Instructional Design Document - Template [PDF]

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Instructional design document ADDIE Model (Analyze, Design, Develop, Implement, Evaluate)

Teacher Trainee: Fabiola Gómez Franco Analysis Course name: Course timeline: Total course hours: Course information: Level: Hours per week: Instructional goal:

Unit goals:

Tadele’s English Course October 6 – November 28 21 hours English course designed for basic level (A1) students, for speaking. A1 3 hours Upon successful completion of this course, students will be able to identify and understand language in an A1 level, as well as communicate orally in an efficient way in different real life situations. Unit 1: Present tense Goal 1: By the end of the unit, students will be able to make simple present statements. Goal 2: By the end of the unit, students will be able to make simple present WH- questions. Unit 2: I can do a lot of things Goal 3: By the end of the unit, students will be able to name different abilities and talents. Goal 4: By the end of the unit, students will be able to identify their abilities and talents, with the use of “can”. Unit 3: Next Sunday, I’m going to… Goal 5: By the end of the unit, students will be able to use “going to” to talk about their future plans. Goal 6: By the end of the unit, students will be able to create their own week schedule, and talk about what they are going to do.

Entry/ prerequisite skills: Educational background and abilities: Prior content knowledge:

Learner analysis Students know how to read and write. Can understand language in their mother tongue. Can communicate with each other. All students have finished a degree in the university. They have had some English classes, but not in a through way. Can understand basic English language. Basic knowledge: pronouns (I, you…); please, thank you; colors; some animals; Mostly vocabulary. Don’t have much knowledge in the structural or grammatical order of sentences.

Attitudes and motivation:

They seem eager to learn how to communicate in another language. They look willing to do the exercises and activities, and don’t seem to have a problem in communicating between them. Learning preferences: They would like to learn more about how to communicate orally, rather than reading or writing, but they want something physical (like a book or copies) through which they can guide themselves. They don’t have a problem in working with each other to produce language. Group characteristics: age, learning They are adults, 27 and 50. They are between concrete styles, #, etc. learners and communicative. 2, possibly 3 students. They are related to each other. Environmental context Place: Online Course Curricula: Coursebook: (if any) Interchange Intro Fourth Edition Constraints: There are no constrains as of this point in time. Materials: Computer, Internet, Coursebook (possibly online), or copies. Constraints: Lack of internet, or the internet is down, lack of charge on the laptop or computer. Book not available online. Facilities: Table, chairs, computers/laptops. Skype. House. Constraints: Lack of a quiet environment dedicated to just the class. Technology: Internet, skype, computer. Online Course. Constraints: Not enough computers, or lack of internet. Goal Analysis Classification of goals into Bloom’s revised taxonomy table: Remember Understand Apply Analyze Evaluate Create Factual Goal 3 Goal 1 ; Goal 2 Conceptual Procedural Metacognitive

Goal 6 Goal 5 Goal 4 Subtask analysis What will learners be doing in order to complete each goal? (described in steps with diagrams) Step 1: •GOAL 1

•Will show students the present form.

Step 2: •Will give the students different activities for them to become familiar with this form.

Step 3: •Will place them in pairs/ group and they will talk about their routine, using the present tense.

Step 1: •GOAL 2

Step 3:

Step 2: •Will give the students different activities for them to become familiar with this form.

•Will show students how to write WHquestions, the structure.

•Will place them in groups/pairs and they will have to ask each other questions about their routines.

Step 1:

Step 2:

•Will show students different abilities and talents, with the use of videos/images.

•GOAL 3

Step 1: •GOAL 4

•Will show students the structure for going to.

Step 1: •GOAL 6:

Step 2: •Using the examples of the previous lesson, they will say things that they can do.

•Will show students the structure of the "can"

Step 1: •GOAL 5

•Using different online resources, students will identify different abilties

•They will make a week plan for a vacation.

Step 2: •using different online resources, they will practice how to talk about future plans.

Step 2: •They will get into groups and talk about what they are going to do.

Step 3: •Will place them in pairs/ group and they will talk about their plans.

Step 3: •They will ask each other questions about what they will do.