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:
Good overall design. You seem to understand the process.
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:
The learner will be able to design search strategies that include the names of a chosen agricultural pest, and relevant aspects concerning its management and control in the field.
The instructor's feedback to this step:
This is a good objective. Remember, though, to include the learned capability verb (I think "demonstrate" in this case) to make it crystal clear which learning outcome is being targeted.
I also recommend that you add a specific behavior to this objective. 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
1a.Discuss kinds of electronic data that are addressed in the lesson, and why retrieving it efficiently is a skill transferable to the academic, technical, and professional workplaces.
1b. Describe that the goal of the lesson is to design search strategies that cover all aspects of a chosen topic. Explain that more than one strategy may be required as database search software varies in quality. There will be practice to build and enhance this skill.
1c. Explain that the use of Boolean operators, and truncation symbols is expected.
2. Content presentation
2a. Distribute Guide that includes information about databases, operators and truncation. Explain the uses of operators and truncation in devising search strategies.
2b. Distribute Worksheet that includes prompts for answers and responses. Explain why it is important to fill in the information requested. Explain that the Worksheets will be reviewed by the instructor for correct and appropriate use of operators and truncation and feedback will be provided.
2c. Demonstrate use of the Guide and Worksheet, developing strategies from a 'play' topic, selecting a database, and attempting the search strategy.
3. Learner participation
3a. Learners design their searches according to their chosen topics and pick a database.
3b. Learners use the computers in the Interactive Lab to demonstrate their search strategies. Assist learners as they negotiate strategies and databases.
4. Assessment
4. Assign a 'play' topic (different from step 2c above). Learners design search strategies for databases and demonstrate them.
5. Follow-through activities
5a. Learners keep the Guides (for future reference) and Worksheets (to be handed in for review at a later date).
5b. Assign an out-of-class activity in which learners transfer their searches to three other databases, adjusting the searches as necessary to match each database's search mechanisms.
The instructor's feedback to this step:
Very solid design. Good attention to Gagne's events of instruction.
Your buddy had some good feedback, but I don't think you incorporated it.
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Your final response:
1. Pre-instructional activities
1. Instructor; PowerPoint presentation
2. Content presentation
2a. Instructor; Guide
2b. Instructor; Worksheet
2c. Instructor; Guide; Worksheet; Computer
3. Learner participation
3a. Guide; Worksheet
3b. Guide; Worksheet; Instructor; Computer
4. Assessment
4. Guide; Worksheet; Computer; Instructor
5. Follow-through activities
5. Guide; Worksheet; Computer
The instructor's feedback to this step:
Good use of media to support/enhance the lesson.
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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 main instructional media used in this lesson are a Guide and a Worksheet. The Guide lists appropriate databases and describes their coverage, truncation symbol options available in each database, and Boolean (or logical) operator options. Learners need this information to design searches that work in the various databases. The Worksheet reminds learners to write down options for strategies. Small variations in strategy can make for large differences in results. Learners are expected to use the Guide because it is difficult to keep the database and truncation options discrete.
Learners will realize quickly that as they move from database to database, it is inefficient to rely on memory alone for search strategies. The Guide serves as a handy prompt for the vagaries of each database. The Worksheet allows learners to plot changes in strategy and observe which strategies return the most useful data.
The instructor's feedback to step 4:
Very good rationales. Yes, the guide appears to be a very important type of media for students, especially given the information-heavy aspects of this type of lesson.
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