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Instructional Design:

Instructional Design Document

In this Unit of Instruction

Three learners without any experience using a computerized grade book, will learn how to use Gradekeeper. The instruction will be a one-hour self-guided instruction packet. For this lesson, computers will be needed. The computer must have an attached, working printer and Gradekeeper installed. Besides the instructional packet, teachers will need to bring their grade book so that the teachers are saving time by actually entering their grades. Example class lists will be provided and used if the learners do not bring their grade books to the lesson.

The Pre-Test will be given and assessed. There should not be a need to make adjustments based on the Pre-Test, but if some of the responses show that adjustments need to be made, those accommodations will need to be done on the spot. Any deviations from the written plan will be noted and discussed in the Evaluation and Revision phase.
Learners will use the step-by-step packet to be instructed, and through the process will create one class grade book.
Learners will have hands-on practice creating their second class period's grade book.
Then the Post-Test performance will be the learners creating their third class grade book. As the learners work, the instructor will observe and complete the Post-Test Performance checklist to assess the learners.

Clusters

Objective 1 and all of it's associated sub-skills will be Cluster A.
Objectives 2, 3, and 4 and all of their associated sub-skills will be Cluster B, since all of these steps involve changing settings and customizing the program.
Objectives 5 and 6 and all of their associated sub-skills will be Cluster C, which focuses on entering student grades to provide useful data for generating grade reports.

Cluster A

Gain Attention	Ask learners to reflect on the amount of time they spend filling in weekly progress reports. Have the learners think about how long it takes to total and average grades by hand. Then show learners the evidence of time-saving in a chart.
Inform Learner of Objective (Relevance)	Explain that at this step, they are creating the class list for their Gradekeeper grade book. Explain that this list can provide anonymity for students, through the use of student numbers versus just names in the grade book.
Stimulate Recall of Entry Skills	Review how to locate and launch the program.
Present Stimulus Material	Provide step-by-step instruction on how to enter grades, enter student numbers, and save their file.
Provide Learner Guidance (Confidence)	Provide graphic representations of steps in the Stimulus Material.
Elicit Performance	Allow learners to use their grade book or the example class list to enter the student names, student numbers, and to save.
Provide Feedback (Satisfaction)	Learners should compare the typed list that they just created in Gradekeeper to the corresponding page of their grade book. Learners will recognize errors when double-checking and will gain the satisfaction of having an accurate class list.
Assess Performance	The performance will be assessed when learners enter their third class into Gradekeeper. Assessment will be gathered through a performance checklist.
Enhance Retention and Transfer	Learners will practice these new skills by creating their second class in Gradekeeper. Then they will practice again during the assessment, when the learners are entering the grading information for their third classes. At the conclusion of this lesson, the learners will be encouraged to take learning materials with them. They will also be encouraged to enter their fourth and fifth classes into Gradekeeper on their own, after the lesson.

Cluster B

Gain Attention	Show examples of a student score report page. Explain and draw their attention to the category percentages.
Inform Learner of Objective (Relevance)	Explain how customizing the settings in the program will help them to generate detailed reports of grades, that are consistent with the school district's grading policies and with the teacher's own grading policies.
Stimulate Recall of Entry Skills	No review of entry skills needed.
Present Stimulus Material	Provide step-by-step instructions for changing calendar dates, attendance codes, how to assign letter grades to percentages, entering assignment categories, how to weigh grades, how to adjust the value of the final exam, and how to drop the lowest scores from any chosen categories of student work.
Provide Learner Guidance (Confidence)	Provide graphic representations of steps in the Stimulus Material.
Elicit Performance	Allow learners to adjust all of the above preferences to match the teachers' and the school's grading policies.
Provide Feedback (Satisfaction)	Learners will recognize how easy it is to customize the grade book. Learners will also gain satisfaction as they compare their adjustments to the graphic representations provided.
Assess Performance	The performance will be assessed when learners enter their third class into Gradekeeper. Assessment will be gathered through a performance checklist.
Enhance Retention and Transfer	Learners will practice these new skills by creating their second class in Gradekeeper. Then they will practice again during the assessment, when the learners are entering the grading information for their third classes. At the conclusion of this lesson, the learners will be encouraged to take learning materials with them. They will also be encouraged to enter their fourth and fifth classes into Gradekeeper on their own, after the lesson.

Cluster C

Gain Attention	Show an example of a Missing Assignment report. Explain that after they enter each column of assignments, they can generate a report like this.
Inform Learner of Objective (Relevance)	Explain that after entering scores, Gradekeeper can easily generate other necessary and time-saving reports.
Stimulate Recall of Entry Skills	No review of entry skills needed.
Present Stimulus Material	Provide step-by-step instructions for entering each assignment, entering student scores, and for generating and printing reports.
Provide Learner Guidance (Confidence)	Provide graphic representations of steps in the Stimulus Material.
Elicit Performance	Allow learners to enter assignments and student scores. Then allow learners to generate and print reports.
Provide Feedback (Satisfaction)	Learners will recognize the speed of generating reports using Gradekeeper, versus hand-calculating grades.
Assess Performance	The performance will be assessed when learners enter their third class into Gradekeeper. Assessment will be gathered through a performance checklist.
Enhance Retention and Transfer	Learners will practice these new skills by creating their second class in Gradekeeper. Then they will practice again during the assessment, when the learners are entering the grading information for their third classes. At the conclusion of this lesson, the learners will be encouraged to take learning materials with them. They will also be encouraged to enter their fourth and fifth classes into Gradekeeper on their own, after the lesson.

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Last Update: July 13, 2005

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