Instructional Design 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

   • Lion King Video http://www.youtube.com/watch?v=3WIqiXHkueg

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 onus 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 interdependent

   • 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

1. Peer Review Article (2003 or newer)

   • Discussion

2. Students explain the YouTube

Elaborate

1. Student-Created Scenario

   • Groups

   • Provide students the "Perry level"

   • They create a scenario to match that level

   • Show/Demonstrate/Act Their Scenario

2. Group discussion about each scenario

Evaluate

1. Group Quiz

2. "Minute-Paper"

Development

1. Organize in D2L Module

2. YouTube video

3. Perry paper strips for each group

4. Chapter Reading

5. Peer Review article

6. Poll Everywhere for Group Quiz

7. Minute-Paper on Perry (Google Form)

Implement

Evaluate