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:
Outstanding! You have a very solid, creative design here.
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:
1. Given a collection of various coins, SWBAT identify pennies, nickels, dimes, and quarters.
2. SWBAT state the value of pennies, nickels, dimes, and quarters.
3. SWBAT demonstrate understanding of denominations of pennies, nickels, dimes, and quarters by counting out the amount of a given set of coins whose total equals less than $1.00.
The instructor's feedback to this step:
Very well stated objectives!
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:
a) Set up a mock store with items for sale with low prices (under 10 cents). Have students "shop" with pennies. Introduce items with higher prices and a wider variety of coins. Have the kids "shop" again and allow them to experience the need to be able to count out various amounts with the coins they have.
b) Discuss the times when people use money and
why it's essential to be able to count money. Inform the students that they will be learning about the various coins, their denominations, and how to count varying amounts.
c) Explain that counting by 1's, 5's, 10's and 25's are essential skills to be able to count varying amounts of coins.
2. Content presentation
a) Introduce the workbook pages that the students will work through, the coins, and the hundred chart which will be used to practice skip counting.
b) Count with the students through each denomination starting with 1's (pennies).
3. Learner participation
a) Each time a new coin is introduced, provide opportunities for the students to count out sets of coins which include only the coins they've learned.
b) Do workbook page(s) related to the coin being studied.
4. Assessment
a) After introducing each new coin, observe the students' capabilities of counting out the coins and completing the related workbook pages.
b) Administer chapter test
5. Follow-through activities
a) Use Treasure Math Storm software program to practice counting various amounts of money.
b) Use Jump Start First Grade software program to practice counting various amounts of money.
c) Set up a mock store with items priced under $1. Have the students "shop" using a variety of coins. (Help the cashier give change as needed.)
d) Play Greater Than/Less Than Game with coins. (Give each student a few coins in varying amounts to begin the game. Write an amount on the board and a greater than/less than < sign under it. Upon your command, the students count their coins and stand on the appropriate side of the room. For example if 5 cents is on the board, students will 6 cents or more will go to the greater than side of the room and those will 4 or less will go to the less than side of the room, those with 5 cents will sit in the middle. Walk around and check their answers. Then give the students on the less than side a few more coins, change the amount on the board and give the command for the students to count their change and move accordingly. Continue until most coins are given out. Then have students pair up and combine their coins and play it one more time.)
The instructor's feedback to this step:
This is outstanding! Excellent design -- you've really nailed this! I really like the "mock store" idea.
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Your final response:
1. Pre-instructional activities
-Mock store
2. Content presentation
-Workbook pages
3. Learner participation
-Workbook pages
4. Assessment
-chapter test
5. Follow-through activities
-Treasure Math Storm software program
-Jump Start First Grade software program
The instructor's feedback to this step:
Good range of appropriate 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:
Tha main instructional media used in this lesson are two computer simulation games called Treasure MathStorm and Jump Start First Grade. Treasure MathStorm simulates a store with items that are needed to progress in the game available for purchase. Jump Start First Grade requires the studetns to count our specified amounts of money. They are entertaining ways to apply the skills they've acquired.
The instructor's feedback to step 4:
Is entertainment their main value? I would hope that there are other good rationales for their use as well.
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