Comprehensive Instructional Design Plan

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Paula Wyatt
Comprehensive Instructional Design Plan
MEDT 7490
Summer 2015
My client for this instructional design plan is Jessica LeFiles, an elementary school
guidance counselor for Valdosta City Schools. As a school guidance counselor, Mrs. LeFiles is
responsible for teaching lessons related to Georgia’s College and Career Ready Performance
Index or CCRPI. CCRPI is a comprehensive school improvement, accountability, and
communication platform for all Georgia public school students which promotes college and
career readiness. The elementary CCRPI curriculum is comprised of a series of seventeen lessons
or clusters related to future careers or college choices. At the elementary level, these lessons
assist students with “developing a sense of self and areas of interest, developing and acquiring
positive attitudes, and developing a sense of career awareness and the relationship with
academics and personal interests” (Barge, 2012, p.2). Recently, she has been redesigning some
of the CCRPI lessons provided by the state because she does not feel that the lessons, as
provided, will engage her young students. One of the first grade clusters, Law, Public Safety, and
Security, covers five specific public safety careers and is subtitled, Who Keeps Us Safe? The
state provided materials contain a spoken script for the guidance counselor and a coloring sheet
for the students.
During our meeting, we discussed enhancing the lesson by using an infographic, a
PowerPoint (with a designer created video) and an assessment tool. I created an infographic to
use as an introduction to the lesson. The infographic contains images and textual information
about the five required occupations – firefighters, judges, police, military personnel, and

detectives - and the role these people play in keeping us safe within our community. Then, I
created a PowerPoint to be used as guided practice in a whole group setting with the teacher,
followed by viewing the infographic. The slides contain questions about the responsibilities of
people in these respective careers. Following a second mouse click, a check mark appears above
the image of the correct answer. A video I created, which is an interview with an actual
firefighter, is embedded in the PowerPoint. I took additional pictures around our hometown
which reflect agencies or occupations all related to public safety and added these on a slide as
well. A reference slide citing all resources completes the PowerPoint. Please note that all images
used were found on Pixabay, are copyright free and published under a Creative Commons Public
Domain deed. Finally, I designed an assessment handout to be used at the conclusion of the
lesson that provides an opportunity for independent practice and allows the teacher to access
student understanding.
Visual literacy, as we have learned this semester, is the ability to interpret and evaluate
images, or any printed visual item, to construct meaning. As educators, visuals are key tools as
they provide an appealing way to engage our students and assist them in comprehending and
understanding a wide range of topics. According to Frey and Fisher (2008), “the most compelling
reason for using images in instruction is that images are stored in long-term memory” (p. 11).
“Multimedia instruction consists of instructional messages that contain words (such as printed or
spoken text) and pictures (such as illustrations, diagrams, photos, animation, or video)” (Mayer,
2014, p. 385). Keeping this in mind, I agree that teachers need to teach using visuals so I spoke
to Mrs. LeFiles about creating an infographic and a PowerPoint, both containing images and
pictures, in the hopes that these visual tools would not only engage her first graders, but also

enhance the learning experience and assist the students in committing the information to long
term memory.
When creating both visuals I designed for this lesson, I applied several of Mayer’s
principles including spatial contiguity (placing text next to the graphic it describes),
personalization (words are in a conversational tone) and segmenting (breaking the concepts into
smaller chunks) (Mayer, 2014, p. 391-394).
Although this instructional design plan was created for elementary school students, it also
meets many of the ACRL Visual Literacy Competency Standards for Higher Education including
Standard 3, which states that visually literate students will interrupt and analyze the meaning of
images and visual media. This occurs in this plan when the students identify the occupations
through the images in the infographic and PowerPoint. Also related to Standard 3, these first
graders will study the relationship between the images when they make a connection between the
occupations presented and the common theme of public safety. Standard 4 lists a desired learning
outcome as students participate in discussions about images. This will take place during this
lesson throughout the PowerPoint presentation during a whole group discussion. The assessment
tool used in this instructional plan meets an indicator included in Standard 5, which states that
students will use images effectively for different purposes. When drawing their own image
related to one of the occupations, they are creating and using images for different purposes which
reflects understanding and comprehension (ACRL, 2011).
I designed an infographic and PowerPoint for this lesson; however, since I have created
both of these types of visuals before, this was not challenging. I found designing this plan very
interesting and overall very enjoyable. I enjoying teaching first graders and have taught lessons
in the past on fire safety so it was easy for me to apply previous knowledge to this plan. Working

with both my client, Jessica LeFiles, and the firefighter in the video, Ryan Wyatt, was relatively
painless considering they are my grown children. Both agreed to assist me in exchange for me
treating them to lunch! This series of events unfolded as I brainstormed about this project. As I
mentioned, my daughter had an instructional need and my son is a firefighter so it only made
sense to use both of them for this plan. I recently accepted a position as an Instructional
Technology Specialist for Colquitt County Schools, effective this school year. In this role, I will
work with teachers to integrate technologies into their instruction. Creating this plan will assist
me in this new endeavors as I encourage, support and assist them in creating and using visuals in
their instruction.
References
ACRL Visual Literacy Competency Standards for Higher Education. ACRL Board of Directors,
2011. Retrieved from http://www.ala.org/acrl/standards/visualliteracy
Barge, J. D. (2012, December). Making Education Work for All Georgians: Elementary Career
Cluster Activities Guidance Elementary Career Awareness Grades 1-5. Retrieved from
https://www.gadoe.org/Curriculum-Instruction-andAssessment/CTAE/Documents/Elementary-Career-Guidance-document.pdf
Frey, N., & Fisher, D. (2008). Teaching visual literacy: Using comic books, graphic novels,
anime, cartoons, and more to develop

comprehension and thinking skills. Thousand

Oaks, CA: Corwin Press.
Mayer, R. E. (2014). Multimedia Instruction. Handbook of Research on Educational
Communications & Technology, 385-399. doi:10.1007/978-1-4614-3185-5_31

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