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Module III: Creating an Instructional Design for Student Engagement

From KNILT

Module Objectives

Learners be able to:

  • Identify how to make the content relevant to students
  • Analyze ways to be more flexible with learning resources
  • Describe why being flexible and making the content relevant benefits students' learning
  • Identify and describe the ABCs of student engagement
  • Create their own instructional design with student engagement strategies

Reflect

Click this link to watch a video on redefining student engagement: Redefining Student Engagement One "like" at a time.

After watching the video, discuss your thoughts in this collaborative Google Jamboard: https://jamboard.google.com/d/1fdPm91-STZ7bGlYmQgL53cykmVQbksJz1eBIp_oRfMk/edit?usp=sharing

Making the Content Relevant to Students

There are many different ways to make the content relevant to students. For starters, it's important to incorporate authentic and updated information in today's world that the students would find interesting or need to know about. Unfortunately, not every student will initially find this important and engaging so as educators, a good tool to use is something former educator (now professional development coach) Cheryl Abla calls "hooks and bridges". The "hooks" are the very start of the lesson plan that captures the student's interest and attention right off the start. Next, we have the "bridges". The "bridges" are the connections you make from your "hook" to the key concepts and information in your lesson plan. Some common hooks to use are:

  • Presenting a challenge
  • Sparking curiosity
  • Simulating a debate
  • Incorporate student interests
  • Invite speculation
  • Incorporate physical movements
  • Involve creative thinking
  • Ask students to make real-world and personal connections
  • Get the students to think about something emotionally

Another way to make content relevant to access student engagement is by incorporating student interest into the learning process. In order for students to be engaged in their learning, they have to see value in what they are learning about. That value gives them an extra drive for motivation that helps them develop meaningful relationships with the content material.

Article Reading:

Please read the article "Why Do You Force Your Ways" by Frank Fingarsen to fully grasp the significance of incorporating student interest in the classroom based on a true story. After you are done reading, use the Google doc to reflect on a time a teacher may have forced their ways or did not force their ways on you in the learning process. Discuss how and why you would have or would not have changed that situation.

https://docs.google.com/document/d/1qPQCS4Of39oxmjlcbqmCV903HV32dNvjfX_4GOT8Q5Y/edit?usp=sharing

Video:

Watch this video on Transfer of Learning and discuss your interpretation of transfer of learning and how you might incorporate it into your classrooms and lesson plans. Write down your thoughts in the google doc link below:

https://docs.google.com/document/d/1qPQCS4Of39oxmjlcbqmCV903HV32dNvjfX_4GOT8Q5Y/edit?usp=sharing

If you are interested in learning more about making the content relevant to students listen to this short interview from Education Week.

Being Flexible in Using Different Resources

We have talked about the necessity of using different resources and technologies to better your students' learning throughout this course. For this aspect, you will take your learning into your own hands by reading this article on flexible learning from the US Department of Education. After you are done reading answer the following questions on the google doc:

  1. What resources are you most comfortable using?
  2. What were your thoughts on using technology and differentiated resources in the classroom before reading this article?
  3. After reading the article, how do you feel about flexible learning?
  4. Why is it important for educators to be flexible in their teaching strategies?
  5. What are some ways you plan on being flexible in your instructional designs?

Article Link: https://files.eric.ed.gov/fulltext/EJ1098325.pdf

Google Doc Link: https://docs.google.com/document/d/1qPQCS4Of39oxmjlcbqmCV903HV32dNvjfX_4GOT8Q5Y/edit?usp=sharing

How to Create an Instructional Design

Start by watching this video from Education Week on how educators can create designs for student engagement:

Teachers, Try This: Improve Student Engagement Through Design

Once you have completed the video, reflect on what design ideas jumped out at you, the significance of these design ideas, and which ones you would like to implement into your instructional design here:

https://docs.google.com/document/d/1Oe5Y7e3-1dTcGRSUMgrhOVC5FEOQaxAQCVCrj_yffA8/edit?usp=sharing

Steps to creating an instructional design:

Dr. Lisa Evans from the University of San Diego describes 12 useful steps for educators to follow when creating an instructional design. These are her recommendations below:

  1. Identify your objectives and goals
    • What is the purpose or desired outcome?
    • Be clear and concise
    • Make sure they are measurable (using the word "understand" is not a clear objective because you cannot accurately measure how and what a student understands)
    • Use Blooms Taxonomy verbs
    • Clearly state your objective and outcome throughout the course
    • A helpful tool to use for your objectives is: The students will be able to (TSWBAT), *Bloom's taxonomy verb*, content to be covered/desired outcome, with an 85% accuracy.
    • Example: TSWBAT identify the three main causes of the Civil War with an 85% accuracy.
      • Why 85%? - The reason why we use 85% accuracy in our objectives is that 85% is mastery level and our goal as educators is to help students achieve at the very least a mastery level.
      • Another starting phrase instead of "TSWBAT" are I can statements (I can identify the three main causes of the Civil War with an 85% accuracy).
  2. Go beyond basic instruction
    • Establish a clear presence in your learning community. The more available you are to your students, the greater their student engagement and information comprehension will be while also meeting more outcomes in the course.
  3. Emphasize communication
    • Be approachable with your students, you want them to know that you are there for them and want to help in any way you can.
  4. Create an engaging course
    • Instructional designs allow educators to use different techniques, methods, and activities, so don’t be afraid to get creative.
    • For example, include activities like scenarios and quizzes, and other multimedia resources.
  5. Incorporate active learning
    • According to Dr. Evans, active learning can address the different needs of each learner while also creating a strong sense of community in the classroom environment.
    • Potential resources include reading, writing, talking, and listening exercises that encourage students to think in new ways. Some activities are drag-and-drop and simulations.
  6. Keep it concise
    • There's a reason why students being to check out after about 15 minutes in class. Attention spans are short, keep that in mind when creating a design where you want students engaged.
  7. Don't overcomplicate the navigation:
    • If your instructional design is primarily online, make sure it is easy for students to follow along and they do not get lost in a sea of links and attachments. Provide clear directions about each step, decide if the students need training beforehand, and ask for feedback afterward.
  8. Make sure to use engaging graphics and audio
    • Students enjoy getting to see images and listen to different audio to present the content in a different and engaging way. These resources are very effective in obtaining student engagement and they are a great way to break up the lesson materials.
  9. Use specific numbers
    • When it is necessary, using specific statistics can help give the learner a better perspective on the information and make the content more informational and engaging.
  10. Pretend you're the learner
    • One of the best ways to ensure that your instructional design works is if you do it yourself. Go through your design plan and mimic it as if you're one of your students. If you are confused about anything along the way or have any questions then you can go back and brainstorm.
  11. Expand your knowledge of tools and resources
    • New tools and resources are constantly being created and made available to us. Don't be afraid to explore these new resources and integrate them into your instructional design
  12. Reward good work
    • This does not have to be anything crazy, but recognizing and acknowledging your students hard work is a great way to build up the confidence they need for higher engagement levels.

Activity

It's time to put it all together! Create your own instructional design based on the information learned in the course.

As a final assessment for this course, you will implement the engagement strategies and learning styles that have been the most eye-opening to you in an instructional design. Your task is to choose at least two learning styles and two engagement strategies on a content and grade level of your choosing and then create a lesson plan that will help engage your students and motivate them to succeed.

Use this link to see where to upload the final product: Module IV: The Product

Course Navigation

Home Page:

Engagement Strategies for Student Success


Modules:

Module I: Introduction to Student Engagement

Module II: The Benefits of Student Engagement

Module III: Creating an Instructional Design for Student Engagement

Module IV: The Product

References

Evans, L. (2022). 12 instructional design best practices [+ tips for success]. University of San Diego. Accessed from: https://onlinedegrees.sandiego.edu/instructional-design-best-practices/

Ferlazzo, L. (2021). Ways to make lessons “relevant” to students’ lives (opinion). Education Week. Accessed from: https://www.edweek.org/teaching-learning/opinion-ways-to-make-lessons-relevant-to-students-lives/2020/05

Joan, R. (2013). Flexible learning as new learning design in classroom process to promote quality education. U.S. Department of Education: i-manager’s Journal on School Educational Technology. Vol. 9(1), pp. 37-42. Accessed from: https://files.eric.ed.gov/fulltext/EJ1098325.pdf

Parsons, S. A., Nuland, L. R., & Parsons, A. W. (2014). The ABCs of student engagement. The Phi Delta Kappan. Vol 95(8), pp. 23–27. Accessed from: http://www.jstor.org/stable/24374604

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