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:
Very well done! I almost gave you a rating of exemplary, but I had one question/concern below related to your learner assessment.
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 public relations skills by creating a brochure that compares and contrasts the rights and responsibilities of using credit for the creditor as well as the consumer and describes the advantages and disadvantages of credit cards.
The instructor's feedback to this step:
Excellent! This is a model objective!
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 that in a culture that often evaluates us by what we have rather than by who we are, it is important to examine how money is used to express personal values. Describe rights and responsibilities of using credit.
1b. Describe that the goal of the lesson is to bring together all previous lessons by creating a brochure that compares and contrasts the rights and responsibilities of using credit for the creditor as well as the consumer and describe the advantages and disadvantages of credit cards.
1c. Explain that students will need to know and understand vocabulary associated with credit.
2a&b. Instruct students to access the credit card brochure template using Microsoft Publisher on the computer that will guide them through the creation of the brochure. Students will be assigned a partner to collaborate with on this project.
3a&b. Tell the students to follow the instructions on the brochure template. They will outline the topics to be covered in the brochure. Have students decide on a target audience. Discuss the content for each section. Assist students are they work through the template.
4. Students will present their original brochure to the class. Students will vote to determine if the brochure is helpful and accurate.
5. Students will brainstorm how and where to distribute the brochure. Possible places could include the school media center, the local library or the school district office.
The instructor's feedback to this step:
This looks fantastic! Excellent lesson design. Very well thought out.
The only thing I'm unclear about is the assessment. I like the idea of student voting, but as a participatory activity, not as assessment.
Typo: "Assist students [as] they work..."
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Your final response:
1. Teacher
2. Computer with Microsoft Publisher
3. Teacher/Computer
4. Student Presentation
5. Teacher/Computer-Internet Research
The instructor's feedback to this step:
Looks good.
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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 is a Microsoft Publisher template. Based on knowledge of credit, students will create a credit savvy brochure to be distributed to the public audience. This brochure allows the students to apply their knowledge to create a useful publication.
The instructor's feedback to step 4:
OK. I understand that this is more of a teacher-led lesson, than a media-based lesson.
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