Running Head: COMPREHENSIVE INSTRUCTIONAL DESIGN PLAN

Comprehensive Instructional Design Plan

Harry Lyonel Saint Cyr

University of West Georgia

MEDT 7490

1

Running Head: COMPREHENSIVE INSTRUCTIONAL DESIGN PLAN

Introduction

The purpose of this assignment is to design a comprehensive instructional design

plan in order to help one my colleagues with using visual literacy in her classroom in order to

meet the needs of her students with disabilities. For this assignment, I have developed a pocket

that includes the client’s needs and the benefits of teaching visual literacy. Finally the pocket

will also include instructional materials that will meet the needs of the client.

Literature Review

We are living in a digital age where our learners are bombarded with visuals. Therefore

it is imperative that we incorporate visual literacy in the classroom in order to help our learners

to become visual literate. According to Kennedy, “By the time children enter school, 70% of the

information absorbed will consist of visuals (Kennedy 2013). We are visual learners. Before the

invention of words and texts, we learned through visual literacy as illustrated in the various

visual images engraved on cave walls, plaques, stones, and more that are found throughout the

world. Visual literacy transcends languages, thus enable us to obtain and to share knowledge

and information with others regardless of the languages spoken.

. According to the Frey, “Mayer (2001) shares his research findings that anchor images with

voiceover narration increase recall and retention (regurgitating information for the test) by an

average of 42 percent. And what’s even more exiting for educators is that transfer (actual long-

term learning and application of that learning) is boosted a whopping 89 percent.” (Frey 2008, p.

20). I am a strong believer of teaching and incorporating visual literacy in the classroom, and I

believe that we learn best when images are incorporate in the learning process since it is well

proven that we “process visuals an astounding 60,000 times faster than text.” (Frey 2008, p. 7).

2

Running Head: COMPREHENSIVE INSTRUCTIONAL DESIGN PLAN

Using PowerPoint and Comic Books enable the learners to utilize both their visual and

verbal channels as in indicated in Paivio’s dual coding theories which provide the learners with

dual opportunities to learn the information and twice as likely to retain the information. Mayer’s

theories of multimedia provides us with 7 principles of multimedia learning that we use to create

learning tasks and presentation that make it simple for learners to learn. Mayer also helps us in

that regard as well. The Mayer’s multimedia theory provides designers with principles for

effective creation of multimedia learning as well as providing us with research-based principles

that we can use for effective and efficient learning and teaching.

Description of Client and the Instructional Problem

Mrs. Mcleod is 7th grade special education teacher. She teaches in both self-contained

and co-taught classrooms. She only serves 9 students with varying disabilities from behavior

disorders to mild intellectual disorders. Her students have difficulty learning and retaining

information, especially new words and concepts. She is having a hard finding new and

innovative ways to teach her students new vocabulary words. She has expressed interest in using

more visuals with students in order to help grasps the meaning of words and phrases as they are

used in a text, including figurative and connotative meanings; analyze the impact of rhymes and

other repetitions of sounds (e.g., alliteration) on a specific verse or stanza of a poem or section of

a story or drama as stated in Georgia Standards of Excellence ELAGSE7RL4. Mrs. McLeod has

used PowerPoint before, but she doesn’t have any knowledge of Paivio’s dual coding theories

and Mayer’s seven principles of multimedia design. Therefore, her PowerPoint presentations are

not well design with the successful integration of visuals that stimulate the learners’ visual and

verbal channels.

Client:

3

Running Head: COMPREHENSIVE INSTRUCTIONAL DESIGN PLAN

Caroline McleodSylvan Hills Middle Schoolcxmcleod@atlanta.k12.ga.us

Goals, Objectives, and Solutions

The goal of this comprehensive instructional plan is to help a teacher to incorporate technology

tools and resources in order to help the learners to become visual literates while helping the

teacher to familiarize herself with available technology tools, resources, research studies, and

multimedia theories that she incorporate into her lessons in order to help her learners to learn and

to retain valuable information. In order to solve the client’s problem, we have decided to

integrate ACRL Visual and Literacy competency for Higher Education Standards to design and

to develop visual literacies that will help meet the needs of the client’s learners since research

has told that students “process visuals an astounding 60,000 times faster than text.” (Frey 2008,

p. 7). Using visual literacies that were designed using Mayer’s Multimedia Learning Principles

and Paivio’s Dual Coding theories will stimulate the learners’ visual and verbal channels, thus

providing them with dual opportunities to learn the new words. The Georgia Performance

Standard for this unit:

ELAGSE7RL4

Determine the meaning of words and phrases as they are used in a text, including

figurative and connotative meanings; analyze the impact of rhymes and other repetitions of

sounds (e.g., alliteration) on a specific verse or stanza of a poem or section of a story or drama.

The plan to address the technology needs of the students, standard three of the ACRL

Visual and Literacy Competency for Higher Education Standards is selected. The visually

literate student interprets and analyzes the meanings of images and visual media.

Below are the Standards and Performance indicators:

4

Running Head: COMPREHENSIVE INSTRUCTIONAL DESIGN PLAN

Standard Three

1. The visually literate student identifies information relevant to an image’s meaning.Learning Outcomes:

a. Looks carefully at an image and observes content and physical detailsb. Reads captions, metadata, and accompanying text to learn about an imagec. Identifies the subject of an imaged. Examines the relationships of images to each other and uses related images to inform interpretation e. Recognizes when more information about an image is needed, develops questions for further research, and conducts additional research as appropriate

Plan of Operation & Solution

This comprehensive instructional plan with be executed during a two weeks period

between January 11-22, 2015. The first week the teacher will become familiar with technologies

integration tools that will be using with this lesson as well as the importance of integrating

Mayer’s multimedia of learning and Paivio’s dual coding theories in designing instructions that

foster visual literacy during three consecutive after school sessions. The teacher will learn that

cartoons, comic books, and PowerPoint presentations can be used to teach vocabulary and

spelling. For this short lesson, the teacher will use visual tools and technologies to teach 10 new

words to her students. The teacher will create two separate artifacts. Artifact 1 is a PowerPoint

presentation. Each slide will be designed using multimedia learning principles and dual coding

theories to teach a specific word for a total of 10 words. Artifact 2 is comic book created using

Pixton, an online comic maker in which the teacher uses a comic book to teach the 10 new

words. Teacher will also develop an evaluation and assessment tool to assess the lesson.

At the beginning of the second week, teacher will use the PowerPoint presentation to

teach the 10 words. Since each slide will incorporate a text with a corresponding image, the

visual and verbal channels will be stimulated, which will provide learners will have two

opportunities to learn and remember each word. Then the teacher will read the comic book

5

Running Head: COMPREHENSIVE INSTRUCTIONAL DESIGN PLAN

together with her students using several reading strategies such as Pause and Reflect, Echo

Reading, Read Aloud, and Reader’s Theatre in order to generate discussion among the students

about the usage of the words. Students will have to identify and underline each of the 10 words

introduced. Finally, the teacher will use the evaluation tool which is a vocabulary test that

consists of 10 multiple choice questions.

Plan of Operation Timeline

PHASE FOCUS DATE ACTIVITY

Planning Technology tools Tutorials

Creation of Visual literacies that incorporate new words

Design and develop assessment

January 11, 13,

15

Review ACRL standards used in the lessons.

Discuss and review comic book and PowerPoint presentation

PHASE 1 Use PowerPoint presentation to introduce the new words

January 18- 19 Discussing new words Identifying and

determining meaning based on textual and visual cues

PHASE 2 Using comic book to further teach new words

January 20-21 Using research based reading strategies such as Read Aloud, Echo Reading, Pause & Reflect, Reader’s Theatre

PHASE 3 Using evaluation tool along with comic book

January 22 Administering the test with the comic book as a reference tool.

Technology Integration Tool to Create the Visuals and Resources

PowerPoint: Slideshow presentation tool that is used to create presentation.

Tutorial Video: How to create a PowerPoint Presentation.

https://www.youtube.com/watch?v=AwUVGlVvDWk

6

Running Head: COMPREHENSIVE INSTRUCTIONAL DESIGN PLAN

Pixton.com: Online Comic Book creation tool.

Tutorial Video: Basic Pixton Tutorial

https://www.youtube.com/watch?v=ULgrjjj4VzA

ARTIFACTS 1 – PowerPoint Presentation

YouTube link: https://www.youtube.com/watch?v=UgxY06LqQUo&feature=youtu.be

ARTIFACTS 2: Comic Books

7

Running Head: COMPREHENSIVE INSTRUCTIONAL DESIGN PLAN

8

Running Head: COMPREHENSIVE INSTRUCTIONAL DESIGN PLAN

ARTIFACT 3: Evaluation Tool

Name: _____________________________________________________ Date:________

QUIZ

Please use the comic books to answer the questions.

1- In a story, it is defined as the time and place?a. Settingb. Themec. Dialogued. Antonym

2- It is defined as what characters in a story say to each other.a. Themeb. Dialoguec. Parodyd. Discuss

3- It is often defined as the people or someone in a story.a. Characterb. Metaphorc. Perspectived. Analyze

4- It is a way people see things.a. Antonym

9

Running Head: COMPREHENSIVE INSTRUCTIONAL DESIGN PLAN

b. Perspectivec. Themed. Dialogue

5- To study something in order to find its parts.a. Characterb. Parodyc. Analyzed. Setting

6- To investigate by reasoning or argument. To talk about something.a. Analyzeb. Discussc. Settingd. Dialogue

7- A piece of writing, music, etc., that imitates the style of someone or something else in an amusing way.

a. Parodyb. Metaphorc. Synonymd. Dialogue

8- A word or phrase for one thing that is used to refer to another thing in order to show or suggest that they are similar.

a. Analyzeb. Parodyc. Metaphord. Theme

9- A specific and distinctive quality, characteristic, or concerna. Metaphorb. Themec. Settingd. Character

10-  A word with a meaning that is opposite to the meaning of another word.a. Characterb. Themec. Settingd. Antonym

10

Running Head: COMPREHENSIVE INSTRUCTIONAL DESIGN PLAN

Answer key

A; 2. B; 3. A; 4. B; 5. C; 6. B; 7. A; 8. C; 9. B; 10. D

11

Running Head: COMPREHENSIVE INSTRUCTIONAL DESIGN PLAN

References

Frey, N., & Fisher, D. (2008). Teaching visual literacy: Using comic books, graphic novels,

anime, cartoons, and more to develop comprehension and thinking skills. Thousand

Oaks, CA: Corwin Press.

Kennedy, B. (2013). What is Visual Literacy? https://www.youtube.com/watch?v=O39niAzuapc

Mayer, R. (2005). The Cambridge Handbook of Multimedia Learning. New York:Cambridge University Press.

Nigel J.T. Thomas. (2014) Dual Coding and Common Coding Theories of Memory. http://plato.stanford.edu/entries/mental-imagery/theories-memory.html

Paivio, A (1971). Imagery and verbal processes. New York: Holt, Rinehart, and Winston.

Paivio, A (1986). Mental representations: a dual coding approach. Oxford. England: Oxford University Press.

12