EME 4673 - Introduction to Instructional Design
EME 4673 - Introduction to Instructional Design
EME 4673 introduced me to the foundational elements of instructional design. Using Dick and Carey's systems approach model of instructional design, I have created an instructional design report that will be used in second-grade math classes. More specifically, the design will be used to help students develop and strenghten math skills related to Operations and Algebraic Thinking—a pillar of second-grade math standards.
EME 4673 introduced me to the foundational elements of instructional design. Using Dick and Carey's systems approach model of instructional design, I have created an instructional design report that will be used in second-grade math classes. More specifically, the design will be used to help students develop and strenghten math skills related to Operations and Algebraic Thinking—a pillar of second-grade math standards.
I chose this area because I have experience teaching second-grade math. I also believe these math concepts are essential foundations for higher elementary-level math skills. By the end of second-grade, students should be able to add and subtract 3-digit numbers, understand the basics of multiplication and division, and understand the base-ten model of numbers (place value).
I chose this area because I have experience teaching second-grade math. I also believe these math concepts are essential foundations for higher elementary-level math skills. By the end of second-grade, students should be able to add and subtract 3-digit numbers, understand the basics of multiplication and division, and understand the base-ten model of numbers (place value).
However, if students' basic addition and subtraction skills are not properly developed, they will struggle to meet these standards.
However, if students' basic addition and subtraction skills are not properly developed, they will struggle to meet these standards.
This is why I decided to create an instructional design report that will address this common issue. I have witnessed this discrepancy firsthand when teaching second graders. I have seen students of all ages and grade levels struggle with math concepts. Some students consider themselves incapable of understanding math, but I believe all students are capable. Some students struggle more because they learn differently. Students have unique learning styles, so some concepts—like the math concepts targeted in my design, which can be very abstract—are more difficult for certain students. When designing my report, I focused on creating materials that will be inclusive and adaptable enough to target this problem.
This is why I decided to create an instructional design report that will address this common issue. I have witnessed this discrepancy firsthand when teaching second graders. I have seen students of all ages and grade levels struggle with math concepts. Some students consider themselves incapable of understanding math, but I believe all students are capable. Some students struggle more because they learn differently. Students have unique learning styles, so some concepts—like the math concepts targeted in my design, which can be very abstract—are more difficult for certain students. When designing my report, I focused on creating materials that will be inclusive and adaptable enough to target this problem.
I hope this design will help students fully conceptualize and understand the skills they are learning. I could simply tell students that 9 plus 5 equals 14, but if they do not understand why this is true, learning does not occur. Furthermore, even if students can add and subtract numbers within 20, they will struggle with higher math concepts if they cannot do so fluently. This is why my design is focused on developing fluency through the use of drill and practice exercises.
I hope this design will help students fully conceptualize and understand the skills they are learning. I could simply tell students that 9 plus 5 equals 14, but if they do not understand why this is true, learning does not occur. Furthermore, even if students can add and subtract numbers within 20, they will struggle with higher math concepts if they cannot do so fluently. This is why my design is focused on developing fluency through the use of drill and practice exercises.
Now that I have developed a solid understanding of each step in the instructional design process, I will be able to apply this knowledge in my future educational endeavors and professional career. I intend to continue developing instructional design reports than can be used to help students succeed.
Now that I have developed a solid understanding of each step in the instructional design process, I will be able to apply this knowledge in my future educational endeavors and professional career. I intend to continue developing instructional design reports than can be used to help students succeed.