WGU D291 SFM4 TASK 1 - instructional design
theories and models with accurate solutions
A. Analyze the "Task 1: Instructional Design for AI Policy Education"
scenario. Instructional Setting
The instructional setting is at River Valley High School, which is both socially and
economically diverse district. The school has different types of educational technologies
including whiteboards, laptops for students, and WiFi access.
Instructional Problem
The incoming ninth grade students lack an understanding of how to appropriately and ethically
use IA in the classroom, as it aligns with the district policies.
Target Learners
The target learners include incoming ninth grade students from various schools across the
district. They have differing levels of experience when it comes to AI technology use, though
they are generally considered to be tech-savvy.
Learning Goal
By the end of the session, the incoming ninth grade students at River Valley High School will be
able to analyze real-world scenarios and determine whether AI use if appropriate, according to
the district policy.
B. Instructional design process model
The instructional design process model selected will be the ADDIE model.
Analysis: Start by looking at the needs of the students and the learner profiles.
Design: Plan a one-hour lesson in which students will review district policies and apply
their learning to given scenarios.
Development: Create a presentation that outlines district policies and develop real-life scenarios
including discussion prompts for collaboration amongst students. Additionally, develop
exit tickets to analyze student learning.
Implementation: Deliver the lesson either at the end of the 8th grade year during 9th grade
step-up day, or as a part of freshman orientation at the beginning of the school
year.
Evaluation: Use exit tickets and responses from the scenario discussion to evaluate
understanding.
C. Analyze how principles and learning theories will affect your design choices
1. Gagne’s nine events of instruction:
a. Gain attention: Start with a relatable AI scenario, ideally one that is blatantly obvious and
relevant to get the attention of ninth graders.
b. Informer learners of objectives: Review purpose of lesson.
c. Stimulate recall: Ask students about their prior knowledge and use of AI tools - in
school or in life. Discuss pros/cons.
d. Present content: Show students the district AI policies.
e. Provide guidance: Show scenarios and model how students should use the policies to
theories and models with accurate solutions
A. Analyze the "Task 1: Instructional Design for AI Policy Education"
scenario. Instructional Setting
The instructional setting is at River Valley High School, which is both socially and
economically diverse district. The school has different types of educational technologies
including whiteboards, laptops for students, and WiFi access.
Instructional Problem
The incoming ninth grade students lack an understanding of how to appropriately and ethically
use IA in the classroom, as it aligns with the district policies.
Target Learners
The target learners include incoming ninth grade students from various schools across the
district. They have differing levels of experience when it comes to AI technology use, though
they are generally considered to be tech-savvy.
Learning Goal
By the end of the session, the incoming ninth grade students at River Valley High School will be
able to analyze real-world scenarios and determine whether AI use if appropriate, according to
the district policy.
B. Instructional design process model
The instructional design process model selected will be the ADDIE model.
Analysis: Start by looking at the needs of the students and the learner profiles.
Design: Plan a one-hour lesson in which students will review district policies and apply
their learning to given scenarios.
Development: Create a presentation that outlines district policies and develop real-life scenarios
including discussion prompts for collaboration amongst students. Additionally, develop
exit tickets to analyze student learning.
Implementation: Deliver the lesson either at the end of the 8th grade year during 9th grade
step-up day, or as a part of freshman orientation at the beginning of the school
year.
Evaluation: Use exit tickets and responses from the scenario discussion to evaluate
understanding.
C. Analyze how principles and learning theories will affect your design choices
1. Gagne’s nine events of instruction:
a. Gain attention: Start with a relatable AI scenario, ideally one that is blatantly obvious and
relevant to get the attention of ninth graders.
b. Informer learners of objectives: Review purpose of lesson.
c. Stimulate recall: Ask students about their prior knowledge and use of AI tools - in
school or in life. Discuss pros/cons.
d. Present content: Show students the district AI policies.
e. Provide guidance: Show scenarios and model how students should use the policies to
