How does this process aid in understanding the essential components required for instructional choices?

LIT 5183 Module 2: Assignment

Building the Delivery Approach: Knowing When to Present What to Learn

In the Module 1 analysis assignment, you established a structure for an inquiry-based thematic unit. In this Module 2 application assignment, you will reshape ideas by identifying salient points through an analysis of the qualities and characteristics of given tasks prior to establishing a sequential order to build skills.

• Download the Application: Part 1 and 3 Charts, to your desktop for use in this assignment.
• Create a Word document for your response.
• Use APA for the title page, references page, and in-text citations.
• Follow the directions to submit your final Word document.

Part I. Reshaping Ideas

Determining how to present information or how to support the development of skills occurs when components are considered in different ways. 

Step 1. Collect the nine ideas identified in Step 4 of Module 1. Place them in the appropriate part of the chart. Using the Common Core State Standards (CCSS), identify 2-3 appropriate standards for each component.

For example:

Objective: CCSS.ELA-Literacy.W.4.4 (Links to an external site.) Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience.

Skills: The nature of descriptive writing.

BIG IDEA:
Standards	Component
	Skills
	#1
	#2
	#3
	Content
	#1
	#2
	#3
	Process
	#1
	#2
	#3

 

Part II. Task Analysis

Each component (skill, content, or process) requires given abilities, previously learned which now need to be used in application, or need to be learned. Before determining an approach, a task should be analyzed to identify what is known and what needs to be learned. 

Step 2. Complete a task analysis on each item for each component.
For example: The nature of descriptive writing.

• Knows the correct placement of the title (writing format)
• Indented paragraph format (writing format)
• Knows the conventions of standard English, including capitalization and punctuation
• Distinguishes the purpose of descriptive writing
• Identifies descriptive writing in an example
• Identifies and sort words which describe
• Uses words which create a visual image
• Knows when to use a descriptive phrase, sentence, or paragraph 

Step 3. Collect the common tasks from each component, grouping them because they are alike in some way. This means identifying common characteristics, qualities, or activities which require the same approach or understanding. Label the collective group. (Not all tasks can be grouped. These may be important enough to stand-alone).

For example: Learners might need to recognize descriptive words in a content area which is also a skill in writing. When asked to write a descriptive paragraph, they are using a process to complete the assignment. 

 

Part III. Identifying Order

Once tasks are identified, they can be organized in a sequential order for delivery. We would not expect learners to identify words before they identify and name letters. Ordering asks the question: What do learners need to do before they can be successful at given task? 

Step 4. Using the tasks identified and labeled in Step 3, place them in a sequential order, from first to last as appropriate for building skills, developing content, or using thought processes. Identify the component (skills, content, process). (Add additional lines as needed. More than one sequence may be required).

Order of Tasks
	Description	Component

 

Part IV. Evaluating the Sequence

The ordering of tasks defines what needs to accomplished first. Some tasks may be essential but require developing over time or need a different content before introduction.

Step 5. Use the following questions to determine if the sequence will work.

• Are the prerequisite skills identified and in place for the new learning?
• How does the task relate to the one before? To the one after?
• Is another task, not identified, required before moving forward?
• Does the task build towards mastery of the concepts, ideas, or standards identified?
• Will this task, when introduced, support the overall flow of skills, content, or processes?
• Does it work for this grade level?

Step 6. Present the order of tasks. Write an introductory paragraph to set the stage followed by a listing of the tasks and their identified component.

In a brief summary, use 2-3 paragraphs, address the following questions:

• How does the order support the developmental stages for this age group?
• What difficulties may need to be addressed before these tasks can be introduced?
• What relationships and patterns can be connected to other skills, content, or processes in order to transition to future topics?
• How does this process aid in understanding the essential components required for instructional choices?