Five D's of Instructional Design - Jeremy Unruh, Tiffany Unruh

Five D's of Instructional Design (eBook)

Empowering Student-Centered Learning Excellence: Unveiling the 5 D's Framework for Transformation

Jeremy Unruh, Tiffany Unruh (Autoren)

eBook Download: EPUB

2024 | 1. Auflage
132 Seiten
Bookbaby (Verlag)
979-8-3509-6528-5 (ISBN)

Discover the secrets to effective student-centered instructional design with 'Five D's of Instructional Design' by Dr. Jeremy Unruh and Dr. Tiffany Unruh from Limitless Learning Solutions. This comprehensive guidebook will teach you how to implement best practices and teaching methods that promote student engagement and achievement. Focusing on the Five D's of instructional design-design, deliver, do, discuss, and differentiate-this book offers a step-by-step approach to creating effective and engaging lesson plans.

Dr. Tiffany Unruh is a seasoned educator and professional learning specialist with a wealth of experience in curriculum and instruction. She holds an Ed.D. in Educational Leadership, with a specialization in Curriculum and Instruction, from the University of Houston Clear Lake. She also earned an M.S. in Biological Sciences, with a focus on the Toxicological effects of superfund sites in environmental systems, and a B.S. in Biological Sciences, with a specialization in Ecology and Microbiology. She brings over 15 years of experience designing, developing, and delivering professional learning for teacher and administrative groups nationwide. Dr. Unruh's passion for education, dedication to professional growth, and commitment to excellence have made her a valuable asset to the broader education community. She is a role model for aspiring educators and a source of inspiration for all who work to make a difference in students' lives.

In "e;Five D's of Instructional Design,"e; Dr. Jeremy and Tiffany Unruh integrate the latest research in educational best practices, pedagogy, and formative assessment. They provide a comprehensive guide that covers the theoretical aspects of instructional design and offers practical, actionable strategies that can be implemented immediately in the classroom. New and experienced educators will find many new ideas to create or refine their instructional techniques and improve classroom management. School administrators and education reform advocates will appreciate the book's evidence-based approach to enhancing educational outcomes. This unique framework is structured around the Five D's: design, deliver, do, discuss, and differentiate. The first "e;D,"e; Design, delves into the foundational principles of creating lesson plans that align with learning objectives and standards. The authors guide educators through designing instructional activities that are meaningful and relevant to student's lives, ensuring that the lessons are informative and captivating. Deliver, the second "e;D,"e; focuses on the methods and strategies for effectively presenting the lesson content. This section emphasizes the importance of using various instructional techniques to cater to diverse learning styles, including lectures, demonstrations, hands-on activities, and digital tools. Teachers can ensure that all students remain engaged and motivated by employing multimodal learning approaches. The third "e;D,"e; Do, highlights the significance of active learning. The Unruhs emphasize the need for students to be actively involved in the learning process through activities such as group work, projects, and problem-solving tasks. These hands-on experiences enable students to apply their knowledge practically, reinforcing their understanding and retention of the material. Discuss, the fourth "e;D,"e; explores the role of dialogue and communication in the classroom. This section provides strategies for fostering meaningful discussions that encourage critical thinking and deeper understanding. The authors offer practical tips for facilitating classroom debates, Socratic seminars, and peer reviews, all of which contribute to a dynamic and interactive learning environment. The final "e;D,"e; Differentiate, addresses the necessity of tailoring instruction to meet students' diverse needs. This chapter offers many strategies for differentiating instruction based on students' abilities, interests, and learning preferences. By providing multiple pathways for students to engage with the content, educators can ensure that all learners have the opportunity to succeed. By incorporating active and multimodal learning techniques, differentiating instruction, and utilizing educational technology, "e;Five D's of Instructional Design"e; empowers educators to create lessons that are not only effective but also engaging and enjoyable for students. The book's practical framework fosters a student-centered learning environment that promotes academic success and personal growth.

Chapter Two

Deliver

In chapter one, we focused on setting up the learning environment’s structure, specifically on the norms and environment for learning. In this chapter, we will explore how to think about and plan to deliver learning experiences that meet the needs of diverse learners.

Teaching in any classroom requires planning to ensure students experience meaningful learning that helps them connect to and master their learning goals. The process of designing learning experiences is centered around clear goals or expectations of learning, defining what the outcomes or success of students will look like, and planning how students will create evidence of that learning.

According to Hebb’s postulates, neurons that fire together wire together, strengthening their connection and forming new neural networks. Hess and Saxberg (2020) argue that personalized, data-driven learning experiences have a greater chance of creating neural networks in long-term memory, resulting in more effective learning outcomes than memorizing content. They advocate for prioritizing learning experiences that promote the formation of neural networks and suggest that “less is more” when it comes to the depth of learning.

We define evidence as artifacts that demonstrate student thinking, which can be represented in multiple modalities. These ideas will be described by the terms learning intentions, success criteria, and evidence of learning, which we will explore more deeply later in the chapter. Learning intentions are student-friendly statements describing what the learning is about and why it is crucial. Success criteria describe what a student needs to do to demonstrate mastery of the learning intention. Evidence of learning are artifacts that can be used to understand where students are learning by illustrating what students are thinking.

What are students learning? What does learning look like? How will I know my students have learned it? These are all questions that reflective practitioners consider when planning instruction. As we think about how to deliver instruction to accomplish this, we will zoom in on ideas central to developing student ownership of learning: teacher and student clarity, understanding where we are, where we will go, and how to get there.

Student Description

We’ve mentioned teacher and student clarity of learning. Teacher clarity is when teachers have a deep understanding of their content and can identify what students need to know, how they can determine when students have learned it, what to do if students aren’t at mastery yet, and can explain how it connects to other learning coming up. Student clarity is when students understand and can describe what they are learning, how they will know they have learned it, what they are learning next, and why the learning is essential.

According to Hattie’s Visible Learning research, clarity refers to “Clear explanations of learning intentions and criteria for success, with a focus on the relevance of learning, and providing feedback that moves learners forward.” (Hattie, 2010, p. 138; 2012, p. 84). In other words, clarity involves ensuring that students understand what is expected of them and providing them with feedback to help them improve their learning. Hattie’s research has shown that clarity is critical to promoting student achievement. Hattie’s meta-study research explored a variety of instructional strategies to look at those that had a positive influence on student growth. When teachers have clarity about what they are teaching, students can experience almost two years of development in one year. We’ll revisit some of Hattie’s ideas several times throughout the book.

LP & MI

16-20

Lesson planning, creating activities, and designing experiences can be daunting tasks. Lesson planning is a multistep process that creates a flow of learning experiences to build students understanding to master the learning intention. Maximize your work through collaboration in a PLC or content group and plan based on concepts rather than individual standards. Grouping content allows you to focus on developing lessons that dive deeper and connect individual ideas rather than a shallow spread of many isolated ideas. This idea is seen many times, but in addition to having a plan for the learning, we want to consider what evidence students will produce that tells us they have mastered the learning. Your content areas may use different instructional models (such as 5E for Science, Balanced Literacy, etc.), which will become the instructional framework as you plan instruction. Instructional models are a framework or structure used to guide the design and delivery of teaching and learning activities, including learning objectives, instructional strategies, materials, and assessments to achieve specific learning goals.

To plan instruction that meets the needs of all your students, you’ll need to get to know your students both in terms of academic skills and personal learning styles. When you understand your students’ strengths and growth areas, you can intentionally build scaffolds and supports to help your students experience success. Consider ways at the beginning of the year to learn more about how your students think and learn. This could be through pre-assessments in units, learning style type inventories, or choice assignments where students can demonstrate their learning mastery to you in various ways.

Supporting Instruction

Learning Intentions

When planning for student learning, thinking about the fun activities and tasks you want students to complete is easy. However, the first question teachers should consider is, “What do I want my students to learn? Why is it important? What is the purpose of the unit?” When you can answer these questions, you create clarity for yourself in the learning design, which can translate into students having a clear idea and understanding of the purpose of learning. Student clarity helps students succeed and can be described as creating learning intentions.

Learning intentions communicate what students are learning about. Learning intentions are not an agenda or a list of tasks to complete but describe the big ideas, concepts, or even crucial questions that tell what we want students to learn. Diving into your imagination is one way to think about what a learning intention might sound like. Imagine you are teaching one of your favorite lessons, if I were to go up to your students and ask them, “What are you learning about?” What would the student say? When there isn’t clarity about the purpose of learning, students will frequently respond with the task they are doing but probe deeper and consider what they are learning.

Having a clear learning intention allows you to keep this at the fore-front of designing the learning experiences. When communicated, it also gives students and parents clarity on what they should expect from the learning. The more deeply parents understand the expectations for education, the better they can provide support and create a common path that the students can follow to engage in the learning process. You have then created a team focused on supporting student growth.

When constructing your learning intention, consider some sentence stems such as, “We are learning about how…” or “We are learning about the relationship between…” or “I am learning to…” Once you’ve drafted a statement, ask yourself, Does this tell me what the students are learning about or what the students are doing? If you answer that it is what the students are doing, go back and think about how to focus on what learning the students are focusing on.

Let’s consider the two statements below.

• I can sort three-dimensional solids based on characteristics.

• I am learning about the characteristics of three-dimensional solids.

What do you notice about the similarities and differences between these statements? The first statement describes a task the students might complete but is limited in its scope to just being able to sort the solids. In contrast, the second statement describes the more immersive conceptual understanding beyond a specific task and could include multiple tasks at different cognitive levels. Cognitive is defined as expressing the rigor, the complexity of thought, or depth of knowledge required to master the learning. We can take this deeper by having statements that help to connect students to the why of learning.

Have your students ever asked, “Why must we learn about this?” Being able to help students make connections to the purpose of the learning can help increase buy-in as well as preview upcoming learning. Including a purpose or why phrase with the learning intention helps the student connect with why this learning is essential. You can add the phrase “so that I can…” to your learning intention statement. The second statement might change to:

• I am learning about the characteristics of three-dimensional solids so that I can determine relationships like volume and density.

You can see that adding that phrase would help students understand why the characteristics of three-dimensional solids are essential.

Success...

Erscheint lt. Verlag	15.7.2024
Sprache	englisch
Themenwelt	Sozialwissenschaften ► Pädagogik
ISBN-13	979-8-3509-6528-5 / 9798350965285

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