Instructional Design Project BY JOANNA RUBINSTEIN Phase 1

Instructional Design Project BY JOANNA RUBINSTEIN

Phase 1: Observations �Juan is five years old, lives with his mom, dad, baby brother and grandparents �He is very attentive in class, follows directions very well, and completes all assignments quickly and fairly accurately �He is an English Language Learner, and incorporates a lot of Spanish words into his everyday conversation, especially when talking about food

Phase I: Observation �Juan uses a lot of incorrect temporal language, and often refers to things in the past as “tomorrow” �He uses incorrect verb tense when talking about past events �He likes to talk about food and his family a lot �Juan talks a lot with friends, and is almost always smiling and laughing.

Phase 2: Data Collection � Juan is in an ELD program and is removed from class three times a week � His ELD teacher is concerned that he is not catching on and making as much progress as he should be at this point in the year � His teacher and ELD teacher also have noticed the challenges with temporal language and verb tense � He is hard-working, but there may be gaps in his understanding � I was concerned that he was doing too much copying, memorizing and repetition in class and wasn’t actually gaining anything from it. � He loves to talk but often hesitates or struggles with being able to express his thoughts because of these challenges

Phase 3: Analysis �Unfortunately, we were not able to do a home visit. �After talking with him about what he wants to learn about and what he likes, I did not think he was getting enough opportunities to express himself or write about what he wants to do or learn. �He needs more opportunities to think critically and use higher levels of learning, rather than just memorization and repetition.

Phase 4: Planning �Since he was not having enough opportunity to be creative, I allowed him to write as much of the guided reading book as possible. �I had him come up with what we were going to write about, what pictures we would use, and the colors, text and placement of everything.

Phase 4: Planning �I used strictly past tense verbs in the book �I made one version with the verbs missing, so the mini lesson could be on us going over the difference between past and present tense verbs �I wanted him to try to use common past tense language

Phase 5: Implementation & Assessment