Jessica Kemmeur EDU 721 Case Study Part 2 August 19, 2012

The Dynamic Instructional Design (DID) Model The Dynamic Instructional Design Model provides the teacher continuous flexibility during the design process and throughout implementation. The DID model not only requires the teacher to know the students and create a positive learning environment, but use technology and modify instruction throughout the learning process based on responsive feedback. According to Lever-Duffy and McDonald (2011), The DID model is therefore built around a continuous internal and external feedback loop to ensure that each step of the process is functioning at its maximum effectiveness (p. 52). The teacher develops learning objectives that are shared with the class. The students will know what is the expectation and outcome of the lesson. Students are assessed with a criterion for success based on the learning objectives. The DID Model uses Blooms Taxonomy level of thinking to model performance objectives (Lever-Duffy & McDonald, 2011). Rationale The Dynamic Instructional Design (DID) Model appears to correlate to special education in regards to how Individual Educational Plans are written. The DID model and IEPs both utilize learning objectives based on the students educational and developmental level. Student progress is monitored throughout the process, or throughout the IEPs active dates. Teachers may use the students feedback or progress to evaluate the effectiveness of the instruction. The DID model also seems to complement the Responsive Classroom approach. Students should know what is being asked of them and the expectation of the learning environment. Expectations are reviewed throughout the school year.

3 Student Profile The 1st grade classroom consists of 16 students. One student with autism who receives special education She has limited verbal communication and uses the PECS system and Go Talk to communicate. She is included with her regular education peers for 40% of her day, including some reading, morning meeting, and specials. One student diagnosed with ADHD and on a 504 plan with accommodations that included frequent motor breaks, and a behavior incentive plan One student diagnosed with Emotional Disturbance. He has special education consultation services and receives OT for fine motor support. One student with ESOL support. Her native language is Spanish, which is spoken at home. The other students consist of various educational abilities, but do not receive outside support.

Classroom Environment This classroom consists of a general education teacher, a special education teacher who consults, and an ed tech that works with the student with autism. The students are arranged in groupings of 4 desks together. There are 2 worktables and a teacher-student conference table. The classroom has a morning meeting area, reading center with beanbags, a writing center, and a math center. The classroom is equipped with a SMART board; laptops and iPads are available for teacher sign-out use. The students worked together at the beginning of the year to form a classroom constitution, which is displayed on the wall. The special education teacher consults with the regular education teacher and ed tech on a daily basis. She also attends various students needs her first priority is

4 the students on her caseload. However, she may support other students in the classroom at an RTI Tier 1 or Tier 2 level.

Connection with Brain Theories The brain is a complex tool that may work differently for all learners. Learning can be distributed across three networks: recognition, strategic, and affective (Rose & Meyer, 2002). Students exhibit different strengths and weaknesses in learning based on their brain functions. The DID model supports various learning styles based on the different brain networks. According to Rose and Meyer (2002), New understanding about the distributed nature of neural processing shows that abilities in many domains fall along a very large number of continua (p. 16). The DID model recognizes different learning styles and abilities. The first step of the DID model is to know the learners (LeverDuffy & McDonald, 2011). The teacher needs to be aware of where each learner is developmentally, physically, and cognitively. In addition, the teacher should know the learners as a whole group. Using the continuous feedback in the DID method, a teacher may examine which brain networks students are using and where their abilities fall along the learning domains. The teacher may then use this assessment and modify or adjust the teaching style and instructional material to best fit the learners needs, ensuring that the student is receiving an optimal learning experience. This technique may sound complicated, but once teachers establish a connection with students, the teacher makes these observations and assessments daily. Being knowledgeable on how the brain functions and

5 understanding the DID model just allows the teacher to formally create lesson plans that fit the learners needs. The DID Model Plan Unit on Non-fiction Text Features Taken from Pearsons resource website: www.myeducatiokit.com

STEP 1 - KNOW THE LEARNER

Summarize the characteristics of the learners for whom you are creating the lesson. Consider the following questions that might be answered in step 1: What are the personal demographics (ethnicity, socio-economic level, cultural background) that might impact learning? What is the developmental stage of the student relative to the content? What is the cognitive/learning style of each student? What are the students strengths in terms of multiple intelligences? What group dynamics might help/hinder the teaching and learning process? What are the students entry skills with reference to the content?

One student speaks Spanish at home. She has ESOL support at school. This cultural barrier may impact her prior knowledge of non-fiction texts. One student comes from a low-income family who may not have had exposure in non-fiction texts. The students have been exposed to literary text throughout the year. They have seen non-fiction text during read alouds. 8 students prefer visual learning. 5 Students prefer kinesthetic learning, and 3 students prefer auditory learning. Provide opportunity for the kinesthetic learners to move around. Provide a quiet space for the auditory learners. Provide visual content for the visual learners. At this point in the 1st grade year, students do well working in pairs. They can work in small groups (4 students) with adult support to maintain focus. Students have been exposed to nonfiction text through read-alouds in their kindergarten and 1st grade years. They had a brief explanation of text features in the kindergarten year.

STEP 2 - ARTICULATE OBJECTIVES

State the behaviors that you expect your students to be able to do at the conclusion of the unit. Consider the following questions that might be answered in step 2. Be sure to follow the text 4-part format when constructing objectives. What performance will result from the unit? What criteria for success are necessary to ensure mastery? How will you assess the performance? Have you included all the levels of Blooms Taxonomy that are appropriate for the content?

When shown examples, students will be able to identify non-fiction text features with 80% accuracy as measured by a checklist. Students will be able to construct a piece of non-fiction writing using examples of the text features with 80% accuracy as measured by a rubric. Students will work together to create a video to show the school on text features. In pairs, students will present, define, and demonstrate a text feature to the class with 80% accuracy based on a performance rubric.

STEP 3 - ESTABLISH THE LEARNING ENVIRONMENT

Clarify what you plan to do to create an environment for this unit conducive to learning. Consider the following questions that might be answered in step 3: What changes need to be made to the classroom space? What reinforcers are needed for this unit to motivate and build learning success? How can learning be made active? How should students be grouped for positive interaction? needed and how will they be used? What needs to be done to implement the intended assessments?

STEP 4 - IDENTIFY TEACHING AND LEARNING STRATEGIES

Given the objectives, describe in detail the teaching and learning strategies that need to be implemented to meet the objectives. Consider the following questions that might be answered in step 4: What pre-organizers are you planning? What prior knowledge do you need to connect to as a prerequisite for the lesson? How will you introduce the new information? What methods will you use? What media, materials, or technologies will support your method? What teaching and learning strategies will support active learning? How will you reinforce the new knowledge? What will students need to do to ensure mastery of the content? How will you perform formative and summative evaluation?

The text features will be displayed on the reading center bulletin board. During readers workshop, if readers discover and identify text features to an adult, they may earn a classroom star point. Specially designed writing paper that will include text feature templates will be set out in the writing station for students to create their own All About or How To non-fiction books. The 1st grade PLC develops a common rubric to assess students across the grade level. To introduce the text features, non-fiction big books will be used in whole class share. Non-fiction books will be available at all DRA levels (2-28) for students to choose for their book bins. Students will connect with familiar non-fiction books by Gail Gibbons used in kindergarten. The teacher will reintroduce How To books and All About books that the students will be familiar with from kindergarten. The SMART-board, iPad, audiobooks, ebooks(downloaded onto iPad or use tumblebooks on laptops) will be used to expose students to non-fiction texts and their features. Use of iPad to video record students as they present text features. Charts and pictures will be used to show visuals. Students will be given sticky notes to find text features. During reading and writing conferences the teacher will

7 check in and monitor students progress. As a summative evaluation, students will be called upon to identify text features in a common book, write a non-fiction piece of writing, and present a text feature to class in pairs. Text to speech app downloaded onto ipads, or set up onto computers. Use of digital books and library on iPads or laptops. Laptops with internet connection SMART Board activity Go Talk programmed with text features.

STEP 5 - IDENTIFY AND SELECT SUPPORT TECHNOLOGIES

Given the strategies selected, identify the technologies that will be needed in support of those strategies. Consider the following questions that might be answered in step 5: What technologies and related materials are needed for this unit? Which technologies are required for each strategy?

The lesson design will be evaluated by: Objective assessments (test to identify text features) Describe the summative evaluation process Performance assessments you will use to evaluate the design and how the (written non-fiction work that results of the evaluation will be used to revise includes text features & it. Consider the following questions that might presentation of text feature) be answered in step 6: How will you know the design is effective? A Unit evaluation will be given to students at the end to identify What assessment instruments are needed to measure effectiveness? student satisfaction, and selfevaluation. What remediation plan should you include if students do not achieve as expected? The unit will be revised throughout the lessons as student What is the revision process once you have the results from your evaluation? achievement is measured and engagement is noted.

STEP 6 - EVALUATE AND REVISE THE DESIGN

Technology and Rationale Technology is an excellent resource to allow students with disabilities to access the general education curriculum with their peers in the inclusive setting. As teachers become familiar with the technological resources available, they can train and become proficient in using technology in their classrooms. Portable technology

8 has become popular not only in our culture, but also our classrooms. According to Goldsmith and Leblanc (2004), With this increasing use may come increased acceptability for technological intervention aides for children with autism that will not result in children with autism from standing out from the crowd, but rather, blending into our more technologically advanced society. Students with disabilities are not the only ones who benefit from technology in the classroom. Differentiating instruction, using technology can address different learning styles and foster motivation to learn. Anderman and Anderman (2010) suggest, When teachers consider the types of academic tasks that will be motivational for their students, the revised taxonomy may be particularly useful since it emphasizes the specific skills and processes that students will need to use to complete a task (p. 13). The DID model supports Blooms Taxonomy when developing lesson plans. Specific Technology Addressed Student and Needs Anna is a student with autism. She uses PECS and a Go Talk to communicate. She does well with labeling, matching, and visual identification. She needs books read to her. Technology Go Talk app on iPad Mayer Johnson Boardmaker software Mayer Johnson Boardmaker Share website Talkbook 4 lowtech communication device Rationale for Intervention This app supplements the PECS program and was included after she mastered an actual Go Talk device. It is used for expressive communication. The Boardmaker software and website are used to create materials that fit students specific needs in a visual format. The boardmaker share website is an online community to share ideas and activities (www.boardmakershare.c om) The Talkbook 4 is a

9 communication device that allows 4 messages for output. The ebooks and digital format captivate attention. The iPad is portable and can be taken to different locations in the classroom (beanbag reading area). This app allows Kevin to dictate sentences that are then put into text. Kevin can then print the text and put it on the classs writing paper to illustrate. The Smart Board presents information visually. The material can be printed and put into flashcards or bilingual material for her to use at home. All of the students appear to be motivated to make a video to share with their peers. The students have the option of speaking on the video & working with their partner to develop material for the video. Speaking is optional. All of the students appear to be motivated to use the SMART board. They jump at the chance to write on the board. Students have the option of using the listening center to listen to a book on CD

Tim a student with ADHD who needs frequent breaks. He does best with kinesthetic learning. Kevin is a student with Emotional Disturbance and fine motor delays. He has difficulty sustaining writing tasks. Lucia is a student who receives ESOL support at school. She is fluent in Spanish, which she speaks at home. She speaks English at school. All Students

iPad tumblebooks school wide subscription Dragon Dictation app on iPad

Smart Board Laptop

iPad for video recording SMART board Audio books on CD

Unit on Non-Fiction Text Features 1st Grade Length of Unit: 4-6 weeks, with integration across curricula

10 Common Core Standards: Know and use various text features (e.g., headings, tables of contents, glossaries, electronic menus, icons) to
locate key facts or information in a text.

With prompting and support, read informational texts appropriately complex for grade 1.

DID Model Day 1 Lesson Plan Step 1: Ready the Learners

Describe how you will prepare the students for the lesson. Consider the following questions when completing step 1: Have any of the characteristics previously recognized changed? Do any assumptions about learners need to be corrected? What techniques will you use to gauge entry skills?

Unit on Non-Fiction Text Most of the characteristics have not changed. The previous assumptions about learners need not be corrected at this time. To gauge entry skills, a pretest will be given on the text features. This lesson will address objective 1: When shown examples, students will be able to identify non-fiction text features with 80% accuracy as measured by a checklist.
Classroom Preparation: Non-fiction texts at all levels need to be pulled and placed in the reading area where students can access them. Lesson Preparation Using the Pedagogical Cycle: Preorganizer: Gather pictures of the text features, if needed photocopy them. Prepare text feature interactive bulletin board. Bridge to Prior Knowledge: Hold up pictures of text features and ask students to identify them. Introduce new knowledge: 1. Read the book Animal Hide and Seek to students while it is displayed on the SMART board. 2. Students can complete a fill in worksheet of the non-fiction text features. *Anna will have a text feature picture match. Reinforce knowledge: Show students the video www.youtube.com/watch?v=ih7H88i3bjga and explain that they will create their own video. Provide Practice: Show students where nonfiction texts are located in the library. Have students each choose 3 books for their book bins. Show how to use the sticky notes to identify the features as they are reading. Let them explore the books during private reading. Culminating Review: As students are check-in to see how they are using the sticky notes and if they are identifying the features. Review as

Step 2: Target Specific Objectives

State the instructional design objective that will be addressed by this lesson. Consider the following questions when completing step 2: Which of the designs objectives does this lesson relate to? How, if at all, does this lesson relate to the other design objectives?

Step 3: Prepare the Lesson

Describe what you need to do to prepare for the lesson. Consider the following questions when completing step 3: What needs to be done in the classroom to get it ready? What relevant standards are being addressed by this lesson? What must be accomplished for each step of the lesson? Have all components of the pedagogical cycle been addressed? How will each be accomplished? What materials, media, and technologies are needed and how will they be used? What needs to be done to implement the intended assessments?

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needed. Technology/Media Preparation Download the ebook Animal Hide and Seek by Penny Smith and connect laptop to the SMART board Download various ebooks onto iPads Put text feature pictures into Go Talk Explore what non-fiction texts are on tumblebooks Prepare auditory listening station with non-fiction books Assessment Preparation Prepare pretest pictures Prepare features checklist to use when conferencing.

Reflection The Dynamic Instructional Design (DID) Model is an interesting way to prepare differentiated lessons using technology. I like the feedback, revise, and design method to ensure the lessons are meeting all students needs. The objectives are similar to IEP objectives, so that they can easily be aligned for students who receive special education. The constant assessment will also prepare teachers for data collection to meet standards and benchmarks. I only presented one lesson plan in the unit, but I feel that I could easily prepare all of the lessons for the unit without much extra work that lesson planning often feels like. Preparing all of the technology, such as downloading ebooks, and uploading visuals onto the Go Talk will take extra time, but I feel this is feasible in a classroom that is co-taught with a regular education teacher and special education teacher. As Edyburn (2002) states, The lack of ready-to-use accessible learning materials requires teachers to create their own modifications. Utilizing websites such as Smart Exchange (http://exchange.smarttech.com/#tab=0) and

12 Boardmaker Share (www.boardmakershare.com) have become important tools in gathering ideas for activities. First grade students are inquisitive, energetic, and tech-savvy. I feel like the students in this case study classroom will enjoy this lesson. I am excited to present the DID model and unit plan to our PLC when we discuss this for our yearlong goal.

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References: Anderman, E. M., & Anderman, L. H. (2010). Classroom motivation. Upper Saddle New Jersey: Pearson Education, Inc. River,

Edyburn, D. L. (April/May 2002). Cognitive rescaling strategies: Interventions that alter the cognitive accessibility of text. Closing the Gap, 21(1), 1-4. Goldsmith, Tina R., and Linda A. LeBlanc. (2004). Use of technology in interventions for children with autism. Journal of Early and Intensive Behavior Intervention 1, no. 2: 166-178 Lever-Duffy, J., & Mc.Donald, J. B. (2011). Teaching and learning with technology. Boston, MA: Pearson Education, Inc. Rose, D. H., & Meyer, A. (2002). Teaching every student in the digital age universal design for learning. Alexandria, VA: ASCD.