Instructional Design

This asynchronous online module was created using the Instructional Design method known as 'backwards design' by Grant Wiggins and Jay McTighe (2011). This method for designing learning environments has three main stages: (1) Identify desired results (based on an overarching 'essential question/s' , (2) Determine assessment evidence, and (3) Plan learning experiences and instruction.

Step 1: Identify Desired Results

The essential question for this content is "How can scaffolding techniques help teachers make content more comprehensible for English Language Learners (ELLs) in the mainstream classroom?"

The learning objectives for this content are:

Students will be able to explain the theory comprehensible input by Stephen Krashen (1989)
Students will be able to define scaffolding and the zone of proximal development by Lev Vygotsky (1987)
Students will be able to distinguish between instructional scaffolding and linguistic scaffolding (Gibbons, 2015)
Students will be able adapt content area materials for WIDA levels 2 and 4 ELLs using instructional and linguistic scaffolding (WIDA, 2018).

Step 2: Determine Assessment Evidence

Participants in this course will be evaluated in several ways, using a mixture of formative and summative assessments.

Course videos will contain interactive components such as true/false and multiple choice quizzes to formatively assess student learning in real-time. If a question is answered incorrectly, the courseware will require them to go back and review a section of the instructional video before proceeding (Mayer, 2012)
Students will have the option to interact with the instructor and peers in a SLACK online community for additional formative/summative feedback and for social and emotional support (Lave and Wenger, 1991).
The final project will assess course participants as they will be required to apply content knowledge to create a new artifact as a demonstration of summative competence of course objectives. They will submit it first for peer feedback on SLACK and then finally to the instructor. This is based on principles of New Learning by Cope and Kalantzis (2012) that emphasize that learning should be recursive and adaptable in the 21st Century.

Step 3: Plan Learning Experiences and Instruction

The instruction for this course will be asynchronous. Learners will learn at their own pace but will be required to complete the full work for each module by specified dates. The course experience will consists of :

Interactive reading materials accessible across all devices
Instructional videos with embedded interactive components
Formative assessments via Google forms with immediate feedback provided by the courseware
Peer and instructor interaction via Slack
Learning anytime, anywhere via a desktop or mobile device.
Unlimited opportunities to review course materials

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