D2Q3


 * D2. Q.3. Reflecting on your reading of Gustafson & Branch, how would you and your team (you define who the team is) go about using the ADDIE instructional design phases in designing an educational program around the AASL standards for a particular audience?**



For this question, we had many different definitions of who is to be included in the instructional design team.


 * 1) One definition was as all encompassing as to include; students, parents, staff, administration and the community as a whole.
 * 2) Another definition was as small as to include the students, their teacher and the SLMS.
 * 3) While neither 1 nor 2 are wrong, it was discussed that the design team members will depend on the project.

It was also noted that stakeholders and the team members are not necessarily synonymous.

Throughout the discussion the class offered various ways/concrete examples on implementing ADDIE using AASL standards. The bullets below are just some of the ideas suggested.
 * ADDIE**

**A** **nalysis**
 * Conduct assessment of audience (including demographics) to determine student learning styles and learning needs.
 * Review previous year test results to identify gaps in student knowledge.
 * Conduct pre-unit assessment to determine student’s knowledge on topic.
 * Develop curriculum-based, student-centric learning goals/outcomes.
 * Identify resources available.

**D** **esign** **D** **evelopment**
 * Write objectives in measurable terms that address instructional goals and standards determined in the analysis.
 * Create a unit that addresses student needs and outlines specific instructional activities.
 * Determine what technology and other resources will be used and will connect with students to meet curriculum needs.
 * Types of media/resources suggested were Skype, Glogster, audio books, Photostory, traditional print resources, online databases, etc.
 * Create actual lesson plans to be used.
 * Gather materials to be used in the instruction by teachers/SLMS and students. These materials will be age-appropriate and based on learning needs. This can include:
 * Borrowing resources from the local public library.
 * Accessing experts in the field.
 * Using resources from the school library media center.
 * Creating materials (pathfinders, rubrics/other assessments, handouts, etc.)
 * Test instructional material

**I** **mplementation**
 * The class described how they would implement their lesson/unit plan and defined what roles and responsibilities the SLMS, teachers, and other partners would be assigned during the instructional unit.

**E** **valuation**
 * Ensure that the assessment process is flexible and student-driven.
 * Ensure that the appraisal is ongoing for both the students and the teachers with necessary changes being made based on formative and summative assessments.
 * Some of these assessment strategies shared, but are not limited to the following.
 * Exit cards
 * Student self-reflections in various forms
 * Rubrics (both for teacher and peer-graded assignments)
 * Rough drafts and revisions
 * Final unit test

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