Posted: September 13th, 2017

Differentiated Instructionn For English Language Learners

Differentiated Instructionn For English Language Learners

Introduction:

In this task, you will design an 8-10 hour unit of instruction to meet a specific instructional goal, and you will report on the findings that informed the design. After designing an initial version of the instructional materials, it is important to get feedback from potential learners who are part of the target audience, or other subject matter experts (content professionals), and to make revisions to your product based on their feedback and their experiences with the product.

Note: As you complete this task, focus your responses on topics within your chosen area of study.

Note: If you have completed the Instructional Design Analysis and/or Issues in Instructional Design courses, you are encouraged to use the same instructional problem to complete this task.

Note: If you are in the MEd in Learning and Technology program, you will add the technology components to your instructional unit when you reach your Technology Integration courses. They do not need to be added at this time.

Requirements:

Develop a report on a unit of instruction that you have created to solve a specific instructional problem by doing the following:

A. Create an instructional unit, including each of the following:
• table of contents
• overview of the unit, including the instructional goal and appropriate audience
• material list(s) for the unit
• task analysis (goal analysis)
• performance objectives for each task and subtasks
• three lesson plans that include performance objectives and activities (The three lesson plans are not expected to cover the entire 8-10 hour instructional unit, only the first three lessons of that unit.)
• one assessment and evaluation method

B. Develop a report on your instructional unit that includes the following:
1. Summarize the instructional problem you identified, including each of the following:
• a discussion of your findings from a needs analysis conducted on the problem
• the instructional goal statement you created to address the problem
• a discussion of why you determined this problem could be addressed with instruction
• a discussion of your findings from the learner analysis conducted on the problem
2. Discuss your instructional unit, including each of the following:
• the learning theories used
• the design process used
• the instructional strategies used
3. Discuss revisions you made to your instructional unit based on learner feedback or feedback from a content professional and your initial evaluation of the instructional unit, including each of the following:
• how feedback was obtained
• description of learner response or content professional response to instructional unit

C. When you use sources, include all in-text citations and references in APA format.

Note: For definitions of terms commonly used in the rubric, see the Rubric Terms web link included in the Evaluation Procedures section.

Note: When using sources to support ideas and elements in an assessment, the submission MUST include APA formatted in-text citations with a corresponding reference list for any direct quotes or paraphrasing. It is not necessary to list sources that were consulted if they have not been quoted or paraphrased in the text of the assessment.

Note: No more than a combined total of 30% of a submission can be directly quoted or closely paraphrased from outside sources, even if cited correctly. For tips on using APA style, please refer to the APA Handout web link included in the APA Guidelines section.