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Module 2 Written Reflection

The document is a written reflection from a student discussing instructional design strategies for student engagement. [1] The student emphasizes connecting lessons to real-world topics, using primary sources, and providing variety through videos and podcasts to engage students. [2] In both face-to-face and online environments, the student stresses community, student-centered learning, and group discussions. [3] The reflection also discusses promoting deep learning over surface learning through exploring historical events' ramifications and connecting past to present.

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79 views5 pages

Module 2 Written Reflection

The document is a written reflection from a student discussing instructional design strategies for student engagement. [1] The student emphasizes connecting lessons to real-world topics, using primary sources, and providing variety through videos and podcasts to engage students. [2] In both face-to-face and online environments, the student stresses community, student-centered learning, and group discussions. [3] The reflection also discusses promoting deep learning over surface learning through exploring historical events' ramifications and connecting past to present.

Uploaded by

api-487702435
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Module Two Written Reflection

Megan Harmon

Arizona State University


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Instructional Design for Student Engagement

Engagement and Motivation

“Engagement with learning is, because it is engagement that leads to sustained interaction

and practice” (Irvin, Meltzer, & Dukes, 2020). Because of this student engagement and

motivation should be at the forefront of our minds as we plan our lessons. It can sometimes be

difficult to ensure students are engaged, especially in a history classroom, however there are

some strategies to help. One way is to connect the topic with something the students feel is

important, in history this can be done by connecting the historical events to events that are

currently taking place. Another option is to provide reading that is more interesting than the

school textbook. Within my classroom I would use primary and secondary sources as much as

possible. This is far more engaging than reading a crunched down paragraph about a topic.

Another option would be to provide video clips or podcasts for more variety.

Face to Face and Digital Learning Environments

Face to face environments lend a hand to student engagement. During face to face

students are able to discuss with one another in the same location. In this environment I would

have students work within table groups for discussions and activities. Digital environments make

student engagement a bit more difficult. The keys to this environment are “prioritizing

community and designing student-centered lessons” (Tucker, 2020). During online instruction I

would provide students with relevant material to encourage engagement. I would also utilize

break out rooms for group discussions. My instruction would be focused around the relevant

reading or viewing materials and group discussions which would “prioritize student-centered

learning by developing online communities” (Tucker, 2020).

Deep and Surface Learning


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Surface learning is learning the material being studied without digging any deeper. This

type of learning is generally used when students concentrate solely on passing an assessment.

This is not the type of learning I want to promote in my classroom. I would rather my students

practice deep learning. “The result of deeper learning is students leave school with how, when,

and why to apply skills and knowledge to face challenges of college, career and life” (Wickline,

2018). Goals that are included in this type of learning are critical thinking, communication skills,

and collaboration. Within my instruction I would not only have the students explore how and

why a historical event took place, but also what the ramifications of it were both short and long

term. This has the students connecting past events with current which keeps student engagement.

Formative Assessments

Formative assessments are obtained during the course of a lesson which tells how the

students are doing with the material and what the next steps should be ( Fisher & Frey, 2014).

These assessments will be embedded into my lesson for each topic to ensure student

understanding and to keep the students engaged. I like the use of exit tickets to see what the

students learned over the whole class period. A quick formative assessment that I would use

would be thumbs up if the concept was understood, sideways if they sort of get it but have a

question, and thumbs down if they did not understand at all. I would also work in quick checks

during lectures.

Text Complexity

Within my class I would build my lessons with text that is complex enough for the

students to understand but not so difficult that the students are discouraged from reading it. Text

will be used often within a history class because that is the main source of information about

history. To improve student engagement I will use DBQs in small groups.


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Content and Language Objectives

The two types of objectives are content which specifies what students should know and

be able to do and language which are the language skills or processes students will use (2014).

Within my instruction I will have the content objectives listed on the board and will explain what

the students will be able to do. Language objective i will work into my instruction by having

students share during group work. I will also have students share as a whole class during class

discussions.

Explicit Strategy Instruction and Frameworks for Planning Instruction

Explicit instruction helps to make lessons clear and provides students with how to start

and succeed on a task. I will use this in my instruction by providing clear instructions so the

students know exactly what to do, especially when working with readings. I will also make sure

to model what the expectations are before having the students move on to group or individual

work. When planning my lessons I will include strategies to keep students engaged by using a

BDA model. With historical events and new ideas I think using a KWL chart is a great way to

get the students engaged with the lesson and keep them that way as they will fill in the chart as

the lesson progresses.


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References:

Fisher, D., & Frey, N. (2014). Assessments That Highlight Strengths and Challenges. IRA E-

ssentials, 1-11. doi:10.1598/e-ssentials.8052

Guest Blogger, A. (2018, October 16). What is Deep Learning? Who are the Deep Learning

Teachers? Retrieved October 14, 2020, from https://inservice.ascd.org/what-is-deep-

learning-who-are-the-deep-learning-teachers/

Irvin, J. L., Meltzer, J., & Dukes, M. S. (2020). Chapter 1. Student Motivation,

Engagement, and Achievement. Retrieved October 16, 2020, from

http://www.ascd.org/publications/books/107034/chapters/Student-Motivation,-

Engagement,-and-Achievement.aspx

Tucker, C. R. (2020). Successfully Taking Offline Classes Online. Retrieved October 16, 2020,

from http://www.ascd.org/publications/educational-

leadership/summer20/vol77/num10/Successfully-Taking-Offline-Classes-Online.aspx

What are Content and Language Objectives [Video file]. (2014, October 23). Retrieved October

16, 2020, from https://www.youtube.com/watch?

v=sfIheht9hGw&feature=youtu.be&ab_channel=MyAdventuresinESL

Wickline, H. (2018, February 06). Creating the Conditions for Deeper Learning. Retrieved

October 14, 2020, from https://hewlett.org/creating-the-conditions-for-deeper-learning/

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