and, âThere is no such thing as a good excuse to avoid exercising.â Michigan State University. Educational Technolog
Stand-Alone Instructional Resource Design Form Project Title Fitness Habits Paper Developer David Hocker Program Describe which program you will be using for this project. (Example: Moodle, Camtasia Studio, PowerPoint) PowerPoint (kiosk mode)
The project in a sentence… In one sentence, what is this project about? Students will be asked to explore the reasons why some people choose to exercise and others do not.
Audience Describe the relevant characteristics of the intended learners (e.g., grade level, special needs or advanced). 7th and 8th grade general ed. students who have taken various amounts of physical education courses.
Instructional Objectives What do you want the learner to learn? (Be sure to reference the subject matter as well as appropriate curriculum standards.) The student will recognize a variety of benefits that will occur as a result of regularly participating in physical activity. The student will identify several common obstacles that keep people from choosing to exercise regularly. The student will analyze another individual’s life circumstances and offer advice on how to make exercising a priority. Michigan Physical Education Standards: K.RP.08.02, B.RP.08.02
Pedagogy What are your instructional strategies? (Be sure to design and include at least two different strategies, such as, but not limited to, inductive and deductive.) Briefly describe the flow of interaction for the learner. anticipation guide - at the beginning of the lesson, students will be asked whether or not they agree with several statements such as, “Everyone who understands the benefits of exercise will choose to exercise on a regular basis.” and, “There is no such thing as a good excuse to avoid exercising.” Michigan State University Educational Technology Programs http://edutech.msu.edu
prior knowledge - Students will spend time reviewing the three types of benefits that regular exercise provides (physical, emotional, mental) and some samples of each (this was covered in an earlier lesson). scaffolding - students who are unable to answer questions correctly about this content will be redirected to review the appropriate information. Next students will be linked to articles about the exercise habits of Americans. More questions will be asked, with wrong answers resulting in a review of the information. critical thinking - Finally, students will be presented with “case studies” of fictional individuals, and why they do or do not choose to exercise. The student will be asked to give relevant advice to the individuals. Useful advice (i.e. telling someone who is too busy to exercise that they should take a walk on their lunch break) will move on to the next case study. Bad advice (i.e. telling the same person that they should start training for a marathon) will be greeted with an ‘argument’ from the fictional individual and asked to try again. argument table - Eventually, students will be linked to a word document with a blank table in it. The table will have categories/questions to be answered about different people’s exercise habits, potential benefits of exercise, and advice that could be given to that person. The student will fill out the table to help form an argument for why that person should exercise. paragraph strategies- As the last step, students will take the information that they placed in the table and turn it into paragraph/essay form, writing a persuasive paper about how to overcome obstacles that could keep you from exercising.
Active Response What will you ask the learner to do to demonstrate understanding? Students will be asked to answer multiple choice questions about the previously learned benefits of exercise, as well as questions regarding new information about the exercise habits of the American public. Students will be asked to choose logical/persuasive arguments to convince fictional people to exercise (i.e. telling someone who can’t afford a gym membership to try push-ups or running). Finally, students will be asked to create their own arguments in a table, and then turn that information into a paragraph form.
Feedback How will you give the learner feedback on the actions taken? For all multiple choice questions in the powerpoint presentation, students’ answers will take them to slides that either applaud the correctness of their choice, or alert them of a wrong answer and redirect them to the location of the appropriate information. After finishing the powerpoint, a word document will be opened in which students will have to answer questions and turn those answers into a paper. At this point, the paper will have to be graded by the instructor, which technically would be the end of the “standalone” portion of the lesson. However, the ability to have students prepare for this writing assignment via a self-guided StAIR will be extremely valuable, as otherwise 50+ students’ individual needs for review/explanation are unable to all be appropriately addressed in class by one instructor.
Michigan State University Educational Technology Programs http://edutech.msu.edu
