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:
No feedback given yet.
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:
SWBAT demonstrate 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 "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
1a. In a previous lesson, the students were exposed to problem based learning activities using digital video. Ask them to list different ideas about how digital video can be used in the classroom.
1b. Describe that the goal of the lesson is to introduce how to compile a simple video using digital video editing software. Explain that the lesson will explain these procedures in a step-by-step manner.
1c. Explain that familiarity with performing basic operations in the Macintosh operating system is expected.
2. Content presentation
2a. Review the content in the tutorial lessons 3-7, emphasizing that the documentation can serve as a reference.
2b. Distribute the PDFs that guide the student through the procedures of basic digital video editing procedures. Explain that everyone will have the opportunity to go through the tutorials on the computer in a few minutes. Provide a brief, but complete, demonstration of the procedures contained in the guide.
3. Learner participation
3a. Tell the students to follow the procedures in the guide.
3b. Assist students as necessary as they go through the guide.
4. Assessment
4a. Ask the student to create a brief video using footage shot and downloaded in lesson one. The student should demonstrate each of the following techniques in the video:
- three or more scenes
- two or more edits with transitions
- one or more scenes with sound edited to sync
- one or more titles
4b. Review the videos with the whole class as a group, asking for feedback from the group on each on whether the techniques have been demonstrated. Discuss what is successful and what might be improved. Ask what they learned.
5. Follow-through activities
5a. Let the students keep the printed PDF lessons in order to review the steps.
5b. Assign an out-of-class activity in which the student must develop another video from scratch, demonstrating the techniques listed in 4a; as an example of one of the problem based learning activities identified during initial discussion.
The instructor's feedback to this step:
Excellent! Very well designed instructional strategies. Good attention to Gagne's events of instruction.
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Your final response:
1. Pre-instructional activities
1a. Teacher or video; class discussion
1b. Teacher or video; Imovie Help Tutorial Lessons 3-7 (online or PDF)
1c. Teacher or video; MacIntosh Help Center: Getting Started – First Things
2. Content presentation
2a. & 2b. PDF tutorial lesson guide; online tutorial lessons; computer; teacher or video
3. Learner participation
3a. & 3b, PDF tutorial lesson guide; online tutorial lessons; computer; teacher or video; online help
4. Assessment
4a & 4b. Teacher or video; computer; class discussion
5. Follow-through activities
5a & 5b. PDF lesson guides; online tutorial and help; video; computerp>
The instructor's feedback to this step:
Good use of 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:
The main instructional media used in this lesson is the Imovie tutorial guides available both online and as printable PDFs. These guides describe the mechanics of editing digital video with Imovie. Editing digital video is a hands-on computer software-based activity of multiple steps and decisions. The best approach to teaching and learning computer software is to first describe the process, second demonstrate the process, and third guide the learner through the process while they actually perform each step themselves. With the tutorial guides as references, the students can then attempt an independent activity with either the support of the teacher or the online/print tutorial guides. By identifying the specific techniques that the user is to demonstrate in the activity, the instruction ensures that the user repeats each technique independently in order to reinforce comprehension. The approach outlined builds independent problem solving skills that can be used as a foundation for further skill development.
The teacher/video component of the instruction allows for some flexibility, in that the teacher may choose to lead the lesson, or provide this component as a video-based independent activity as well. In this way, the instruction can be made available as required.
The instructor's feedback to step 4:
Very good rationales.
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