Dynamic Instructional Design (DID) Model Lesson

The following gives a detailed description of the process carried out throughout the planning and execution of the Dynamic Instruction Design (DID) model lesson.

Part 1: Getting to Know the Learner

The target group for my Dynamic Instructional Design model is a group of 8th -grade students at the middle school I teach. The class consists of fifteen (15) students, eight (8) boys and seven (7) girls. This is the second year I am teaching these students, so I am familiar with their academic level to some extent. A survey will be used to garner information about the 8th- grade class taught using the DID model. Each student will be given a survey to complete that will provide the teacher with pertinent data required for planning an effective lesson. Also, the teacher will use her knowledge of students, based on what she had learned about them when she taught them the previous school year.

No student in the class has accommodation, and none are categorized as gifted learners. According to the diagnostic results from the district-mandated assessments for math three students are performing on the 7th grade level, three on the 6th grade level, five on the 5th grade level, three on the 3rd grade level, and one on the 1st grade level. Five students are members of the football team, three are cheerleaders, one is a member of the school band, and another is a member of the art club. This class has much diversity as it relates to extracurricular activities. Ninety percent (90%) of the students are visual and kinesthetic learners who enjoy working in groups and sharing ideas. All students are solely English language speakers and they all expressed that they had very good relationships with their classmates.

(2) The students will be able to represent translation, with 80% accuracy, using a graph, a table, and arrow notation, from an activity sheet contributed by the teacher.

The representation of translation using graphs, tables, and arrow notation aligns primarily with the “Apply”and “Create” levels of Bloom’s Taxonomy. Apply – students apply their understanding of translations by representing them using different methods. This involves using learned concepts to accurately depict translations, table, graphs, and through arrow notation. Create – at a higher cognitive level, students create representations of translations. This may involve synthesizing information to accurately portray translations in various ways, combining their knowledge of mathematical concepts and geographical representation. (Effectively representing translations through graphs, tables, and arrow notation require not only recalling information but also applying and creating visual representations, which are key concepts of the.

The following is the lesson plan created which will be executed for the purpose of this question.

The style of lesson plan model that I have chosen to use is the ‘Direct Instruction’ model. Aside from this model being the one recommended by my school district, it has many benefits for both teachers and students. The model helps to define clear learning objectives, which makes it easier for students to understand what is expected and for teachers to assess mastery. It provides a clear structure which makes it efficient for presenting mathematical concepts. The step-by-step approach helps students to understand and grasp complex mathematical procedures. This model ensures that students have a strong foundation of concepts before moving on to more complex topics. The direct involvement of the teacher allows for immediate feedback, assisting students in correcting misunderstandings immediately, and for the identification and correction of any misconceptions observed. In a subject like math, where there is usually a lot of content to be covered, the Direct Instruction model can be time-efficient, ensuring that important concepts are presented and practiced within the available time frame.

Part 3: Teaching And Learning Strategies Teaching transformation in math involves helping students understand how geometric shapes change in size, position, or orientation. The teaching and learning strategies that I will be using throughout this lesson include:

• Visual aids – the use of the grid will illustrate the movement of points, lines, and figures.Visuals enhance students’ understanding and make the abstract concept of translation more concrete. 
• • Real-life applications – connecting transformation to the real world, in this case, the video game.  Relating the concept of transformation to movement, which is something students do on a daily basis, making it more relevant and memorable.
• Questioning – asking questions will help me to get a quicker and better understanding of students who are struggling, who are grasping the concept, or those who have misconceptions; I can quickly provide feedback and provide any clarifications needed.
• Peer collaboration – having students working together in groups, both during discussion and the completion of the worksheet, promotes collaborative learning.  Peer collaboration also fosters a deeper understanding as students explain concepts to each other.
• Differentiation – recognizing that the students are of varying academic levels helps me to group them in such a way that none of them would feel frustrated or bored. I will provide additional challenges, and more rigorous questions, for students who grasp the concept quickly and offer extra support to those in their group who need it.
• By combining these strategies, this lesson will provide a comprehensive and engaging learning experience that will support students in mastering the concept of transformation with a focus on translation. Based on the evaluation instrument used to determine the effectiveness of the teaching strategies employed, I was able to score an overall approximately eighty-five percent (85%) for this lesson.

Part 4: Select and Analyze Support Technology Used

The technologies used during the execution of this lesson include calculators, personal computers (for both students and teacher), and Clear Touch smart board, Mentimeter, Mastery Connect, Canvas, Microsoft Forms.

The question given for the ‘do now’ was a question involving the application of the Pythagorean theorem. Students used calculators to perform calculations quickly and to ensure that they focused on problem-solving strategy and not arithmetic.  The use of calculators also provided accessibility to the concepts being applied, especially because the class has students with diverse learning needs.  They helped those students who might struggle with manual calculations due to cognitive challenges.  Another value of the calculator usage in the ‘do now’ was to help save time in doing calculations, within the limited time given for solving the problem. After the completion of the ‘do now’, students submitted their responses using ‘Microsoft form’. It is my job to help students be college and career-ready and using calculators prepares them for using similar tools in professional settings as technology continues to advance.

During the introduction of the lesson, both the teacher and students used technology during the ‘brainstorming’ activity. While students enter their responses on their computer, the teacher’s computer will be used with the smart board to display their responses as a word cloud. Using the Mentimeter (https://www.mentimeter.com) provided an interactive platform that engages students actively in the brainstorming process. Using Mentimeter provided a quick and efficient way to assess students’ prior knowledge of functions. It also encourages participation and ensures that every student has a voice in discussing the ‘function’ concept.  Another value of using this is that it allows real-time feedback which fosters reflection and discussion. As students contributed their ideas, the responses were instantly displayed, creating a dynamic learning environment.  Mentimeter enables students to make anonymous contributions, which was particularly beneficial when students would have hesitated to share their ideas.  It allows for visualization of ideas through the word cloud which helps students to see the collective thoughts of the entire class.  Leveraging technology like Mentimeter aligns with the modern, digital.learning environment.  It familiarizes students with tech tools and prepares them to utilize similar ones in the future.

The learning video and the interactive game were used in part 1 of the activity section of the instruction. Incorporating the learning video into the teaching of transformation significantly enhanced the understanding of concepts of translation, rotation, reflection, and dilation.  They provided a multimedia approach that caters to the diverse learning preferences in the classroom and promotes deeper understanding.  The video provides a visual representation of transformation processes. Students were able to see how the objects changed in size, position, and orientation, which enhanced their understanding.  Using the learning game to illustrate transformations showed the gradual changes that occurred. This dynamic representation helped students grasp the sequence and effects of the different transformations (translation).  The learning videos and the game capture students’ attention and sustain their interest. They make the topic more engaging by motivating students to actively participate in the learning process.  Importantly, videos cater to diverse learning styles. The visual learners benefitted from the graphical representation, while the auditory learners listened. This improved students’ ability to recall and apply the concept of transformation.

Using Canvas in presenting the transformation worksheet, in part 2 of the activity,facilitated digital submission, allowing the students to submit their work online, using their personal school-assigned computers.  This promotes an efficient and organized way to collect, review, and provide feedback.  Canvas provides tools for tracking student progress.  It allows teachers to monitor completion rates, identify questions that were difficult for students, and support personalized learning.  It also allows teachers to provide timely feedback; comments, corrections, and suggestions directly on students’ work.

Using Mastery Connect for the exit ticket in the closing of the lesson instruction serves as a valuable formative assessment. It allowed me to gauge the effectiveness of my teaching, identify areas of strength and weaknesses, and adjust instructional plans accordingly. The automated grading features save time and allow me to focus on analyzing results and planning targeted interventions.  The alignment of Mastery Connect ensures that the exit ticket was closely tied to the content being taught, reinforcing the connection between assessments and instruction.

The aspects of the design that worked well included the establishment of clear learning objectives, the engaging activities used, and how these were aligned with the needs of students in mastery of content. Students’ mastery of content was evident based on the formative assessment done via the worksheet and exit ticket.  These were used to provide formative indicators to determine whether the concept of transformation was fully understood.  Also, they were used to evaluate students’ depth of comprehension and ability to apply the concept.  Feedback was requested from students to determine whether the design of the lesson was working effectively. 

In teaching the lesson on transformation using the DID model, I would say that the pacing was generally effective, but there were instances where it seemed rushed. However, knowing each student, especially their academic level, assisted me with this, ensuring that they were not being ‘left behind’.  Teacher-student and student-student interaction was active, with open communication as required throughout the lesson.  Students were engaged and involved throughout the entirety of the lesson, which led to its success.  Most students demonstrated an understanding of the learning objectives, with just a few struggling with application aspects.  Analysis of the assessments revealed the need for targeted clarification on specific areas of future lessons. In the future, to effectively address the diversity of students in my class, my plans will include assessment strategies that are more suited for all types of learners to demonstrate mastery based on their learning characteristics.  I will also consider incorporating more advanced challenges to stretch the skills of the more advanced students and at the same time maintain engagement.

Reflection

The overall 8th-grade transformation math lesson provided a valuable opportunity to engage students in the abstract yet crucial concept of mathematical transformations.  The design aimed to align with the Dynamic Instructional Design (DID) model, emphasizing dynamic and interactive strategies to enhance learning.  The lesson’s strengths included clear objectives that aligned with the curriculum standards, fostering a solid foundation for understanding transformation.  Visual elements and interactive technologies successfully bridged the gap between abstract concepts and concrete understanding.

Upon reflection, I agree that certain aspects of the lesson could be refined for improved efficacy.  Student performance data revealed varying degrees of understanding, highlighting the need for more differentiation in instruction.  The lesson could be tailored to accommodate more diversity in learning styles and proficiency levels.  While the use of technology proved effective, incorporating more real-world applications and scenarios could deepen student engagement.  The use of peer collaboration and discussions emerged as an area for enhancement, promoting a collaborative learning environment.

Looking ahead, collaboration with fellow educators within professional learning communities will be instrumental.  Sharing insights, challenges, and successful strategies will

• foster continuous improvement.