Final Report
Bryson Giddens
Georgia Southern University
FRIT 7231: Instructional Design
Dr. Jensen
December 1, 2022
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1.0 Introduction
1.1 What is your system of interest?
I am currently working at Willie J. Williams Middle School as the autism teacher. I teach ten
students that range from 6th to 8th grade. The organization Autism Speaks states “Autism refers
to a broad range of conditions characterized by challenges with social skills, repetitive behaviors,
speech and nonverbal communication.” (2022). Due to this my system of interest is teaching my
students another form of communication to add to their communication tool box - email.
1.2 What are the sub-systems?
Abilities of Students
After working with my students and observing their technology skills I have determined that
each student is capable of communicating through email, however the time frame of mastering
this skill differs per child.
Past Experience of the Students
Nine of the ten students are aware of what an email is but have not sent one themselves. The one
student who is unfamiliar with email is deaf. We are slowly introducing her to technology due to
the fact that she has not been exposed to it until now other than being able to watch videos.
However, myself and her hearing and deaf teacher believe after constant instruction, visual cues,
and prompts this student will be able to send an email with time.
1.3 What symptoms drew your attention to this system of interest?
When spending time with my students I quickly saw that while some students were more
confident when speaking aloud and socializing with others, some did not. They held themselves
back and did not ask questions or participate in class discussions. This led me to learning that
those students preferred to speak one on one, with no audience, or they would write down their
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questions/thoughts. After considering this, I came to the conclusion that email could help not
only help those students but all ten students with asking questions and reaching out to others to
socialize and gather information.
2.0 Front - End Analysis
2.1 Are there performance gaps involved in this problem that justify a learning
intervention?
Yes, there are performance gaps that justify a learning intervention. Below is a breakdown of the
reasoning to the answer using the Mager and Pipe Performance Gap Model.
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Is there a learning gap in performance? Is there a learning gap in performance?
Yes No
● If their life depended on it, could they do it? - Is the performance punishing?
It can be used as a punishment, especially if a
- When looking at this question from all
student is having difficulty mastering the skill.
perspectives, I do believe students would be
However, it is not to be used as a punishment
able to send an email if their life depended on it. but as a way for students to broaden their
knowledge.
However, would the email meet all marks such
- Is the performance non-rewarding?
as an eye-catching subject line or sending
No.
information? Probably not, but would some type - Is the performance motivational?
It can be viewed as motivational in the way that
of communication be sent from one person to
students have access to reach their teacher when
another, highly likely.
needed versus having to wait until they see them
● If not, then use the following…
again. Their class can also use this method of
- Training: I believe my students can be trained
sending motivational messages to keep their
over time to send an email to the appropriate
spirits up. Any communication is better than no
person that contains information for complete
communication!
understanding.
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- Is the performance environmental?
- Feedback: A rubric that details all required No.
information to be present in the email can be
used to provide feedback to students that lists
what they did correctly and needed -
improvement on.
- Coaching: The saying “See One, Do One, Teach
One” can be referenced in this situation.
Students will receive coaching on how to send
an appropriate email by seeing one being sent
by the teacher. They will then proceed to do one
themselves (more than once), then they would
be able to teach/show someone how to send an
appropriate email.
- Job Aids: Allow students to access videos that
provide step by step directions on sending an
-
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email. Also provide students with printed
handouts that contain pictures and written
instructions. This would provide differentiation
in the classroom.
- Mentoring: Provide a mentor/class buddy for
students to consult with if questions arise. This
also provides them with someone to email back
and forth to practice their skills.
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3.0 Needs Assessment
3.1 Optimals:
3.1.1 What information and data would you collect?
Optimally, I would like to perform an example of sending an email and have students complete
the task of sending an email immediately after seeing one being conducted. Students would be
asked to send me an email with a specific topic and required information. Having the email sent
to me personally would allow me to see if they first were able to send an email and if they
included all information I asked for.
3.1.2 How would you collect that information and data?
I would collect this information and data by receiving the email and saving it to compare to
future emails.
3.2 Actuals:
3.2.1 What information and data would you collect?
What would actually take place is performing the task of sending an email to the whole group
and then working one-on-one or small group depending on processing speeds and capability of
understanding. . This step will take multiple examples of showing and explaining each step
before students can complete this independently.
3.2.2 How would you collect that information and data?
I would document per student how many examples had to be given before completing the task
independently. Having the student send me the emails versus sending them to others before the
student is considered a “developing learning” instead of “beginning learning”.
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3.3 What are the discrepancies between the current (actual) and desired (optimal) state?
The discrepancy between the current and desired state is knowing what my students are capable
of and wishing it were different for them. The optimal learning experience for students would be
to see this task performed and then complete it themselves. The actual chance of this taking place
for my students is low due to their learning abilities.
3.4 What priorities can you assign to the identified discrepancies or goals?
The priorities that I can assign to the identified discrepancies is knowing that each student will
master this skill but that the timeframe will be different for each child. The main goal for me as
an autism is reminding myself that the optimal wish for these students is a wish and that the
reality of this assignment is that my students learn the skill no matter how long that takes.
3.5 Prepare a learning goal statement.
3.5.1 Conduct a goals analysis for your problem.
Analysis is below.
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3.5.2 Write out a goal statement in narrative form.
The students in my class will learn how to send an email to communicate with their teachers and
peers. This provides my students another form of communication and expands their skill set.
4.0 Instructional
4.1 Goal Analysis
This skill set falls under two categories of Gagne’s Taxonomy - Intellectual Skills and Attitude.
It meets the intellectual skills required by having students problem solve by creating the email,
determining what it should contain and presenting the information in a way for the recipient to
understand. It also falls under the attitude domain as well. Teaching autism students, one must be
able to read the students and find a way for that student to have the “want to” attitude when
completing an assignment.
4.2 Subordinate Skills Analysis
4.2.1 Choose an appropriate analysis method and provide an example of a subordinate
skills analysis associated with the instruction that you will provide.
I have chosen the Intellectual Skill Analysis to analyze my students' knowledge and
improvement when composing and sending an email. A graphic depicting this analysis is
pictured below.
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4.2.2 Show which skills are entry - level skills.
- Students must be aware of what an email is and the reasoning behind sending one.
- Students understand who they are sending an email to.
- Students must understand what needs to be included in an email for the recipient to
understand the message.
5.0 Learner and Context Analysis
5.1 What is the target population?
The target population is nine 6th, 7th, and 8th graders who are autistic.
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5.2 Describe how you would determine the characteristics of the target population.
To begin, I would test each student’s ability by assigning them the activity of sending me an
email. I would then conference with each student allowing them to explain their reasoning and
how they may have done it differently.
5.3 Describe how you would determine the physical and organizational environment.
Willie J Williams provides each student a Chromebook. This allows the environment to be
stationary or mobile when needed depending on a particular student’s needs. The nine students in
my class range drastically which allows peer support and guidance. Students will also be shown
how to send a proper email through modeling and reference guides.
5.3.1 Technology Integration Assessment
Technology Planning and The Colquitt County School District creates an overall policy
Policies regarding technology. Each school then creates their own policy
and plan within those guidelines that best fits that particular
school needs.
Finance Like majority 7A school districts in South Georgia, Colquitt
County has focused on improving student and teacher access to
technology resources and has taken the mandatory steps in
securing funding for these resources.
Equipment and Colquitt County, like many school districts in South Georgia, has
Infrastructure a 1:1 technology ratio for the middle, jr. high, and high school.
This ratio is similar for most elementary schools in the south
beginning at the 1st grade level. With this new era of learning,
WJW does have a computer lab that is available for use, high-
speed internet, and the infrastructure needed to support these
additions. Each classroom at WJW not only has a 1:1
Chromebook to student ratio but each room contains promethean
boards for whole class instruction as well as desk tops.
Technology Applications Colquitt County School District provides numerous instructional
applications system wide. The main application that houses all
additional instructional links is Clever. Within this application,
students and teachers can access specific links such as
StemScopes, Write Score, Gallopade, iReady Reading and
Dreambox. The effectiveness of these applications have proved
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the system's worth due to it being available to travel with
students from year to year or if a student has to relocate within
the school system.
Maintenance and Support Willie J Williams has one technology personnel on site to help
with technical support. The school system houses multiple
technology support personnel at the central office to help when
the need arises. The school district also does system updates
during non-school hours to help keep technology issues from
taking place.
Professional Development Willie J offers teachers the opportunity at least once a year (if not
twice a year) to become Google Certified. The school also holds
monthly meetings to teach/review instructional technology that is
being implemented in the classrooms. With monthly meetings
scheduled strictly for technology-related training purposes, WJW
hosts close to 8 hours of technical professional development
training a year. This does not include the additional subject based
training that is required.
Technology Integration Majority of the teachers at WJW have mastered the use of
technology in the classroom. However, there are teachers who
are proficient and are mentors for new teachers to help guide and
answer questions that arise throughout the school year. I would
state that 95% of the students enrolled at WJW are proficient in
using technology in the classroom due to it traveling with them
from lower grade levels and building upon their knowledge
throughout their education. Based on the LOTI scale, WJW falls
within the level 6 category. However, due to teaching low
functioning autism students, my classroom falls between the
level 2 and 4 range.
6.0 Writing Performance Objectives
6.1 State the Terminal Objective (TO) for your instructional plan.
Matthew Acevedo’s breakdown of terminal objectives is “What students should be able to do
when the course is done.” (Columbia Gorge Community College). The terminal objective for this
unit is - Upon unit completion, students will be able to send an appropriate email containing
information the receiver needs for understanding.
6.1.1
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Students will be able to create an email containing specific information from a given topic.
Students will then be able to send the email to the correct person and point out each requirement
of the assignment.
6.2 Prepare three (3) Subordinate Objectives (SO).
6.2.1 Prepare one SO in the cognitive domain.
Students are able to explain (B) why it is important an email contains specific information and
provide an example of sending one (CR) in whole group instruction, small group, and one-on-
one support (CN).
6.2.2 Prepare two SO from two different domains.
Intellectual Domain - Students will be able to explain the parts needed to send an email.
Attitude Domain - Students will explain the importance of sending an email correctly without
being prompted.
7.0 Assessments
7.1 Select one SO; describe the manner by which you would assess whether or not the
learner has achieved that objective.
The subordinate objective that requires complete understanding by students is - Students will be
able to explain the parts needed to send an email. This objective would be accessed by the
teacher completing a checklist or rubric as the student pointed to and explained the parts of an
email. The student would also be required to send an email to the teacher on a specific topic after
explaining each section.
7.2 What types of assessment instruments will your instruction have? Why?
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Instruments needed for instruction are email based worksheets. For my nine autistic students,
worksheets that contain basic information and can be reworded repetitively work best.
7.3 Write items that assess the SOs in 5.2 above.
7.3.1 Write one item in the cognitive domain.
Students are able to explain why it is important an email contains specific information and
provide an example of sending one in whole group instruction, small group, and one-on-one
support. Students will be given a worksheet that requires them to write complete sentences
explaining why an email contains certain information.
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7.3.2 Write one item from the selected domain in 5.2.
Intellectual Domain - Students will be able to explain the parts needed to send an email. Students
will be given a matching worksheet before the final assessment. The worksheet will list parts of
an email and students will be asked to draw a line from the word to the correct definition.
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7.3.3 Write one item from the selected domain in 5.2.
Attitude Domain - Students will explain the importance of sending an email correctly without
being prompted. Students will sit down with the teacher one - on - one and will be asked to
verbally explain the four questions seen below. The teacher will mark the correct box based on
how many times the student needed to be prompted to answer each question.
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8.0 Planning the Instructional Strategy: Theoretical Bases
8.1 For the TO, specify and exemplify an appropriate pre-instructional activity or
activities.
Upon unit completion, students will be able to send an appropriate email containing information
the receiver needs for understanding. I will gauge students' knowledge by assigning each student
the task of composing and sending me an email on a topic of their choosing.
8.2 For a SO associated with that TO, specify and exemplify an appropriate presentation
strategy or strategies.
Students will label an email using the correct terms while it is being demonstrated whole-group
by me. I will provide students a printed copy of an email, provide a word bank, and ask students
to label each section of the email using the provided words as I complete this on the classroom’s
promethean board.
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8.3 For the same SO, specify and exemplify an appropriate practice activity or activities.
My students love any type of electronic game, whether it is Kahoot, Booklet, or ABC Mouse.
After creating a Booklet activity, students will review email vocabulary, how to compose an
email, and how to label an email by answering topic related questions during the game.
8.4 For the TO, specify and exemplify an appropriate evaluation of follow-through activity
or activities.
Students will compose an email on paper using an email template. They will then trade their
work with a classmate where they will be assigned to make notes in red ink regarding
information they have concerns about and notes in blue regarding sections that were completed
correctly.
9.0 Planning Logistics and Management for Instructional Materials
9.1 For the TO, provide a description of the learning experience and how you have planned
for it.
The unit of learning how to compose an appropriate email begins with modeling the process
whole-group and then one-on-one when needed. Students must first learn the sections of an
email and why it is important to put the correct information in. Students will then complete
multiple worksheets and online games reviewing email protocol. The final step is to have
students compose and send an email to me based on a specific topic and explain why they
included the information they sent.
9.2 Provide a material, technology, and resources logistics checklist.
The materials needed throughout this lesson would be examples of correct and incorrect emails,
reference guides, and worksheet activities such as vocabulary matching. Technology needed for
the unit would be a Chromebook for each student, access to Blooket, Google Classroom, and the
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classroom Promethean Board. Needed resources would be my students' peer buddy which are
regular ed. Students when the appropriate situation arises.
9.3 Provide an organizational matrix/table showing learning initiatives, activities, and
lessons.
Learning Initiative Lessons Activities
Students will be able to label Email - Labeling - The teacher will
the sections of an email. model the breakdown
of an email and label
the correct sections.
- Students will complete
a worksheet labeling
the correct sections of
an email.
Students will be able to Email - Explanation - Students will complete
explain the sections of an a “Why” worksheet
email and why they are explaining why an
needed. email needs to contain
certain information.
Students will be able to Email - Composing and - Students will be given
compose and send an Sending a topic and asked to
appropriate email. compose an email and
send it to the teacher.
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References
Autism Speaks. (2022) What is Autism? https://www.autismspeaks.org/what-autism
Columbia Gorge Community College. A Guide for Quality Matters Reviews. Writing Course
Objectives. 28 Oct. 2022.
https://www.cgcc.edu/sites/default/files/online/Writing%20Objectives.pdf
