Running head: COMPREHENSIVE INSTRUCTIONAL DESIGN PLAN

Assignment 8: Comprehensive Instructional Design Plan

Whitney R Langley

University of West Georgia

MEDT 7490
Langley: Comprehensive Design Plan

Client

My client is Jasmine Robinson, a fifth grade teacher in her fifth year of teaching. Ms.

Robinson is a recent graduate of the University of West Georgia where she earned a Master of

Education degree in early childhood education. For the past three years, she has been teaching at

Kimberly Elementary School in Atlanta, Georgia. Kimberly is a turnaround school marked by its

consistently poor scores on standardized tests. Ms. Robinson has served as a 2nd, 3rd, and 5th

grade teacher during her tenure at Kimberly Elementary School. Currently, Ms. Robinson

teaches two fifth grade classes reading and English Language Arts. Her email address is

jasmine.robinson@atlanta.k12.ga.us. Her Georgia teaching certificate number is 1165760.

Instructional Problem

As a turnaround school, Kimberly Elementary School students have many academic gaps

and generally enter a new grade performing at least a year and a half below grade level. Though

some deficits are able to be filled, students usually do not retain information from one school

year to the next. Because Ms. Robinson has taught several grades, this is the second time that she

has taught this group of students and notices that they still have difficulty with one standard that

was marked as an area of concern when they were in the third grade.

Based on data from benchmark testing, both of her classes have the same area of

weakness with Georgia standard of excellence RI6. It requires students to “analyze multiple

accounts of the same event or topic, noting important similarities and differences in the point of

view they represent (GaDOE, 2019). Currently, she uses several texts and venn diagrams to

teach these lessons, but feels that the use of visual aids could aid with student understanding and

retention of the content.

Instructional Model

I used the ADDIE instructional design mode as I developed this lesson. This consists of

five stages beginning with analyzing, and is followed by design, development, implementation,

and evaluation. The analysis of student work began as I consulted with Ms. Robinson about her

students’ current performance on standard RI. 6. The use of visual design was selected because

“90% of all information received comes through the eyes (Kennedy, B., 2013).” We also

deemed it important for students to hold discussions where they were asked to analyze the

images and demonstrate how “visuals and text can be combined to humanize and provide greater

insights into events that are often difficult to comprehend (Carano & Clabough, 2016).”

Description of the Re-designed Lesson

Ms. Robinson listed the instructional resources used as anchor charts that showed the

definitions of firsthand and secondhand accounts, and key words that would help students

identify the differences. I am considering the use of visual aids and integration of social studies

standards to enhance these lessons with Ms. Robinson. One of the fifth grade social studies

standards, SSH6 (Gadoe, 2019) asks students to describe life between the 1950’s and 1975.

Students can look into Brown v. Board of Education and analyze school integration from the

perspective of Ruby Bridges versus members of the community.

The infographic that I created shows students the difference between the narrator’s point

of view and their perspective. Though the terms are sometimes used interchangeably, there is a

difference that exists in them. The redesign of the lesson is based on the premise that students

have read at least one version of the Ruby Bridges story. They will then view the beginning of a

graphic novel that tells the same story from the perspective of a mother whose children attending

William Frantz School before it was integrated.

Lesson Assessment

The assessment for this lesson will is performance based as students create comics using

Comic Life app or Story Board That. This task serves as a means to enrich the classroom. The

creation of comics based on the historical era will require students to research the cultural norms

of the time period, understand opposing views on key people and events, and analyze the

similarities and differences that exists. The students will be scored based on a task based rubric.

Explanation

I believe that the artifacts that I developed for this task are the appropriate solution to Ms.

Robinson’s class because I based them on Mayer’s Cognitive Theory of Multimedia Learning

which says that students will learn more if words are paired with pictures (Mayer, 2009). By

hosting classroom discussions on several accounts of the Ruby Bridges story, students are

learning to look at images and become more visually literate. To do this, students use the

learning to look technique like a close read of images. The sequential steps of learning to look

are: look, see, describe, analyze, and interpret (Kennedy, B., 2013). Presenting the lesson in

this order allows students to “move more gracefully and fluently between text and images

(Fisher & Frey, 2008, p. 5)," which in turn allows for better retention of the skills taught.

Visual Literacy Standards

My instructional materials address two of the Association of College and Research

Libraries Visual and Literacy Competency Standards. The first is standard three, “the visually

literate student interprets and analyzes the meanings of images and visual media (American

Library Association, 2011).” This is seen when students analyze photographs of Ruby Bridges

being escorted to school by US Marshalls by stating the difference in perspectives of Ruby and

the mob. Here they are “describing cultural and historical factors relevant to the production of an

image (American Library Association, 2011).” The second is standard five, “The visually literate
Langley: Comprehensive Design Plan

student uses images and visual media effectively (American Library Association, 2011).” By

completing the graphic novel from the perspective of a mob member, the students are,

“integrating images into projects purposefully, considering meaning, aesthetic criteria, visual

impact, and audience (American Library Association, 2011).”

Reflection

Completing this task was not as difficult because I really did feel prepared based on the

previous assignments that we completed throughout the semester. The largest challenge that I

faced was finding the time to meet and discuss appropriate instructional design models with my

colleague as we are drawing nearer to testing time in elementary schools. Another challenge that

I faced was the ability to add more slides to my Storyboard That graphic novel because I was

using a free trial. I advised Ms. Robinson that the students would be able to access this

assignment for the 14 day trial, but headed into next school year, that we may need to find a

different interface where students can have unlimited access.

Wiki Link: https://wlangleymedt7490.weebly.com/assignment-8-comprehensive-instructional-

design-plan.html
Langley: Comprehensive Design Plan

Artifact 1: Infographic
Langley: Comprehensive Design Plan

Artifact 2: Graphic Novel From a Different Perspective

References

American Library Association. (2011). ACRL visual literacy competency standards for higher
education. Retrieved from http://www.ala.org/acrl/standards/visualliteracy on April 10,
2019.

Carano, K. T., & Clabough, J. (2016). Images of Struggle: Teaching Human Rights with Graphic
Novels. The Social Studies. 107(1), 14-18. Accessed from
http://articles.westga.edu:2104/ehost/pdfviewer/pdfviewer?vid=0&sid=1e345893-0620-
4341-8dc7-f73fd2b38df7%40sessionmgr4006 on April 19, 2019.

Frey, N. (2009). Teaching Visual Literacy: Using Comic Books, Graphic Novels, Anime,
Cartoons, and more to develop Comprehension and Thinking Skills. Thousand Oaks:
Corwin Press.

GaDOE. 5th Grade English Language Arts Georgia Standards of Excellence (ELAGSE). (2019).
Accessed from https://www.georgiastandards.org/Georgia-
Standards/Frameworks/ELA-Grade-5-Standards.pdf

Kennedy, Brian. (2013). Toledo Museum of Art. What is Visual Literacy? [Video
file]. Retrieved from https://www.youtube.com/watch?v=O39niAzuapc

Mayer, R. E. (2009). Multimedia Learning. Second Edition. Cambridge University Press.