Instructional Unit 2

Educational Video Game Instructional Unit Report – IU2

Introduction

The main tasks for this Instructional Unit (IU2) involve analyzing the instructional goal identified in IU1, breaking it down into sub-goals or objectives through a detailed task analysis, and developing performance objectives for each task. The ultimate purpose is to create a clear, structured pathway that will guide learners in achieving the instructional goal by mastering the necessary skills and knowledge.

Instructional Goal

Advocacy Skills: Learners will be able to advocate for social change and support marginalized individuals.

First-Level Task Analysis

Students will be able to . . .

list relevant social service entities and community associations in their communities and recall their purposes.
interpret data and criticize infrastructure offerings in their communities.
select research support and develop and formulate arguments to appeal to a broad community audience.

In-Depth Task Analysis

Performance Objective

The following detailed performance objectives have been developed for each first-level task identified in the instructional design project. Each objective is specified in terms of conditions, behaviors, and criteria for success.

Task 1: Identifying and Listing Social Service Entities and Community Associations

Performance Objective 1:

– Condition (CN): Given a list of community websites, local directories, and organizational brochures.

– Behavior (B): The student will accurately identify and list at least five relevant social service entities and community associations within their local area.

– Criteria (CR): The student must correctly identify these entities’ names, functions, and contact information with 100% accuracy.

Performance Objective 2:

– Condition (CN): Provided access to community resource guides and online databases.

– Behavior (B): The student will recall and describe the purpose of each listed social service entity and community association.

– Criteria (CR): Descriptions should accurately reflect each entity’s mission and primary services, with no more than one error in details across the entire list.

Task 2: Interpreting Data and Criticizing Infrastructure Offerings

Performance Objective 3:

– Condition (CN): Given community infrastructure data, including demographic statistics, houseless estimates, and housing reports.

– Behavior (B): The student will analyze and interpret the data to identify strengths and weaknesses in the community’s infrastructure offerings.

– Criteria (CR): The analysis must correctly highlight at least three strengths and areas for improvement, with evidence drawn directly from the provided data.

Performance Objective 4:

– Condition (CN): Provided with case studies and examples of community infrastructure projects.

– Behavior (B): The student will critically evaluate the effectiveness and accessibility of these infrastructure offerings.

– Criteria (CR): The evaluation should include at least two well-supported criticisms for each infrastructure project, with suggestions for improvement, achieving a comprehensive critique with no significant omissions.

Task 3: Selecting Research Support and Developing Arguments

Performance Objective 5:

– Condition (CN): Given access to online research databases, community reports, and relevant literature.

– Behavior (B): The student will select appropriate research support for a chosen community issue.

– Criteria (CR): The selected research must include at least three credible sources directly supporting the student’s argument, with accurate citations in the required format.

Performance Objective 6:

– Condition (CN): Provided a framework for developing arguments and accessing persuasive writing resources.

– Behavior (B): The student will develop and formulate a coherent argument to appeal to a broad community audience.

– Criteria (CR): The argument must be logically structured, with a clear thesis, supporting evidence from the research, and a conclusion. It should be persuasive, with no logical fallacies, and understandable to a general audience, as evidenced by a peer review score of at least 85%.

Assessments

Performance Objective	Assessment Activity	Assessment Task	Evaluation Criteria	Mastery Criteria
Identify and List Social Service Entities	Students will access community websites, directories, and brochures to compile a list of relevant social service entities.	Submit a report listing at least five entities with names, functions, and contact info.	Checklist for correct identification of entities and accurate contact information.	100% accuracy in listing names, functions, and contact information.
Describe Purpose of Social Service Entities	After listing entities, students will write brief descriptions of their missions and services.	Submit a document with descriptions of the listed entities’ missions and services.	Rubric to assess the accuracy of the descriptions.	Correct descriptions with no more than one error across all entities.
Analyze and Interpret Community Infrastructure Data	Students analyze community infrastructure data (e.g., demographics, houseless estimates) to identify strengths and weaknesses.	Submit an analytical report identifying three strengths and weaknesses based on the data.	Rubric to assess the depth of analysis and evidence-based support.	Correct identification of at least three strengths and three areas for improvement, with supporting evidence from the data.
Evaluate Community Infrastructure Projects	Students critically evaluate case studies of infrastructure projects in terms of effectiveness and accessibility.	Submit a critique for each project, including two criticisms and suggestions for improvement.	Rubric for evaluating the thoroughness and validity of critiques.	At least two well-supported criticisms per project, with actionable improvement suggestions and no significant omissions in the evaluation.
Select Research Support for a Community Issue	Students access online databases and reports to select research supporting an argument on a community issue.	Submit a list of at least three credible sources with summaries and explanations of how they support the argument.	Rubric assessing relevance, credibility, and accuracy of sources, along with clarity of summaries.	Selection of three credible and relevant sources, accurate summaries, and clear explanations of support, with proper citations in the required format.
Develop and Present a Persuasive Argument	Students develop a persuasive argument based on selected research and either present it in written or spoken format.	Submit an essay or deliver a presentation to a community audience.	Rubric assessing clarity of thesis, strength of evidence, logical flow, and persuasiveness, with peer review feedback.	Well-structured argument, free of logical fallacies, with a peer review score of at least 85%.

This table summarizes each performance objective, the corresponding activity, the task to be completed by students, the evaluation method, and the criteria required to demonstrate mastery.

Learning Domain Classification

The overall instructional goal for this project, which involves identifying and listing social service entities, interpreting data, critically evaluating infrastructure, and developing and formulating arguments, falls primarily within the cognitive domain of learning.

Cognitive Domain: This domain relates to knowledge acquisition, understanding, and application of information. The tasks in this instructional unit require students to engage in various cognitive processes, such as:

– Knowledge Acquisition: Identifying and recalling information about social service entities and their functions.

– Comprehension: Understanding the purposes and missions of these entities.

– Analysis: Interpreting community data to identify strengths and weaknesses in infrastructure offerings.

– Evaluation: Critically evaluating infrastructure projects and formulating arguments based on research.

– Synthesis: Combining information from various sources to develop coherent, persuasive arguments.

Peer Review

You need to provide examples to help guide students in their research/topics.

Summary

This instructional unit (IU2) aims to empower students with the skills necessary to advocate for social change, particularly in supporting marginalized communities. This unit builds on the foundation set in IU1 by breaking down the overarching instructional goal into specific, actionable tasks that guide learners toward mastery.

The instructional goal is to develop students’ ability to identify and describe key community social service entities, analyze and critique the effectiveness of local infrastructure, and formulate persuasive arguments to advocate for improvements. A detailed task analysis was conducted to achieve this, resulting in a structured pathway students can follow to build these critical skills.

Based on peer review, the instructional unit will devise neutral summaries of websites and have our main character reflect upon the data or take notes, guiding the students in proper interpretation.

In summary, IU2 provides a comprehensive, structured approach to developing the skills necessary for effective advocacy. Through carefully designed tasks and assessments, students are equipped to make meaningful contributions to their communities, advocating for positive social change.