3.+Design+Instruction

**How Visuals Relate to Instructional Models**
Created By Erin Schneider media type="custom" key="10926308" When designing the visuals for the 6+1 Write Traits book, I wanted to appeal to a younger audience and capture their interest. When introducing the various Write Trait themes, using student work can help stimulate student thinking and want them to achieve more. By seeing what others have done students can either see what to do, or what not to do. 6 Traits are also taught in a certain order to better understand and fully develop the concepts. The order that they will be presented in the presentation is also the way they will be in the book. Visuals in this presentation help appeal to a variety of learners. When creating ideas, students will be exposed to various graphic organizers to help them convey their thoughts and stick to their topic. Creating the alphabet book can help learners focus on what interests them and their schema and allows them to have choices about their writings – what interests them. Hamburger writing also provides a visual symbol to writing processes. If students can think of writing as a hamburger, with their beginnings and endings as the bun, and the middle of their story as the meat, students should be able to follow the process better. When discussing sentence fluency, students are exposed to writing which always begins the same way. After reading the repeating sentences, they would be shown how to change those sentences and make them different lengths and start in different ways. The visual that was used for word choice is a great example multiple ways to present information. Helpings students fully understand that creating a visual in their head is like a picture, can help them better understand the information presented. During the book, students will be given many opportunities apply their new knowledge by creating organizers, evaluating material presented and creating their own material. When learning new material, students need to see it happening, participate with the instructor as well as complete the task on their own. With the visuals in the book, students are able to relate to the instruction, interact and create new material.

**Organizing Instruction and the Relation to Six Traits Writing**
Created By Leslie Bussey **//* Please note that the fonts that were originally used in the PPT, did not transfer to slide share.//** media type="custom" key="10944108" When designing the Powerpoint for the 6 Traits book, I wanted to apply the organizational model of Posner and the Events of Instruction Model of Smith & Ragan as described in our textbook on page 103. In relation to Posner, I used a content structure and organized instruction by concepts and skills. In relation to Smith & Ragan, I organized the Powerpoint into an introduction, body (variety of activities), conclusion and assessment section for each of the Six Traits. While, I did not label the pages with "introduction, body, conclusion,assessment), the pages are in fact organized in this way to give uniformity to the delivery of the instruction. This relates to our Six Traits project because it shows how a teacher can present the Six Traits information to students and how the students can use the Powerpoint visuals, text and activities to learn about the Six Traits of Writing. Each trait has a correlating visual, key concepts and questions to reflect upon regarding each trait. When learning new material, students need to have a variety of learning opportunites as presented in this Powerpoint.
 * The "Slideshare" does not show the 'FLY IN" transitions used to capture the audience's attention and to present one thought at a time.

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For the design phase of this project, I was given the task of connecting the BookBuilder Agents with Marzano's Instructional Strategies. I read in the chapter about Marzano and also viewed the PowerPoint that was provided for us in the Weekly Activities. Both of these pieces of information helped me to understand Marzano's nine instructional strategies. Many of these strategies could apply and be used with the BookBuilder Agents. For example, a teacher could implement the use of a Venn Diagram to compare and contrast different books with a common theme which relates to Trait #3 which is Voice. Within my PowerPoint, I attempted to provide questions that the agents would ask about each of the 6+ Writing Traits. I also inserted graphics that related to my points in the slide show. Ultimately, I believe that the BookBuilder Agents can be closely related to Marzano's strategies as they assess student understanding of content through various elements (identifying similarities and differences, summarizing, reinforcing effort and providing recognition, homework and practice, cooperative learning, and questions, cues, and advance organizers..just to name a few). =====

Goals and Influences
Created By Katie Rollins media type="custom" key="10944608" This Powerpoint presentation showcases the learning goals and objectives, theoretical influences, and cognitive domains considered while creating this project. The team is using the ADDIE process to design the book. We also know to use Bloom’s Taxonomy to evaluate the students’ learning. The theoretical influences include the Universal Design of Learning and Differentiated Instruction. The Powerpoint presentation shows why these influences are an important part of the learning process.