Keasling IDPREPORT

8/7/2019 Keasling IDPREPORT

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TABLE OF CONTENTS

Synthesis Reflection 3

Part 1: Instructional Problem Report 4

Part 2: Instructional Design Project Proposal 5

Part 3A: Goal Analysis 6

Part 3B: Task Breakdown 7

Part 4A: Learner Analysis 9

Part 4B: Context Analysis 10

Part 5A: Instructional Objectives 13

Part 5B: Learning Assessment Plan 14

Part 6A: Clustering and Sequencing Plan 15

Part 6B: Motivational Design Plan 16

Part 6C: Instructional Strategies Plan 18

Part 7A: Formative Evaluation Plan 30

Part 7B: Group Evaluation Report 35

Appendix A: Instructional Materials 38

Appendix B: AECT Standards 48

Synthesis Reflection

The instructional design process is a process where a person designs an

instructional unit of study for a class or group. Steps in this process include

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creating a proposal statement of the design project, creation of a goal for the unit,step by step breakdown of the instruction process, a learner analysis, a list of

instructional objectives and the steps needed to achieve them, in addition to anevaluation plan. All these steps result in the creation of a complete unit of study tobe implemented into the desired setting.

The systems aspect of the instructional design process in my opinion

means that it is a step by step approach to the design process. In order to achievethe best results of each person achieving the desired goal, the instruction is

designed in such a way where each step in this process will help to ensure that asmany students as possible will be successful in the unit of instruction.

Throughout this semester the parts that I felt that was the most important inthe whole process was the creation of a task breakdown flowchart and theformative evaluation process. Despite some difficulties grasping the taskbreakdown process, this part of the design process really helped me find a sense of

direction for my unit of study. This was the first time in the semester where I cameto realization that I needed to approach each and every assignment as the

designer, not the instructor. Up to this point I was leaving out important

information and detail in my project because I was thinking from the standpoint ofan instructor. The task breakdown process really helped me to take a step backand realize that I needed to be able to design everything with all the detail possible

so I could just be able to hand it over to whomever would be instructing the unit.The formative evaluation process also helped me think about how I could

have improved on my design project. In this unit, I found it very helpful to analyzeand evaluate someone elses web quest. This part of the instruction also helped me

to see my project from another standpoint as well. Instead of just seeing myproject through the eyes of a designer, I was now looking at my project in the role

of someone evaluating it. From looking at some of the design flaws in the webquest I evaluated, I was able to see some areas where I was doing some of the

same things wrong.Both of the above examples helped me to improve my outlook on my units ofstudy for instrumental music. This process will help me design these units withgreater detail and in turn have more students achieve the instructional objectives

that I set out for them.Finally, I believe that systematic instructional design and educational

technology are closely related. Many educational technologists will have to designthe instruction or units of study for the teacher due to the lack of experience of the

teacher utilizing the technology in their classroom. Educational technologists will berequired to design a unit of study that they can just hand over to the teacher and inturn will be able to ensure success of completing the objectives.

Part 1: Instructional Problem Report

The topic I have chosen is the American art form, jazz music. My goal wouldbe to raise awareness into the art form of jazz music and its history, and help

people learn what lasting impact jazz music has had on our culture and music.A problem that exists in many school districts today is that many schools do

not offer any sort of jazz instruction. Some schools may want to begin adding jazz

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into the curriculum, but do not know the way to go about it. In addition, interest injazz studies needs to be raised among students who do not know much about the

subject.The people most likely to benefit from the introduction to jazz music would

be musicians involved in a vocal music or instrumental music program. Musicianswould be able to gain a deeper understanding of how jazz music relates to our

culture, in addition to music in general.Jazz music is very important to me. I have had the privilege to be involved

in performing jazz music for the last fifteen years. Jazz music has always been apart of my life and has helped me become the musician I am today. It has assisted

me with music sight reading skills, practice habits, and instilled in me a love formusic. One of my hobbies has been collecting jazz albums from my favoriterecording artists. During the evenings, I often find myself listening to jazz musicwhile I surf the internet or even while doing homework.

Instruction could take place during first fifteen minutes of a class ascontinuous unit, a weeklong unit of instruction, or as a final project of study.

During this instruction students would gain exposure to jazz terminology, concepts,

artists, and will be able to gain an appreciation for jazz music. After students takea jazz appreciation class hopefully interest in putting together a jazz ensemblewould arise. Later on, once awareness of jazz music has increased a jazz band

could be started. Depending on the number of student interested, a small or largejazz ensemble can be put together to offer experience in performing jazz music. Inthe future additional classes could be offered in jazz improvisation or jazzcomposition.

The best place for instruction to be offered would be during the school dayduring the music class period. Instruction should probably be offered in a music

classroom so availability of sound media, recording devices, and even instrumentscould be provided.

There are many tools available to help facilitate instruction in jazzappreciation and performance. Many universities have adopted jazz appreciationclasses and numerous textbooks have been written on the subject. Numerous jazzrelated films, documentaries, and other research materials are out there for public

use. Using a combination of all these items would help to provide the bestinstruction. Once a resource has been chosen it needs to be decided what major

areas of jazz needs to be taught during this unit of study. In addition, numerousrecordings need to be provided so students can listen to examples of what is being

taught.If a jazz appreciation is offered it could benefit all vocal and instrumental

musicians by helping them gain an appreciation of jazz music and how it relates toour culture and the history of music. Jazz music can offer many learning

opportunities for each student and while help to facilitate a music teachers numberone goal, to instill in all students a love for music. All that is needed to start is a

music appreciation unit that is offered in the music classroom setting.

Part 2: Instructional Design Project Proposal

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In this jazz appreciation project the overall instructional goal will for studentsto be able to identify jazz artists, jazz music, and to understand how jazz music has

had an impact on music and our culture.The relationship between the goal and the needs assessment report is that

once the needs assessment was given it was found that the majority of musicstudents did not have any prior knowledge of jazz music and its musicians. Many

students were not able to name a jazz artist, jazz song, jazz composer, and was notable to recognize any of the jazz music selections that was played for them. In

addition, it was found that in the school music curriculum, jazz music was notaddressed very often, if at all. Jazz music was only addressed, and briefly, when

the vocal ensemble or instrumental ensemble performed a song with jazz influencesin it. Finally, it was found that the instructors did have time in the class periodwhere a short jazz appreciation unit could be taught. It was found out that jazzappreciation could be introduced during the first ten to fifteen minutes of the class

period.Instruction is the best way to solve the needs identified in the needs report.

Hardly any of the students have had any exposure to jazz music, and that would be

improved by spending the time for a jazz appreciation unit. Introducing thestudents to important jazz musicians and their music would help each student gaina deeper understanding of jazz music and in turn, they would be able to recognize

jazz as an American art form and its impact on our culture.Learners involved in this unit of study would be middle school and high

school students. The main reason for this unit to be given to the older students isbecause these students will have been involved in vocal and instrumental music the

longest. In addition, these students will already have a rudimentary understandingof the basic elements of music.

The context in which the learned skills will be used is during future musicclasses. In these music classes students will be able to start to perform various

jazz pieces in their various ensembles. Finally, the main goal of any teacher is thehelp instill in all students a love for music. This unit might help inspire the studentsto form a love and appreciation for jazz music.

Tools immediately available for instruction are a little limited. The tools

currently available to help with instruction are the instructors experience in jazzmusic, sound and video equipment, and various recordings of jazz music found

online.Some resources that might be required to develop the instruction would be

more recordings of jazz music, the Ken Burn Jazz documentary video series,various books and reference materials on jazz music and its musicians. In order toprovide these materials, the school district would need to provide funds in order tofacilitate this instruction. Finally, pieces of jazz related music could be purchased

for the instrumental and vocal music ensembles to perform.In conclusion, it is hoped that through this mini jazz appreciation lesson,

students will be able to identify some jazz music, jazz artists, jazz composers, and

in turn will gain a greater understanding of jazz music and its relation and impact

Part 3A Goal Analysis

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Goal Statement: Upon listening to each song, students will be able to describe

instrumentation, form, unique features, and historical context of each piece.

Learning domain = Intellectual Skill

The above goal statement should be classified under the category ofintellectual skill. During this project each student will be able to analyze each song

and provide a description of the following information:

I. Instrumentationa. Describe the songs instrumentation

b. Explain how the instrumentation differs from standard jazz bandinstrumentation.

II. Unique Featuresa. Describe the unique features of each song.

b. Explain any features that were used for the first time in a jazzcomposition.

c. Describe whether the composition is an arrangement or an originalwork.

i. Compare and contrast arrangement to original composition.III.Form

a. Describe the form of the song.b. Explain how the form differs from standard form.

IV.Historical Contexta. Classify the era in which the song was written.

i. Describe the political environment of the era.

ii.Describe the social relations of the era.iii. Describe the economic context of the era.

iv. Describe the major arts/music influences of the era.

Part 3B: Task Breakdown

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Part 4A: Learner Analysis

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. Learner Analysis

. CategoryDataSource(s)* Characteristics** Implication(s)***

. Entry Behaviors

InterviewlearnerInstructor

interview Pre-Test

Students and instructorseem excited andwilling to undergo a

unit about DukeEllington and his music

Interest in this unit is

high; studentsenthusiasm for thisinstruction will hopefully

improve the final testscores.

.

Prior

knowledge of

topic area Same as above

Students - only acouple of students had

minimal exposure toDuke Ellington's music -

Prior knowledge existsin the areas of tempo,

instrumentation, and

form

Analyzing four of DukeEllington songs will help

to expose students toDuke Ellington's music

and help to reinforce theconcepts of

instrumentation, and

form.

.

Attitudes

toward contentand potential

delivery system

Interview

learnerQuestionnaire

Observation

Learners haveexperience with

working within a group,web based research,

and listeningto/analyzingperformances. Learnerslike being able to use

web based sites toresearch for

information.

Students have done this

type of activity beforebut for different genresof music. Activity shouldbe able to move forward

well due to priorexperience in analyzing

songs.

.Academicmotivation Same as above

Students are anxious tolearn about the musicof Duke Ellington. They

believe that jazz musicis an important part of

Americanhistory/culture.

This should help thatstudents are attentive

during instruction andwilling to learn.

.

Educationability andlevels Same as above

Education ability varies

by class.Upperclassmen have

had more opportunitiesto do projects like thisin the past.

Underclassmen mayrequire additional help

and instruction beingthat a unit of study likethis will be new to them.

. General

learningpreferences

Same as above Students enjoy projects

where they can utilizethe internet. Students

Hands on learning will

help to engage thestudent and maximize

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also enjoy listening tonew musiccompositions.

retention and studentlearning.

.

Attitudestowardsperson(s) ororganization

providing thetraining or

education Same as above

Students view

instructor as a

knowledgeable sourceof information for allthings music. Theyknow that instructorhas had extensive

background in jazzperformance and jazz

study.

This will help in thatstudents will haveconfidence in theinformation provided bythe instructor due to

their extensivebackground in jazz

music.

.Groupcharacteristics Same as above

Characteristics arevaried in that studentscome from varied

neighborhoods, cultural

backgrounds, areas ofexpertise, and offer amix of age and gender.

Instruction will need to

be efficient, effective,

and offer learning to allof the various learningstyles.

.

.

Part 4B:Context

Analysis

.PerformanceSetting

. CategoryDataSource(s)* Characteristics** Implication(s)***

. Support

Interviews

Observations

Evidence of teachercommitment - Students

receives immediatefeedback on work

completed -

Supervision consists ofguiding students inresearch only when

needed. Instruction issupported by the music

standard "Analyzingmusic and music

performances"

Students know instructor

is there to help ifneeded. Students know

that if they get off

course the instructor willguide them back in theright direction. The

students should also befamiliar with the music

standard of "analyzingmusic and music

performances.

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.Physicalaspects Same as above

Music examples neededare not owned by the

school or the instructor.Laptop carts are

available to be broughtinto class for research

School will need topurchase the four songsneeded for the unit via awebsite like iTunes,

windows media player,etc. Sufficient laptops

are available for studentuse.

. Social aspects Same as above

Analyzing skills have

already been utilizedbefore for a differentgenre of music.

Students will work insmall groups of nomore than 3 per team.

Having utilized priorskills in analyzing music

will help this unit to runsmoothly. Being able to

work in teams of 3 orless will help to include

peer interaction. Also itwill be easier for theinstructor to check on

student learning beingthat it is not anindividual project.

. Relevance Same as above

Jazz music is notcovered very often in

the current musiccurriculum. Learning

provided will help tohelp increaseknowledge of DukeEllington and his music.

Project will help toincrease student'sknowledge of jazz musicand more specifically the

music of Duke Ellington.Students will gain

exposure into DukeEllington's unique use of

form, differentinstrumentation, tempo,and context of themusic.

.

. Learning Context

. Category

Data

Source(s)* Characteristics** Implication(s)***

. CompatibilityInterviewsObservations

Music room is not verycompatible to group

research with laptops.No tables/workstations

are available forstudents to use.

Instructor will need to

check on moving thestudent to the library

during this unit. Thisway the learners will be

able to have sufficientwork space to work.

. Adaptability Same asabove

The test is a paper-based assessment.

Music room hassufficient equipment to

Chairs will have to bemoved around to

provide ample spacebetween students.

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play the various musicexamples. Current setup of chairs will notsuffice for giving a test.

Stereo equipment willneed to be set up priorto the test in order tonot waste any time.

.

Delivery

Accommodations

Same as

above

Instruction can bemade easier by moving

the class to the library.

Instruction in the library

will be able to give thestudents availableworkspace and access tocomputers. This way amobile computer lab will

not need to be available.

.Learning-siteconstraints

Same asabove

The only learning-siteconstraints are the

schedule of

extracurricularactivities.

Instructor will need to

make sure thatinstruction and the testis not given on daysstudents leave early for

other activities. Full

attendance will beneeded.

Part 5A: Instructional Objectives

1.0 Describe how the instrumentation in each of the songs provided differs, if at all,

from standard jazz band instrumentation.1.1 List standard jazz band instrumentation.

(Previous knowledge of instrument names)(Previous knowledge of what each instrument sounds like)

1.2 List instrumentation of each song example provided.(Previous knowledge of instrument names)

(Previous knowledge of what each instrument sounds like)1.3 Compare and contrast instrumentation of the each song example to

standard jazz band instrumentation.1.4 List what instruments, if any, are used in each example that is not found

in standard jazz band instrumentation.2.0 Describe the unique features of each song example provided.

2.1 Describe the context for what each song was written.2.1.1 Identify if song was written for a particular purpose for the first

time (ex. Film score).

2.2 Identify whether each example is an original composition or anarrangement of another song.

2.2.1 Explain the difference between an arrangement of another song

and an original composition.2.2.2 Compare and contrast song arrangement to the original

composition.2.2.2.1 Explain how arrangement differs from original

composition.

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2.3 Describe the subject of each song.2.3.1 Analyze lyrics to find subject of the composition.

3.0 Describe the form of each song example provided. Explain how the form differs,if at all, from the most common form utilized in jazz compositions.

3.1 Identify what is the standard form a jazz composition.3.1.1 Describe what the standard form used in a jazz composition is.

3.2 Compare and contrast how standard form is similar and different from thestandard form most commonly used.

3.2.1 List sections of each song (melody, secondary melody, bridge,interlude, etc.)

3.2.2 Describe what the form is for each composition provided.3.2.2.1 Compare and contrast to standard form

4.0 Describe the historical context in which each song was written.4.1 Describe the political context

4.1.1 List the major political events at the time of the composition.4.1.2 List the major political leaders at the time of the composition

4.2 Describe the social context of the era.

4.2.1 List the major social attitudes during the time.4.2.2 List the major events impacting race relations during the time.

4.3 Describe the economic context of the era.

4.3.1 List major factors impacting the economy at the time.4.4 Describe the arts/musical context of the era.

4.4.1 List major arts and musical influences of the era.

Part 5B: Learning Assessment Plan

OBJECTIVE TAXONOMY ASSESSMENT DESCRIPTION

1.1 Lists standard jazz

band instrumentation

Knowledge Short answer list of instruments.

1.2 Lists instrumentation

of each song example

provided.

Knowledge Short answer list of instruments.

1.4 Describes what

instruments used in each

example differ from

standard instrumentation.

Comprehend Short answer

2.1 Describes context for Comprehend Short answer

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which piece was written.

2.2 Identifies whether

original composition or

arrangement.

Knowledge Multiple choice items like a true or

false question.

2.3 Describe subject of

each song.

Comprehend Short answer

3.1 Identifies standard

form in jazz music.

Knowledge Multiple choice

3.2 Compares and

contrasts standard form to

the form in each song.

Analyze Short answer.

4.1 Describes political

context of era.

Knowledge Short answer

OBJECTIVE TAXONOMY ASSESSMENT DESCRIPTION

4.2 Describes social

context of era.


4.3 Describes economic

context of era.


4.4 Describes arts/musicalcontext of era.


Part 6A: Clustering and Sequencing Plan

Project Goal Statement: Upon listening to each song, students will be able to

describe instrumentation, form, unique features, and historical context of each

piece.

CLUSTER TIME

FRAME

OBJECTIVES LISTED IN ORDER (horizontally or vertically)

1 Block 1 (45

min)

1.0

1.11.2

1.31.4

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2 Block 2 (45min)

2.02.12.1.12.2

2.2.12.2.2

2.2.2.12.3

2.3.1

3 Block 3 (45

min)

3.0

3.13.1.1

3.23.2.1

3.2.23.2.2.1

4 Block 4 (45

min)

4.0

4.14.1.14.1.2

5 Block 5 (45min)

4.24.2.1

4.2.2

6 Block 6 (45min)

4.34.3.1

7 Block 7 (45

min)

4.4

4.4.1

Part 6B: Motivational Design Plan



piece.

Categories &Subcategories

Strategies

ATTENTIONA.1. Perceptual arousalA.2. Inquiry arousal

A.3. Variability

The lesson will begin by the instructor writing the number2,000 on the board.

Students will then be asked to write down the name ofthree composers who they think have composed over

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2,000 songs. Once completed the instructor will informthe students that Duke Ellington is the 20th centurycomposer who wrote over 2,000 songs. This total willthen be compared to other composers like Mozart,

Beethoven, and John Phillip Sousa.

The instructor will divide the students into teams. Duringthe instruction students will be able to listen to each of

the song examples, utilize search engines to search forinformation, and use group discussion.

RELEVANCE

R.1. Goal orientationR.2. Motive matching

R.3. Familiarity

The instructor will explain the objectives of this lesson.

In addition, a handout will be provided with eachobjective(s) that needs to be completed.

Students will be allowed to present their findings viaPowerPoint presentation, oral presentation, created

webpage, or a written document.

Students will be asked if they have heard any of these

Duke Ellington compositions and in what setting havethey heard them in (ex. Commercials, movies, radio,

television programs, or concert settings)

CONFIDENCEC.1. Learning

requirementsC.2. SuccessopportunitiesC.3. Personal control

The students will be provided with a list of assessmentcriteria for research into each composition. A project

example will be provided that the instructor has done ona different Duke Ellington song not covered in this unit.

The learning will support the students belief in their

competence by utilizing previous knowledge in the areasof form, and instrumentation.

The teacher will provide feedback on the quality of the

students performance and will acknowledge eachstudents hard work and creativity. If needed, instructorwill provide extra help and support in order to make sureeach student is meeting the required objectives.

SATISFACTION

S.1. NaturalconsequencesS.2. Positiveconsequences

S.3. Equity

Students will be taken to a jazz band concert once they

master the objectives of this unit. Students will be givenan opportunity to exhibit the skills learned by evaluatingthe concert/ensemble and talk about form,instrumentation, context, and historical perspective of

certain song selections.

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The instructor awards grades to the students once theyhave taken the exam. Instructor may choose apresentation that will be used in later classes as anexample of mastery of the objectives. Jazz concert will

provide reinforcement to the objectives.

After the unit is completed the instructor will providefeedback based on the criteria described in class.

Part 6C: Instructional Strategies Plan



piece.

OBJECTIVE: Describe how the instrumentation in each of the songsprovided differs, if at all, from standard jazz band instrumentation.

Objective

# 1.0

PRE-INSTRUCTIONAL ACTIVITIES

Motivational strategy: (Confidence) Students will already have pre-existing

knowledge of standard jazz band instrumentation and will be able to put it to use for

this objective.

Pre-Assessment: Students will be given a pre-test over the objectives covered in

this unit. In the pre-test there will be questions concerning standard jazz bandinstrumentation.

CONTENT PRESENATION

Content: For this objective, students will listen to four song examples from the Duke

Ellington song library and list the instrumentation from each. Once completed, they

will describe how the instrumentation of each selection differs from standard jazz

band instrumentation.

Examples: The song examples that will be used for this project are Duke Ellingtons

Take the A Train, Such Sweet Thunder, Come Sunday, and Sugar RumCherry. In addition, an analysis example of a Duke Ellington piece not covered in

this unit will be provided as a reference to each student.

Groups: Students will be grouped into groups of three per group.

Media selection: Four song examples from the Duke Ellington library. Sound system

with a CD player.

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STUDENT PARTICIPATION

Practice Items: Students will receive practice by analyzing four of Duke Ellington

songs. In addition, once unit is completed students will practice analyzing other

songs at a jazz concert.

Feedback: Students will receive a grade with instructor comments included. Praise

will be given out for all the hard work and dedication the students put into the

project. Extra help and instruction will be provided to students who need it

throughout the project.

Assessment: There will be a post test covering this objective.

FOLLOW-THROUGH ACTIVITIES

Memory aids: Repetition will help the students to remember the concept. In

addition, a list of the objectives will be given to each group so that they can track

their progress.

Transfer: Students may be asked to analyze other songs from different composers

and different song genres.

OBJECTIVE:Compare and contrast instrumentation of the each songexample to standard jazz band instrumentation.

Objective

# 1.3


Motivational strategy: (Confidence) Students will already have pre-existing

knowledge of standard jazz band instrumentation and will be able to put it to use for

this objective.


this unit. In the pre-test there will be questions concerning standard jazz band

instrumentation.

CONTENT PRESENATION

Content: Students will have to list the instrumentation from each song selection.

Then the students will have to compare the instrumentation list to standard jazz

band instrumentation. Finally, they will need to list which instruments were used

that are not normally found in standard jazz band instrumentation.

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Take the A Train, Such Sweet Thunder, Come Sunday, and Sugar Rum

Cherry. In addition, an analysis example of a Duke Ellington piece not covered in




with a CD player.


Practice Items: A song selection from a different genre of music will be provided to

help the students practice writing down instrumentation and comparing and

contrasting the list to standard jazz band instrumentation.


will be given out for all the hard work and dedication the students put into theproject. Extra help and instruction will be provided to students who need it






their progress.

Transfer:Students may be asked to analyze other songs from different composers


OBJECTIVE:Describe the unique features of each song exampleprovided.

Objective

# 2.0


Motivational strategy: (Confidence) Students will be provided with a list of the

assessment criteria they will be tested on after the unit. In addition a handout will

be provided of the objectives that they will need to pay attention to. This will help

the students focus on which unique features that they need to be looking for in

order to fulfill this objective.


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this unit. In the pre-test there will be questions concerning unique features of a

provided example of a jazz composition.

CONTENT PRESENATION

Content: Students will be required to describe the unique features of the song.

Students will have to describe if any unique instruments were used in the

performance, was the song written for a particular reason, was the song written to

sound like something in particular, and any other unique considerations.






Media selection: Four song examples from the Duke Ellington library. Sound systemwith a CD player.


Practice Items: Repetition will help with extra practice. They will have to describe

the unique features on four different songs.









their progress.

Transfer:Students may be asked to analyze other songs from different composers


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OBJECTIVE:Identify whether each example is an original compositionor an arrangement of another song.

Objective

# 2.2


Motivational strategy: (Confidence) Students will have confidence in this part of the

objective due to previous knowledge of what makes a composition an original work

or an arrangement.


this unit. In the pre-test there will be questions concerning jazz band arrangements

and original compositions.

CONTENT PRESENATION

Content: Students will have to determine whether each song provided is an example

of an original composition or an arrangement of another song.







with a CD player.


Practice Items: Repetition will help with extra practice. They will have had

opportunities to practice this objective on other songs before this unit.









their progress.

Transfer:In each song the high school band encounters throughout the rest of the

year, students will have an opportunity to determine whether the songs they are

playing are arrangements or original works.


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OBJECTIVE:Compare and contrast song arrangement to the originalcomposition.

Objective

# 2.2.2


Motivational strategy: (Confidence) Students should have had many opportunities in

their education to practice the concept of compare and contrast. As a result,

students should feel confident that they can compare and contrast the song

arrangement to the original composition.


this unit. In the pre-test there will be questions concerning jazz song arrangements

and original compositions.

CONTENT PRESENATION

Content: Duke Ellingtons Sugar Rum Cherry and Tchaikovskys Dance of the

Sugar Plum Fairy will be provided. Students will listen to both recordings and then

start a list of how each song is similar and how each song is different.




this unit will be provided as a reference to each student. Also for this example

students will be provided with a recording of the song Dance of the Sugar Plum

Fairy



with a CD player.


Practice Items: Students utilize comparison and contrast in many different

classroom settings. This provides them with many opportunities to practice this

concept.

Feedback: Students will receive a grade with instructor comments included. Praisewill be given out for all the hard work and dedication the students put into the





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their progress.

Transfer:Later on, students can compare and contrast song selections from

different composers (ex. Beethoven, Mozart).

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OBJECTIVE: Describe the form of each song example provided.Explain how the form differs, if at all, from the most common formutilized in jazz compositions.

Objective

# 3.0


Motivational strategy: (Confidence) Students will already have pre-existingknowledge of form and will be able to put it to use for this objective.


this unit. In the pre-test there will be questions concerning form.

CONTENT PRESENATION

Content: Students will have to list the form and describe each section of each song

selection provided. They will have a list of form terms that they have to match up

with each part of the song. Sections will be labeled as section A, B, C, and D if

needed. In addition, students will have to identify the melody section, secondarymelody section, bridge, introduction, and conclusion of each piece.







with a CD player.


Practice Items: Student will practice this objective on all four of the song examples

provided.









their progress.

Transfer:Students will have further opportunities to discuss and determine form in

other song selections they will be performing throughout the school year.


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OBJECTIVE: List the major political events at the time of thecomposition.

Objective

# 4.1.1


Motivational strategy: (Relevance) For all the objectives involving historical context,

students will be given the opportunity to present their findings via a power point

presentation, webpage, word document, or a oral presentation.


this unit. In the pre-test there will be questions concerning major political events of

a certain time period.

CONTENT PRESENATION

Content: Students will compile a list of major political events during the era from

which each song was written. They will then describe any impact, if any; these

events might have had on the composition of the song provided.






Media selection: For the part of the project dealing with the historical context of

each piece, students will be provided with laptops. Using these laptops they will

have to research each objective using a preset list of historical reference websites

provided by the instructor.


Practice Items: Students will have previous experience and practice utilizing laptops,

internet search engines, and webpage navigation.







Memory aids: A list of the objectives will be given to each group so that they can

track their progress.

Transfer:Students can transfer this knowledge over to studies in other classes likeworld history, government, and American history classes.


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OBJECTIVE: List the major events impacting race relations during thetime.

Objective

# 4.2.2






this unit. In the pre-test there will be questions concerning events impacting race

relations during a certain time period.

CONTENT PRESENATION

Content: Students will compile a list of major events impacting race relations during

the era from which each song was written. They will then describe any impact, ifany; these events might have had on the composition of the song provided.







each piece, students will be provided with laptops. Using these laptops they willhave to research each objective using a preset list of historical reference websites



Practice Items: Students will have previous experience and practice utilizing

laptops, internet search engines, and webpage navigation.









Transfer: Students can transfer this knowledge over to studies in other classes like

world history, government, and American history classes.

OBJECTIVE: List major factors impacting the economy at the time. Objective# 4.3.1






this unit. In the pre-test there will be questions concerning factors impacting the

economy from a certain time period.

CONTENT PRESENATION

Content: Students will compile a list of major factors impacting the economy during

the era from which each song was written. They will then describe any impact, if

any; these events might have had on the composition of the song provided.

Examples: The song examples that will be used for this project are Duke EllingtonsTake the A Train, Such Sweet Thunder, Come Sunday, and Sugar Rum



















Transfer: Students can transfer this knowledge over to studies in other classes like

world history, government, and American history classes.


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OBJECTIVE: List major arts and musical influences of the era. Objective# 4.4.1






this unit. In the pre-test there will be questions concerning major arts and musical

influences of a certain time period.

CONTENT PRESENATION

Content: Students will compile a list of major arts and musical influences during the

era from which each song was written. They will then describe any impact, if any;

these influences might have had on the composition of the song provided.





















Transfer: Students can transfer this knowledge over to studies in other classes likeworld history, government, and American history classes.


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Part 7A: Formative Evaluation PlanThe first form of formative evaluation that I would choose to utilize is the

one-to-one evaluation of my instructional project. Why I chose this one is that thistype of evaluation would help me to have three or more learners provide me with

information and initial performance indications and reactions by the learners in thisproject. The main things that in this evaluation group that will be focused on

would be to determine whether the message is clear to the target learners, whatimpact this learning has on their achievement in music, and how feasible is theinstruction given the available time and context. In addition, the learners attitudestowards the instruction, materials, and time frame will also be evaluated in this

setting.

Where this evaluation would take place is outside of the classroom settingwhere the instruction would take place. Students would have to be asked to comein either before school, after school, or during the seminar period to come in to

undergo this evaluation process. In addition, this evaluation would take placebefore the instruction unit has begun, that way any changes to the overallinstruction or project can be made.

The students who would be picked to undergo this type of evaluation should

be a representation of the target audience of this unit. Students of different agegroups, gender, and learning styles should be picked. Being that this project is

going to be provided for high school students at least one person from each class:freshman, sophomore, junior, and senior should be chosen. In addition, an even

number of male students and female students should be chosen. Finally, studentsof all ability levels should be chosen to participate in this evaluation. For example,this evaluation should not be undertaken just by the best musicians/students in theclass. In this type of evaluation there should be at least one student who is one of

the better musicians in the ensemble, one or two who is at a medium skill level inthe class, and one or two students who are at the lower ability level in the class.

Once the students are selected the evaluation can be undertaken by aquestionnaire, observation, interview, or pre-test.

The next form of formative evaluation that I would choose to utilize is thesmall-group evaluation of my instructional project. Main reason I chose this typeof evaluation is that it would help me to continue to determine the effectiveness ofthe changes made after the one-to-one evaluation. Some of the main things that

will be covered in this evaluation will be to determine whether the instruction wasinteresting, did the learners understand what they were supposed to do, was the

materials directly related to the objectives, was sufficient practice provided, was thepractice relevant, did the test measure up to the students knowledge of the

objective, was sufficient feedback provided, and finally, did each student feelconfident when answering the questions on the tests.

Where this evaluation would take place is outside of the classroom settingwhere the instruction would take place. Students would have to come in either

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before school, after school, or during seminar period in under to complete thisevaluation process. This evaluation process would take place before the instruction

unit has begun, this way more changes can be made if needed.One of the reasons I chose this type of evaluation is that it would give me

even more data to go over a bigger cross section of the learners. Being that this isa small group I would have more diverse view of learning styles and have data from

8-20 students. In this type of setting learners can be chosen at random in order toget a mix of learning levels, gender, age level, and level of musicianship. Data

collected from all these differing students would help to paint a bigger and betterpicture of if the instruction would be effective. If the students were chosen at

random this would help to provide a nice cross section of the band.Once the students have been chosen the evaluation would need to take place

in a room to accommodate 8-20 students. Students will then be required to fill outa questionnaire, fill out a survey, take a pre-test, be part of an observation, or take

part in an interview.Finally, the last evaluation process that I would undertake is the field trial.

This trial will help to determine whether the changes made after the small group

evaluation were effective. In addition, this field trial will help to determine whetherthe instruction can be used for the audience intended.

One class that would be perfect in my project to do a field trial on would be

all the students involved in vocal music who are not involved in band. Thesestudents will have already had the previous knowledge necessary to be successfulin this instruction.

This type of evaluation would probably have to take place in a music

classroom. Being that we are dealing with a good number of students, plenty ofroom will need to be provided in addition to having the media available to play the

musical examples provided.The time period that this evaluation process would take place can happen

during a seminar period or even take place during the vocal music class.Instruction will be provided by the instructor of the intended project. Thedesigner will just take a step back in this process and observe.

Now the whole unit will not be presented in its entirety to this class. Things

may be narrowed down a bit because the main focus of the field trial group is in thefeasibility in the learning context. The pre-test and post test may be modified to

only test the most important entry behaviors and skills.After the field trial is completed students may be asked to fill out a

questionnaire that focuses on the environmental factors that will help or hinder thesuccess of the instruction. In addition, the observation of the whole process by thedesigner will be helpful in addition to interviews with the learners.

The field trial will be the last step in the evaluation process for my unit. It

may be the most helpful evaluation in that it will be like what we will expect to seeand find in the actual instruction phase.

The formative evaluation plan that I would use is the one-on-one evaluationplan. In this plan the students will be needed to provide descriptive information

about various parts of the project like the impact on their instruction, how easy theinformation was to learn, how clear was the instructions, and other items ofimportance to the evaluation process.

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On the next page would be the questionnaire that I would give to thestudents who are taking part in the one-on-one evaluation process.

Please circle the number that best describes each question:

On the following questions circle one number that best describes the clarity of theinstruction:

1 = not very clear5 = very clear

1. Objectives 1 2 3 4 5

2. Project Instructions 1 2 3 4 5

3. Vocabulary 1 2 3 4 5

4. Worksheet questions 1 2 3 4 5

5. Example page 1 2 3 4 5

6. Worksheet instructions 1 2 3 4 5

On the following questions circle one number that best describes your confidence in

the following areas:1 = not very confident5 = very confident

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7. Knowledge of standard jazz band instrumentation. 1 2 3 4 5

8. Knowledge of form. 1 2 3 4 5

9. Being able to write down instrumentation of a song. 1 2 3 4 5

10. Labeling the sections of the form of a jazz song. 1 2 3 45

11.Describing unique features of a song. 1 2 3 4 5

12. Determining whether a song is an arrangement. 1 2 3 4

5

13.Completing the unit. 1 2 3 4 5

14.Completing instruction without instructor present. 1 2 3 4 5

15. Learned skills. 1 2 3 4 5

15.Time to finish the project. 1 2 3 4 5

16. Materials provided to help clarify instruction 1 2 3 4 5

For the final question please circle one number that best describes your satisfactionin each area.

1 = not very satisfied5 = very satisfied

16.Time given to complete the project 1 2 3 4 5

17.Skills learned throughout the unit. 1 2 3 4 5

18.Final grade 1 2 3 4 5

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Part 7B: Group Evaluation Report

GROUP WEBQUEST :

http://web.syr.edu/~bjvanepp/jazz.htm

Member 1 Sean

Keasling

Overall visual

appeal1

Navigation & Flow 1

MechanicalAspects

0

MotivationalEffectiveness of

Introduction

.5

Cognitive

Effectiveness of

the Introduction

0

Connection ofTask to Standards

0

Cognitive Level ofthe Task

3

Clarity of Process 2

34
http://edtech.mrooms.org/mod/wiki/view.php?wid=15&userid=0&groupid=0&page=WebQuesthttp://web.syr.edu/~bjvanepp/jazz.htmhttp://edtech.mrooms.org/mod/wiki/view.php?wid=15&userid=0&groupid=0&page=WebQuesthttp://web.syr.edu/~bjvanepp/jazz.htm


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Scaffolding of

Process2

Richness of

Process1

Relevance &

Quantity ofResources

0

Quality ofResources

1

Clarity ofEvaluation Criteria

1.5

TOTAL 13

Overall Aesthetics (Sean Keasling)

All the group members pointed out many problems in this area. First, the picturesneeded some heading in order to enhance the project, in addition to helping us seehow the pictures relate to the project. Next, the pictures need to be formatted in

the same way (especially size). All of the pictures vary in size and shape, whichdetracts from the appearance of the webpage. The last image even covers up some

of the last paragraph of text. Another one of the biggest problems in the areaof aesthetics is the plethora of broken website links. The main

recommendation from the group is that the creator of this project needs totest each link to make sure that they open, and fix the ones that do not

open. Finally, the last aesthetic that was pointed out as being a problem

was navigation and flow of the project. Links that did open did not open upin a separate window which made it easy to get lost and not find our way

back to the original page. Having the links open in a new window will helpimprove this area greatly. In addition, there was blue text that looked like

clickable links but was actually in fact just text. Have those blue words be

links to separate parts of the homepage would be an improvement as well.

Introduction (Sean Keasling)Overall it was decided upon by our group that the introduction was lacking in that

there was no indication of what the overall objective is. To improve, an objective or

a sense of direction needs to be explained in the introduction. In addition, wedecided that the idea of Harvard scientists and time travel to introduce this concept

needs to be changed. One group member mentioned how after reading the first

sentence would cause the students to be immediately bored. It was suggested that

utilizing a concept like the story "A Christmas Carol" with the student being visited

by the spirit of Louis Armstrong to walk them through the origins of jazz music

would possibly be an improvement over the time travel concept.Task (by Rachel

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Gensburg) The Web Quest was lacking information in the area of task. There were

no standards listed for the Web Quest so it was not clear the task the students were

trying to achieve. Some group members also felt the task could be accomplished by

the students if the worksheet that the Web Quest referenced was available. It

would give the students more information to direct them in the task. Other group

members also felt the task did not go beyond rote comprehension or require the

students to use higher order thinking skills. Overall the Web Quest was lacking

needed information in the area of task. The Web Quest needs to include questions

that would encourage higher order thinking skills as well as a link to the worksheet

the students are to use.Process (by Rachel Gensburg) The Web Quest from the

description in the task section possibly requires many steps, but when the students

get to the task section the specifics are not there. The students need to try and

decipher what is expected of them. As one group member point out the students

are to recognize and identify five musicians of this time period. What exactly does

recognize mean? The Web Quest does not require the students to build on any

knowledge from previous steps and does not require any higher order thinking skills

so no scaffolding is present. Overall the detail that is expected in a process section

is not written. The students would need to make some decisions about what to do

for each step and then hope they are correct. The process should be written so the

students know the steps in which do to the task as well as creating questions or

problems for the students to answer using the information they locate.Resources

(Dawn Tush)Our group consensus is that the resources provided were inadequate

for the stated tasks. The links provided were mainly about musicians when they

should have also provided information on the social and historical events that lead

to the creation of jazz music in New Orleans. Of the links provided, most didnt

work. Quality is our vision for resources, not quantity. Only a few quality resources

that are informative and address the objectives are needed. Resources must be

unlike those found in an encyclopedia.

It is our recommendation that quality resources be provided that provides

information pertinent to the tasks mentioned in the Web Quest. Two to four quality

resource links are adequate.

A Web Quest should include navigation links. The links provided did not work.

Evaluation (Dawn Tush) Two assessment rubrics are needed, one for the worksheet

question portion and one for the listening portion. The rubric must be logically

ordered (in table format), written in clear, concise, student-friendly language,

defined by descriptors, measurable and can be used by students effectively and

efficiently to assess their learning. The rubric did not meet these criteria. Overall,

the blue group believes that evaluation is a critical component for student

understanding and effectiveness. Their rubric needs to be reworked.

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Appendix A - Part 6D

Duke Ellington Unit

Pre-Test

1. List standard jazz band instrumentation.

2. Listen to the Duke Ellington song selection Such Sweet Thunder. Writedown what instruments, if any, differ from standard jazz band

instrumentation.

3. List the form of Such Sweet Thunder.

4. Describe the context for which this piece was written.

5. Identify whether Dance of the Sugar Rum Cherry composition is an original

work or arrangement.

6. Explain what an arrangement of an original composition is.

7. Identify the decade in which this song was written.

8. List 3 major political events for the decade.

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9. List 3 major musical artists of the decade

10. Describe any unique features of the composition.

Duke Ellington Unit

Pre-Test/Answer key


Five saxophones (2 altos, 2 tenors, 1 baritone), 4-5 trumpets, 4-5

trombones, drum set, piano, guitar, bass, and vibes.

2. Listen to the Duke Ellington song selection Such Sweet Thunder. Writedown what instruments, if any, differ from standard jazz band

instrumentation.

No instruments are used that differ from standard jazz band instrumentation.

3. List the form of Such Sweet Thunder.

Melody part A Melody part B Solo Section Melody part ACan also be written as: A B Solo Section - A


This piece was dedicated to the Shakespearean Festival in Stratford, Ontario.

The composition of this piece is heavily influenced by the writing of WilliamShakespeare. For example, in Act IV, Scene I, of a Midsummer Night

Dream, appears the lines:

I never heard so musical discord, such sweet thunder

5. Identify whether Dance of the Sugar Rum Cherry composition is an original

work or arrangement.

Dance of the Sugar Rum Cherry is an arrangement of Tchaikovskys Dance ofthe Sugar Plum Fairy.


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An arrangement refers either to a rewriting of a piece of existing music withadditional new material or to a fleshing-out of a compositional sketch.

7. Identify the decade in which the song Come Sunday was written.

Come Sunday was written in the 1950s.


Korean War, Senator Joseph McCarthy begins hearings into the alleged

Communists in the army, and Alaska and Hawaii become the forty ninthand fiftieth states.


Sam Cooke, Little Richard, and Elvis

10. Describe any unique features of the composition Come Sunday.

This song features the vocalist Mahalia Jackson. In addition, the lyrics of this

song are phrased like a prayer. The main verse that is repeated in this songis, Lord, dear lord above, God almighty. God of love, Please look down and

see my people through.

Tempo is very slow and is basically taken at the discretion of the vocalist.

Violin was used in this performance. The violin is not normally found instandard jazz band instrumentation.

The vocalist hums an extra chorus of the main theme.

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Duke EllingtonPost Test/Answer key

1. List the instrumentation for the song Take the A Train.

Four trumpets, three trombones, four saxophones, two clarinets, drum set,

piano, and bass

2. Is the instrumentation in Take the A Train the same as standard jazz band

instrumentation?

The instrumentation differs in that there is no guitar, only three trombones,and clarinets are used in this piece.

3. Does the song Take the A Train utilize standard form for a jazz

composition?

Yes

4. Label each section of the song Take the A Train (ex. Melody, solo section,secondary melody, bridge, introduction, and conclusion).

Piano solo introduction Melody A Solo section Melody part B -

Conclusion

5. Describe the context for which the song Such Sweet Thunder was written.

This piece was dedicated to the Shakespearean Festival in Stratford, Ontario.The composition of this piece is heavily influenced by the writing of William

Shakespeare. For example, in Act IV, Scene I, of a Midsummer NightDream, appears the lines:

I never heard so musical discord, such sweet thunder

6. Is this the first time a jazz artist composed a song for the context listed inquestion #5?

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This is the first time a song has been written using the works of WilliamShakespeare as a guiding influence.

7. Name the original song that served as inspiration for the arrangement SugarRum Cherry.

Tchaikovskys Dance of the Sugar Plum Fairy

8. Compare and contrast Sugar Rum Cherry with the song listed in question#5.

Students can have various answers concerning tempo, instrumentation,similar melodies, time signature, texture, tone quality, and style.

9. List the decade in which the song Come Sunday was written.

Come Sunday was written in the 1950s

Essay

10. On a separate piece of paper, please describe the major politicalevents, social attitudes, economic factors, and major musical/arts influencesof the decade. Describe how these events may have impacted the writing of

this composition.

Answers may vary.

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Duke EllingtonPost Test

1. List the instrumentation for the song Take the A Train.

2. Is the instrumentation in Take the A Train the same as standard jazz bandinstrumentation?

3. Write down the form for the song Take the A Train

4. Label each section of the song Take the A Train (ex. Melody, solo section,secondary melody, bridge, introduction, and conclusion).

5. Describe the context for which the song Such Sweet Thunder was written.

6. Is this the first time a jazz artist composed a score for the context listed inquestion #3?

7. Name the original song that served as inspiration for the arrangement SugarRum Cherry.

8. Compare and contrast Sugar Rum Cherry with the song listed in question#5.

9. List the decade in which the song Come Sunday was written.

Essay

10. On a separate piece of paper, please describe the major politicalevents, social attitudes, economic factors, and major musical/arts influences

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of the decade. Describe how these events may have impacted the writing ofthis composition

Music Example Materials Needed

For this project the following recordings need to be purchased either by individualsong or these songs can be purchased on CD format. Songs from the Duke

Ellington library needed:

Such Sweet ThunderTake the A TrainSugar Rum CherryCome Sunday

In addition, a song from the Nutcracker suite by Tchaikovsky will be needed. This

song is:

Dance of the Sugar Plum Fairy

If the school district wants to purchase these songs on compact disc format, thefollowing recordings are recommended:

Sugar Rum Cherry

Duke Ellington Three Suites, Columbia Records, code number CK 46825Come Sunday

Duke Ellington and His Orchestra, featuring Mahalia Jackson Black, Brown,and Beige

Columbia/Legacy Records, code number CK 65566Such Sweet ThunderDuke Ellington and His Orchestra Such Sweet Thunder, Columbia/Legacy

Records,

Code number CK 65568Take the A Train

Ellington Complete at Newport (2CD), Columbia/Legacy Records,Code number C2K 64932

Dance of the Sugar Plum FairyEric Kunzel and the Cincinnati Pops Orchestra Tchaikovsky: Nutcracker

Favorite Selections,Telarc records, UPC #089408067426

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Duke EllingtonStudent Worksheet

Instructions: Please fill out this worksheet for every song example.

1. List the instrumentation

2. Describe how the instrumentation of this song differs, if at all, to standardjazz band instrumentation.

3. Write down the form and label each section (Melody A, Melody B, Bridge,Solo Section, Conclusion, Introduction)

4. Describe the context for which this song was written

5. Is this the first time a song has been composed for this context?

6. Is this song an original composition or an arrangement of another song?

7. If this song is an arrangement of another song, write down the name of the

original song and compare and contrast the original to the arrangement.

8. List the decade in which this song was written. (For this section, you do not

have to duplicate answers. If some songs share the same decade you onlyhave to write the information once).

9. Write down 3 major political events that happened during this era.

10. Write down 3 major performing artists of the era.

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Duke EllingtonExample page

Song listened to: Jeeps Blues


Five saxophones (2 altos, 2 tenors, one baritone), 4-5 trombones, 4-5trumpets, drum set, guitar, bass, vibes.

2. Write down what instruments, if any, differ from standard jazz band

instrumentation.

Instrumentation does not differ from standard jazz band instrumentation.

3. List the form.

Melody A Solo Section Melody A Solo Section Melody A Solo Section- Conclusion


This song was written to feature the alto sax player Johnny Hodges.

5. Identify whether composition is an original work or arrangement.

Jeeps Blues is an original work.


An arrangement refers either to a rewriting of a piece of existing music with

additional new material or to a fleshing-out of a compositional sketch.

7. Identify the decade in which this song was written.

Example 1980s


Ronald Reagan was presidentThe Berlin wall came down

Fall of the Soviet Union


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Michael Jackson PrinceMadonna Whitney Houston

U2

10. Describe any unique features of the composition.

This song does not feature typical form for a jazz band composition. There isonly one main melody and the rest of the song is used as a solo feature for the

alto saxophone player Johnny Hodges.

Appendix B AECT Standards

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Professional Standards Addressed (AECT)

The following standards, developed by the Association for Educational

Communications and Technology (AECT), and used in the accreditation process

established by the National Council for Accreditation of Teacher Education (NCATE),are addressed to some degree in this course. The numbers of the standards

correspond to the numbers next to the course tasks show on the list of

assignments. Not all standards are addressed explicitly through student work.

Those which are stressed through course work are listed (by standard number) on

the assignment sheet.

1. Design

1.1 Instructional Systems Design

1.1.a Utilize and implement design principles which specify optimalconditions for learning.

1.1.b Identify a variety of instructional systems design models and apply atleast one model.

Analyzing1.1.1.a Write appropriate objectives for specific content and outcome

levels.

1.1.1.b Analyze instructional tasks, content, and context.

Designing1.1.2.a Create a plan for a topic of a content area (e.g., a thematic unit, a

text chapter, an interdisciplinary unit) to demonstrate application of theprinciples of macro-level design.

1.1.2.b Create instructional plans (micro-level design) that address theneeds of all learners, including appropriate accommodations for learnerswith special needs.1.1.2.d Incorporate contemporary instructional technology processes in the

development of interactive lessons that promote student learning.

Developing1.1.3.a Produce instructional materials which require the use of multiple

media (e.g., computers, video, projection).1.1.3.b Demonstrate personal skill development with at least one:computer authoring application, video tool, or electronic communication

application.

Implementing1.1.4.a Use instructional plans and materials which they have produced incontextualized instructional settings (e.g., practice, field experiences, and

training) that address the needs of all learners, including appropriateaccommodations for learners with special needs.

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Evaluating1.1.5.a Utilize a variety of assessment measures to determine theadequacy of learning and instruction.1.1.5.b Demonstrate the use of formative and summative evaluation within

practice and contextualized field experiences.

1.1.5.c Demonstrate congruency among goals/objectives, instructionalstrategies, and assessment measures.

1.2 Message Design1.2.a Apply principles of educational psychology, communications theory,and visual literacy to the selection of media for macro- and micro-level

design of instruction.1.2.b Apply principles of educational psychology, communications theory,

and visual literacy to the development of instructional messages specific tothe learning task.

1.2.c Understand, recognize and apply basic principles of message designin the development of a variety of communications with their learners.

1.3 Instructional Strategies1.3.a Select instructional strategies appropriate for a variety of learner

characteristics and learning situations.

1.3.b Identify at least one instructional model and demonstrateappropriate contextualized application within practice and field experiences.1.3.c Analyze their selection of instructional strategies and/or models asinfluenced by the learning situation, nature of the specific content, and type

of learner objective.1.3.d Select motivational strategies appropriate for the target learners,

task, and learning situation.

1.4 Learner Characteristics1.4.a Identify a broad range of observed and hypothetical learnercharacteristics for their particular area(s) of preparation.

1.4.b Describe and/or document specific learner characteristics whichinfluence the selection of instructional strategies.

1.4.c Describe and/or document specific learner characteristics whichinfluence the implementation of instructional strategies.

2. Development2.0.1 Select appropriate media to produce effective learning environments

using technology resources.2.0.2 Use appropriate analog and digital productivity tools to develop

instructional and professional products.2.0.3 Apply instructional design principles to select appropriate

technological tools for the development of instructional and professionalproducts.2.0.4 Apply appropriate learning and psychological theories to the selectionof appropriate technological tools and to the development of instructional

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and professional products.

2.0.5 Apply appropriate evaluation strategies and techniques for assessingeffectiveness of instructional and professional products.

2.0.6 Use the results of evaluation methods and techniques to revise andupdate instructional and professional products.2.0.7 Contribute to a professional portfolio by developing and selecting avariety of productions for inclusion in the portfolio.

2.1 Print Technologies2.1.3 Use presentation application software to produce presentations and

supplementary materials for instructional and professional purposes.2.1.4 Produce instructional and professional products using various aspectsof integrated application programs.

2.2 Audio Visual Technologies

2.2.1 Apply principles of visual and media literacy for thedevelopment and production of instructional and professional

materials and products.

2.3 Computer-Based Technologies

2.3.2 Design, produce, and use digital information with computer-based technologies.

3. Utilization

3.1 Media Utilization

3.1.1 Identify key factors in selecting and using technologiesappropriate for learning situations specified in the instructional

design process.

3.4 Policies and Regulations

3.4.1 Identify and apply standards for the use of instructional technology.

3.4.2 Identify and apply policies which incorporate professional ethicswithin practice.

3.4.3 Identify and apply copyright and fair use guidelines within practice.

5. Management

5.2 Criterion-referenced Measurement5.2.1 Develop and apply criterion-referenced measures in a varietyof SMET contexts.

5.3 Formative and Summative Evaluation

5.3.1 Develop and apply formative and summative evaluationstrategies in a variety of SMET contexts.

SMET = School Media & Educational Technologies

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Keasling IDPREPORT

Documents