Overall Instructor Rating: Exemplary
Ratings explanation:
- Exemplary - A model answer in almost every way (this is given out very rarely).
- Satisfactory - Very well done; you've met the expectations of the assignment. There are some minor problems, so read my feedback well.
- Marginal Pass - You pass, but there are lots of issues to consider. Read my feedback very carefully and be sure you understand the points/issues I raise.
- Not satisfactory, redo and resubmit - The assignment was not completed appropriately. I am concerned that you do not understand the process well enough yet. To get credit for the assignment, you need to redo it, most probably on another topic. Read and consider my feedback very carefully before redoing.
Instructor's Overall Feedback:
Excellent lesson! You really seem to understand the process well.
The purpose of this activity is to design a specific lesson based on the lesson objectives identified in one of your unit instructional curriculum maps (ICMs). This IDA is designed to give you practice in planning lesson based on Gagne's events of instruction (see Dick, Carey, and Carey, chapter 8).
Complete the instructional strategy planning sheet below for one lesson of your choice. Preferably, this is a lesson that you identified during the unit design analysis. However, you can choose any lesson you wish. As outlined by Dick, Carey, and Carey, it may be helpful to organize the events of instruction in the following major groups or components: Pre-instructional activities, Content presentation, Learner participation, Assessment, Follow-through activities.
Your instructional plan should emphasize materials-centered instruction. That is, you should consider resources other than a live instructor for the delivery of the lesson. As you consider possible media, also consider the affordances, or special characteristics, that various media possess.
Instructional Strategy Planning Sheet
Write the instructional objectives of your lesson here (it can be more than one):
Your final response:
Learners will be able to demonstrate effective written communiation skills by expressing appropriate legal position regarding the case of California vs. Cummings
The instructor's feedback to this step:
An excellent objective! It's very well written -- a model for others!
Enter your instructional plan for each of the instructional components. Also indicate your media choice for each instructional component.
Instructional Component |
Instructional Plan |
Media Choice |
1. Pre-instructional activities
- a. Motivating the learners/gaining their attention
- b. Informing the learners of the lesson objectives or purposes
- c. Informing the learner of what they already need to know to be successful in this lesson (i.e. prerequisite skills)
2. Content presentation
- a. Presenting the content to be learned (i.e. stimulus material)
- b. Guiding the learners as they are presented with the content
3. Learner participation
- a. Giving the learner opportunites for practice (i.e. eliciting the performance)
- b. Giving the learner feedback during practice
4. Assessment
- Tests and other assessments to see if anything has been learned as a result of this lesson
5. Follow-through activities
- a. Memory aids for retention
- b. Activities to help learners transfer their learning to other contexts
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Your final response:
1a. Discuss the case synopsis for California vs. Cummings. Describe the charges against Debra Cummings.
1b. Describe that the goal of the lesson is to introduce the importance of effective written communication in expressing appropriate legal position. Explain the students will use the case of California vs. Cummings to generate written legal positions regarding the case.
1c. Explain that students will need to know key legal terms and concepts in order to complete the written legal positions.
2a & b. Distribute the video guide for viewing California vs. Cummings that guides students through viewing the video and gathering the relevant information for constructing a written legal position. Students will be assigned to develop a written legal position for either the defendant or the plaintiff. The students will view the case of California vs. Cummings.
3a & b. Discuss the key points from the video and ask questions to reinforce students understanding of key issues of case. Distribute graphic organizer to assist students in preparing a written legal position. The organizer will guide the student in applying case facts to effective written legal positions.
4a. Student will use MS Word on the computers in the classroom to prepare written legal positions for the defendant and plaintiff in the case. The information from the graphic organizer will aid the student in preparing the document. The written legal positions will be evaluated by the teacher based on key legal facts relating to the case, effective written communication skills, and appropriate legal position based on the defendant or plaintiff.
5a. Students will keep the graphic organizer in order to review the process of writing appropriate legal positions.
5b. Students will be given case studies of other cases to prepare written legal positions.
The instructor's feedback to this step:
Very solid design. Very well designed instructional strategies. Good attention to Gagne's events of instruction.
My only suggestion would be to include some social aspects, such as students working in groups to discuss their interpretations, etc.
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Your final response:
1a. Teacher, Case Synopsis
1b. Teacher, Video guide for viewing case, graphic organizer for preparing written legal position.
1c. Teacher, PowerPoint Presentation
2a & b. Video of the case California vs. Cumming from Court TV, Video guide for viewing case, teacher
3a & b. Video guide, graphic organizer
4a. Graphic Organizer, Computer, Teacher
5a & b. Graphic organizer, Teacher, case studies
The instructor's feedback to this step:
Good range of media. Obviously, it's hard to tell what the video would be like, so I hope it is more than just 'talking heads'.
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Provide a rationale for your media choices. How do the media you have selected support the instructional plan you have designed? Do the affordances of the media you've selected match the instructional strategy and support student learning?
Examples of media affordances:
- Video: dynamic representation of people, social situations, psychomotor tasks, etc.
- Computer simulation: dynamic representation of concepts and principles
- Computer spreadsheets: dynamic representation of numeric relationships
- Computer databases: dynamic representation of categorical relationships
Your final response:
The instruction media used in this lesson include a video of California vs. Cummings, a video viewing guide, and a graphic organizer for taking key legal facts from a case and preparing written legal positions. The video will provide students a way to actually see a case and the legal proceedings. Based on the facts of the case, students will develop written legal positions. These guides will be paper-and-pencil and the students will be able to apply the steps of the graphic organizer to other cases throughout the course.
The instructor's feedback to step 4:
Very good rationales. Thanks for clarifying that the video will actually show the legal proceedings. This makes good sense for video.
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