Running head: COMPREHENSIVE INSTRUCTIONAL DESIGN PLAN

Comprehensive Instructional Design Plan

Lametric Patterson
University of West Georgia

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Client
Leslie Dobbs
Media Specialist
Redan Elementary School
Dekalb County Schools
Instructional Problem
Leslie Dobbs is a new media specialist at Redan Elementary School. This is her second
school year severing as a media specialist and her first full year as an elementary school media
specialist. Though she has years of experience working in media centers, her existing lesson for
teaching the Dewey Decimal Classification System is lacks visual appeal and the level of
effectiveness she desires. Locating non-fiction titles utilizing the Dewey Decimal Classification
System is challenging for students to understand and find relevance. During our initial
consultation, Leslie quickly identified teaching the Dewey Decimal Classification System to her
students as a lesson that could benefit from visual and media literacy principles.
Lesson Description
The goal of this lesson is to introduce students, grades 2-5, to the Dewey Decimal
Classification System used to shelve and retrieve non-fiction materials in a school media center.
A 3-5 minute animated video will be shown to students. Students will demonstrate their learning
through participation in an interactive matching game and a game-style quiz using Kahoot.

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Content Standards
ELAGSE2RI1
Ask and answer such questions as who, what, where, when, why, and how to demonstrate
understanding of key details in a text

ELAGSE2RI5
Know and use various text features (e.g., captions, bold print, subheadings, glossaries, indexes,
electronic menus, icons) to locate key facts or information in a text efficiently

ELAGSE2RI7
Explain how specific images (e.g., a diagram showing how a machine works) contribute to and
clarify a text

ELAGSE2W8
Recall information from experiences or gather information from provided sources to answer a
question

ELAGSE3RI7
Use information gained from illustrations (e.g., maps, photographs) and the words in a text to
demonstrate understanding of the text (e.g., where, when, why, and how key events occur)

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ELAGSE3W8
Recall information from experience or gather information from print and digital sources; take
brief notes on sources and sort evidence into provided categories.

ELAGSE(4-5)RI7
Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs,
diagrams, time lines, animations, or interactive elements on Web pages) and explain how the
information contributes to an understanding of the text in which it appears

The Dewey Decimal Classification System comprehensive instructional packet, Do You

Know Dewey?, consists of the following tools:

Animated video presentation on Melvil Dewey and the Dewey Decimal Classification

System
Original images representing each of the 10 main Dewey Classifications
A Dewey Decimal Classification System Poster ( Post during and after the lesson)
Do You Know Dewey Lesson Plan
10 main classification headings and questions
Kahoot Quiz (Pre & Post Assessment)

1. Prior to teaching the lesson, students are to complete the Kahoot pre-test. The results of
this quiz will serve as the baseline for student knowledge.
2. Leslie will then conduct the Do You Know Dewey lesson. Leslie will open the lesson
explaining the objectives for the session and the importance of organizing the books in

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the media center. Explain that the call numbers are like addresses for books, just as each
students home has an address for us to locate them and to receive mail.
3. Students are to watch the animated video explaining Dewey, his classification system,
and the driving questions used to develop his system as a whole group. At the completion
of the video, students will discuss the video and identify categories from which they may
be interested in selecting a book.
4. Once students have an understanding of the Dewey Decimal Classification System, they
will complete a matching activity using the original images representing each of the 10
main categories. To assist students, images from the video are included in the set of
images used for this activity.
5. The Dewey poster should be on display. Leslie will place each classification heading and
driving question on a table or a specified location in the media center.
6. Students are separated into groups, 4 students per group, and given a set of photographs
to organize based upon the 10 main groups. Students are asked to keep those driving
questions in mind when attempting to classify each photo. Collaboration is encouraged,
as students may not remember all of the categories.
7. Students will continue to play until all photos are categorized correctly. The answers
should be reviewed as a group.
8. Students will then return to Kahoot to take a post-test.
9. Students may be rewarded with bookmarks or the option to check out an additional book.

Assessment
Pre and post-tests using Kahoot.

Explanation

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In this lesson, students are shown an animated video that integrates visual and auditory
content meant to cause students to process information on two distinct memory channels.
According to Paivos Dual Coding Theory as discussed by Thomas (2014), the human mind
operates with two distinct memory systems, one for verbal representations and one for images.
The likelihood of a memory being retained and retrieved when needed is greater when the
content is stored using both channels. The video uses images that are relevant and easily decoded
by students grades K-5. Within the video, images and narration are presented contiguously to
decrease their mental processing load.
The Kahoot pretest exposes students to the topics before the actual instruction occurs.
Students know what to expect from the upcoming lesson as they engage in a fun interactive
game-styled quiz. The fun of the game makes the students forget that they are actually learning.
Using the same quiz for the post-test helps students to focus on the content versus spending time
deciphering the questions on the quiz. The quiz can also be used at a later date to serve as a
review of the content learned.
The seven elements of design and the six rules of good design were utilized when the
photos were taken and editing for presentation in the video as well as for the classification
activity students are to complete after watching the video. For example, the emotion image used
to represent the 100s class, uses black and yellow. Yellow is a very vibrant color. The black
background against the yellow text creates an eye-catching contrast that students are certain to
remember. Curves and shapes are used to create a warm/non-threatening graphic for display in
the video as well as on the shelves within the media center. Age appropriate language was used
to identify each Dewey class so that students can relate to the content.

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The hands-on classification activity allows students to become actively engaged in the
learning process as opposed to be passive learners by simply watching the video or listening to
the media specialist present a PowerPoint and give them a worksheet.
ACRL Visual and Literacy Competency Standards
This lesson addresses a number of the ACRL Visual and Literacy Competency Standards.
The first standard addressed is Standard One: The visually literate student determines the nature
and extent of the visual materials needed. By asking the students to categorize the images based
upon the 10 main Dewey classes, students show their understanding of the subject of the image
and the criteria that the image meets. They are also able to identify the key concepts and terms
that the image represents.
Standard Three is also addressed by this lesson: The visually literate student interprets
and analyzes the meanings of images and visual media. As students identify the classification for
each image and discuss the meanings and classification of each image with their classmates, they
are exhibiting the learning outcomes of Standard Three.
Reflection:
Throughout the completion of this assignment, I kept thinking about the students. Every
aspect of the lesson was planned and developed with the students in mind. I worked to
incorporate as many visually appealing artifacts as possible. Keeping the student in mind, also
created some challenges. The images and text used had to be relevant to elementary students;
otherwise, they were less likely to connect and engage with the lesson. The video instructing
students on Melvil Dewey and the Dewey Decimal Classification System had to be brief, yet
effective. Developing scope and pace for this assignment was a bit of a challenge as well. Often,

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media lessons are restricted to 30-45 minutes sessions. Much of that time is spent checking in
and checking out materials, so the media specialist may have 10-20 minutes, if lucky to conduct
an effective lesson. While my ideas were lofty at times, I had to scale it back to fit within a
workable time frame for my client.
Despite the challenges, this assignment was very informative and forced me to focus on
the needs of the client and the target audience versus my lofty ideas.

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Resources
Mayer, R. (2005). A cognitive theory of multimedia learning. In R. Mayer (Ed.), The Cambridge
handbook of multimedia learning (pp. 31-48). Santa Barbara, CA: Cambridge University
Press.
Thomas, N. J. T. (2014). Dual coding and common coding theories of memory. In Stanford
Encyclopedia of Philosophy. Retrieved from http://plato.stanford.edu/entries/mentalimagery/theories-memory.html.