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IDD Design Worksheet

Filling out this worksheet should help you to organize your thinking about the design of your
individual ID topic.
As you fill in this worksheet, you will be learning how to use the information that you gathered
during the analysis phase to plan your learning solution.
Note: For each section of this worksheet, be sure to refer to the 00 Support for Individual
Assignments document and the samples from former students to assist you..
Note: Except for the first table, I’m expecting to see sentences and paragraphs.
Note: Be sure to turn in your worksheet in MS Word. This makes it about 10 times easier to
provide feedback on your assignment.

Brief Introductory Info

Provide information in this table to give the briefest idea about your topic. This will likely be the
same as in your IDD Analysis Worksheet. If so, just duplicate that information here.
Your Name Shay Herr

Your IDD Topic Behavior in the Classroom

Organization (Where the learning Nevada City School of Arts
solution will be implemented)
(K-8 Charter School)
Learners (Target Audience—it’s Primary learners will be those between the ages of
possible that you’ll have both a eleven to thirteen. The instruction will likely be
primary audience and a secondary implemented to those in the seventh grade.
audience)
Note: I’ve set up the paragraphs after the worksheet prompts to be in normal APA Style (1/2-
inch indent for the first line and double-spaced lines). This will make it easier for you to cut and
paste paragraphs into your final IDD document, which will be in APA Style. This also makes it
easier for your professor to read your document, so please do not alter the paragraph settings.
(Be kind to your professor.)
IDD DESIGN WORKSHEET 2

Learning Objectives
Write four learning objectives that would be relevant for your learning solution. Write two
declarative and two procedural objectives. Review the objectives handouts and samples before
you do this. Writing good objectives may be harder than you think. Write each objective and
then break it into pieces to fit into the tables, with the correct part in each column.
You may have a different number of objectives in your final IDD, and you might organize them
differently. Don’t worry about that now, just write four good objectives related to your topic.
Example. From memory, kindergarten students will be able to recall which colors will

result when mixing any two of the primary colors together with 100% accuracy. (declarative)

Condition Learners Behavior Standard

From memory kindergarten will be able to recall with 100% accuracy

students which colors will
result when mixing
any two of the
primary colors
together

Two Declarative Objectives

From memory, the seventh-grade students of Nevada City School of Arts will be able to

write the four key principles of respect in the classroom with 100% accuracy.

Condition Learners Behavior Standard

From memory seventh-grade will be able to write with 100% accuracy

students of the four key
Nevada City principles of respect
School of Arts in the classroom
From memory, the seventh-grade students of Nevada City School of Arts will be able to

recall the four essential items required for class, to the satisfaction of the teacher.

Condition Learners Behavior Standard

From memory seventh-grade will be able to recall to the satisfaction of

students of the four essential the teacher
Nevada City items required for
School of Arts class
IDD DESIGN WORKSHEET 3

Two Procedural Objectives

Given a scenario, the seventh-grade students of Nevada City School of Arts will be able

to identify the appropriate classroom behavior with 95% accuracy.

Condition Learners Behavior Standard

Given a scenario seventh-grade will be able to with 95% accuracy

students of identify the
Nevada City appropriate
School of Arts classroom behavior
When given a Brain Break, the seventh-grade students will be able to complete the

activity with 100% accuracy.

Condition Learners Behavior Standard

When given a Brain seventh-grade will be able to with 100% accuracy

Break students complete the activity

Test Instruments
Write four test items, one for each objective above. For the declarative objectives, you should be
able to write multiple choice, fill-in-the-blank, short answer, or essay questions. For the
procedural objectives, you may want to describe a performance test.
Note: Test questions do not have to be in APA Style.
Declarative Example. Which of the following colors will result if you mix blue and yellow
paint together? Choose the one best answer.
a. Purple
b. Orange
c. Brown
d. Green
Answer: Green
Procedural Example. The teacher has the students mix the right colors together to create the
following colors: purple, orange, and green. The teacher reviews the results and checks off the
number of correct color mixtures on a checklist.
IDD DESIGN WORKSHEET 4

Two Declarative Test Items

1. Write the four key principles of respect in the classroom.

1) ________________________________
2) ________________________________
3) ________________________________
4) ________________________________

Answers: I will come prepared to class. I will follow instructions. I will raise my hand to speak. I
will be considerate of my teacher and classmates.

2. State the four essential items required for class.

Answer: Book(s), Notebook, Pen/Pencil, Homework

Two Procedural Test Items

1. Choose the best answer.

During a discussion about the Revolutionary War, student Drake was called upon to describe
the Loyalist’s views of the war. Uncomfortable with speaking in class, Drake began to
answer the question but paused, stuck. A fellow student, Ife, noticed his distress and
immediately spoke up to finish answering the question. However, the teacher kindly stopped
Ife, asking him to wait. Drake finished his answer though clearly he was uncomfortable while
doing so. Ife was frustrated, he was trying to show kindness and help another student. What
would have been the appropriate response?
a) The teacher should have allowed Ife to answer. If Drake was uncomfortable he
shouldn’t be pressured into answering the question. Ife was showing kindness by
trying to help a fellow student.
b) Ife shouldn’t have interrupted, it was Drake’s question to answer.
c) Ife should have raised his hand first and waited to be called on. He would have
shown self-control by not interrupting Drake.

Answer: C
IDD DESIGN WORKSHEET 5

2. The teacher will show a Brain Break from the overhead projector or read from a piece of
paper. The students will follow the directions within a given amount of time, usually two to
five minutes.
Example: Hand Shake #2
You will be doing a lengthy handshake with your partner.
1. Stand up and find a partner. Decide who is A and who is B.
2. Tap your right elbows together. Tap your left elbows together.
3. Person A: Give a crossing over low side five to your partner with your right hand.
(right hand to right hand) Now do a fist bump with your right hand. (A fist bump is
making a fist, and lightly touching finger sections that are closest to the wrist) Person
B: Give a crossing over low side five to your partner with your left hand and then do a
fist bump with your left hand.
4. Bump your right shoulders together. Bump your left shoulders together.
5. Person A: Make an X in the air with your right arm over your left. Person B: Make
an X in the air with your left arm over your right. Now while slapping each other’s
hands move them together back to their correct side.
6. Now do a double fist bump. (Opposite hands will be touching)
7. Repeat this handshake over and over as fast as you can.

Media and Delivery System Decisions

Delivery Format(s)
Identify the delivery format you plan to use: classroom, online, synchronous, asynchronous, self-
study, and/or instructor led. Explain why you chose this format.
Instructional delivery will be provided in two different formats. Most of the instruction

will be provided through online learning modules which the students will work through outside

of class time. The purpose of the training is to expand student’s cognitive knowledge in the area

of behavior and how they can apply it in a classroom setting. Supplying an outside resource for

the students allows teachers more time to focus on subject matter instead of correcting behavior.

The second delivery format will be led by the teacher while in the classroom. This will be

directly tied to the Brain Breaks (Sladkey, 2010) mentioned in the last objective. The purpose is

to reinforce following instructions, providing it in an engaging and creative way. Its other
IDD DESIGN WORKSHEET 6

purpose is to build positive and respectful relationships between fellow classmates and the

teacher.

Media
Note the types of media you will use, for example: audio files, display boards, print materials,
real objects, slides, video, visual aids. Explain why you made these choices.
1. Chromebook – Each student has a computer to access the modules. This will allow

students to use time outside of class to work through them. Providing online modules will

allow teachers to focus on in-class instruction.

2. Internet – This will be the conduit which students will take online instruction.

3. Print Materials/Projector Slides – Brain Breaks (Sladkey, 2010) are versatile in how they

can be presented. They can be shown through a projector to be seen from the same source

or they can read the instructions from printed paper. The teacher will have control on how

to best present the activity to the students.

4. Camtasia – This will be the software in which the modules are built.

Instructional Strategies and Activities

Agenda
Provide an agenda for the module (this can be in list form). Don’t forget to include an
introduction and a summary. Remember that your IDD design should be for about 1 hour of
instruction (so this agenda should not be terribly long). It’s a great idea to note about how long
you think each item will take in the agenda.
Here’s an example of a partial, generic agenda:
1. Introduction (5 mins.)
2. Teaching/Learning Activity 1 (10 mins.)
3. ...
4. Summary (5 mins.)
Your agenda should go here:
1. Introduction (5 mins.)
a. The learning objectives students will accomplish.
IDD DESIGN WORKSHEET 7

b. Basic functions of the interface.

2. R-E-S-P-E-C-T, What It Means Module (15 mins.)
a. What is respect?
b. How does it apply to the classroom?
c. The four classroom principles.
d. Summary
e. Assessment
3. Let’s Get Prepared! Module (15 mins.)
a. The essential classroom items
b. Tips and tricks to help you be prepared
c. Being prepared is also being respectful
d. Summary
e. Assessment
4. Find The Right Behavior Module (15 mins.)
a. Think before you act
b. Responses matter
c. Summary
d. Assessment
5. Brain Break (10 mins.)
a. Introduction
b. Activity
c. Summary
d. Assessment

Major Teaching/Learning Activities

Describe the major teaching/learning activities for your module (for example, readings,
presentations, demonstrations, matching activities, case studies, or other types of practice and
assessment).
For example, if you are planning an activity where learners in teams solve questions related to a
case study, then provide a sentence or two to describe how you envision the learners interacting
with that case study.
Here’s an example of one activity that might go with learning about primary and secondary
colors.
Agenda Item
(Teaching/Learning
Activity) Topic Description

All Mixed Up Mixing Primary The students will watch a short video that
Colors demonstrates how to mix primary colors to
create secondary colors.
Choose the major items from your agenda, and describe them in the following table. If you need
more rows, put your cursor in the right-most column of the last row and press your tab key.
IDD DESIGN WORKSHEET 8

Agenda Item
(Teaching/Learning
Activity) Topic Description

R-E-S-P-E-C-T, Respectful The students will follow along with the module
What It Means Behavior learning the four key principles of respect in the
Module classroom. This will set a standard for
classroom behavior.
Let’s Get Prepared! Being Prepared To help students be prepared for class they’ll be
Module provided with tips and tricks. It will also instill
in them the essential items needed for class.
Find The Right The Correct Students will spot the correct behavioral
Behavior Module Behavior response. The correct answer will not be
Response obvious, but will provide them the opportunity
to make a cognitive connection to think before
responding.
Brain Break Follow Students will follow the instructions. The in-
Instruction class activity provides an outlet for students to
work off extra energy in a fun way while
reinforcing following instruction. It will also
build student/teacher relationship as the teacher
can participate in the activity.
IDD DESIGN WORKSHEET 9

References

Sladkey, D. (2010, January 5). Hand shake #2 Energizing brain break [Web log post]. Retrieved

from https://brainbreaks.blogspot.com/2010/01/hand-shake-1-and-hand-shake-2-

brain.html