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:
Learners will be able to identify the parts of the network layer model and describe what each part does, especially how it links to the adjoining layers.
Learners will be able to describe how a message is sent and how a message is received.
The instructor's feedback to this step:
Very well stated objectives. I think your buddy's advice is good, though -- it seems that you do have more than one lesson here.
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 the importance of the Internet on computing and how computing has evolved prior to local networks and post local networks.
1b. Explain what we are going to learn and make fun of the topic to put the student at ease. Explain that the students have been using networks for years.
1c. Explain what I expect they have already done prior to signing up for the class. Show how what they have done is practical experience related to networking.
2. Content presentation
2a. Present the network model and how it works using the PowerPoint presentation. When appropriate, move from the presentation to the computer, showing the parts described and demonstrate how they work.
2b. Start a discussion of types of networks that the students have used and involve them in how they work related to the model. Try to move from the simplest type of network to some of the more complex that the students have used, always referring back to the model and the material just covered.
3. Learner participation
3a. Move the discussion to security. Get examples from the students related to security and have them put them into the model on the board. Let them know that this is the precursor to being able to “hack”, which is something all the students seem to be interested in. This exercise can get wild and the instructor must be sure to involve the students that feel less sure of their knowledge. Make sure to have 3 or 4 recent computer hacks to prime the class if necessary.
3b. This requires constant feedback to first get the class started but then to keep them on track.
4. Assessment
Learners will be able to identify the parts of the network layer model and describe what each part does, especially how it links to the adjoining layers.
5. Follow-through activities
5a. Students have access to all lecture materials and class notes posted on WebCT
5b. This class is built on this layered model and will be referred back to throughout the course even put into a business context. Suggest the students investigate how their computers are networked.
The instructor's feedback to this step:
Very good. Some of your descriptions were rather general. By the way, I thought your buddy's advice was VERY thorough! I hope you consider Monica's advice carefully.
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Your final response:
1. Pre-instructional activities
1a. Teacher/whiteboard
1b. Teacher/whiteboard
1c. Teacher/whiteboard
2. Content presentation
2a) Teacher; PowerPoint Presentation; Computer(has to be networked
2b) Teacher; Class Discussion
3. Learner participation
3a & b. Teacher; Recent Network Problems from the news; Whiteboard
4. Assessment
First Exam
5. Follow-through activities
5a & b. Teacher; PowerPoint Presentation; Lecture notes
The instructor's feedback to this step:
This seems to be more of a teacher-led lesson than a media-based 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 aid used is the instructor with the whiteboard. While this seems “old school”, these students are seniors and complain of death by PowerPoint. This sets the stage for most of the rest of my class and it requires the students to interact with the instructor. The move to PowerPoint is different from the typical PowerPoint in that most slides lead the instructor to demonstrate the pieces being discussed on the computer.
The instructor's feedback to step 4:
Again, this appears to be an instructor-led lesson.
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