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Instructional Design Activity: Lesson Design
Overall Instructor Rating: Exemplary Ratings explanation:
Instructor's Overall Feedback: Excellent lesson! You really seem to understand the process well. (I get the feeling you could be teaching this course!)
(As always, I enjoy the 'banter' between you and Dan. Good feedback, yet with a healthy sense of humor!)
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 instructional objectives for this lesson are in two forms: the conceptual objective
and the behavioral objectives.
Conceptual Objective = Beat is a steady pulse which governs rhythm.
Behavioral Objectives . . . (Based on Bloom's Taxonomy)
1) KNOWLEDGE -- Following an initial lecture by the instructor, SWBAT name and describe
two phenomenon that have a steady pulse. The instruction is deemed successful when mastered
by 95% of students.
2) COMPREHENSION -- Following an initial lecture by the instructor, SWBAT provide examples
of two phenomenon that do not have a steady pulse. The instruction is deemed successful when
mastered by 95% of students.
3) APPLICATION -- Following group and individual activities, SWBAT demonstrate a steady pulse
with the use of claves and/or other indefinite pitch auxilliary percussion instruments. The
instruction is deemed successful when mastered by 90% of students.
4) ANALYSIS -- Following presentation of recorded musical excerpts and live performance by
instructor of musical excerpts, SWBAT determine and discuss whether a performed rhythm contains
a steady pulse, or an unsteady pulse. They will demonstrate this determination by standing
for a steady pulse, and sitting for an unsteady pulse. The instruction is deemed successful
when mastered by 90% of students.
5) SYNTHESIS -- After selecting from a variety of "instruments" (including hand clapping,
finger snapping, tongue clicking, other instruments, etc.), SWBAT improvise two short rhythms:
one demonstrating a steady pulse, and the other demonstrating an unsteady pulse. The instruction
is deemed successful when mastered by 85% of students.
6) EVALUATION -- As the remaining students listen to each performance (from # 5, above), SWBAT
compare and contrat the two performed rhythms and critique if they were indeed clear and accurate
examples of steady and unsteady rhythms. The instruction is deemed successful when mastered by
85% of students.
Please note...in addition to the use of each of Bloom's Taxonomy Levels, the behavioral
objectives utilize many different musical skill components, such as: Moving, Listening,
Singing, Playing, Listening, and Creating. The instructor's feedback to this step: Wow, these are model objectives! Tying them in to Bloom's taxonomy is excellent. Of course, the field of instructional technology prefers Gagne's domains of learning, so be sure you are comfortable "talking that lingo" as well.
(Are you sure you are not "overshooting" the mark for this one, single lesson? In other words, can all of this be achieved in one lesson?)
Enter your instructional plan for each of the instructional components. Also indicate your media choice for each instructional component.
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:
Your final response: Metronome - Rhythm Worksheet - Overhead Projector - CD Recording - DVD recording -
Musical Instruments - Powerpoint Presentation - Computer Files - Music Composition Software
The media used in this lesson are each instrumental (no pun intended) in achieving the
instructional objectives. The metronome is an electronic device that creates both an aural
sound of a steady pulse, but also a visual LCD of the pulse (oscillating dot of light) - this
provides students with an immediate sound and sight stimuli in order to introduce them to the
concept of a steady pulse. The Rhythm Worksheet is an example of printed media. It lists, in
outline form, the various concepts and activities to be discussed/carried out that day. It is
useful in helping to keep students "on track" and engaged in current activites. The overhead
projector is a valuable resource for efficiently disseminating information to a large group. It
also helps to focus each student's attention to the front of the room, and to the selected
transparency being displayed.
The CD and DVD recordings provide excellent aural and visual (DVD) models demonstrating
steady and unsteady pulse. These allow students to replicate what their senses have received
in the form of various follow-up exercises/activites using a variety of musical instruments.
The powerpoint presentation works well with this lesson as it allows for visual presentation of
music notation, as well as subsequent accompaniment by aural information. Animation and special
effects can be used to further enhance the demonstration and to maintain a high degree of class
attentiveness and on-task behaviors.
Finally, each student will have access to the classroom computer, on which they can keep track
of their individual progress (in terms of accomplishments of various musical objectives and
activities). The computer contains a music-composition software package, facilitating students'
use for after-class activities involving music composition, notation, aural skills, etc. The instructor's feedback to step 4: Excellent rationales for all of the media identified. Your use of media is clearly intended to support and enhance all of the learning objectives!
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