Instructional Design Notes Artifact 1

Below, you will find my instructional design notes for a class session on Perry’s Theory of Intellectual and Ethical Development Among College Students in a graduate course on the theoretical foundation of college student services. To design this session, I used an ADDIE framework and embedded a 5 E’s lesson structure inside of that framework. I went with the 5 E’s lesson structure because I wanted this session to be constructivist in nature. This session was presented face-to-face and used the LMS to provide supplementary materials.

Analyze the Learners

  • Graduate Students 

    • Adult and Higher Education 

    • Student Services focused e.g. Advising 

    • Mostly Bozeman campused-based 

    • 1 full-time doctoral student 

Design

Engage 

Perry's Scheme: Batman Vs Superman http://www.youtube.com/watch?v=sk0-ZXCmlB4 

Explore 

  1. Introduction to Positions 

    • Dualism 

    • Multiplicity 

      • Pre-legitimate 

      • True Authorities are correct 

      • Others are sketchy 

    • Subordinate 

      • Authorities will find the answers for us 

    • Multiplicity Correlate or Relativism Subordinate 

      • Multiplicity Correlate 

        • Oppositional 

          • Authority's opinion is no better than mine 

      • Relativism Subordinate 

        • Adherence 

        • Everyone has their own opinion 

        • Give Authority what it wants 

    • Relativism 

      • Relativism Correlate, Competing, or Diffuse 

    • Commitment to Relativism 

      • Initial

      • Orientation in Implications of Commitment 

      • Developing Commitments 

  2. Summarizing Positions 

  3. Deflections (Alternatives to Growth) 

    • Temporizing 

      • Delaying the decision 

    • Escape 

      • Withdrawal 

      • "Changing the subject" 

    • Retreat 

      • A Step Backwards 

  4. Uses of the Model 

    • Instructional Uses

      • DI (Developmental Instruction) Model 

        • Supports and Challenges 

          • Structure 

            • Diversity 

            • Inclusion of different view points 

            • Readings, etc 

          • Experiential Learning (pg 91) 

          • Meaning 

            • Concreteness 

            • Directness 

            • Involvement 

            • Case Studies, Role Play, Reflection 

          • Personalism 

            • Environmental, Safety 

    • Student Affairs 

      • Shift ownus of decision-making from externally focused to internally focused

  5. Critiques of Perry 

    • White males at a traditional "prestigious institution" 

    • Women 

      • Belenky 1986 (Hofer 1994) 

        • Source of knowledge 

          • Moves from Authority to Constructivism 

          • "Transformation of the Knowledge of Self" 

        • Baxter Magolda 1991 (Hofer 1994) 

          • Men seem to be more individual 

          • Women seem to be more inderpendent

    • Post-Positivist (Hofer 1994) 

      • The originators of the theory served as interviewers 

    • Number of constructs (two) 

      • Intellectual 

      • Ethical 

    • Measuring student's assimilation into higher ed culture 

      • Students ability to do what their professors want them to versus growth

    • Operational Definition Issues 

      • Especially with the later stages (Hofer 1994 via Pascarella & Terenzini 1991)

Explain 

  • Peer Review Article (2003 or newer) 

    • Discussion 

  • Students explain the YouTube 

Elaborate 

  • Student Created Scenario 

    • Groups 

    • Provide students the "Perry level" 

    • They create a scenario to match that level 

    • Show/Demonstrate/Act Their Scenario 

  • Group discussion about each scenario 

Evaluate 

  • Group Quiz 

  • "Minute-Paper"

Development

  • Organize in D2L Module 

  • YouTube video 

  • Perry paper strips for each group 

  • Chapter Reading 

  • Peer Review article 

  • Poll Everywhere for Group Quiz 

  • Minute-Paper on Perry (Google Form)

Implement

Evaluate