Overall Instructor Rating: Satisfactory
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 design! You really seem to understand the process of lesson design well.
The only reason I did not give you a rating of "exemplary" is because I really think you need to revise your objectives to reflect at least one intellectual skill objective (see my comments below).
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:
Managers will be able to state the reasons for careful listening to customer feedback, while choosing to accept that the company philosophy is a clear and calculated business script.
Managers will summarize the causes for customer concern and generate possible remedies they may choose to retain the customer
The instructor's feedback to this step:
These are well stated objectives. My only concern is that both refer to verbal information (factual) objectives. It's unusual to have verbal information as the sole objectives for an entire lesson. So, consider whether there are any intellectual skills objectives relevant to this lesson.
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:
1. Pre-instructional activities
1a. Discuss the competitive nature of the restaurant business and the limited number of customer discretionary dollars combined with customer expectations of satisfaction as the motivator in their repeat business.
1b. The objective of this lesson is to train managers to recognize customer concerns, not only from an appropriate set of listening skills, but also taking the approach that individual customer satisfaction is the only measure of success.
1c. Experience in face-to-face customer dealings and restaurant management are expected.
2. Content Presentation
2a.Instructor will provide itemized types of customer complaints, including (if possible) key examples from the store units of managers in attendance. A brief video tape of random store (real-life tv) experiences will be shared later, using computer-aided skills to keep the video-taped employees anonymous.
2b. Help the learners to recognize the types of complaints and the learning, non-judgmental approach to be taken in assessing the examples of improvable service recovery.
3. Learner participation
3a. Begin individual participation from students - first with a non-defensive, retrospective critique of their own service recovery incident examples (from examples used in class - either comment cards or employee experiences).
3b. Provide learner with constructive comments about their assessments and approach. Involve students in the assessment process by distributing questionnaires for their feedback - to be presented by Instructor.
4. Assessment
Using the first run-through of the service recovery experience as a guide, evaluate students proposed methods for improving their own approach. As students to pick a random Instructor-created service recovery situation from a chef's hat and have them act out the business philosophy and correct methods of approach.
5. Follow-through activities
5a. Advise students to take their notes and copies of the business philosophy into their stores. With these guides in hand and classroom experience, the students are encouraged to implement the methods taught in the class. (Mystery customers will visit each store and provide "practice experience" for the managers without their knowledge.
The instructor's feedback to this step:
This is great! You've really designed a solid lesson here.
After reading your instructional strategies, I think you definitely have at least one intellectual skills objective here based on the verb "demonstrate". You seem to want your students to be able to model customer-relation skills.
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Your final response:
1. Pre-instructional activities
1a. Teacher; article from Hospitality Today talking about industry trends and business success strategies.
1b. Teacher; T-shirts with the company slogan and "say yes to customer service."
1c. Teacher.
2. Content presentation
Teacher; video-tape and booklet of customer complaint types.
3. Learner participation
Teacher; comment summaries.
4. Assessment
Teacher; classroom interaction.
5. Follow-through activities
Classroom notes, copies of printed business philosophy, in-person mystery customer feedback.
The instructor's feedback to this step:
Good. It appears that this lesson is more instructor-led than media-based. Your use of video appears most appropriate.
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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 most important instructional media for this lesson are videotapes, comment cards, and business philosophy booklet as a constant reminder of the "rules" of proper service recovery. The videotape provides students with a number of significant examples that they can compare. This promotes learning from particular situations, rather then Instructor description of abstract events. Students will follow the customer emotion through the customer cards. This will allow students to assess customer feedback and provide an opportunity for classmate interaction to allow students to share success examples from their own experiences.
The instructor's feedback to step 4:
Good rationales. I agree that the video affords the presentation of interpersonal examples that really can't be presented on paper.
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