ANALYSIS DOCUMENT

Team Member A: **Samantha Clark**

Before the COVID-19 pandemic, most social skills lessons focused on instruction for neurodivergent students. After COVID-19, even neurotypical children struggle with the fundamental interactions expected in a classroom setting. Molnar and Hermann assess the dilemma, noting the importance of these *soft skills* (2022). While social skills can be abstract, the Uno Card Game can create a safe space for addressing communication and behaviors. Research on the use of social skills gamification for neurotypical children is scarce. However, there is a large quantity of research on the gamification of social skills with children who are on the autism spectrum or have another divergency, like attention deficit order. The use of planned instruction compared to holistic instruction will be better suited for the larger group, where one-on-one interaction is not required to grasp the objectives. An overall instructor-led, hybrid instructional intervention will be the best solution.

Team Member D1 **KENNEDY**:

LEARNER ANALYSIS

To be ready for a career in the 21st century, students need to learn more than the standard core subjects. They also need to master 21st-century skills. These skills can be summed up into three categories; Learning (Critical thinking, creativity, collaboration, communication), Literacy (information, media, technology), and Life Skills (flexibility, leadership, initiative, productivity, social skills). According to a recent multi-year study, 75% of fifth and eighth graders are not proficient in 21st-century literacy skills (2017). Another study presented by the Organization for Economic Co-operation and Development (OECD) shows more than 20% of students are not learning basic life skills by the ages of 14-15 (Oketch. M, 2021). 21st-century skills have always been important, but with our rapidly changing workforce, these skills have become increasingly more vital.

The OECD Programme for International Student Assessment (PISA) shows students with higher 21st-century skills and a solid core knowledge of math, reading, and science contribute to future economic health. Recent PISA data shows that student achievement in the United States is stagnant, leading the United States to fall from being the highest-scoring country to number 22 out of 74. This assessment shows the importance of incorporating 21st-century skills into our current curriculum in schools.

Although our target audience is young students in the fifth through eighth-grade range, anyone can benefit from participating in our course. To support our target audience, all instructional materials will be aligned with 21st Century Leadership Skills Standards (OSPI, 2023) and P21 Framework (2019). To engage our learners, students will participate in a course that helps them learn how to play the group card game UNO. While participating in our online UNO course, learners will develop learning, literacy, and life skills.

PERFORMANCE GAP ANALYSIS

Post-COVID-19, schools are seeing increasing deficiencies in students’ 21st-century skills. There is also a large consensus that our education system is failing to prepare students with the skills they need to be successful in the 21st century (Pearson, 2010). Our world is rapidly changing which makes it difficult for students to keep up with the latest skills and information. To bridge this gap, Decked Out Learning is determined to engage students in fun, real-world experiences, like playing card games, where they can practice and develop their 21st-century skills. By the end of our course, students will be able to communicate effectively, take turns, follow directions, and learn from failure.

Team Member I:

Task Analysis= (topic analysis + procedural analysis)

Topic analysis: Begin your task analysis by identifying the topics that need to be taught during your 30- to 60-minute instructional module. You should include 2–3 topics that are described by the content structure in Chapter 4: facts, concepts, principles and rules, procedures, interpersonal skills, or attitudes. If helpful, you may communicate your analysis using a chart, table, or other annotated illustration.

Team Member E:

Procedural analysis: For each topic to be taught, answer each of the follow 3 questions: What does the learner do? What does the learner need to know to do this step? What cues inform the learner that there is a problem, the step is done, or a different step is needed? If helpful, you may communicate your analysis using a chart, table, or other annotated illustration.

Instructional objectives: Chapter 5 will prepare you to complete your instructional objectives. Keeping in mind the unit goals, look at each task to be learned and identify each specific instructional domain (cognitive, psychomotor, affective, or mixed). Using the format modeled in Ch. 5, write an instructional objective for each task based on the appropriate domain. Two-to-three objectives should be identified for your instructional module. Remember to keep your instructional objectives: do-able, measurable, and needed. The final question to ask is: Once all instructional objectives have been met, has the need for instruction been satisfied?