Instructional+Design+Frameworks



Instructional Design with Third Grade Subtraction

Instructional Design and Development, ISTC 667 course served as an overview and application of the instructional systems approach for problem solving and the design of instruction; emphasis is on media selection, needs assessment, prototyping implementation, and evaluation of instructional systems. Upon the completion of this course, I was able to distinguish the role of philosophy, values and ethics in instructional design, identify the components and applications of instructional systems design (ISD) theory, select and use needs assessment tools to conduct a needs analysis in an instructionally appropriate setting, identify and select appropriate task analysis procedures for completing, necessary task analysis functions. Identifying and developing prototypes in these instructional strategies design theories, it was important to meet technology and content standards.

The project was created during summer 2013 of my graduate program.

The instructional design project was created to meet the needs of a third grade math class. The math class is a low-ability grouped class with a variety of students who have Individualized Education Programs (IEP). One of the third grade math curriculum skills is to be able to subtract two-digit numbers by having to regroup from the tens place. This two-day lesson was designed to identify misconceptions that students have with regrouping, while providing a concrete foundation through manipulatives and connecting the new learning to real-world examples. The goal for the instructional design is for students to be able to apply their knowledge of money, place value blocks, and regrouping in order to solve word problems with two-digit subtraction using a standard algorithm.



After the designer determined the instructional goal and completed the front-end analyses, the instructor used Merrill’s (2002) Pebble-in-the-Pond model. This model is a task-centered instruction that gradually increases the complexity of the skill through five problem-based tasks (see Appendix A for a visual representation). Solving each of the problems in the progression requires the learners to have acquired the intended knowledge and skill essential for the instructional goals (Merrill, 2002).

Standards from the National Educational Technology Standards (Instructional Society for Technology in Education, 2008), the Maryland Teacher Technology Standards (Maryland Department of Education, 2002), and the Maryland Voluntary State Curriculum (VSC) (Maryland State Department of Education, 2007) were applied to this project (see Appendix B)
 * //Standards//**

Appendix A

Integrating Technology into the Curriculum and instruction || //Problem 2:// Students viewed a video on how to subtract with regrouping using place value blocks and charts. Students viewed a PowerPoint presentation on a computer using a LCD projector. || Students will describe, represent, or apply numbers or their relationships or will estimate or compute using mental strategies, paper/pencil or technology. || //Entire Progression of Pebbles:// Instruction centered around teaching students how to subtract properly using the concept of regrouping. || Instruction incorporated visual demonstrations, auditory demonstrations, manipulatives, place value mats, and dry erase boards to apply the skill of subtracting with regrouping. || Students identified the subtraction problem in a real-life example by viewing a PowerPoint slide. Students viewed an instructional video on subtracting with regrouping. || Students identified the operation in a variety of word problems in order to write an equation and solve it. || //Design and Develop Digital-Age Learning Experiences and Assessments.// || //Problem 5:// Students viewed a PowerPoint presentation on subtraction word problems to help make real world connections in order to subtract. ||
 * Appendix B ||  ||
 * Standards || Link to Problem in Progression ||
 * //MTTS Standard 5://
 * //VSC Standard 6.0 Number Computation://
 * VSC Standard 7.0 Process of Mathematics; Communication: Students will use to express concepts or solutions. || //Problem 1, 2, 3, and 4://
 * //VSC Standard 7.0 Process of Mathematics; Connection:// Use multiple representations to express concepts or solutions || Problem 5:
 * //VSC Standard 7.0 Process of Mathematics; Problem Solving:// Identify the question in the problem and apply a strategy, i.e. writing an equation || //Problem 5://
 * //ISTE Standard 2://

Appendix C


 * Back Curriculum**
 * Back Home**


 * __ Standard Connections __**

MTTS Standards: V

ISTE - T Standards: 2

Brown, A., & Green, T. G. (2011). //The essentials of instructional design: Connecting// //fundamental principles with process and practice// (2nd ed.). Upper Saddle River, NJ: Merrill Prentice Hall.
 * __ References __**

Instructional Society for Technology in Education. (2008). //NETS for teachers 2008//. Retrieved from []

Maryland State Department of Education. (2002). Maryland teacher technology standards. Retrieved April 20, 2011,from []

Maryland State Department of Education. (2010). //Using the State Curriculum: Mathematics,// //Grade .// Retrieved April 20, 2011, from [] Merrill, M.D. (2007). A Task-Centered Instructional Strategy. //Journal of Research on Technology in Education, 40//(1), 33-50. MathPlayground. (2010) Blog by Cordale [video file]. Retrieved April 1, 2011, from []