MillsRevisions1a

**Revisions**
 * “Discovering the Database” **

After reviewing the data and re-reading the observations made by the instructor, some changes need to be implemented to each stage of the ADDIE Model and process to make the lesson even better and more beneficial to learners.
 * IV. Revisions to be Made**

The following revisions should be made in order to better the lesson for student success:


 * Analysis Phase Revisions:**

__Goal and Instructional Analysis__ Under the Instructional Analysis step, “II. Database vs. Online Webpage” the information provided needs to be clearer and the instructor needs to spend more time teaching the difference between online webpages and database resources. The instructor should, in the future, provide a time for students to respond to questions and to ask questions. The instruction should also include a series of sites for students to evaluate (public webpages and database resources). In addition, the instructor should ask the students for topic that they perform research searches on and the class should “Google it.” After they “Google it,” the class should look up the same topic on a database resource too (then compare the information provided on both resources – either during the II phase or the IX phase).

__Learner and Content Analysis__ Under the “Entry Level Behaviors - Learning Preference Column” The following category should be added: __Objectives__ Before Objective IV (individual practice performing database searches), learners should have the opportunity to practice simple searches in groups. Students enjoy doing group work and for additional practice, students should have the opportunity to work together, in a group of two or three students, to perform practice search (search words should be pre-determined by the teacher and written on the board). The objective should read: “Given the prior database instruction, students will be given a worksheet with a series of four words to search for on an online database resource in groups. Students should choose one or two partners, use one computer, and perform each search together. Instructors should walk around the room and offer guidance as the students perform the database searches together.
 * **Learners** || **Entry Behaviors** || Observation || Students like to work in groups. || Students should have the opportunity to practice simple database searches first in a group setting (two or three students to a group) and then individually to ensure that each student can properly perform a simple database search. ||

__Prerequisite Assessment__ Rather than performing the pre-instruction test the day before, learners should have the opportunity to complete the worksheet the day of the lesson. In doing so, the learners will have their attention focused on the goal at hand and will better direct their attention.
 * Design Phase Revisions**

__Instructional Design Document__ The instructional design document should include a column for group practice searches and materials (worksheet and search words). This additional step and practice should be included in Cluster 6 after the learner returns to the main search page.


 * Materials Development Phase Revision**

__Instructor Manual and Learner Step-by-Step Worksheet__ In addition to the instructional document instructions, the instructions should also include step-by-step instructions for group database searches. The instructions provided should help the instructor inform the students what the next activity will be. The instructor should also provide another “student worksheet” for group practice. This group practice worksheet would provide students with step-by-step instructions on how to search, what words to search, and should also ask a question about each term searched (answers would be found in the searched information database resource).

__Learner Practice Worksheet__ In addition to the practice search, the instructor should also include questions about the searched United States President at the end of the step-by-step search instructions. Including four questions about the material found will help the learner understand why the information searched is important and will also the learner an opportunity to realize that the database resource provides factual information that can be easily accessed and utilized.

The learner practice worksheet should include the following questions after the step-by-step search instructions: 1. List the dates he was President of the United States (the beginning date and the ending date) - 2. Name the First Lady - 3. Name the political party the President represented - 4. List the date the President was born (month, day, and year) -

N/A
 * Implementation Phase**

**Formative Evaluation Phase Revisions** The lesson developer/designer and the instructor (testing the lesson) of the lesson should be different. It would be helpful for the lesson developer/designer to observe as a different instructor followed the step-by-step “Instructor Manual” when presenting the lesson to learners. This outside-in evaluation would be helpful in designing this lesson and future lesson. The developer/designer could then see gaps in the lesson before presenting the lesson to a group of learners. This “pre-look” would allow the selected instructor a chance to share his/her thoughts about gaps in the planning stages before the lesson is presented to learners. In doing so, more gaps could be found early on to make the lesson better and more effective when it is finally implemented and utilized for learners.