MillsInstructional+Strategies+and+Design+Document1a


 * Discovering the Database **
 * Instructional Strategies and Design Document **


 * Goal -** Fifth grade students will be able to properly use online databases to successfully and accurately complete classroom lessons, assignments, and projects.

As a social studies teacher and School Media Specialist, it is important to introduce students to valuable resources for information seeking needs, desires, and searches. These valuable information-seeking skills allow learners the opportunity to discover and to utilize information that is trustworthy, factual, and reliable.
 * Lesson Rationale:**

//Instruction// : This instructional lesson will create a learning experience for learners that will utilize two types of instructional sequences: known-to-unknown and step-by-step technique. First, the learners will be asked how they access information. The instructor will take this “known” search sequence and explain the goal of the lesson (the “unknown”). Learners will find that there is a better way to search and the step-by-step instruction will take over. The instructor will then transition the lesson by creating a step-by-step experience for learners in teaching the basis of how to perform a database search (later the learner will also follow a step-by-step practice worksheet for deeper learning and understanding).

This instructional lesson was created to be taught in a step-by-step instructional sequence: first the instructor will tap into the learners prior knowledge, next the goal of the lesson (along with the objectives) will be presented to the learner, then the lesson will transition into an instructor show and tell (the instruct will show and tell about the new information and then have the learner mimic his/her steps), and the lesson will conclude with a hand-on and active practice opportunity (practice handout) for the learners. The intent of the lesson is to allow learners the opportunity to know the goal of the lesson, to be engaged throughout the instruction with hands on activities, and then end with learner practice to ensure the lesson goals and objectives have been met and mastered. The motivation for the lesson comes when learners will realize that the future of their information seeking behaviors is at stake, as future class assignments, reports, and projects will require the use of database searches (points will be awarded for properly using and utilizing online database resources).

//Learners// : Learners respond best by doing. Because the dominant trait for these learners is hands on, the lesson will in turn be structured for hands-on learning, instruction, and activity. The instruction will be given, the learners will take charge and perform the tasks after the instructor demonstrates, and then the learners will perform by doing in going through the step-by-step activity handout to individually perform a database search.

The lesson will include a variety of learning strategies, as all learners are unique. The instructional lesson will include the following intelligences: linguistic, bodily-kinesthetic, interpersonal, and intrapersonal. The intelligences used will help all learners engage in and actively participate in the lesson to create individual learner success.

Without the ability to perform online database searches, learners will have great trouble finding reliable and trustworthy information online. This incapability to perform reliable information searches could and will lead to many inaccurate online searches. This lack of ability could cause learners to perform a search, gather information, only to find that information inaccurate, wrong, and misleading. This lack of ability to search for quality information could also hinder other classroom assignments, reports, and project, as the information gathered by a simple online search, without proper search strategies, could produce false and deceiving results.

In this lesson, fifth grade students will learn how to perform reliable online searches with the help of online database resources. Learners learn best through instruction, example, and practice. Because of this learning style, the lesson will be taught in ten clusters: log into school computer network, database vs. online webpage, obtain access to an online database, obtain access to the “Biography Reference Bank” and perform a simple search, obtain articles and information from the “Biography Reference Bank after performing the simple search, return to the main “Biography Reference Bank” main page, obtain access to the “Biography Reference Bank” main page and perform an individual simple United States President search, obtain articles and information from the “Biography Reference Bank” after performing the second simple search, complete the simple worksheet discussing the database search process, and review the “Discovering the Database” lesson objectives/goal. To also aid in the instruction process, many aspects of the ARCS model will be used and utilized to ensure increased student participation and learning.


 * The Media Selected for This Instruction will Include:**
 * Middle School Instructor
 * Laptop computers with Internet access, Firefox
 * Handouts created by the instructor, helpful step-by-step instructions on how to perform a successful online database search and a practice worksheet
 * An instructor laptop, with Internet access, and access to a project (and screen) for student viewing and accessibility and instructor instruction and demonstration
 * Online database connection – [|www.infohio.com] (main page, provide K-5 Resource tab), [] (K-5 Resource Tab, also provide Biography Reference Bank tab), [] (Biography Reference Bank main page), [] (Biography Reference Bank main search page)

The media selected for this lesson will help direct and enhance student learning for ultimate success and future use.
 * Media Rationale** :

//Laptop and Access:// The media selected for this lesson is crucial, as the 21st century demands the use of and the understanding of technology. Learners will be required to utilize and access information on-line and in doing so, must access trustworthy and accurate information. Because of this demanding need, learners will be required to know how to access information on-line and will be expected to know how to utilize that information. This lesson will require the use of laptops, Internet access, and a database resource subscription. This media must be used, as the use of computers and accessing factual information online is crucial to future assignments, reports, and projects.

//Handouts// : The use of the instructor manual and the learner handouts is also vital to the success of the instructional lesson. The instructor will use the instructor manual to understand the goal of the lesson, the objectives of delivering a successful lesson to learners, and the step-by-step instruction of how to effectively teach the “Discovering the Database” instructional unit. The learner handouts will also be effective media for the lesson, as the handouts provide background on the goals at hand (what is a database and why do we need to know about it and how to use it), step-by-step directions on how to utilize and access information on an online database, and practice handouts for learner exploration and discovery. The practice handouts are crucial to lesson success, as this will allow the learner a chance to get to know the database individually and will also allow the instructor a chance to further ensure individual learner use and understanding. The handouts will be helpful during the lesson and after the lesson, as the written step-by-step instructions will help learners though the database search.

//Instructor// : The instructor is a valuable and needed medium for this instructional lesson. The instructor is necessary for the instruction and exploration process, as the students need to have detailed instruction on why database resources are valuable and should be utilized. An instructor is also needed to ensure learner success during the exploration phase, as this is the first time learners are working with and using database resources. The instructor is a vital component to the lesson, as he/she is the expert in the field of databases and will deliver a clear and informative lesson, will walk learners though a step-by-step search process, and will help learners follow up on the instruction by guiding them through a step-by-step database search through verbal cues and helpful handouts.

The "Discovering the Database" lesson will be taught in a quiet classroom environment where learners can easily access laptops, can access the school Internet network, and can talk with the instructor on a one-to-one basis for instruction and understanding. The learners will also have plenty of usable desk space to engage in the lesson and to perform hands-on activities to ensure learner knowledge and understanding.

The performance objectives are divided into ten clusters: log into school computer network, database vs. online webpage, obtain access to an online database, obtain access to the “Biography Reference Bank” and perform a simple search, obtain articles and information from the “Biography Reference Bank after performing the simple search, return to the main “Biography Reference Bank” main page, obtain access to the “Biography Reference Bank” main page and perform an individual simple United States President search, obtain articles and information from the “Biography Reference Bank” after performing the second simple search, complete the simple worksheet discussing the database search process, and review the “Discovering the Database” lesson objectives/goal. These clusters each correspond to and address the overall learning objective and main learning goal. In addition to the ten clusters, these objectives also tie into Gagnes’ overall events of learning instruction. “Gagne suggests that learning tasks for intellectual skills can be organized in a hierarchy according to complexity: stimulus recognition, response generation, procedure following, use of terminology, discrimination's, concept formation, rule application, and problem solving. The primary significance of the hierarchy is to identify prerequisites that should be completed to facilitate learning at each level. Prerequisites are identified by doing a task analysis of a learning/training task. Learning hierarchies provide a basis for the sequencing of instruction.” ([]). Furthermore, the lesson will be tailored to meet the ARCS model (attention, relevance, confidence, and satisfaction) which, combined, will result in student understanding, learning, and use. This table represents how the clusters will meet the nine events of Gagne’s instruction:
 * Discovering the Database Lesson – Theory and Rationale Based on Main Objectives:**

(__Attention Perceptual Arousal__- Active participation)
 * Clusters 1-5**
 * **Gagne –**
 * Events of Instruction** || **Cluster 1 -** Log into the School Computer Network || **Cluster 2 -** Database vs. Online Webpage || **Cluster 3 -** Obtain Access to an Online Database || **Cluster 4 -** Obtain Access to the “Biography Reference Bank” and Perform a Simple Search (together) || **Cluster 5 -** Obtain Articles and Information from the “Biography Reference Bank” after Performing the Simple Search ||
 * **Gain Attention (Reception)** || Ask if anyone remembers how to turn on, log onto the computer network? Have a student volunteer demonstrate how to perform these tasks.

Demonstrate how to log on with instructor computer. (__Attention Perceptual Arousal__- Specific examples; __Relevance__- Modeling) || Ask if anyone knows the difference between an online webpage and an online database? Have a student volunteer responses.

(__Attention Perceptual Arousal__- Active participation) || Ask if anyone remembers how to open Firefox and type in a URL address? Have a student volunteer respond verbally and have the instructor perform the steps hands on.

(__Attention Perceptual Arousal__- Specific examples; __Relevance__- Modeling) || Ask learners to watch as the instructor gains access to the “Biography Reference Bank” via Foxfire and typing in the following URL - [].

Ask students to mimic, after the instructor’s example is complete, accessing the “Biography Reference Bank.”

(__Attention Perceptual Arousal__- Specific examples, active participation; __Relevance__- Modeling, __Attention__ – Active Participation ) || Ask learners to watch as the instructor performs a search on the main “search page” - [] and obtains articles. Instructor will choose the article that matches with 100% accuracy, click on the name in black, and skim the article for relevance.

After the instructor models the behavior, the students will follow.

(__Attention Perceptual Arousal__- Specific examples, active participation; __Relevance__- Modeling, __Attention__ – Active Participation ) ||
 * **Inform Learner of Objectives (Expectancy)** || Tell learners that in order to access online websites and databases from a school computer they must be able to turn on and log into the school network.

(__Relevance__- Needs Matching; __Confidence__- Provide Objectives and Prerequisite Skills) || Tell learners that in order to obtain quality information from resources, the use of an online databases is crucial for learner success.

(__Attention Perceptual Arousal__- Active participation, Specific examples; __Relevance__- Modeling) || Tell learners that in order to obtain quality information, a database must be used. Tell learners that the use of a database is a must and that a username and password must be used to gain access.

//(__Relevance__- Needs Matching, Present Worth & Future Usefulness; __Confidence__- Provide Objectives and Prerequisites, __Attention__ – Active Participation)// || Tell learners that in order to obtain access to the “Biography Reference Bank,” students must click on the “Biography Reference Bank” tab to get to the main search page to obtain quality information.

(__Relevance__- Needs Matching, Present Worth & Future, __Attention__ – Active Participation) || Tell learners that in order to obtain articles and information, learners must use the main search page, type in the name of the searched person/item, and gain access to the collected information. Names will be in black and a link will be provided to access articles and information.

(__Relevance__- Needs Matching, Present Worth & Future, __Attention__ – Active Participation) ||
 * **Simulate Recall of Prior Learning – Prerequisites**
 * (Retrieval)** || Instructor should make a prior connection to past skills by showing/telling that learners learned how to turn on a computer and log into the school network.

__(Relevance__-Experience) || Instructor should ask student how they obtained information and resources in the past (in lower grades). Learners should be given time to orally respond.

__(Relevance__-Experience) || Make the connection with learners. Ask learners what sites they used in previous information searches.

Review that using online webpages is one way to obtain formation, but that future information searches should use online database resources for quality and factual information.

//__(Relevance__-Experience)// || Instructor should ask the students to think about how they gathered information in the past and how much simpler this process would be in the future. Instructor should wait for student response and feedback.

Instructor should ask the students to think about how they search for people/items. What structure must be followed? Is there a “right” way to search and/or a “wrong” way to search?

Students should know, from prior knowledge, that when searching for a person – the last name should be first and the first name should be last.

__(Relevance__-Experience, __Attention__ - Inquiry) || Students should know, from prior knowledge, that when searching for a person – the last name should be first and the first name should be last.

After hitting the return key, a list of “hits” should surface. The instructor will ask the students which article they think would be best.

__(Relevance__-Experience, __Attention__ - Inquiry) ||
 * **Presenting the Stimulus (Selective Perception)** || Provide detailed oral instructions on learning how to turn on and log into a computer network. || Provide guidelines for completing the pre-instruction test.

Later – Provide guidelines on why website use is okay, but database use is better (collection of factual information). || Provide learners with a handout on the step-by-step instructions on how to access an online database.

Provide learners with the database username and password. || Provide learners with a handout on the step-by-step instructions on how to access the online database – most specifically the “Biography Reference Bank.” || Provide learners with a handout on the step-by-step instructions on how to access the online database – most specifically how to effectively use the “search page.” The handout will also help learners know that after hitting the “return” key that they should evaluate the links and choose the one that says “100%” accuracy to obtain the most accurate information available. ||
 * **Providing Learning Guidance (Semantic Encoding)** || Provide instructions to the learners of steps involved in turning on the computer and logging into the school network.

(__Confidence__- Continue and Grow the Learners) || Provide detailed oral instruction on the pre-instruction test (ask student to take out a pencil, read the instructions with the instructor, fill in the responses with best “guesses,” and ask learners turn the paper over when work is complete).

Later – Provide rationale on why database resources are best (collected bank of factual information, username and password protected for subscription based information)

__(Relevance__-Experience, past and present) || Provide a worksheet with the step-by-step instructions on how to obtain access to an online database – graphics, username, and password information.

(__Confidence__- Grow the Learners& Learner Control) || Provide a worksheet with the step-by-step instructions on how to obtain access to an online database – graphics and a URL link to the “Biography Reference Bank.”

The worksheet provided should also show the step-by-step instructions on how to obtain access to an online database – graphics and a URL link to the main search page. Specifically identify search box and how to properly search for a person/item.

(__Confidence__- Grow the Learners& Learner Control, __Attention__ – Active Participation) || Provide a worksheet with the step-by-step instructions on how to obtain access to an online database – graphics and a URL link to the main search page, identify search box, how to properly search for a person/item, and how to choose the link that best satisfies their information seeking behavior (the link that says 100%).

(__Confidence__- Grow the Learners& Learner Control, __Attention__ – Active Participation) ||
 * **Eliciting Performance (Responding)** || Allow learners the opportunity to turn on and computer and to log into the computer network.

(Objective I and subordinate objectives.) || Allow learners to opportunity to complete the pre-instruction test on websites vs. databases. This worksheet is to be completed one day before the lesson.

Later – Allow learners the opportunity to ask questions and respond to the newly learned information – database resource)

(Objective II and subordinate objectives.) || Allow learners the opportunity to watch the instructor (via computer and computer project on the screen) as he/she gains access to an online database with the help of a username and password. Learners can also follow along on the provided worksheet (graphics and step-by-step instructions). Learners will also, after the demonstration is complete, log into the database on their own computer.

(Objective III and subordinate objectives.) || Allow the learners the opportunity to watch the instructor gain access to the “Biography Reference Bank” and then have learners follow the instructors steps in obtaining access. Both students and the instructor should be on the “Biography Reference Bank” page and ready to move forward together.

(Objective IV and subordinate objectives.) || Allow learners an opportunity to watch the instructor perform a successful search by typing in a United States President, waiting for the results, and choosing the best results for that specific search (choose the link with 100% accuracy – and skim for a double check). After the instructor is finished with the steps, ask students to mimic the instructors behavior.

(Objective V and subordinate objectives.) ||
 * **Providing Feedback (Reinforcement)** || Learners will need to turn on the computer. Learners will know if they are performing this task incorrectly, as the screen will be blank. If the screen is blank, the instructor will help provide feedback on how to properly perform this skill.

The learner will need to successfully log into the computer network. If the learner does this incorrectly, the screen will prompt them to enter a new student username and/or password. If the learner performs this step correctly, the learner will be logged into the system and ready to move forward. || The instructor will collect the pre-test worksheets (one day before the actually “Discovering the Database” lesson – lesson given the following day). The instructor will take the pre-test data to better help direct the future lesson.

 Later – The instructor will respond to student questions and comments and better explain, based on learner reactions, why the database is the better resource choice when gathering information for classroom assignments, reports, and projects. || The instructor (and Librarians) will watch learners to make sure learner attention is focused on the lesson (both in print and visually on the screen). The instructor will perform the task and then ask students to perform the task on their own. || The instructor (and Librarians) will watch learners to make sure the learner attention is focused on the lesson (both in print and visually on the screen). The instructor will perform the task and then ask students to perform the task on their own. || The instructor (and Librarians) will watch learners to make sure the learner attention is focused on the lesson (both in print and visually on the screen). The instructor will perform the task and then ask students to perform the task on their own. The instructor and the learners will come up with the same searched articles successfully. ||
 * **Assessing Performance (Retrieval)** || Learners will demonstrate this step by visually performing tasks listed on the instructor performance checklist. || Learners will demonstrate their knowledge of website resources and database resources with a pre-instruction test. || Learners will demonstrate their knowledge when, later (after the instructor is done with the visual practice), actively logging into the database with the help of the username and password. || Learners will demonstrate their knowledge when, later (after the instructor is done with the visual practice), actively accessing the “Biography Reference Bank” webpage. || Learners will demonstrate their knowledge and their learning after the instructor is done with their practice search. Learners will also practice using the search box to obtain articles on a United States President. After obtaining the articles, learners will select the article with 100% accuracy and skim the document for relevance. ||
 * **Enhancing Retention and Transfer (Generalization)** || Learners will practice turning on the computer and logging into the computer network. || Learners will complete the pre-test to show their current knowledge set.

Later – Learners will be encouraged to use database resources for classroom grades (post-test results and later classroom assignments, reports and, projects || Learners will practice opening Firefox, navigating to the Infohio webpage, and logging into the database. || Learners will practice opening navigating to the “Biography Reference Bank” by first watching the instructor and then obtaining access to the webpage on their own. || Learners will practice using the search box after watching the instructor. Learners will type in the name of a United States President, hit “return,” and then gain access to a list of articles and information. After gaining access, the instructor and learner will select the article that says 100% and then skim the article for relevance. ||


 * Clusters 6-10**
 * **Gagne – Events of Instruction** || **Cluster 6 -** Return to the Main “Biography Reference Bank” Main Page || **Cluster 7 -** Obtain Access to the “Biography Reference Bank” Main Page and Perform an Individual Simple United States President Search || **Cluster 8 -** Obtain Articles and Information from the “Biography Reference Bank” after Performing the Second Simple Search || **Cluster 9 -** Complete the Simple Worksheet Discussing the Database Search || **Cluster 10 -** Discovering the Database – Lesson Finished ||
 * **Gain Attention (Reception)** || Ask learners to watch as the instructor returns to the main “search page” - [] to perform another search (next – independent).

After the instructor models the behavior, the students will follow.

(__Attention Perceptual Arousal__- Specific examples, active participation; __Relevance__- Modeling, __Attention__ – Active Participation ) || Ask learners to gain access to the “Biography Reference Bank” via Foxfire and typing in the following URL - [].

Ask students to perform this search on their own. If students get stuck, instructor help is near by.

(__Attention Perceptual Arousal__- Specific examples, active participation; __Relevance__- Modeling, __Attention__ – Active Participation ) || Ask learners to perform a search on the main “search page” - [] and obtains articles. Learners will choose the article that matches with 100% accuracy, click on the name in black, and skim the article for relevance.

(__Attention Perceptual Arousal__- Specific examples, active participation; __Relevance__- Modeling, __Attention__ – Active Participation, __Confidence__ – allow for student success ) || Ask learners to complete the “Discovering the Database – Information Seeking” post-instruction test with a pencil.

(__Attention Perceptual Arousal__- Specific examples, active participation, __Attention__ – inquiry, variability) || Ask learners what was the overall message and objective for the day?

(__Attention Perceptual Arousal__- Specific examples, active participation, __Attention__ – inquiry, variability, __Confidence__ – allow for student success ) ||
 * **Inform Learner of Objectives (Expectancy)** || Tell learners that in order to obtain articles and information, learners must return to the main search page to perform additional searches.

After the instructor models the behavior, the students will follow.

(__Relevance__- Needs Matching, Present Worth & Future, __Attention__ – Active Participation) || Tell learners that in order to obtain articles and information, learners must use the main search page, type in the name of the searched person/item, and gain access to the collected information. Learners will also be reminded to follow their step-by-step instructions worksheet (and the United States President worksheet for help with an individually selected President).

(__Relevance__- Needs Matching, Present Worth & Future, __Attention__ – Active Participation) || Remind learners that in order to obtain articles and information, learners must use the main search page, type in the name of the searched person/item, and gain access to the collected information. Names will be in black and will present a link to articles and information.

(__Relevance__- Needs Matching, Present Worth & Future, __Attention__ – Active Participation) || Tell learners that in order to gain a deeper understanding, a foundation of knowing the difference between webpage information and database information is dramatically different. Tell learners that they must show, on the worksheet, that they have gained this new understanding.

(__Relevance__- Needs Matching, Present Worth & Future, __Attention__ – Active Participation, inquiry, variability) || Reminder learners that the main goal for the day was to students to “be able to properly use online databases to successfully and accurately complete classroom lessons, assignments, and projects.” ||
 * **Simulate Recall of Prior Learning – Prerequisites**
 * (Retrieval)** || Instructor should ask students how to navigate back to the main search page. Instructor should wait for student response.

Instructor should then ask the students watch first and then navigate back to the main search page.

__(Relevance__-Experience, __Attention__ - Inquiry) || Instructor should remind students to think about how they search for people/items. What structure must be followed? Is there a “right” way to search and/or a “wrong” way to search?

Students should know, from prior knowledge and experience, that when shearing for a person – the last name should be first and the first name should be last.

__(Relevance__-Experience, __Attention__ - Inquiry) || Students should know, from prior knowledge, that when shearing for a person – the last name should be first and the first name should be last.

After hitting the return key, a list of “hits” should surface. The instructor should remind students to think about how they know which article would be best before selecting the material.

__(Relevance__-Experience, __Attention__ - Inquiry) || Instructor should ask student to look back on the lesson and try to reason why database use is more effective, when completing academic work, than webpages.

Instructor should ask students, in a discussion, what the difference is to them.

__(Relevance__-Experience, __Attention__ - Inquiry) || Instructor should ask students what the difference between webpage information and database information is? Instructor should ask what is special about a database resource?

__(Relevance__-Experience, __Attention__ - Inquiry) ||
 * **Presenting the Stimulus (Selective Perception)** || Provide learners with a handout on the step-by-step instructions on how to access the online database – most specifically how to effectively navigate back to the main “search page.” || Provide learners with a handout on the step-by-step instructions on how to access the online database – most specifically how to effectively use the “search page” and perform a person search. || Provide learners with a handout on the step-by-step instructions on how to access the online database – most specifically how to effectively use the “search page.” The handout will also help learners know that after hitting the “return” key that they should evaluate the links and choose the one that says “100%” accuracy to obtain the most accurate information available. || Provide learners with the “Discovering the Database – Information Seeking” post-instruction test to complete independently. Instructor will read the directions allowed to the class and ask for additional questions before students are instructed to start. || Provide a worksheet with the step-by-step instructions on how to obtain access to an online database – graphics, username, and password information, how to search for people/items, and how to evaluate the list of information. This worksheet can be used for future use and reference. ||
 * **Providing Learning Guidance (Semantic Encoding)** || Provide a worksheet with the step-by-step instructions on how to again obtain access to an online database – graphics and a URL link to the main search page. Specifically identify search box and how to properly navigate back to the main page.

(__Confidence__- Grow the Learners& Learner Control, __Attention__ – Active Participation) || Provide a worksheet with the step-by-step instructions on how to obtain access to an online database – graphics and a URL link to the main search page. Specifically identify search box and how to properly search for a person/item.

(__Confidence__- Grow the Learners& Learner Control, __Attention__ – Active Participation) || Provide a worksheet with the step-by-step instructions on how to obtain access to an online database – graphics and a URL link to the main search page, identify search box, how to properly search for a person/item, and how to choose the link that best satisfies their information seeking behavior (the link that says 100%).

(__Confidence__- Grow the Learners& Learner Control, __Attention__ – Active Participation) || Provide learners with the “Discovering the Database – Information Seeking” post-instruction test to complete independently. Instructor will read the directions allowed to the class and ask for additional questions before students are instructed to start.

(__Confidence__- Grow the Learners& Learner Control, __Attention__ – Active Participation) || Provide a worksheet with the step-by-step instructions on how to obtain access to an online database – graphics, username, and password information, how to search for people/items, and how to evaluate the list of information. This worksheet can be used for future use and reference.

(__Confidence__- Grow the Learners& Learner Control) ||
 * **Eliciting Performance (Responding)** || Allow learners an opportunity to watch the instructor perform a successful navigate back to the main search page.

After the instructor models the behavior, the students will follow.

(Objective VI and subordinate objectives) || Allow learners the opportunity to independently perform a successful search typing in the name of a United States President (selected individually by the student using a given list).

The instructor and Librarians will be able to assist in this process if a student becomes stuck.

(Objective VI and subordinate objectives) || Allow learners an opportunity to watch the instructor perform a successful search by typing in “Lincoln, Abraham,” waiting for the results, and choosing the best results for that specific search (choose the link with 100% accuracy – and skim for a double check). After the instructor is finished with the steps, ask students to mimic the instructors behavior.

(Objective VII and subordinate objectives) || Allow learners an opportunity to respond, in their own words, the difference between a webpage and a database (hopefully thoughts have changed or improved from the beginning of the lesson to the end of the lesson.

(Objective IX and subordinate objectives) || Allow learners a chance to engage in a discussion on the benefits of using online database resources. (Objective X and subordinate objectives) ||
 * **Providing Feedback (Reinforcement)** || The instructor (and Librarians) will watch learners to make sure learner attention is focused on the lesson (both in print and visually on the screen). The instructor will perform the task and then ask students to perform the task on their own.

The instructor and the learners will successfully navigate t heir way back to the main search page. If the student does not, the instructor (and Librarian) will help with this step. || The instructor (and Librarians) will watch learners to make sure learner attention is focused on the lesson (both in print and visually on the screen).

If the student does not perform the search correctly, the information desired will not be found. || The instructor (and Librarians) will watch learners to make sure the learner attention is focused on the lesson (both in print and visually on the screen). The instructor will make sure the search step is successfully performed, the information is found, and the “double check” step is performed to ensure correct information is gathered. || The instructor will walk around the room and respond to student questions. After all of the post-instruction tests are complete, the instructor will collect them for review and a grade. || The instructor should end the lesson with the main goal for the lesson and future database expectations. ||
 * **Assessing Performance (Retrieval)** || Learners will demonstrate their knowledge and their learning when, later (after the instructor navigates back to the main search page), students will also practice by navigating their way back to the main search page. || Learners will demonstrate their knowledge and their learning when successfully using the “search box,” typing in the name a a United States President to search, and retrieving desired information from their search inquiry. || Learners will demonstrate their knowledge and their learning when they successfully type in a name to be searched, hit the return key, obtain accurate information (100% accuracy black link), and skim for relevance. || Learners will demonstrate their knowledge and their learning when they successfully complete and hand in the “Discovering the Database – Information Seeking” post-instruction test. The grade will reflect their new knowledge. || Learners will demonstrate their understanding of database use through this lesson and through future use on classroom assignments, reports, and projects. ||
 * **Enhancing Retention and Transfer (Generalization)** || Learners will practice navigating back to the main search page to show that one search is complete and another search can start. || Learners will practice using the search box to effectively look up information on a United States President. Students will be successful when typing in the correct name to search, pressing the return key, and obtaining information that is relevant to the search terms. || Learners will practice using the search box after watching the instructor. Learners will type in the name of their selected United States President, hit “return,” and then gain access to a list of articles and information. After gaining access, the learner will select the article that says 100% and then skim the article for relevance. || Learners will show their understanding of the lesson through the “Discovering the Database – Information Seeking” post-instruction tets. The test will be graded on individual improvement from the pre-test to the post tests results. || Learners should know the difference between a webpage resource and a database resource. Learners should know that, when doing academic work, a database is the best choice of resources. Learners will be expected to use database resources in the future to access quality information and to achieve higher grades on future classroom assignments, reports, and projects. Learners will be expected to use database resources with 90% accuracy and success in the future. All instructors will expect students to use database resources in the future on classroom assignments, reports, and projects. ||

__Attention:__ Attention is gained by using a laptop, a computer projector, learner handouts, visual aids (database main page, search page, etc.), practice database search, and student practice database search and worksheet. __Relevance:__ Relevance is established by providing examples of why the learners need to be able to effectively complete an online database search (now and in the future, class grades are and will be affected by the database use). __Confidence:__ Confidence is gained as the learners work on their own online database information search (together as a group and alone as an individual) to obtain trustworthy, accurate, and factual information from a database resource. __Satisfaction:__ Satisfaction is achieved as the learners share their individual online database search with the teacher, with classmates, and on paper as they complete the database worksheet for personal improvement (from pre-instruction test to post-instruction test results) and a grade.
 * Achieved Results for the "Discovering the Database" lesson with the ARCS Model in Mind:**