: Huntington’s
Disease, Sickle Cell Anemia, Achondroplasia
(Dwarfism), Cystic
Fibrosis.
Teacher will have a warm-
up regarding Punnett
square and variation possibilities.
Media Specialist will split students into two sections.
One section will research
the four genetic disorders
on the computer utilizing
the provided Pathway, and
the other group will use provided books and
worksheets. Both groups
will work to complete the Disease Research Capture
Sheet.
Media Specialist will
provide sample exercises
about using imagery in brochures.
Media Specialist will demonstrate how to input
material and images in the
brochure utilizing
Publisher.
Classroom teacher or media specialist will
check Disease Capture
Sheet for completion.
Students will then break
into groups of two to customize the given
template for their genetic
disorders brochure with their notes and research.
The rubric will be given at this time to ensure
successful learner
outcomes.
Students will check the
rubric to ensure each
assessment was completed for the final project of the
genetic disorders
brochure.
Students will print
finished project and hand
in to teacher.
Teacher will follow up in class with students to
complete lab work and
role-playing exercise with completed brochure as a
tool for the role-playing
exercise.
Learners: 7th
Graders
P1 Students
need to
complete a capture
sheet to test
prior knowledge
of genetic
disorders.
P2
Students
need to demonstrate
good note-
taking for research on
the four
genetic disorders.
P3
Students need to understand
how to do a
Punnett Square activity, and
students need
to begin research to
complete the
Disease Research
Capture Sheet.
P5
Students need to demonstrate
knowledge and
research of all four genetic disorders
with completion of
brochure. Blank Punnett square on
back of the
brochure will be used with labs later
in class.
P4 Students need
to collaborate with a partner
to complete
the given template for
their genetic
disorders brochure
based on their
notes and
research.
INSTRUCTIONAL DESIGN PROJECT
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Standards Alignment
Table 1 illustrates the instructional standards addressed in this project, the specific
standards from each source, and the specific aligned standard for the Pebble in the Pond
problems.
Table 1: Standards Alignment to Instruction
Source Standard PITP Alignment to
Instruction
American Association
of School Librarians
(AASL)
Standards for the 21st
Century Learner
1– Inquire, think critically, and gain
knowledge.
1.1.1 Follow an inquiry-based process
in seeking knowledge in curricular
subjects, and make real-world
connections for using this process in
own life.
1.1.2 Use prior and background
knowledge for context for new
learning.
1.1.4 Find, evaluate, and select
appropriate sources to answer
questions.
1.1.6 Read, view, and listen for
information presented in any format
(e.g., textual, visual, media, digital) in
order to make inferences and gather
meaning.
1.1.9 Collaborate with others to
broaden and deepen understanding.
1.3.3 Follow ethical and legal
guidelines in gathering and using
information.
1.3.5 Use information technology
responsibly.
1.4.4 Seek appropriate help when it is
needed.
2– Draw conclusions, make informed
decisions, apply knowledge to new
situations, and create new knowledge.
2.1.2 Organize knowledge so that it is
useful.
2.1.4 Use technology and other
For 1.1.1-
PITP-Problems 1-4 and
End Problem
For 1.1.2-
PITP-Problem 1
For 1.1.4-
PITP-Problem 3
For 1.1.6-
PITP-Problems 1-4 and
End Problem
For 1.1.9-
PITP-Problem 4
For 1.3.3-
PITP-Problems 2-4 and
End Problem
For 1.3.5-
PITP-Problems 3, 4,
and End Problem
For 1.4.4-
PITP-Problems 1-4 and
End Problem
For 2.1.2-
PITP-Problems 3, 4,
and End Problem
For 2.1.4-
PITP-Problems 3, 4,
INSTRUCTIONAL DESIGN PROJECT
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information tools to analyze and
organize information.
2.1.5 Collaborate with others to
exchange ideas, develop new
understandings, make decisions, and
solve problems.
2.1.6 Use the writing process, media
and visual literacy, and technology
skills to create products that express
new understandings.
2.2.4 Demonstrate personal
productivity by completing products to
express learning.
2.4.3 Recognize new knowledge and
understanding.
3– Share knowledge and participate
ethically and productively as members
of our democratic society.
3.1.4 Use technology and other
information tools to organize and
display knowledge and understanding
in ways that others can view, use, and
assess.
3.2.3 Demonstrate teamwork by
working productively with others.
3.4.2 Assess the quality and
effectiveness of the learning product.
and End Problem
For 2.1.5-
PITP-Problem 4
For 2.1.6-
PITP-Problems 3, 4,
and End Problem
For 2.2.4-
PITP-Problems 3, 4,
and End Problem
For 2.4.3-
PITP-Problems 1-4 and
End Problem
For 3.1.4-
PITP-End Problem
For 3.2.3-
PITP-Problem 4
For 3.4.2-
PITP-End Problem
ISTE: Educational
Technology Standards
for Students
2. Communication and Collaboration
2a. Interact, collaborate, and publish
with peers, experts, or others
employing a variety of digital
environments and media.
3. Research and Information Fluency
3b. Locate, organize, analyze, evaluate,
synthesize, and ethically use
information from a variety of sources
and media.
4. Critical Thinking, Problem
Solving, and Decision Making
4b. Plan and manage activities to
develop a solution or complete a
project.
For 2a.-
PITP-End Problem
For 3b.-
PITP-Problems 3, 4,
and End Problem
For 4b.-
PITP-Problems 2-4 and
End Problem
INSTRUCTIONAL DESIGN PROJECT
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5. Digital Citizenship
5b. Exhibit a positive attitude toward
using technology that supports
collaboration, learning, and
productivity.
6. Technology Operations and
Concepts
6b. Select and use applications
effectively and productively.
For 5b.-
PITP-Problem 4
For 6b.-
PITP-Problems 3, 4,
and End Problem
Maryland Common
Core State Curriculum Reading Standards for Literacy in
Science and Technical Subjects for
Grades 6-8
CCSS.ELA-Literacy.RST.6-8.1 Cite
specific textual evidence to support
analysis of science and technical texts.
CCSS.ELA-Literacy.RST.6-8.2
Determine the central ideas or
conclusions of a text; provide an
accurate summary of the text distinct
from prior knowledge or opinions.
CCSS.ELA-Literacy.RST.6-8.3
Follow precisely a multistep procedure
when carrying out experiments, taking
measurements, or performing technical
tasks.
Writing Standards for Literacy in
Science and Technical Subjects for
Grades 6-8
CCSS.ELA-Literacy.WHST.6-8.1b
Support claim(s) with logical reasoning
and relevant, accurate data and
evidence that demonstrate an
understanding of the topic or text, using
credible sources.
CCSS.ELA-Literacy.WHST.6-8.1c
Use words, phrases, and clauses to
create cohesion and clarify the
relationships among claim(s),
counterclaims, reasons, and evidence.
CCSS.ELA-Literacy.WHST.6-8.1d
Establish and maintain a formal style.
For RST.6-8.1-
PITP-Problem 3
For RST.6-8.2-
PITP-Problems 1-4 and
End Problem
For RST.6-8.3-
PITP-Problems 1-4 and
End Problem
For WHST.6-8.1b-
PITP-Problems 3, 4,
and End Problem
For WHST.6-8.1c-
PITP-Problems 3, 4,
and End Problem
For WHST.6-8.1d-
PITP-Problems 3, 4,
and End Problem
INSTRUCTIONAL DESIGN PROJECT
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CCSS.ELA-Literacy.WHST.6-8.2a
Introduce a topic clearly, previewing
what is to follow; organize ideas,
concepts, and information into broader
categories as appropriate to achieving
purpose; include formatting (e.g.,
headings), graphics (e.g., charts,
tables), and multimedia when useful to
aiding comprehension.
CCSS.ELA-Literacy.WHST.6-8.2b
Develop the topic with relevant, well-
chosen facts, definitions, concrete
details, quotations, or other information
and examples.
CCSS.ELA-Literacy.WHST.6-8.2d
Use precise language and domain-
specific vocabulary to inform about or
explain the topic.
CCSS.ELA-Literacy.WHST.6-8.6
Use technology, including the Internet,
to produce and publish writing and
present the relationships between
information and ideas clearly and
efficiently.
CCSS.ELA-Literacy.WHST.6-8.8
Gather relevant information from
multiple print and digital sources, using
search terms effectively; assess the
credibility and accuracy of each source;
and quote or paraphrase the data and
conclusions of others while avoiding
plagiarism and following a standard
format for citation.
For WHST.6-8.2a-
PITP-Problems 3, 4,
and End Problem
For WHST.6-8.2b-
PITP-Problems 3, 4,
and End Problem
For WHST.6-8.2d-
PITP-Problems 3, 4,
and End Problem
For WHST.6-8.6-
PITP-End Problem
For WHST.6-8.8-
PITP-Problems 3, 4,
and End Problem
Maryland State
Curriculum – School
Library Media -
Grades 6-8
2.0– Locate and Evaluate Resources
and Sources
A.1.a. With guidance, explore and
identify human, print, online, and
multimedia resources.
B.1.a. With guidance, apply knowledge
of catalogs, call numbers, pathfinders,
links, and organizational structures
(search strategies unique to various
search engines and databases) to locate
relevant sources.
For 2.0-A.1.a.-
PITP-Problems 2-4 and
End Problem
For 2.0-B.1.a.-
PITP-Problems 3, 4,
and End Problem
INSTRUCTIONAL DESIGN PROJECT
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3.0– Find, Generate, Record, and
Organize Data/Information
A.1.c. With guidance, use technology
tools to find data/information within a
specific source.
C.1.e. Avoid plagiarism by correctly
recording direct quotations and keeping
track of sources used.
C.1.g. Use technology to record and
organize data/information.
4.0– Interpret Recorded
Data/Information
A.2.f. With guidance, use technology to
support critical thinking skills and
problem-solving strategies to meet the
information need.
B.1.a. Synthesize recorded
data/information from multiple sources.
5.0– Share Findings/Conclusions
A.1.a. Organize and display
findings/conclusions in a variety of
formats, including the use of
technology.
A.2.a. Contribute to a learning
community.
For 3.0-A.1.c.-
PITP-Problems 3, 4,
and End Problem
For 3.0-C.1.e.-
PITP-Problems 3, 4,
and End Problem
For 3.0-C.1.g.-
PITP-Problems 3, 4,
and End Problem
For 4.0-A.2.f.-
PITP-Problems 1-4, and
End Problem
For 4.0-B.1.a.-
PITP-Problems 3 and 4
For 5.0-A.1.a.-
PITP-Problems 1-4, and
End Problem
For 5.0-A.2.a.-
PITP-End Problem
Maryland State
Curriculum – Science-
Grade 7
Standard 3.0 Life Science
3.7.C.1 Explain the ways that genetic
information is passed from parent to
offspring in different organisms.
For 3.7.C.1-
PITP-Problems 1-4, and
End Problem
Maryland Teacher
Technology Standards
(MTTS)
Standard I: Technology Information
Access, Evaluation, Processing and
Application
Access, evaluate, and process
information efficiently and effectively
Standard II: Communication
B. Use technology to communication
information in a variety of formats.
For I-
PITP-End Problem
For II-
PITP-Problems 1-4, and
End Problem
INSTRUCTIONAL DESIGN PROJECT
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Standard V: Integrating Technology
into the Curriculum and Instruction
Design, implement and assess learning
experiences that incorporate use of
technology in the curriculum-related
instructional activity to support
understanding, inquiry, problem-
solving, communication or
collaboration.
For V-
PITP-Problems 1-4, and
End Problem
.
INSTRUCTIONAL DESIGN PROJECT
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Section 2: Detailed Lesson Plan- PITP Problem 2
Introduction
Problem 2 of the PITP problem progression will be the focus of the detailed
lesson plan in this project. In problem two, students will need to demonstrate good note-
taking for research on the four genetic disorders. The goal of this instruction is to
emphasize the importance of utilizing the Disease Research Capture Sheet correctly as a
graphic organizer and tool in order to progress and to complete the End Problem – the
brochure. “…If learners are able to do all of the whole tasks thus identified, they would
have mastered the knowledge and skill to be taught” (Merrill, 2002, p. 41), [with] the
later problems in the sequence [as] the assessment of the newly acquired knowledge”
(Merrill, 2002, p. 43).
Component/Knowledge (Task) Analysis
For the task analysis, I selected Jonassen, Hannum & Tessmer (1998) approach.
This approach consists of five discrete functions to hone in on “the kind of learning that
[I] expect the learners to know how to perform” (p. 3). The functions are inventorying
tasks, describing tasks, selecting tasks, sequencing tasks and task components, and
analyzing tasks and content level (Brown & Green, 2011, p. 59). The task analysis will
help “develop specific learning goals and objectives” (Brown & Green, 2011, p. 68).
Success will be determined by “learners able to accomplish the instructional goal”
(Brown & Green, 2011, p. 67) of producing a brochure with their new knowledge and
understanding.
INSTRUCTIONAL DESIGN PROJECT
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The first step of Jonassen, Hannum & Tessmer’s task analysis is to “identify tasks
that need to be developed for instruction” (Brown & Green, 2011, p. 59). These tasks
include:
1. Explaining the Disease Research Capture Sheet as a graphic organizer for notes
and research
2. Illustrating good note-taking via the Promethean Board for the organizer
3. Navigating a computer to access the Genetic Disorders Pathway for research
The second step of Jonassen, Hannum & Tessmer’s task analysis is the “process
of elaborating the tasks identified in the inventory” (Brown & Green, 2011, p. 59). The
following are specific details for the inventoried tasks:
1. Explaining the Disease Research Capture Sheet as a graphic organizer for notes
and research
Media specialist and classroom teacher will pass out the graphic organizer.
Media specialist in collaboration with the science classroom teacher
(SME) will emphasize that all four genetic diseases: Huntington’s Disease,
Sickle Cell Anemia, Achondroplasia (Dwarfism), and Cystic Fibrosis must
include a description of the disorder, cause (mode of inheritance),
symptoms, treatment options, and systems of the body that are affected.
Students can ask questions about organizer and content.
2. Illustrating good note-taking via the Promethean Board for the organizer
Media Specialist will use Promethean Board to illustrate examples of
proper note-taking skills.
Examples will be shown.
INSTRUCTIONAL DESIGN PROJECT
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Students will be asked to participate in discussion and examples.
3. Navigating a computer to access the Genetic Disorders Pathway for research
Through direct instruction by the media specialist, students will be shown
how to access the Genetic Disorders Pathway through a series of steps:
logging on to computer with user name and password, clicking on Internet
Explorer icon.
John Poole Middle School website should appear as home page, then click
Media Center at top, click Curriculum, click Genetic Disorders under 7th
Grade.
Media Specialist will also collaborate with science classroom teacher to
add Genetic Disorders Pathway to Handout Folder on T-shared for easier
access.
The third step of Jonassen, Hannum & Tessmer’s task analysis is “prioritizing
tasks” (Brown & Green, 2011, p. 59). We will focus on all the tasks since they are all
important, but I will make accessing the Genetic Disorders Pathway easier for the
students as a priority task.
The fourth step of Jonassen, Hannum & Tessmer’s task analysis is “defining the
sequence in which instruction should occur in order to successfully facilitate learning”
(Brown & Green, 2011, p. 59). Tasks will be sequenced as dictated in my PITP. Using
the prior knowledge and pre-assessment skills in problem 1, students will be able to
progress to problem 2. Once the students receive the graphic organizer, Disease Research
Capture Sheet, they can review it while I explain good note-taking skills with examples.
The students can also write notes on the organizer about how to access the Pathway if
INSTRUCTIONAL DESIGN PROJECT
23
they receive the handout prior to the direct instruction of how to access and utilize the
Genetic Disorders Pathway. Then, the students can use the website links from the
Pathway to complete the Disease Research Capture Sheet (the graphic organizer) with the
new knowledge of good note-taking skills. Each sequence of task builds upon the other
for a better learner outcome.
The fifth and last step of Jonassen, Hannum & Tessmer’s task analysis is
“describing the type of cognitive behavior, physical performance, or affective response
required by the tasks” (Brown & Green, 2011, p. 59). When reviewing the cognitive
behavior for these tasks with Bloom’s Taxonomy, students will experience different
levels – “each level building on the ones below” (Brown & Green, 2011, p. 33). Problem
2 utilizes knowledge, comprehension, application, analysis, and synthesis in the tasks by
asking students to use their new knowledge of note-taking and new content from
researching genetic disorders and applying it to filling out the organizer. When reviewing
the physical or psychomotor domain of Problem 2, it does not play a role unless you
count typing speed for muscle capabilities (Brown & Green, p. 34). In reviewing the
affective domain for Problem 2, Krathwohl, Bloom, and Masia’s (1964) Affective
Domain chart illustrates how the students will act when completing the tasks for the unit.
They will be “internalizing a new value [knowledge], “integrating a new value into a
general set of values”, “…showing interest or motivation” , “actively participating” , and
“paying attention to something in the environment” (Brown & Green, 2011, p. 34).
Knowing the complete picture of the task analysis will contribute to effective instruction
and development.
INSTRUCTIONAL DESIGN PROJECT
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Guidance/Instructional Strategies
Table 2 outlines the instructional strategies found in problem 2 of the PITP
organizer using a “tell, ask, show, do” format.
Table 2: Sequence of Instruction
Sequence Category Instruction/Action
Ask Classroom teacher (SME) will ask students to activate their prior
knowledge by telling what they know about genetic disorders.
Ask Classroom teacher (SME) will ask students to review what they have
learned about genes and diseases from PITP 1 lesson.
Tell Classroom teacher will tell students for reinforcement purposes about
prior genetic discussions.
Show Media Specialist will show students the Disease Research Capture
Sheet (Appendix E) and hand out a copy to each student.
Tell Media Specialist will tell students that the Disease Research Capture
Sheet is a graphic organizer and a tool to be used to complete the final
product, the genetic disorders brochure template.
Ask Classroom teacher or media specialist will ask students what they think
good note-taking means.
Show Media Specialist will model/show good note-taking skills on the
Promethean Board.
Show Media Specialist will provide examples of good note-taking skills on
the Promethean Board.
Do Students will demonstrate an example of good note-taking on the
organizer displayed on the Promethean Board.
Tell Media Specialist will tell students that the Capture Sheet must include
a description of the disorder, cause (mode of inheritance), symptoms,
treatment options, and systems of the body that are affected.
Show Media Specialist or classroom teacher will show an example of each
description to the students in order to complete the organizer.
Ask Media Specialist or classroom teacher will ask students if they have
any questions about the organizer before moving on.
Ask Media Specialist will ask students if they know how to access the
Internet on the computer.
Show Media Specialist will show students how to log in with user name and
password, and then click on Internet icon.
Show Media Specialist will show students how to access John Poole’s
website or handout folder for Genetic Disorders Pathway
(Appendix F).
Tell
Media Specialist will tell students that the Genetic Disorders Pathway
will help them research the four genetic diseases: Huntington’s
Disease, Sickle Cell Anemia, Achondroplasia (Dwarfism), and Cystic
Fibrosis.
INSTRUCTIONAL DESIGN PROJECT
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Do Students will write on organizer the steps to access the Pathway for
easy accessibility.
Tell Media Specialist and classroom teacher will reiterate that in order to
complete the organizer the student must take good notes and use the
Pathway for research.
Interface Design/Production of Materials and Media
The materials needed were designed by the library media specialist with input
from the classroom teacher. All the materials created for this unit are located in the
Appendix. The materials for Problem 2, specifically, are the Disease Research Capture
Sheet (Appendix E) and the Genetic Disorders Pathway (Appendix F). The Promethean
Board will be used to model good note-taking and Pathway instructions. Direct
instruction on technology will be viewed via the Promethean Board as well for easy
visibility for all students in the media center. Students will be asked to demonstrate
knowledge of concepts as well via the Promethean Board. The students will be using the
computer with Internet access to do research. They also will use Publisher for the
creation of the End Problem – the Genetic Disorders brochure.
Assessment and Evaluation
The formative assessment for Problem 2 is the students’ ability to take good notes
and find the research through the demonstration of the Genetic Disorders Pathway for the
four genetic disorders on the organizer (Disease Research Capture Sheet). The media
specialist and the classroom teacher will work together to oversee any students who
appear to be struggling to find the information, to take good notes, or to understand the
organizer. The student will not be able to move on to the progression of problems without
mastering note-taking skills and research capabilities. The students need the information
from the Pathway to complete the organizer. The completed brochure (the End Problem)
INSTRUCTIONAL DESIGN PROJECT
26
cannot result without completion of the research-learning process in Problem 2. The
rubric (Appendix I) will be given in Problem 4 for students to self-assess the final project
– the brochure. The rubric cannot be given earlier than in Problem 4 since it will be based
on the successful completion of the brochure. The rubric will also help guide the grading
throughout the whole progression of the problems by “focusing the teacher on the areas
that will be evaluated” (Brown & Green, 2011, p. 151).
By working successfully to complete the answers on the Disease Research
Capture Sheet, the student “is being judged based on his or her level of competence”
(Brown & Green, 2011, p. 141) using the criterion-referenced evaluation. The classroom
teacher and the library media specialist also will be observing the class through “pause,
prompt, and praise” (Brown & Green, 2011, p. 128) activities to make sure all students
understand the material throughout the progression of problems. It is important to note
that the classroom teacher and media specialist will “determine if a learner has or has not
met the intended instructional outcomes” (Brown & Green, 2011, p. 141) by evaluating
the learner and the objectives for Problem 2 with careful observation of all students’
progress in their research and note-taking.
The summative assessment will be the completion of the End Problem – the
genetic disorders brochure (Appendix G). All of the tasks throughout the progression of
the problems lead to the successful completion of the brochure and serve as evidence for
the summative learner evaluation. The tasks help “to determine how successful a learner
was” (Brown & Green, 2011, p. 155). In Problem 2, students needed to complete the
Disease Research Capture Sheet (Appendix E) by utilizing the information in the Genetic
Disorders Pathway (Appendix F). Without the media specialist modeling the research
INSTRUCTIONAL DESIGN PROJECT
27
methods and good note-taking in Problem 2, the Disease Research Capture Sheet would
be incomplete. Lastly, a rubric (Appendix I) will serve as a guide for evaluating learner
success.
Section 3: Plan Implementation and Data Collection
I will complete this portion of my project during the 2013-14 school year when
the seventh grade teachers begin their Life Science Genetics unit. Modifications will be
made as necessary for any new students and review of pre-assessment data.
INSTRUCTIONAL DESIGN PROJECT
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References
American Association of School Librarians. (2007). Standards for the 21st Century
Learner. Retrieved from
http://www.aasl.org/ala/mgrps/divs/aasl/guidelinesandstandards/learningstandards
/standards.cfm
Angeli, E., Wagner, J., Lawrick, E., Moore, K., Anderson, M., Soderlund, L., & Brizee,
A. (2010, May 5). General format. Retrieved from
http://owl.english.purdue.edu/owl/resource/560/01/
Brown, A. & Green, T.D. (2011). The Essentials of Instructional Design: Connecting
Fundamental Principles with Process and Practice. Boston, MA: Pearson
Education, Inc.
Chapman, A. (Ed.). (2012). VAK Learning Style Model. Retrieved from Businessballs
website:
http://www.businessballs.com/howardgardnermultipleintelligences.htm#vak
visual auditory kinesthetic learning styles inventory theory model
ISTE. (2012). National educational technology standards for students. Retrieved from
http://www.iste.org/Libraries/PDFs/NETS-S_Standards.sflb.ashx
Maryland State Department of Education. (2010). Common Core Language Progressive
Skills, by Grade. Retrieved from
http://mdk12.org/instruction/curriculum/science/index.html
Maryland State Department of Education. (2002). Maryland Teacher Technology
Standards. Retrieved from http://mttsonline.org/standards/index.php
INSTRUCTIONAL DESIGN PROJECT
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Maryland State Department of Education. (2010). School library media state curriculum:
PreK-8. Retrieved from http://mdk12.org/share/vsc/vsc_librarymedia_grpk8.pdf
Maryland State Department of Education. (2008). State curriculum: Science, grade 7.
Retrieved from http://mdk12.org/instruction/pritems/science/grade7/3C1a.html
Merrill, M.D. (2002). A pebble-in-the-pond model for instructional design. Performance
Improvement, 41(7), 39-44.
Merrill, M.D. (in press). First principles of instruction. In C.M. Reigeluth & A. Carr
(Eds.), Instructional Design Theories and Models III (Vol. III). Hillsdale, NJ:
Lawrence Erlbaum Associates.
Montgomery County Public Schools. (2012). HIAT-Universal Design for Learning.
Retrieved from Montgomery County Public Schools website:
http://www.montgomeryschoolsmd.org/departments/hiat/FAQs/udl_faq.shtm
VAK questionnaire. (n.d.). Retrieved from Brainboxx website:
http://www.brainboxx.co.uk/a3_aspects/pages/VAK_quest.htm
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Appendix A – Pre-Assessment: Genetics – What Do You know Worksheet With Definitions
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Appendix B – Pre-Assessment: “Genes, Genetics & DNA,” Video Research Capture Sheet
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Appendix C – Pre-Assessment: “Genes, Genetics & DNA,” Video Check WS
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Appendix D – Learning Content Analysis: Example of Cooperative Learning Instructional Activity
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Appendix E – Disease Research Capture Sheet (Graphic Organizer for PITP 2-4, and End Problem)
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Appendix F – Genetic Disorders Pathway Model
Poole Middle School 17014 Tom Fox Avenue, Poolesville, MD 20837
Media Center Links
o Home o Curriculum o On-line Services o Reference o Destiny Quest o WriteOnline
Genetic Disorders On-Line Services Britannica Image Quest Encyclopedia Britannica Genes and Disease Online World Book
Achondroplasia (Dwarfism) 1. Children’s Hospital Boston: Achondroplasia 2. Dolan DNA Learning Center: What is Achondroplasia? 3. Genetics Home Reference: Achondroplasia 4. Kids’ Health: Dwarfism 5. Little People of America: Frequently Asked Questions 6. March of Dimes: Achondroplasia 7. Mayo Clinic: Dwarfism
Cystic Fibrosis 1. Cystic Fibrosis Foundation: Frequently Asked Questions = 2. Cystic Fibrosis Foundation: Therapies for Cystic Fibrosis 3. Dolan DNA Learning Center: What is Cystic Fibrosis? 4. Frequently Asked Questions 5. Kids Health From Nemours 6. Mayo Clinic: Cystic Fibrosis 7. Medline Plus XPlain: Cystic Fibrosis 8. National Heart Lung and Blood Institute: Cystic Fibrosis
Huntington Disease or Huntington’s Disease 1. Dolan DNA Learning Center: What is Huntington Disease? 2. Huntington’s Disease Society of America: Stages of HD 3. Mayo Clinic: Huntington’s Disease 4. National Human Genome Research Institute: Learning about Huntington’s Disease 5. National Institutes of Neurological Disorders and Stroke: Huntington’s Disease
Sickle Cell Disease or Sickle Cell Anemia 1. Centers for Disease Control and Prevention: Sickle Cell Disease 2. Dolan DNA Learning Center: Sickle Cell Disease 3. KidsHealth: Do You Know about Sickle Cell Anemia? 4. March of Dimes: Sickle Cell Disease
INSTRUCTIONAL DESIGN PROJECT
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5. Mayo Clinic: Sickle Cell Anemia 6. National Heart Lung and Blood Institute: Sickle Cell Anemia 7. Sickle Cell Society Website
Interactive Punnett Squares 1. Start here: http://www2.edc.org/weblabs/Punnett/punnettsquares.html 2. A little more challenging: http://www.hobart.k12.in.us/jkousen/Biology/psquare.htm http://www.mhhe.com/biosci/genbio/virtual_labs/BL_05/BL_05.html 3. What is DNA? http://www2.edc.org/weblabs/HowDoesDNAWork/DNA.html 4. Alien Creations http://www2.edc.org/weblabs/BabyBoom/BabyBoomLabMenu.html 5. Dragons http://www2.edc.org/weblabs/Dragon/dragons.html http://www2.edc.org/weblabs/DragonMeiosis/meiosis_dragons.html
This site maintained by the Poole MS web team.
Inserted from <http://www.montgomeryschoolsmd.org/schools/poolems/mediacenter/projects/grade7/geneticdisorders.aspx>
INSTRUCTIONAL DESIGN PROJECT
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Appendix G – Genetic Disorders Brochure Template (PITP-End Problem)
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Appendix H – Learner Analysis Assessment: VAK Learning Style Questionnaire
This questionnaire will help you discover what kind of learner you are.
Directions: Before you start, fold the right-hand column underneath so that it does not
influence how you answer. Read each row and check the ONE option most like you.
I prefer lessons where we can discuss things.
I prefer lessons where there is something to look at (like a picture, chart, diagram or video) or something to draw.
I prefer lessons where we can do something practical – or at least move around.
A V K
I often fiddle with things in class (a pen, paper clip or rubber band.)
I often sing or hum to myself in class.
I often doodle in class.
K A V
When learning a new skill, I prefer to just do it.
When learning a new skill, I prefer someone to explain to me how to do it.
When learning a new skill, I prefer to watch someone else show me how to do it.
K A V
When the ads come on the TV– I like to watch them.
When the ads come on the TV – I get up and do something.
When the ads come on the TV – I like to sing along with them.
V K A
I would prefer to listen to a story.
I would prefer to see a comic strip of a story.
I would prefer to act out a story.
A V K
I am good at learning physical skills.
I have a good memory for people’s names.
I have a good memory for faces.
K A V
I prefer teachers who use diagrams to show us things.
I prefer teachers who get us to do something.
I prefer teachers who explain things to us.
V K A
INSTRUCTIONAL DESIGN PROJECT
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If I get in trouble in class, it’s for talking.
If I get in trouble in class, it’s for drawing on the desk or all over my books.
If I get in trouble in class it’s for fidgeting.
A V K
On a long journey, I like to look at the scenery or read a book.
On a long journey, I can’t wait until we stop so I can walk around.
On a long journey, I like to listen to music or talk to people in the vehicle.
V K A
I use my hands a lot when I am talking.
When I am discussing something, I sometimes use words my friends don’t know.
When I am discussing something, I like to doodle,
K A V
If I could be famous, I would be athlete (or dancer).
If I could be famous, I would be a movie star.
If I could be famous, I would be a singer.
K V A
I would rather go outside and play.
I would rather watch my favorite TV program.
I would rather listen to my favorite music.
K V A
I get distracted in class if I can see something outside the window.
I get distracted in class if I can hear something happening outside.
I lose concentration if I have to sit still for a long time.
V A K
I am good at drawing.
I am good at making things.
I am a good listener.
V K A
Out of these 3 jobs - I would prefer to be a radio DJ (or announcer).
Out of these 3 jobs - I would prefer to be a mechanic.
Out of these 3 jobs - I would prefer to be an artist (or designer).
A K V
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In my spare time, I would prefer to do something physical, such as sports or dancing.
In my spare time, I would prefer to watch TV or a video.
In my spare time, I would prefer to listen to music or chat with friends.
K V A
The type of puzzle I would prefer is "Spot the difference.”
The type of puzzle I would prefer is "Name that tune.”
The type of puzzle I would prefer is "Rubik's cube.”
V A K
If I needed to build a Lego model, I would get someone to explain how or to read the instructions to me.
If I needed to build a Lego model, I would try to work out which bits fit together.
If I needed to build a Lego model, I would follow the diagram or the picture on the packet.
A K V
Scoring: When you have checked one option in each row, unfold the right-hand column,
circle the appropriate letter, and then count up how many of each letter you scored.
If you scored mainly V's, you are a VISUAL learner.
If you scored mainly A's, you are an AUDITORY learner.
If you scored mainly K's, you are a KINESTHETIC learner.
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Appendix I – Rubric for Self and Teacher Assessment for End Problem Summative
Genetic Disorders Brochure Requirements with Grading Rubric:
Group Members: __________________________ __________________________
Part I: Please review your brochure to make sure it meets the following components.
Category 5-Excellent
4-Above
Average 3-Average
2-Below
Avg. 1-Poor
Possible
Points
Points
Earned
Content -
Accuracy
All facts in
the brochure
are accurate.
99-90% of
the facts in
the
brochure
are
accurate.
89-80% of
the facts in
the brochure
are accurate.
Frequent
errors.
Content is
confusing and
too many
errors.
5
Images
(4 pictures of
affected
individuals
are
required)
All required
images are
included and
placed
appropriately
to clearly
support the
genetic
disease info.
All required
images are
included
with 1 error
in
placement
to support
the genetic
disease
info.
All required
images are
included
with 2 errors
in placement
to support
the genetic
disease info.
Two or more
images are
missing,
misused, or
do not
support the
genetic
disease info.
Three or more
images are
missing,
misused, or do
not support the
genetic disease
info.
5
Appearance
– Text,
Graphics
Appearance is
outstanding.
All text is
easy to read.
Size and color
of graphics
are pleasing
and support
the content.
Appearance
is still
pleasing.
All text is
easy to
read. Size
and color of
graphics are
suitable and
support the
content.
Appearance
is pleasing,
but some text
is hard to
read. Size
and color of
graphics
have minor
issues but
support the
content.
Appearance
is fine, but
text is hard
to read. Size
and color of
a few
graphics are
not suitable
and do not
support the
content.
Text is difficult
to read, and
several
graphics are
unattractive.
Content is not
supported.
5
Spelling and
Grammar
Brochure has
no
misspellings
or
grammatical
errors.
Brochure
has 1-2
misspelling
s or
grammatica
l errors.
Brochure has
3-4
misspellings
or
grammatical
errors.
Brochure has
5 or more
grammatical
and/or
spelling
errors.
Brochure has
so many errors
it is difficult to
understand.
5
Total
20
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Part II: Brochure Project must include the following and are valued at five points each.
Missing any components will result in decreased points earned.
Category Possible Points Actual Points Earned
Pictures of affected
individuals for each of the
four genetic diseases are
appropriately placed and
used correctly with each
disease.
5
Accurate description of
each of the four genetic
disorders.
5
How it is inherited
(recessive/dominant?) for
each of the four genetic
diseases are depicted.
5
Symptoms/Characteristics
of disease are described for
each of the four genetic
diseases.
5
Treatment options for each
of the four genetic diseases
are included.
5
System of body
affected/impacted by the
disease identified correctly
for all four genetic diseases.
5
Blank Punnett square on
back of the brochure must
be shown clearly and
without obstruction. It will
be used for lab work results
later.
5
TOTAL 35