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Instructional Design

This Instructional Design is intended to help focus attention on the connections between leatherback turtle conservation and classroom elements, standards, and other criteria relevant to your classroom, your school and your community.

 
Instructions:
Read the examples under the main headings, delete the text and place your information under headings.

Name:

Grade Level:

Background and Relevance: 

Background:

This could be a discussion, newspaper articles, past lessons in class, information related to the curriculum, TV or movies or anything that provides information about a topic that requires resolution. 

Relevance: 

The students must see the point for doing the project.  It should be relevant to the students' lives or something related to the school or their local community. 

 
What concepts or skills will be addressed?

What changes in knowledge, skills, behaviors and/or attitudes do you hope to produce in your students?

Are there any career connections that can be made during this activity?

The project should be introduced as a scenario or situation that requires resolution.

Implementation Time Frame:
Describe how much time you anticipate the project will take, and indicate any obstacles or events that might extend or shorten the time allotted. The time element of a project can be difficult, therefore you should always plan for alternative activities or additional class time to complete the activities.   
 
Content Area:
Give a brief explanation of the content area(s) related to this leatherback turtle instructional design. There may be more than one content area that you want to demonstrate.  Also, show the interdisciplinary connections, such as a science and literacy initiative you may have at your school.

Instructional Type:
Present a brief explanation of the type of instruction you intend to use. Will it be project or problem based learning? Explain how you will use collaborative learning and differentiated instruction in the activity.

Essential Questions:  
Identify questions that can be answered through student research, investigation or brainstorming activities. These questions are the big picture/big idea questions that will assist and guide students in their thought processes.  Also, emphasize the importance of students generating additional questions of their own to promote ownership of the activity.

Core Curriculum Content Standards: 
Add content standards that apply.  http://www.eirc.org/turtlerace/website/Teacher-Page/Educational-Standards.html

School District Curriculum Goals and Objectives:
What are the educational initiatives for your school district that could be associated with this instructional design?

Connections to Other Content Areas:
In this section provide an overview and the rationale for other content areas that may be used. What specific areas not related to your content area would you like to see integrated into this design? Which other content area teachers may want to participate?

Implementation Plan:  Describe how you will make your design work in your classroom. Consider the Five E’s:

Engagement:  Students' first opportunity to encounter and identify the task. Describe how you will engage the students. Students look for connections between past and present learning experiences. The focus should be on the learning outcomes and asking questions. Students may be unaware of a problematic situation. Show a need in a way that captures their attention.

Exploration: The students' opportunity to get directly involved with a problematic situation. Describe how you will provide opportunities for students to investigate and test ideas on their own and with their peers. Students build relationships, exchange information and communicate with each other. At this point in the process, the teacher acts as a facilitator, guiding student focus and not providing answers.

Explanation: The stage for students' to understand and explain their thoughts in a deeper and logical format. Describe how you will provide opportunities for students to develop explanations and introduce formal language, terms and content information. 

 
Elaboration: The stage for students to expand, make connections, and apply what they have learned so far. Describe how you will provide the necessary setting for students to apply and extend their learning experiences to the world around them.

Evaluation: The stage for students to evaluate project progress and student understanding as it applies to the original and new problems they have encountered. Explain how you will provide opportunities for students to evaluate/assess their own work.  How will you help them determine if they understand the concepts and knowledge related to the activity? The evaluation stage is an opportunity for teachers to pose critical questions regarding student choices. Examples of evaluation techniques that students can use are student portfolios, journals, peer and self evaluations, student checklists and student designed rubrics.

Product(s) or Experiment Description: Answers the questions “How will they show what they know?”   
Describe what the final student product, event, experiment or performance may look like. Examples include, but are not limited to, technology final presentations, models, etc. Who will be the intended audience for this activity? 
     
Assessment Type: 
What methods of assessment do you plan to use? Examples include quizzes, tests, essays, daily journals, portfolios, content/task rubrics, oral and technology presentations, student interviews and observation checklists. 
http://rubistar.4teachers.org/index.php

Materials and Resources:
List any products and resources that will supplement or support this design in any way.
 
Technology Integration:
What Technology equipment and software do you plan to use to support student learning?
How will this technology enhance student learning?
 
Network Collaboration:

How do you plan to use videoconferencing or email or collaboration with other teachers, students and outside school resources?
 
Partnership/Community Connection
How do you plan to include local business, industry professionals and/or government agencies into this design?

Location of Project Learning Environment:
Will the project be limited to the classroom or will it be in other locations?

Special Documents:
Will there be any special documents such as, teacher/student contracts, forms or letters to parents, photo permission forms, Internet Acceptable Use Policy forms (AUP) or permission forms to participate in a videoconferencing session?

Accommodations for Special Needs:

List any special situations you may have with students that need additional help or require special attention in order for the student to participate in this activity.

Safety Accommodations: 
List the safety consideration that will be necessary for an activity to take place in or outside of your classroom. 

Additional Resources:
List any internet links or other resources that will be useful for this instructional design. This is helpful when other teachers view your instructional design and discover a new resource that they may not have known about.