Student/Client Instruction Plan Form

Demographics Section
This first section of the student/client instructional plan project assignment is to give you the opportunity to explore the demographics
and characteristics of a district, school, or other work environment in relation to the learners in their respective learning environments.

Major Components of this section:

 Identify a school/district. If you work in a non-educational setting, identify your work environment.
 Describe a variety of community, school, media center, and classroom factors that might impact student/client learning. These
could include geographic location, community demographics, socioeconomic profile, physical features of school or work
setting, media center, or classroom setting, availability of equipment/technology and other resources, etc. If you are in a non-
educational setting, describe the work environment, workers in the environment, clients/customers, and other characteristics
that could impact learning.
 Describe the characteristics of the students, such as age, gender, race/ethnicity, exceptionalities (disability and giftedness),
developmental levels, culture, language, interests, learning styles or skill levels. If you are in a non-educational setting,
describe the range of workers in the environment and the clients/customers.
 Describe how the various demographics and characteristics would help determine the type of assessments you would use
before, during, and after instruction.
 Describe how the various demographics and characteristics would help determine the types of instructional activities most
appropriate for the situation.

Demographic information can be found on district, school websites, business or institution websites. Public school district, school and
student demographics can also be found at: http://gosa.georgia.gov/ Click on the Research and Data tab, click on Downloadable
Education Data and Interactive Education Data Map to see information. If you are in a private or independent school, you should also
be able to gather school demographic information from your school.
Enter your demographic information in the table below:
Name of School/District/Worksite
School/District/Worksite Demographics
Learner Characteristics
Potential Demographic Impact on
Assessment
Potential Demographic Impact on
Instructional Strategies/Activities
Montgomery County Middle School; Montgomery County
53%- White, 34%- African Americans, 12%- Hispanic, 1%-Multi-racial
6%- Students with Disabilities (SWD), 3%- English Language Learners (ELL), 1%-
Migrant
Approximately 220 students attend MCMS.
Montgomery County Middle School is located in Ailey, Georgia, which is in
Montgomery County. Montgomery County is comprised of the cities of Ailey, Alston,
Higgston, Mount Vernon, Tarrytown, and Uvalda.
The school system consists of one elementary, one middle, and one high school. The
elementary is currently adjoined to the middle school. The high school is on another
campus across town. However, a new middle/high school is planned to be built in a
couple of years across from the current location of the high school.
Montgomery County Middle School includes students in grades 6th-8th. There is a
mixture of students from middle class and low income families, with most students
coming from low income families. Majority of the students reside with either a
grandparent or legal guardian. 99% of students eat free-reduced lunch. Most of the
students are currently performing below grade level. There is a small number of gifted
learners in the school system.
Lower level learners, including students with disabilities may struggle understanding
assessment questions. Also, low income students may not have the needed support at
home to motivate them with their studies.
Since most the students are from low income families, they may have trouble obtaining
 the needed materials to complete activities. Students with disabilities may struggle
completing activities without the proper assistance of the special education teacher or
paraprofessional.

Standards Identification Section

Grade Level/Client Group Selected 7th Grade

Content or Information Area Selected Social Studies

Specific Georgia Performance Standards or
Common Core Curriculum Standards
(include the actual standards, not just the
number/letter designations)
SS7E2 The student will explain how voluntary trade benefits buyers and sellers in
Africa.
a. Explain how specialization encourages trade between countries.
Compare and contrast different types of trade barriers,
such as tariffs, quotas, and embargos.
b. Explain why international trade requires a system for exchanging currencies between
nations.

Correlation of AASL Standards for 21st 1.1 Skills

Century Learner Standards that could
support the specified Georgia Performance
Standards or Common Core Standards:
(include the actual standards and indicators,
not just the number designations)
1.1.1 Follow an inquiry-based process in seeking knowledge in curricular subjects, and
make the real-world connection for using this process in own life.
1.1.2 Use prior and background knowledge as context for new learning.
1.1.5 Evaluate information found in selected sources on the basis of accuracy, validity,
appropriateness for needs, importance, and social and cultural context.
1.1.9 Collaborate with others to broaden and deepen understanding.
1.3 Responsibilities
1.3.5 Use information technology responsibly.
1.4 Self-Assessment Strategies
1.4.4 Seek appropriate help when it is needed.
2.1 Skills
2.1.2 Organize knowledge so that it is useful.
2.1.5 Collaborate with others to exchange ideas, develop new understandings, make

Correlation of ISTE Technology Standards
that could support the specified Georgia
Performance Standards or Common Core
Standards: (include the actual standards
and indicators, not just the number
designations)
decisions, and solve problems.
2.3 Responsibilities
2.3.1 Connect understanding to the real world.
3.1 Skills
3.1.3 Use writing and speaking skills to communicate new understandings effectively.
3.2.3 Demonstrate teamwork by working productively with others.
4.1 Skills
4.1.5 Connect ideas to own interests and previous knowledge and experience.
1. Creativity and Innovation
Students demonstrate creative thinking, construct knowledge, and develop innovative
products and processes using technology. Students:
a. applies existing knowledge to generate new ideas, products, or processes.
1. Facilitate and Inspire Student Learning and Creativity
Teachers use their knowledge of subject matter, teaching and learning, and technology to
facilitate experiences that advance student learning, creativity, and innovation in both
face-to-face and virtual environments. Teachers:
a. promote, support, and model creative and innovative thinking and inventiveness
b. engage students in exploring real-world issues and solving authentic problems using
digital tools and resources

Content Analysis

To complete a content analysis, you will review the content you plan to cover in your lesson/activity. In the box below you can list or
outline a summary of the most important content ideas, concepts, facts the students/clients will work with during the lesson/activity
you plan. Instead of typing in the box you can create a visual representation of the content.

At the conclusion of these lessons, students will be able to:

 explain how voluntary trade benefits buyers and sellers in Africa
 explain how specialization encourages trade between countries
 compare and contrast different types of trade barriers, such as tariffs, quotas, and embargos
 explain why international trade requires a system for exchanging currencies between nations
Students will master this content by using a variety of resources and strategies including, but not limited to:
 manipulatives
 technology
 small group
 whole group
 thinking map
 Gallopade textbook

Now you are ready to begin planning the lesson/activity:

Step 1 Needs Assessment

The needs assessment step is the first step in the instructional design process. Basically in the needs assessment process the instructor
is trying to find out what the students/clients already know so the instructor can plan appropriate instruction. The purpose of this step
is to establish the content around which the instruction is to be designed. Typically, content is derived from curriculum guides and
textbooks but even then, decisions must be made in order for the curriculum to match the students. The Georgia Performance
Standards and Common Core Standards make it even more critical that this step be included in the planning process because most
schools are not using textbooks – they are relying on the media center and on-line materials. Needs assessment is important in order
for curriculum to move students forward from where they are. A needs assessment is a process that consists of the determination of
gaps in results between what is and what should be. Three important points make the needs assessment process unique, powerful, and
different from the typical process in determining content:
 The needs assessment process concentrates on results rather than on means.
 The content that is determined by using the needs assessment procedure is content that has not been mastered by the student/
clients.
 The needs assessment procedure recognizes that a value judgment is involved.
A needs assessment procedure is used as the first step in the instructional design process because it is desirable that the content is
seen in terms of student/client learning outcomes, is systematically and carefully selected, and has not been previously mastered.
There are five sources and procedures for determining what ought to be taught based on:
 established standards.
 what is being taught somewhere else.
 what will be needed in the future.
 asking the population to be taught.
  requests from students/clients.
Step or Phase
Phase 1 Generate Goals - Goals
are generated with respect to the
subject matter that ought to be
mastered. These goals can result
from studying course syllabi,
processing survey results,
responding to requests from
students, or reviewing many other
input categories.
Phase 2 Rank Goals – Whoever is Rank the goals generated,
involved should be asked to rank
the goals statements as to
perceived importance.
Phase 3 Determine Extent to
Which Goals have already been
met –
Assess Prior Knowledge – the
result of this determination is a
discrepancy statement describing
the difference between what ought
to be and what is – that is, the
need.
Phase 4 Prioritize Needs – this
step is a needs analysis. Questions
are asked regarding the probability
of obtaining a particular goal
given the resources available and
Task to be Considered This column is where you will type your information
List some general goals for 7th grade Social Studies students’ goals include:
the content area and grade  demonstrate and explain how voluntary trade benefits
level selected. buyers and sellers
 clearly explain how specialization encourages trade
between countries
 accurately compare and contrast the different types of trade
barriers
 explain the process of foreign exchange
1. Accurately compare and contrast the different types of trade
listing the most important barriers.
goal first. 2. Clearly explain how specialization encourages trade between
countries.
3. Demonstrate and explain how voluntary trade benefits buyers
and sellers.
4. Explain the process of foreign exchange.
Describe the types of An anticipatory guide will be used to determine students’ prior
information and how that knowledge of voluntary trade and the types of trade barriers.
information could be Students will be informed to answer the guide to the best of their
gathered that would help ability. Students will be given examples of specialization and
determine which goals the foreign exchange and have to determine their understanding of
students have already met each concept. These activities will determine students’ prior
through previous knowledge.
instruction.
After prior knowledge has 1. Clearly explain how specialization encourages trade between
been assessed describe countries.
which instructional needs 2. Explain the process of foreign exchange.
or concepts need the most 3. Accurately compare and contrast the different types of trade
attention. barriers.
the existing learning environment. 4. Demonstrate and explain how voluntary trade benefits buyers
The ranking that from this step and sellers.
might differ from Phase 2.
Although a goal may have
received high priority in the initial
listing, resources required and
realization of the goal might result
in a lower priority for actual
implementation.

Step 2 Learner Analysis

The learner analysis step is extremely important in the instructional design process. Many instructional designers place this step at the
same level as the instructional objectives step. Together these two steps provide the foundation for all that transpires in the
instructional process. Once it has been determined what successful students are expected to be able to do, and the unique ways in
which each student/client learns, the probability that appropriate materials and activities will be used is greatly enhanced. Learner
analysis is the identification of characteristics of the learner that will influence the selection of instructional materials and activities.
Step or Phase Task to be Considered This column is where you will type your information
Student Learning Styles Describe process used to An online learning style inventory,
The text describes both determine the learning http://www.educationplanner.org/students/self-
unidimensional procedures and styles of the students and assessments/learning-styles.shtml, will be given to all students at
multidimensional procedures to the information gained. the beginning of the school term to determine their learning
identify learner characteristics. preference. After students’ learning preference has been
determined, the teacher will use a variety of learning styles when
teaching, including, but not limited to the following:
 Smartboard will be used to visually display information
 Teacher will incorporate lecture and class discussion
sessions
 Students will partake in hands on activities
Learning Tools Inventory Describe process used to Students will be provided instruction in various ways as well as
The text presents the philosophy determine the most given a variety of assignments and activities to complete. The
that successful learners possess a effective learning variation of instructional strategies, assignments, and activities
variety of learning tools that tools/strategies to be used will assist in determining the best tools to use in the instructional
enable them to acquire and in the instructional unit. unit.
process information successfully.
These tools are often thought of
as critical thinking skills or as
metacognitive abilities.

Step 3 Instructional Objectives

In the first step of the instructional design process, needs assessment, the instructional content was determined and broad goals were
identified. Usually goals are very broad and are not written in measurable terms. The purpose of the instructional objectives step is to
translate the instructional goals into instructional objectives. For a particular instructional goal, the instructional objectives answer the
question, “What will a learner be able to do when the goal has been met?”
Step or Phase Task to be Considered This column is where you will type your information
Primary Objectives typically have Develop at least five 1. Students will be able to accurately determine the differences
four components: primary between the types of trade barriers matching the terms with its
* Description of the learner measurable/observable corresponding definition and examples (SS7E2).
* Description of the behavior that instructional objectives for 2. Participating in a trade activity in which they will have the
will demonstrate that the goal has the instructional unit based opportunity to trade items with one another, students will
been reached on the goals developed in demonstrate and explain how voluntary trade benefits buyers and
* Description of the conditions Step 1. Indicate the sellers.
under which the behavior will be Georgia Performance 3. Students will complete a hands-on-activity in which they will be
performed Standards or Common placed into teams to produce a product to clearly explain how
* Description of the degree to Core Standards and AASL specialization encourages trade between countries (3.2.3).
which the stated behavior must Standards for 21st Century 4. Students will explain the process of foreign exchange after
occur for the instruction to be Learner and ISTE completing a series of word problems with examples of converting
judged successful Technology Standards that money in the textbook.
support the objectives.

Step 4 Assessment of Student/Client Performance

This fourth step in the instructional design process is planning the assessment of student performance. Many educators augment or
replace traditional testing with what is referred to as authentic assessment which is ongoing, open ended, and in real-life contexts.
Assessment must measure how well students have mastered the objectives; assessment must be reliable; assessment must allow
students to demonstrate what they know rather than what they do not know; assessment must provide feedback on the effectiveness
of instructional techniques, materials, and activities. Authentic assessment must be based on authentic content. Material should be
based on important concepts and assessment should be directly related to those concepts. Material should be consistent with state,
district, and school curriculum guidelines to provide continuity for students. Real-life experience should serve as a base for the
material. The developmental progression of students must be taken into account. When background is missing, that information must
be included in the material. Material should require higher level thinking. The appropriateness of the assessment for the content being
taught and the effectiveness of the activities and instructional strategies will both reflect the successfulness of teaching and learning.
Step or Phase Task to be Considered This column is where you will type your information
Assessment Strategies Describe the variety of Formative and summative assessments will be used to determine
Four questions can guide the assessment strategies to be students’ mastery of the lesson objectives. These assessments will
development of assessments: used throughout the include a daily bell ringer over the previous day standard, question
* What do you want students to instructional unit to and answer review session, a weekly standard quiz, and several
know and be able to do? determine the extent to review games. Also, teacher observation of students correctly
* What will count as acceptable which the students matching the terms with correct definitions and examples.
performance? achieved the primary
* How can you ensure expert objectives indicated in Step
judgments? 3.
How can you provide feedback?

Step 5 Strategies and Activities Development

At some point in the planning process, decisions must be made regarding strategies that will facilitate learning and the activities the
students will be involved in during instruction. Usually these strategies and activities are determined after instructional objectives are
selected and after the learner analysis is conducted. The development of instructional objectives and information gathered through the
learner analysis are the foundation for the selection of strategies and activities.
Learning strategies are employed to assist the learner in acquiring, interpreting, broadening, retaining, and using knowledge.
Learning strategies help students get ready to learn, obtain information, learn information, and manage their learning process.
Learning activities consist of the action to be taken by the students, the social configurations of the learning situations, and the source
of guidance available to them.
The instructional team should plan strategies and activities based upon the level of learning specified in the instructional objectives,
the learner characteristics, and the teacher’s judgment as to the range of instructional activities feasible.
Step or Phase Task to be Considered This column is where you will type your information
Resources/Materials List the resources to be The resources that will be used to develop the instructional unit
There are endless resources used by the teacher and include the Gallopade textbook, internet (review games, quiz
available today to assist in the media specialist/ questions), and think maps.
selection of appropriate learning technology specialist in the
strategies and activities for a
specific group of learners and in
support of specified content.
These resources include but are
not limited to:
* Teacher Editions of textbooks
* Professional resources –
journals, planning materials
* Grade level, school, and district
developed resources
* Resources available from state
DOE
* Internet resources
Activities and Strategies
In order for students to develop a
repertoire of learning strategies
there are times when they have to
actually have to be taught those
strategies (page 164)
Activities will be teacher-
oriented, group-oriented, or
student-oriented. The source of
guidance for the students, and the
cognitive and physical
environments must also be taken
into consideration as the most
appropriate strategies and
activities are identified.
Instructional materials are an essential part of the teaching and learning process. Students/clients spend a large amount of time
viewing, listening to, and otherwise interacting with instructional materials. Despite the wide variety of available materials and the
development of the
instructional unit. These
are the resources you use
for planning – not
materials students would
use.
Briefly describe five
potential activities for the
instructional unit. Indicate
one activity that will be the
focus of the detailed lesson
plan. This one activity is
the only one for which you
will develop a detailed plan
in Step 7.
Step 6 Materials Selection
1. Trade activity consisting of four rounds, with a different
stipulation involved each round, where students have the
opportunity to trade items and learn the benefits of voluntary trade.
2. A hands-on-activity explaining how specialization encourages
trade, where students are placed in teams and produce a product.
However, there are specific requirements for the products as well
as a limit on the amount of given materials to make the products
with.
3. Placed in partners, students will match the types of trade
barriers with their corresponding definitions and examples.
4. Students will create a tree thinking map explaining the
differences between the types of trade barriers.
5. Students will be given different types of foreign currency and
will be responsible for converting the currency into U.S. dollars.
pressure to purchase materials, there is still great discontent with the actual effectiveness of materials. Many materials are purchased,
used once and then put on a shelf to gather dust. Decisions regarding the selection of instructional materials should be made only
after considering several sources of information – this information is available only as a result of the instructional objectives step, the
learner analysis step, and the assessment of student performance step in this instructional design process (steps 2, 3, 4). Considering
these three sources of information will prevent the waste of funds used to purchase materials and will prevent disastrous learning
situations. After materials have actually been used with students/clients it is critical to reflect on the effectiveness of the materials. If
the materials were considered to be ineffective was it because of the materials or because of the way in which they were used. It is
important to determine if changes would need to be made in the planning for future use of the materials.
Step or Phase Task to be Considered This column is where you will type your information
Materials to Used List all of the materials Items for the trade activity will be provided by the teacher
The selection of materials needed by the instructor consisting of cut out cardstock squares listing various items for
involves 5 tasks: and students/clients in them to trade amongst one another. For the specialization activity,
* Selecting the format of the order to successfully students will be provided scissors, t-shirt pattern, markers, and
material implement and participate white paper. Students will also be provided with diverse currency,
* Identifying the specific in the lesson. These are the flash cards, and internet when needed. Also, the Smartboard will
materials materials that will actually be used to display information, and a timer will be used. Students
* Locating reviews of the be used during the will only be responsible for having notebook paper and pencil.
materials activities described in
* Previewing the materials Step 5.
* Evaluating the materials with
actual learners

Step 7 Implementation Plan

The Implementation Step is one in which specific plans are detailed for the actual implementation of strategies and activities with
students. Many times instructional projects look promising in the design stage but fail in the actual implementation. It is critical that
all people involved in the planning process work together to make sure the implementation is something they are all willing and able
to carry out. When designing instruction, it is very important that the resource limitations be taken into consideration so that the
instruction is not viewed as something that cannot ever be done again. Some questions to consider include:
 What facilities and equipment are required?
 Is there special lighting, space, or ventilation required?
  What support staff are required to implement the instruction?
 Is the administrator aware of the costs of implementation, and has this person’s support been gained? Are resources available
for the inevitable revisions that must be made before implementation occurs again?
Almost all instruction requires some involvement of the instructor as facilitator. In implementing instruction, part of the instructor’s
role is to compensate for student learning tools that may be missing or are inadequate. Strengthening these learning tools is an
ongoing goal of any instruction.
For this step of the project you are going to develop a detailed plan for one of the activities you described in Step 5.
Step or Phase Task to be Considered This column is where you will type your information
Primary Instructional Objectives List the primary observable The student will explain how voluntary trade benefits buyers and
You will be able to pull these instructional objectives for sellers in Africa. SS7E2
objectives from Step 3 or at least the selected activity. Students will be provided cardstock cut outs with items listed on it,
be able to take objectives from Indicate the Georgia which they will be able to trade amongst one another. There will
Step 3 and make them even more Common Core be four rounds in which students will have the opportunity to trade
specific for this particular activity. Standards/Georgia amongst one another. Students will be responsible for having their
Performance Standards, own notebook paper and pencil.
Information Literacy
Standards/Technology 1.1.1 Follow an inquiry-based process in seeking knowledge in
Standards that support curricular subjects, and make the real-world connection for using
those objectives. this process in own life.

2.1.5 Collaborate with others to exchange ideas, develop new

understandings, make
decisions, and solve problems.

2.3.1 Connect understanding to the real world.

1. Facilitate and Inspire Student Learning and Creativity

Teachers use their knowledge of subject matter, teaching and
learning, and technology to facilitate experiences that advance
student learning, creativity, and innovation in both face-to-face and
virtual environments. Teachers:
a. promote, support, and model creative and innovative thinking
and inventiveness
Briefly Describe Learner Group
This description can be developed
based on the information gathered
from the Demographic section,
Needs Assessment (Step 1) and
the Learner Analysis (Step 2)
Pretest/Assess Prior Knowledge
This description can also be
derived from information
gathered in the Needs Assessment
(Step 1)
Motivating Activity/Launch
This type of activity can include
strategies to prepare the learners
for the activity; advance
organizers; etc.
Description of Lesson
Presentation
This section will include the
Describe the
students/clients who would
participate in the activity
including the learning
styles and preferred
learning tools/strategies of
the students/clients.
Describe the process used
to assess student/client
prior knowledge as it
relates to the specific
content of this lesson.
Describe how the
information gathered
would impact the
continued development of
and implementation of the
lesson plan.
Describe the strategy to be
used to gain student/client
attention and develop
interest in the content of
the lesson. This activity
must be connected to the
content of the lesson. How
you will start the lesson to
engage and motivate
learners.
Describe the content and
procedures of the lesson.
What you will say and do.
Students participating in this activity would include 7th graders
with auditory, tactile, and visual learning styles based on the
learning styles inventory. Auditory learners’ needs will be met
through the use of class discussion. The tactile learners’ needs will
be accommodated through the trading activity which is a hands on
activity. Finally, the visual learners’ needs will be met through the
use of the Smartboard where information will be displayed.
Students with disabilities including, 504 plans and IEPs will be
accommodated accordingly.
A class discussion will be held to determine students’ knowledge
of this specific standard. Also, students will be given a writing
prompt with the directions to explain the benefits of voluntary
trade. This assignment will be done individually, and a rubric will
be used to grade the writing assignment. They will complete this
assignment using paper and pencil. Students who master the
writing assignment will be given an enrichment assignment to
complete while the other students follow the outline lesson
teaching the standard.
Students will complete a think-pair-share answering the following
question; “What does it mean to be a volunteer?” After students
finish sharing their responses with one another in their pairs,
students will be asked to share their responses with the entire class.
A class discussion will take place incorporating the term “trade”
and the meaning of voluntary trade.
The lesson will begin with a student(s) reading the standard and
essential question. Each student will be given 2 cardstock cut-outs
with an item listed on each one. Students will be instructed to
procedures for the activity – what
is going to take place; who is
going to do what; etc.
Provisions for Participation
Instructors always need to be
prepared for those times when an
activity does not go as intended;
be prepared to ask probing
questions to keep the activity
progressing; etc.
Closure
Questions you will ask.
Describe how the lesson
would be structured so that
all students would be able
to successfully participate
in the lesson. What
students will do.
How you will end the
lesson. Summary of the
content of the lesson.
leave the cut-out face down on their desk until they are told to flip
them over. Once all the cut-outs are distributed, students will be
allowed to turn their cut-outs over and view the items without any
talking. Students will be provided directions on how to complete
the trade activity. Once the directions are given, students will be
instructed to get up and begin the trade activity. A timer will be set
for two minutes each round. There will be four rounds. At the end
of each round, students will be instructed to take a seat. A class
discussion will begin.
Questions the teacher will ask, will include:
“How many people traded this round?” “On a scale from to 1-3, 1
meaning you aren’t satisfied with the item you currently have, 2
meaning you are somewhat happy with the item you have, and 3
meaning you are completely satisfied with what you have.” “Raise
your hand for a 1(a tally will be taken), Raise your hand for a 2 (a
tally will be taken), Raise your hand for a 3 (a tally will be taken).”
The above questions will be asked each round. After the fourth
round is completed, the teacher will ask students
‘Who was a victim of fraudulent trade?” Explaining what the word
“fraudulent” means. “How does voluntary trade benefit buyers and
sellers?” Then a class discussion will take place about the
resources that can be bought and traded in Africa, and how
voluntary trade would benefit buyers and sellers there.
Each student will have the opportunity to trade with someone
throughout the four rounds, which will require their involvement
in order to collaborate amongst themselves. The teacher will walk
around while trade is occurring to monitor students and insure all
students are participating.
The lesson will end with students defining the standard terms
using the Gallopade textbook. Also, students will complete a
ticket-out-the-door answering the essential question: What are the

Posttest/Assessment of Learning
In Step 4 you described the main
assessment strategies for the unit.
In this section you will describe
what the students will do at the
end of the lesson to demonstrate
they have met the specific
objective for this one activity.
Results of Learning
Since you are not able to
implement the actual activity this
semester, you only need to briefly
describe what you expect the
students to be like as a result of
the activity.
Summary of Instruction
Again, since you are not able to
implement the activity this
semester, simply briefly describe
the kinds of things you think you
would need to be very observant
of throughout the implantation in
order to make notes about what
might need to be done differently
in future implantations.
Formative evaluation involves assessing the results of each step in the instructional design process to improve the results of the
process. Although this step is the last in this model it actually is an ongoing process. The following questions need to be asked about
all of the steps:
 Did carrying out the step collaboratively lead to effective instruction?
benefits of voluntary trade?
Describe the assessment Students will be given a writing prompt with the directions to
strategies/activities to be explain the benefits of voluntary trade in Africa. This assignment
used to determine and will be done individually, and a rubric will be used to grade the
document student/client writing assignment.
achievement of the
instructional objectives of
the lesson.
Describe the progress made At the end of the lesson, students will be able to clearly explain
by students/clients as a how voluntary trade benefits buyers and sellers in Africa. In
result of the lesson – addition to all of the students’ learning styles being fulfilled.
knowledge they gained,
skills they attained or
improved, etc.
Describe the strengths and The teacher will have to walk around during the rounds of trade to
weaknesses of the insure all students are participating and trading. Some students
implementation of the may want to act playfully instead of completing the task at hand.
lesson – what worked, Students should be interested in learning about voluntary trade
what did not work, what through an actual hand on experience. The assessment results will
would need to be changed determine if whether or not, I need to make any more changes to
for future implementation the lesson.
of the lesson.
Step 8 Evaluation of the Plan
  How could the step be carried out better in the future?
 Were all the instructional objectives met?
 Are the students ready to learn more?
 If problems occurred during instruction, at which step did the problems arise and how could the step be improved?
This type of evaluation allows for the instructional design process to continually be improved based on feedback gathered through
evaluation. Three types of formative evaluation that can lead to more informed decisions regarding continued instructional design:
 Evaluation that will result in changes for current students/clients.
 Evaluation that will result in changes for the next group of students/clients that will participate in the instruction.
 Evaluation that will result in changes in the way future instruction is designed.
Step or Phase Task to be Discussed This column is where you will type your information
Describe the planning and Since you are not actually What other ways could I have taught this standard effectively?
implementation processes – going to implement your Were all students’ learning needs met?
strengths, weaknesses, and plan this semester, think How could I have assessed students differently?
changes for future collaborative about questions you might Were students actively involved in the trade activity?
planning and instruction. need to ask yourself in the
event you were able to
implement your plan.

References

American Association of School Librarians. (2007). AASL Standards for the 21st century learner. Retrieved from

http://www.ala.org/aasl/standards-guidelines/learning-standards

Education Planner.org. (2011). What’s your leaning style? Retrieved from http://www.educationplanner.org/students

/self-assessments/learning-styles-quiz.shtml

Georgia School Reports. (2015). Montgomery county middle school. Retrieved from https://schoolgrades.georgia.gov/montgomery-

county-middle-school

International Society for Technology in Education. ISTE standards students. Retrieved from http://www.iste.org/standards/ISTE-
 standards/standards-for-students

International Society for Technology in Education. ISTE standards teachers. Retrieved from http://www.iste.org/standards/ISTE-

standards/standards-for-teachers

Montgomery County. (2016). Retrieved from http://georgia.gov/cities-counties/montgomery-county

Seventh Grade Social Studies Georgia Performance Standards. Africa. Retrieved from

https://www.georgiastandards.org/Standards/Georgia%20Performance%20Standards/Gr7-Social-Studies-Standards.pdf