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! You've designed a model lesson!
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 generate animation in flash to create an e-card.
The instructor's feedback to this step:
A well-written objective. I wonder if "generate" is the right learned capability, though. I think "demonstrate" is closer to the mark.
I also recommend that you try to be a little more specific in terms of what they need to be able to do.
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. Present three or more animate e-card made in flash to learners. Discuss with learners about the prevelence and applications of animated e-card. Discuss the other applications of animation in flash and how this technology can enrich teaching.
1b. Describe that the goal of the lesson is to introduce the animation in flash and help the learners to create an animated e-card at the end of the term. The lesson will be instructed step-by-step.
1c. Describe to the learner about the prerequisite skills they need--the definitions and the components of animation in flash.
2. Content presentation
2a. Present a animated e-card and discuss the components in that e-card with the learners. Distribute a guide about the animation steps of that specific e-card.
2b. Explain and demonstrate each of the steps needed to create the e-card animation. Each learner will have an opportunity to practice the steps found in the guide and the textbook by using a computer.
3. Learner participation
3a. Move learners to the computer lab and let them create an animation picture.
3b. Giving the learners feedback about their works and give whatever help they need in the lab.
4. Assessment
Learners will be asked to create a simple animation picture without seeing the textbook or guide or getting help from other people.
5. Follow-through activities
5a. Learners will save the works they create in a zip when they leave the class.
5b. Learners will be asked to create another animated e-card and send it to the instructor and peer learners.
The instructor's feedback to this step:
Excellent! Very well designed lesson.
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Your final response:
1. Pre-instructional activities
Human instructor; syllabus; computer; computer projector
2. Content presentation
Human instructor; guide, textbook of flash; computer; computer projector.
3. Learner participation
Human instructor; computer assistant; computer; computer projector.
4. Assessment
Human isntructor; peer learners
5. Follow-through activities
Instructor; peer learners
The instructor's feedback to this step:
Good range of appropriate media.
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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:
Human instructor & computer assistant: A human instructor and the computer assistant provide instant interactions with learners and gives help according to learner's needs. Human instructor also offers feedback to learners.
Guide: A guide following step-by-step procedure will provide learners clear ideas to build up their initial work. The paper-based guide provides as another instruction for the learners in case they do not catch what the instructor said and also a reminder when they study alone.
Textbook: The textbook will provide detail steps for learner to follow and it is also a resource for the learners to self-learning without expert's around.
Computer & computer projector & : The computer allows learners to have practical experiences of creating animation in flash. It helps learners to remember and implement what the instructor teaches. The computer projector provides big screen demonstration of samples and steps for each learners to learn flash.
Peer group: Receiving feedback from other learners and looking at each other's works can helps learner improve their outcomes and learning.
The instructor's feedback to step 4:
Excellent rationales!
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