CUIN 7390: Instructional Design University of Houston

Planet Censeo Mission Report Template

Your name: Christian Miller
Goal: Third-grade students at West Orange-Cove Elementary will be able to create
vocabulary cards using Quizlet by completing 4 out of 5 of the required elements
on the vocabulary Quizlet rubric.

Notes on revisions made since prior mission report submissions: None

1. Formative Evaluation Plan (Address who will be in one-to-one and small group
evaluations, when evaluation sessions will take place and how long they will take, what
will happen during sessions, questions to be asked of evaluators, and any questionnaires,
documents, or other materials that you plan to create for the sessions. This section can
be written in narrative format, organized into a table, or presented in some other way.)

Who: Four third grade students

When: During PLC time
How Long: 31 minutes
What will happen: Students will participate in a “mock” lesson.
Questions to be asked:
How do you determine a title relevant to our topic?
What is a term? Definition?
How do you know if you make the right choice in selecting a visual?
How does a rubric help you with this activity?
Questionnaires: form created in Google forms, asking them three questions.

Who: Three classmates from CUIN 7390

When: During breakout rooms( Zoom meeting)
How Long: 30-45 minutes
What will happen: Each individual will analyze my lesson, providing feedback and suggestions
Questions to be asked:
Are the instructional design and materials appropriate for the type of learning outcome?

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CUIN 7390: Instructional Design University of Houston

Do instructional design and materials provide adequate instruction on the subordinate skills,
and are these skills sequenced and clustered logically?
To what extent are the module materials clear and likely would be readily understood by
representative members of the target group?

How motivating/engaging is the instructional design and materials likely to be for the target
learners?
What are ways that the instructional design and materials can be improved?
Questionnaires: I didn’t premake a questionnaire as the questions were given per Discussion 6
and other questions arose throughout the discussion

2. One-to-One Evaluations
a. Description of who served as one-to-one evaluators and why they were chosen
Three group members I had an opportunity to work with a small group for the
last zoom meeting. Only one of the three ladies was an educator, one worked for
TEA, and the other woman’s occupation was unidentified. They were chosen
because that’s who I was grouped with and the goal was to analyze my lesson,
which let me know I would get valuable feedback.

b. Length of the one-to-one meetings

Roughly 30-45 minutes

c. Description of the activities done during the one-to-one meetings

1. Evaluators read objectives.

2. Evaluators followed along as I explained each process on PPT.
3. Evaluators provided insight for each question.
4. Evaluators assessed rubric.

d. Remarks on how long it took the evaluators to complete the activities

The entire meeting lasted roughly 30-45 minutes, therefore the evaluators did
not complete the lesson in its entirety in regards to the “normal” lesson is 1 hour.
The evaluators engaged in a quick mock trial where they were able to see the
pieces of the lesson versus engaging in their entirety. This was simply due to time
constraints and access to technology sources. One of the three women was
driving as a safety measure, and could not access Quizlet, therefore, I did not
make it mandatory for them to access it during the meeting. Due to the
knowledge and age levels, the evaluators were able to take the overview given in
order to process the process of the lesson.

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e. Results of the assessments that evaluators completed

The evaluators analyzed the Quizlet rubric which the students would use to
self-check their study sets. The evaluators asking about how to create a rubric
applauded the creation of one to be able to have students assess themselves.

f. Feedback received from the evaluators during these sessions

Feedback is provided below on letter (h.) including the evaluator who stated it

g. Description of revisions that could be made to instruction based on feedback

- provide feedback by partnering
- include instructional strategies within the lesson as if it was a teacher's manual
-Include a post-assessment where students would have to use their created cards
to take the quiz.

h. Links to any questionnaires, documents, or materials created specifically for

one-to-one evaluations
COLLAPSE
Questions from the DIscussion:

Type of learning: Are the instructional design and materials appropriate for the type of learning outcome?-
yes, there is a lot of support and differentiated instruction, because every student learns differently. THese
materials provide good support for the students.

Content: Do instructional design and materials provide adequate instruction on the subordinate skills, and
are these skills sequenced and clustered logically? THe objectives are well sequenced and easy
step-by-step instruction. The power point is well sequenced and builds on the previous objectives

Clarity: To what extent are the module materials clear and likely would be readily understood by
representative members of the target group? These materials are very kid friendly and defined, they are
detailed and provide a good structure for completing the task being learned. THe terminology is familiar
and the kids already know those terms so it is not foriegn to them.

Motivation: How motivating/engaging are the instructional design and materials likely to be for the target
learners? I think the topic is very engaging and has a high relevance, it provides an opportunity to engage
with technology which is motivating and engaging to children. Group delivery of instruction is a great way
to maintain engagement as well. GIving the students the rubric ahead of time enables them to see how
they can succeed in this task

Improvements: What are ways that the instructional design and materials can be improved? Including
additional instruction for the educator on group management and tips and tricks might be nice to add.
Provide peer feedback by partnering students. Maybe including a video on the benefits of quizzlet to
increase motivation of students. For a post assessment- you give them the quiz where they can use their
own cards that they made and assess if they get the vocabulary correct.

General Notes from Conversation:

General Discussion: Alleigh Stewart, Christian Miller, Phalon Arceneaux, Arlyn Melocotones

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Christian Miller- Created a lesson on creating quizlet study card, teaching students how to create them,
the objectives:

Students must log on, access the home page, generate their own titles for the study set, input terms and
definitions and find information to help them remember, know how to save and share their slides.

Phalon Arceneaux asked- what do you have a resource to help students

· a lot of this is done by mimicking the instructor, YouTube videos to see how to, and handouts

How are you assessing them?

· Creating rubric- this can be scaled down or up depending on the kids’ level of understanding, the
kids can check it off as they go

· We all discussed our assessment strategies we are using

o Alleigh Stewart- Rubric

o Christian Miller – rubric

Pre-tests- how is this done?

· Informal raise your hands and ask questions to find out where kids are out

· This could be done by asking simple questions “who knows what quizlet is?” ”what do you use
quizlet for”

· “I pair students together based on need”

o Alleigh Says – include this advice in the instructional design so educators using this can use these
strategies

o Phalon echos this with adding to put this on the package

3. Small Group Evaluation

a. Description of how many learners were in the small group and how they
represent some of the subgroups within your target learner population (such as
achievement level, native language, learning preferences, age, etc.).

The learners consisted of 4 third-grade students. It consisted of 2 boys/2 girls,

ranging from 8-9 years old. The achievement levels ranged from average to above
average. The race was also diverse, incorporating multiple ethnicities.

b. The length of the small group evaluation session

31 minutes

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CUIN 7390: Instructional Design University of Houston

c. Description of the activities that you did during small group evaluation session
1. Students logged into chromebooks and got onto Quizlet.
2. Students login with a student account.
3. Students created individual titles.
4. Students input terms and definitions of vocabulary words.
5. Students found correlating pictures.
6. Students checked study sets with rubric.
7. Students shared sets with other classmates.

d. Remarks on how long it took the target learners to complete the activities
1. Students logged into chromebooks and got onto Quizlet. (3 min)
2. Students login with a student account. (5 min)
3. Students created individual title(2 minutes)
4. Students input terms and definitions of vocabulary words.( 8 min)
5. Students found correlating pictures. (5 min)
6. Students checked study set with rubric.( 5 min)
7. Students shared set with other classmates.( 3 minutes)

e. Results of the assessments that target learners completed

The students conducted self-assessments using the rubric to check the study set.
Students independently checked their own work, as I observed the process. One
of the students stated “ Do I have a title?” to which they verbally answered ‘yes’
and then continued to read the next item on the rubric. As another student
checked theirs, they noticed they were missing something and went back to
correct what they were missing. At that moment as the evaluator, I realized that
the implementation of the rubric is beneficial.

f. Feedback received from the target learners during these sessions

Students were excited when I told them we would be getting on Quizlet. They
helped one another to successfully get onto the Quizlet webpage. They were
eager to be able to independently be able to create their own learning materials.
Students were engaged the entire time, which resulted in the time of the activity
and completion of it with full effort. I had one of the learners who were behind
the others, she got frustrated for a moment, yet continued with the process.
When it got time to check with the rubric, the students understood the
kid-friendly terminology, and reviewed their set, as I noticed the students
verbally asked themselves the questions and some of them went back and made
corrections. I would deem the rubric effective.

g. Description of revisions that could be made to instruction based on the feedback

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CUIN 7390: Instructional Design University of Houston

My biggest concern I noticed was the timing of the activity, with the activity
being completely online, the possibility of slower learners is expected. I noticed
that 2 of the students. One student was behind the entire time, not in tune to my
instructions

h. Links to any questionnaires, documents, or other materials created specifically

for your small group evaluation

https://docs.google.com/forms/d/1dHdEmL-ZbM9cHh3RGt84vip0GE82bbT8TKm
Ge6YXiic/edit?usp=sharing

Results: