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Instructional Design Document - Template

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3K views

Instructional Design Document - Template

Uploaded by

api-266464266
Copyright
© © All Rights Reserved
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Instructional design document

ADDIE Model (Analyze, Design, Develop, Implement, Evaluate)



Teacher Trainee: Fabiola Gmez Franco
Analysis
Course name: Tadeles English Course
Course timeline: October 6 November 28
Total course hours: 21 hours
Course information:
Level:
Hours per week:
English course designed for basic level (A1) students, for
speaking.
A1
3 hours
Instructional goal: Upon successful completion of this course, students will be
able to identify and understand language in an A1 level, as
well as communicate orally in an efficient way in different
real life situations.
Unit goals: Unit 1: Present tense
Goal 1: By the end of the unit, students will be able to make
simple present statements.
Goal 2: By the end of the unit, students will be able to make
simple present WH- questions.

Unit 2: I can do a lot of things
Goal 3: By the end of the unit, students will be able to name
different abilities and talents.
Goal 4: By the end of the unit, students will be able to
identify their abilities and talents, with the use of can.

Unit 3: Next Sunday, Im going to
Goal 5: By the end of the unit, students will be able to use
going to to talk about their future plans.
Goal 6: By the end of the unit, students will be able to create
their own week schedule, and talk about what they are
going to do.

Learner analysis
Entry/ prerequisite skills: Students know how to read and write. Can understand
language in their mother tongue. Can communicate with
each other.
Educational background and
abilities:
All students have finished a degree in the university. They
have had some English classes, but not in a through way.
Can understand basic English language.
Prior content knowledge: Basic knowledge: pronouns (I, you); please, thank you;
colors; some animals; Mostly vocabulary.
Dont have much knowledge in the structural or
grammatical order of sentences.
Attitudes and motivation: They seem eager to learn how to communicate in another
language. They look willing to do the exercises and
activities, and dont seem to have a problem in
communicating between them.
Learning preferences: They would like to learn more about how to communicate
orally, rather than reading or writing, but they want
something physical (like a book or copies) through which
they can guide themselves. They dont have a problem in
working with each other to produce language.
Group characteristics: age, learning
styles, #, etc.
They are adults, 27 and 50. They are between concrete
learners and communicative. 2, possibly 3 students. They
are related to each other.
Environmental context
Place: Online Course
Curricula:
Coursebook: (if any)
Constraints:

Interchange Intro Fourth Edition
There are no constrains as of this point in time.
Materials:
Constraints:
Computer, Internet, Coursebook (possibly online), or copies.
Lack of internet, or the internet is down, lack of charge on
the laptop or computer. Book not available online.
Facilities:
Constraints:
Table, chairs, computers/laptops. Skype. House.
Lack of a quiet environment dedicated to just the class.
Technology:
Constraints:
Internet, skype, computer. Online Course.
Not enough computers, or lack of internet.
Goal Analysis
Classification of goals into Blooms revised taxonomy table:
Remember Understand Apply Analyze Evaluate Create
Factual Goal 3 Goal 1 ;
Goal 2


Conceptual
Procedural Goal 6
Metacognitive Goal 5 Goal 4
Subtask analysis
What will learners be doing in order to complete each goal? (described in steps with
diagrams)
GOAL 1
Step 1:
Will show
students the
present form.
Step 2:
Will give the
students
different
activities for
them to
become
familiar with
this form.
Step 3:
Will place them
in pairs/ group
and they will
talk about their
routine, using
the present
tense.




GOAL 2
Step 1:
Will show
students how
to write WH-
questions, the
structure.
Step 2:
Will give the
students
different
activities for
them to
become
familiar with
this form.
Step 3:
Will place them
in groups/pairs
and they will
have to ask
each other
questions
about their
routines.
GOAL 3
Step 1:
Will show students
different abilities
and talents, with
the use of
videos/images.
Step 2:
Using different
online resources,
students will
identify different
abilties
GOAL 4
Step 1:
Will show students
the structure of the
"can"
Step 2:
Using the examples
of the previous
lesson, they will say
things that they can
do.
GOAL 5
Step 1:
Will show
students the
structure for
going to.
Step 2:
using
different
online
resources,
they will
practice how
to talk about
future plans.
Step 3:
Will place
them in pairs/
group and
they will talk
about their
plans.
GOAL 6:
Step 1:
They will
make a
week plan
for a
vacation.
Step 2:
They will
get into
groups and
talk about
what they
are going to
do.
Step 3:
They will
ask each
other
questions
about what
they will
do.

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