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:
This looks very good. I felt everything was very well designed. I noted some good feedback from Saeid, which you seemed to agree with. I have some questions about your lesson objective, so please read that feedback below carefully.
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:
Lesson 2. SWBAT execute basic video editing procedures.
The instructor's feedback to this step:
This is good, but I recommend that you add more specifics to this objective by adding a specific behavior to go along with the learned capability verb "execute". I'm also not sure that you really mean 'execute' since this implies a psychomotor task, not intellectual skill. I recommend you change this to "demonstrate".
To add specific behavior, just insert the phrase "by [behavior]" at the end, such as in this example: "Given three video scenes showing a teacher using grouping strategies, SWBAT classify by labeling the scene that demonstrates the principles of cooperative learning. (defined concept)"
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
(Lesson 1)
Promote learner motivation by presenting the "sense of power" one can have with actually adding titles and effects to one's own video footage. The I-Movie technology brings the average computer user closer to "just like the movies" than ever before.
Discuss the convenience of non-linear, computer based editing as opposed to older, tape-based technologies.p>
Discuss the concepts of video content versus sound content.
2. Content presentation
A step-by-step guide will be distributed to pairs students and a brief overview, with powerPoint slides, will be presented by an instructor.
2.1 Isolate Video Clips:
2.2 Add Transitions
2.3 Add Sound Effects
2.4 Add Titles
3. Learner participation
Students pairs or teams will proceed with editing their own video footage using the guide.
Instructor(s) will circulate among teams to assist them as needed.
4. Assessment
instructors will circulate and view each team's edited video to ensure that the editing procedures have been executed
5. Follow-through activities
Students will complete Lesson 3 (Lesson 3 considered here as part of the follow-through for lessons 1 and 2) and then share their video product with classmates via Quicktime of via VHS tape. Students will be encouraged to take advantage of the availability of digital camcorders in the College of Education and to further explore video editing techniques by engaging in additional projects as they fulfill their education program.
The instructor's feedback to this step:
Looks very good.
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Your final response:
1. Pre-Instructional Activities
Media for Lesson 1 (Web delivery of instructions combined with hands-on activity with equipment)
PowerPoint
2. Content presentation
PowerPoint and I-Movie with Projector
3. Learner participation
Macintosh Computer
4. Assessment
Macintosh Computer
5. Follow-through activities
VHS Video Delivery
The instructor's feedback to this step:
Good choices.
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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:
PowerPoint provides the possibility of creating a re-usable instructional product while still involving a stand-up instructor. PowerPoint can offer clear and concise points and illustrations to support an instructor's presentation. Actual demo of concepts using I-Movie via projector screen provides authentic representation of concepts discussed.
A printed step-by-step guide will also be a re-usable instructional product and will allow students to have material to which they can refer after the instructor's presentation.
The instructor's feedback to step 4:
Excellent rationales.
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