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The process of instructional design can be cumbersome and challenging. The learning cycle requires the educator to prepare for and instruct students, identifying how their students learn best, the purpose of learning, and appropriate ways to engage students. Having an understanding of instructional design to include standards, objectives, instruction, and assessment better supports alignment in classroom learning. Each component of the learning cycle is a key step in meeting the instructional requirements of learning.
For this assignment, research the components of the learning cycle. Complete “Instructional Design Topic 1: The Learning Cycle” within the “Instructional Design Unit” template by clearly defining the different stages of the cycle.
Additionally, in 250-500 words, discuss the following in the Learning Cycle Summary portion of the template(ATTACHED BELOW):
How the learning cycle is developmentally appropriate and promotes growth for young students.
How the learning cycle supports students’ strengths and diverse backgrounds.
A minimum of two instructional strategies for the grade level you intend to teach.
Support your response with 2-3 scholarly resources.
While GCU style is not required for the body of this assignment, solid academic writing is expected. In-text citations and references should be presented using the documentation guidelines found in the GCU Style Guide, which is located in the Student Success Center.
This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.
You are required to submit this assignment to LopesWrite.
Resources:
http://files.eric.ed.gov/fulltext/EJ798580.pdf
https://www.naeyc.org/files/naeyc/file/positions/PSDAP.pdf
http://www.gcumedia.com/digital-resources/pearson/2014/developmentally-appropriate-curriculum_best-practices-in-early-childhood-education_ebook_6e.php
Instructional Design Unit
Undergraduate
Instructional Design Topic 1: The Learning Cycle
Learning Cycle
1. Pre-assessment and Standard Alignment
a. Definition:
b. Example:
c. Resources:
2. Instructional Strategies
a. Definition:
b. Example:
c. Resources:
3. Assessment
a. Definition:
b. Example:
c. Resources:
i. Formative
a.) Definition:
b.) Example:
ii. Summative
a.) Definition:
b.) Example:
4. Review the assessment data
a. Definition:
b. Example:
c. Resources:
5. Reteach (group and/or individual)
a. Definition:
b. Example:
c. Resources:
6. Reflection
a. Definition:
b. Example:
c. Resources:
Learning Cycle Summary
Instructional Design Topic 2: Pre-Assessment and Standard Alignment
Birth to Pre-K
Age:
Age:
Early Learning Standard:
Early Learning Standard:
Objective:
Objective:
Pre-Assessment and Standard Alignment Summary
Assessment:
Assessment:
Kindergarten to Grade 3
Grade:
Grade:
State Standard:
State Standard:
Objective:
Objective:
Pre-Assessment and Standard Alignment Summary
Assessment:
Assessment:
Instructional Design Topic 3: Instructional Strategies
Select one standard and one objective from birth to pre-K and kindergarten to grade 3 that you created in Topic 2 and copy/paste them below.
Birth to Pre-K:
Kindergarten to Grade 3:
State Standard:
State Standard:
Objective:
Objective:
Direct Instruction Strategies (include the modeling strategies for instruction, guided practice activity that would be whole group to check for understanding, and an independent practice activity). Copy and paste the assessment from Topic 2. Be sure to revise if necessary.
Model:
Model:
Guided Practice:
Guided Practice:
Independent Practice:
Independent Practice:
Assessment (revise if it does not align with the objective and activities): Assessment (revise if it does not align with the objective and activities):
Modeling and Guided Practice Summary
Instructional Design Topic 4: Engagement and Individualized Learning
Using the same standards and objectives from Topics 2 and 3, you will develop an anticipatory set, a plan for individual needs, differentiation strategies, and closure.
Birth to Pre-K Standard and Objective: Kindergarten-Grade 3 Standard and Objective:
Anticipatory Set:
Anticipatory Set:
Individualized Learning Needs:
Visual:
Auditory:
Sensory: Individualized Learning Needs:
Visual:
Auditory:
Sensory:
Differentiation Strategies:
Above Grade Level:
Below Grade Level: Differentiation Strategies:
Above Grade Level:
Below Grade Level:
Closure: Closure:
Summary:
Instructional Design Topic 5: Integrating Resources and Technology
Using the same standards and objectives from Topic 3, select four developmentally appropriate resources with one of those being a technology resource.
Birth to Pre-K Objective: Kindergarten to Grade 3 Objective:
Resource 1 (with justification and possible challenges)
Resource 1 (with justification and possible challenges)
Resource 2 (with justification and possible challenges)
Resource 2 (with justification and possible challenges)
Resource 3 (with justification and possible challenges)
Resource 3 (with justification and possible challenges)
Technology Resource 4 (with justification and possible challenges)
Technology Resource 4 (with justification and possible challenges)
Summary:
Instructional Design Topic 6: Re-assessing and Data Collection
Birth to Pre-K Standard and Objective: Kindergarten to Grade 3 Standard and Objective:
Formative Assessment 1
Formative Assessment 1
Formative Assessment 2 Formative Assessment 2
Modifications:
Visual:
Auditory:
Sensory:
Modifications:
Visual:
Auditory:
Sensory:
Summary:
Instructional Design Topic 7: Reflection of the Learning and Teaching Process
Part 1: Reflection
Part 2: Improvement Plan
The post Instructional Design Topic 1: The Learning Cycle appeared first on EssayBishop.
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