Reflection Paper Number Two
By
Terence E. Peak
Presented as Partial Fulfillment of
EDIT 6344
Instructional System Design
University of the Incarnate Word
Jean Griffith Clonts, Ph.D.
October 20, 2011
University of the Incarnate Word
San Antonio, Texas
Terence Peak 1 Rev. 11/30/03
Table of Contents
Aim Page 3
Introduction Page 4
Needs Analysis and Goal Statement Page 5
Instructional Analysis Page 6
Instruction Diagram Page 8
Learner and Context Analysis Page 9
Learner Analysis Page 9
Learning Context Analysis Page 12
Performance Context Analysis Page 12
Performance Objective Page 13
Assessment Instrument Page 13
Instructional Strategy Page 14
Formative Evaluations Page 20
Summative Evaluation Page 21
Outside Knowledge Page 21
Conclusions Page 22
References Page 23
Terence Peak 2 Rev. 11/30/03
Aim
I wrote the first paper to help me understand what I knew about the Dick and
Carey Model, this reflection was my opportunity to demonstrate my knowledge of the
model. Between this reflection and the self-study, I should prove how effectively I have
learned how to use the model.
Terence Peak 3 Rev. 11/30/03
Introduction
In the first reflection, I lamented about the length of the semester. Oh, how I miss
those days! The application of the Dick and Carey (D & C) model was a time-consuming
and difficult process. Each step, from goal analysis to summative evaluation presented its
own challenges. The process of developing instruction presented its own set of problems
as well. However, each step of the process brought a better understanding of how to
create effective instruction. The process of analysis, evaluation and feedback was
extremely helpful in completing the process. The input of my peers was invaluable, as was
your input. Because of all of this help, it became my desire to develop both high quality
instruction and an equally well-developed reflection.
I wrote this paper to reflect on the process of developing each step in the Dick and
Carey model, and then show the results of my thinking. The reflections are located under
a heading style similar to the introduction. The completed step is either in a purple box, or
in a purple table.
Terence Peak 4 Rev. 11/30/03
Needs Analysis and Goal Statement
Goal analysis process takes time. I assumed that I knew the need, but I could not
truly define the need until I spoke to my students. They identified the need for the self-
study. From their input, I learned that most students understood how to make charts, but
preferred some assistance when performing a step. They also did not understand why they
performed certain steps. The instruction was not relevant to them. In addition to providing
assistance in completing the chart, the self-study will attempt to develop relevance.
Developing the goal statement was easier needs analysis.
Needs Analysis
This self-study is necessary because some students
still require assistance in creating a chart after
completing classroom training. The self-study will
remind students of the steps and procedures necessary
to create, complete, and update a chart using data
collected on an Excel spreadsheet. Students can
complete the task with little or no instructor
involvement. The self-study will also make the need
for creating charts relevant.
Instructional Goal
Given an Excel spreadsheet, students will create and
update a chart containing the data from the
spreadsheet.
Terence Peak 5 Rev. 11/30/03
Instructional Analysis
Until I began the instructional analysis in earnest, I did not think the amount of
detail involved. I assumed that this was an easy part of the process. How wrong I am!
Just as I think that I have covered all of the steps, and that they are correct, I discover
something is amiss. The process slowed down because I had to move back and forth
between a spreadsheet, the visual design of the instruction, and the Word document on
which the process was being documented. The process for developing an instructional
analysis required constant revision, because either a step did not work properly, or the
software did not complete the process in the expected way. I discovered that I needed to
add one step and eliminate two. One bonus gained by the experience was that I created
spreadsheet and chart useful for developing an assessment rubric.
.
Instructional Analysis
Creating a chart is an intellectual skill. There
are entry behaviors necessary to begin using this
skill. The learner must be able open a Microsoft
Excel spreadsheet, type data into the cells, then save
and print the spreadsheet before the process can
begin.
Step 1: Open the Candy Sale spreadsheet.
Step 2: Highlight the cells containing data that
for use in the chart.
Step 3: Begin the Chart Wizard Process.
Terence Peak 6 Rev. 11/30/03
Step 3.1: Open the Chart Wizard by clicking on
the chart icon on the toolbar.
Step 3.2: Choose a clustered column chart.
Step 3.3: Preview the chart.
Step 3.4: Verify the data range. If the data
range window is empty, or does not reflect the
highlighted information, return to step 2 and
highlight the spreadsheet data again. Repeat steps 3.0
to 3.3.
Step 3.5: Make sure that the series data is
correct.
Step 3.6: Name the chart, the Y-axis, (left
side), and the X-axis (Bottom).
Step 3.7: Placed the legend is on the right side
of the chart.
Step 3.8: Choose chart placement on a separate
page.
Step 4: Save the document.
Step 5: Update Chart.
Step 5.1: Click on Chart 1.
Step 5.2: Update the sales for each day.
Step 6: Save the document.
Step 7: Print
Terence Peak 7 Rev. 11/30/03
Step 8: Repeat steps 5 through 7 daily for every
day of candy sale
Terence Peak 8 Rev. 11/30/03
Given an Excel spreadsheet, students will create and
Instructional Diagram update a chart containing the data from the
spreadsheet.
Open Highlight cells Begin the Save Update Save Print Repeat
Completed containing Chart Data on 5-7 Daily
Wizard 4.0 6.0 7.0
spreadsheet data to be chart 8.0
Process.
1.0 included in 5.0
Chart 3.0
2.0
Click Open &
update
chart 1 spread-
to sheet
review
5.1
5.2
Place Place Titles Check Verify Preview Clustered Open
Chart legend on series Data Chart 3.3 Column Chart
on right Chart data Range Chart 3.2 Wizard
Page side 3.1
3.6 3.5 3.4
3.8 3.7
Chart Title
Y Axis Title Incorrect Correct
X-Axis Title
3.6.1
3.6.3
3.6.2
------------------------------------------------------------------------------
Create, save,
and print an
---------------------------------------------------------------
Excel
Spreadsheet
Terence Peak 9 Rev. 11/30/03
Learner Analysis
The most difficult part of the learner analysis was getting it right. I knew who my
learners were because I taught them every day. However, it was hard to analyze them. I
realized that the person reading the analysis had never met these students. They are
much harder to describe than I originally thought. As I continued the process, I realized
that the analysis should have included an understanding of my students based on what
they knew, not what I thought they knew. I asked questions of the students to gain better
perspective of their understanding. I interviewed four students: Two were average
students, one has the highest grade, and one has the lowest grade. These students were
questioned about their knowledge of Excel.
1. Who are the learners?
2. Are you confident that you can complete an Excel spreadsheet?
3. Are you confident in your ability to complete a chart without assistance from the
teacher?
4. Will a self-study guide aid in making the instruction easier?
5. Do you understand why you are creating charts?
6. Will you use this skill in other classes?
7. If necessary, will you teach this skill to your parents, teachers, or other students?
Reviewing their answers revealed the information in the table below. It was
determined that that students wanted self-study guide. The guide had to be easy to use,
have all the information they needed to complete an assignment, and the learner had to be
able to find a step anywhere in the self-study with a minimum of effort.
Terence Peak 10 Rev. 11/30/03
Learner Analysis
Information Data Learner Characteristics
Categories Sources
Entry Behaviors Interviews The learners began using
with four Excel two years ago, They
students are proficient and
comfortable creating and
updating spreadsheets.
Prior Knowledge The class has received
of Topic instruction in creating
charts two months ago. A
week later, post-testing
reveals most students are
competent in chart
creation. Half of the
students interviewed feel
that they will need some
form of assistance
creating a chart.
Attitude Towards Class prefers clear and
content concise instructions;
students feel that a
self-study would be
helpful in learning to
Terence Peak 11 Rev. 11/30/03
create charts.
Attitudes Not observed.
towards Delivery
System
Motivation The class enjoys learning
this skill. They
understand that they can
apply chart making to
other areas in school and
at home. They would like
to use it in other
classes and share this
knowledge with others if
asked.
Educational and The learners are seventh
Ability Levels grade students. All
students are competent in
the use of the computer.
General Learning Class prefers to learn
Preferences with classroom lecture in
conjunction with
projector and screen.
Attitudes Not observed.
towards Training
Organization
Terence Peak 12 Rev. 11/30/03
Group Homogenous, all are
Characteristics capable of using the
self-study.
Context Analysis
I am not sure of what I thought I knew. Before I deleted it, I was very proud of
what I wrote here, I learned that while my analysis was contextual, a better understanding
of what the learning and performance contexts were was necessary. That said, learning
context was described as the here, how and constraints that effect how learning occurs.
The performance context was described as the where and how the skill, in this case
creating charts, was performed. The major problem for me was that while I understood the
environmental part of the context, I needed a better grasp on the application of the context.
Learning Context Analysis
Information Learning Site Characteristics
Categories
Compatibility The learning and performance
Terence Peak 13 Rev. 11/30/03
with environments are in the same
Instructional location. All of the computers are
Needs Apple I Macs using the same version
of Microsoft Office. Menus and
toolbars are to contain the same
information, so that that software
environment is homogenous. Lab can
accommodate all 19 students at the
same time
Compatibility Student will use self-study for
with Learner daily for two weeks to create and
Needs update charts for candy sale. There
will not be any instructor input.
Advanced students may mentor other
students.
Feasibility for The learning context is identical to
simulating performance context
Workplace
Performance Context Analysis
Information Performance Site Characteristics
Categories
Instructor Instructor provides Self-Study Guide.
Support Answers questions.
Terence Peak 14 Rev. 11/30/03
Physical Learners will use the computer lab to
Aspects of complete the project. All of the
Site computers are Apple I Macs using the
most current version of Microsoft
Office. All of the menus and toolbars
contain the same information, so that
that software environment is homogenous.
Social Students work Individually, using self-
Aspects of study. Some students mentor other
Site students upon completion of their own
work. Students can use self-study for
assistance in other classes, including
math, geography, and science. Students
may use the self-study to assist office
staff and teachers in the creation of
charts.
Relevance To Applying chart creation skills to
Workplace tracking school candy sales is a
relevant use. Students can apply skill
to other school subjects including
geography. Students can apply skills at
home by using the self-study to teach
parents how to create charts.
Performance Objective
There were times that I should have just stopped writing and thought about what a
performance objective was not. For example, a performance objective was not two and a half
pages long.
Terence Peak 15 Rev. 11/30/03
Performance Objective
Upon completion of the instruction, the learner is
able to create a chart using the Excel Chart Wizard
Assessment
The assessment process was a littlie more difficult than I expected. I created an
assessment and grading rubric, but like a lot of the text in this reflection, I trashed it later. A
benefit of creating instruction was that I was able to correct and improve all aspects of
instructional development. The instruction design process made the instruction better,
Self-assessment checklist
Students will complete a self-assessment checklist at
the end of the guided practice exercise. The self-
assessment checklist ensures that data entry in Chart
Wizard is correct. Using the overhead projector as a
guide, the student writes “Yes” or “No” next to each
item on the checklist. “No” answers require revision
of the incorrect step.
Yes/N Chart Item Related
o Step
Chart has 1 cluster of 10 Step 3.1
columns for each sale day.
Chart has 1 column for each Step 3.2
class.
Chart title is Candy Sales by Step 3.5.1
(your name).
X Axis label is Sale Days. Step 3.5.2
Terence Peak 16 Rev. 11/30/03
Y-Axis label is Percentage to Step 3.5.3
Goal.
Chart has legend. Step 3.6
Legend is on right side. Step 3.6
Chart is a new sheet labeled Step 3.7
chart 1.
Correct Spelling. Check
Overhead
Daily sales entered correctly. Step 5 and
Overhead
Save document. Step 6
Chart is printed. Step 7
Instructional Strategy
Before I began the instructional strategy process, I dreaded the amount of time that it
would take to accomplish the task. Like most of the tasks in this self-study, I made it harder
that it should have been. The process was easier than I thought, but I spent a lot of time
editorializing and emphasizing information that could have been be better stated in a shorter
statement. Bullet points made the strategy a faster reading, more concise document.
Natasha, my manager may not like to read a lot of text, after all if she was a manager, and
she had to read a massive amount of data every day, she would appreciate brevity. By
giving her precise, quick, bullet points, she should be able to understand what goals the
instruction would accomplish, how these goals would be accomplished, and whether or not
the training her needs. An instructional strategy developed in this manner resulted in
efficient, efficient, and appealing instruction.
Terence Peak 17 Rev. 11/30/03
Self- Study Instructional Strategy
Component
Pre Instructional Activities
Motivation
The class is informed their job as a class is to keep
up with the school candy sale for the next two weeks
Individual charts will post daily throughout the
school, as long as they are correct.
Objectives
Create a chart using the Chart Wizard and the guided
practice exercise.
Update the chart daily using the Chart Wizard and the
guided practice exercise.
The assignment will take 10 to 15 minutes each class.
Prerequisite
The prerequisite skills are to create, save, and print
Skills
an Excel spreadsheet.
Terence Peak 18 Rev. 11/30/03
Content Presentation
Sequence
The self-study contains a systematic guided practice
exercise.
At the beginning of class each day, the students will
update their candy sale spreadsheet and chart using the
guided practice exercise.
Content
Instruction is a self-study.
Self-study includes glossary, reference guides, and a
guided practice exercise and assessment checklist.
Reference guides provide definitions and explain
symbols and icons it is removable from self-study.
Self -assessment is removable and can be during or
after assignment is completed.
Terence Peak 19 Rev. 11/30/03
Examples
An example of what each step will look like when
completed.
Images of each step within the Chart Wizard
Example of an updated spreadsheet is included in the
self-study.
A completed example of each day’s chart will be on an
overhead projector for comparison.
Learner Participation
Practice
All learners will complete a candy sale chart using a
guided practice exercise.
Daily updates of the chart require the use of the
guided practice exercise.
Terence Peak 20 Rev. 11/30/03
Feedback
The instructor will review chart as it nears
completion.
Student will use guided practice exercise and self-
assessment to ensure that chart is correct.
Provide peer assistance with positive feedback for
students, if necessary.
Assessment . Students will use self-assessment checklist.
Objectives of self-assessment.
1. Ensure information is correct.
2. Spelling is correct.
3. Chart names and legends are placed in the correct
oppositions,
4. Chart has the correct number of columns and clusters.
A daily example of a correct chart will be on an
Terence Peak 21 Rev. 11/30/03
overhead for self-assessment.
Follow Through Activities
Memory Aids
Not Applicable.
Transfer
Use chart-making skill in other classes.
Students will also receive tips on ways transfer these
skills in order to make charts at home.
Remediation
Post correct charts, with student’s name, in school
building.
Students who update their chart quickly and correctly
will be offered an opportunity for to visit puzzle
website while the rest of the class completes the
assignment.
Enrichment
As an enrichment activity, students will complete a
spreadsheet and chart containing world population data.
Terence Peak 22 Rev. 11/30/03
Terence Peak 23 Rev. 11/30/03
Formative Evaluation
To say the formative evaluation process was an invaluable exercise is an understatement!
The input I received from my evaluators was outstanding. All of their insights proved helpful in
designing the final self-study. Natasha was helpful with grammar and spelling. She was also the
best choice to help me identify unclear language and instruction.
Dr. Clonts, your analysis was valuable from two standpoints. First, your example of
formative evaluation was excellent. It was very hard to avoid defending my work, when I tried to
defend it; you were kind to let me know. Thanks for being so patient. The second area of value was
helping to clarify the rules for writing instruction. The most valuable rule was: “Tell where a
function is, then tell what it does”.
Carissa was extremely helpful. Her ideas were instrumental in the development of my
instruction into my Self-study. Carissa’s ideas helped me to use the correct technical jargon, and
properly segregate the instructions into actions and responses. She gave me the idea to create
removable quick reference guides. It was also her idea to change the name of the job aid to
“guided practice exercise,” because she said that the instruction “populated a shell with data”. By
virtue of performing a formative evaluation on her instruction, I was able to get ideas that would
make my instruction design more visually appealing.
The formative evaluation process was very eye opening. In the process of developing a
formative evaluation for my own self study, I also developed several questions to ask as part of the
formative evaluation:
Formative Evaluation
Ask these questions of the evaluator during the one-on-one
analysis. Evaluate the answers afterward.
Terence Peak 24 Rev. 11/30/03
Are the directions easy to understand?
Does the self-study explain terminology an understandable
manner?
Does the self-study explain symbols and icons in an
understandable manner?
Is the guided practice exercise helpful in creating a
chart?
Does the self-study explain the assessment checklist in an
understandable manner?
Is the assessment checklist easy to use?
Summative Evaluation
An analysis of the self-study was not performed. However, I was able to come up with
some questions that would be valuable is the summative evaluation process.
Summative Evaluation
What improvements can be made to the self-study?
Will the learner use the self-study to create charts in
future assignments?
Is the guided practice exercise easy to use?
Is the self-study a reasonable alternative to purchasing a
book covering the same subject?
Outside Knowledge
Terence Peak 25 Rev. 11/30/03
There was little use of outside knowledge, other than my expertise in Excel software. I
used one book, called “Teach yourself Visually: Microsoft Excel. It was useful because it provided
the idea for using screen captures for visual examples of the Chart Wizard. Carissa’s formative
evaluation and knowledge of the ISD process were an invaluable source for creating instruction.
Terence Peak 26 Rev. 11/30/03
Conclusions
There times when I wondered whether I would ever be able to write the conclusion to this
reflection. This has not been an easy process. Completing each step of the systems approach
presented many challenges. Most of them regarding content. I seem to always come up against
the problem of writing too much information, when a little information would have completed the
process just fine.
The process of developing instruction took far longer than I ever expected. Each time I sat
down at the computer, I expected to complete the work in a few hours. A few hours sometimes
turned into an entire weekend. These long weekends came about because I strove to develop
good instruction that was also visually appealing. The process of making the instruction “effective,
efficient and appealing” was one of the most difficult parts of the development process.
Editing became a time consuming process. I spent a great deal of time finding the right
terminology. Even after hours of editing, I am sure that I misused tense here and there. Both of
this area proved very challenging.
Dr. Clonts, you were right, these concepts were difficult for me. Yet, I think that I really
came to understand how to complete the process in a fuller, more detailed manner. Hence, I wrote
better instruction. My student’s will benefit from this class. Thanks.
Terence Peak 27 Rev. 11/30/03
References
2002 Teach yourself visually: Excel 2002. First Edition. 306
Dick, Walter, Dick, Lou, Carey, James O. (2001) The Systematic Design of Instruction, Fifth
Edition, 420.
Microsoft Corporation, 2001. Microsoft Excel:Mac. v. X, 2001.
Terence Peak 28 Rev. 11/30/03