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:
Hi, William
Overall, you did a nice job on this IDA. I also think you have a good buddy that gave you quite thorough feedback for you to make improvements.
My feedback on this IDA is the following:
1) As your buddy pointed out, you do not need the second sentence in your objective. If you want to emphasize the fact that the presentation will be available for visitors on the website, you may modify your objective by combining two sentences.
2) In terms of media choice, to be precise, teaching and lecture are methods, rather than media choice. ‘Teacher’ would be more appropriate.
3) In your assessment, I like the self-assessment based on the rubric and evaluation from visitors. However, 4a is not necessarily part of the assessment. Rather, it is a part of learning activities. You might want to move it to content presentation.
4) Also, your follow-through activities are mixed with follow-up activities, learner participation and assessment. The nature of follow-up activities should be helping retention, and helping learners transfer their learning to other contexts. Would 5 a & b be closer to learners’ participation? If you include them in your objectives, how could they be part of follow-through activities, not main activities? As I can see from your media selection rationale, I also agree that a feedback mechanism helps both evaluation and opportunity for reflection on improvement. However, I think that you probably need to include this feedback system in the assessment part, too. Additionally, you need to think about what can be helpful to retention and transfer of what your students learn to their real lives. Please, think about the major goal of the instruction and what would be the best follow-up activities to enhance the transfer of what students learn.
I hope that my feedback helps you think about your individual IDA and ongoing group project.
Please let me know if you have any other questions.
Thanks!
Eun Jung
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 Bear Hollow Wildlife Trail staff WBAT generate a PowerPoint presentation portraying and describing the various species located within the zoo. This presentation will be available for visitors on the Bear Hollow website.
The instructor's feedback to this step:
No specific feedback given on this step.
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. Photograph all species found in the zoo
b. Discuss the preferred habitat, diet, geographic range, reproductive strategies, current population status, and any other interesting facts that visitors may like to know about the zoo’s species.
c. Describe what is expected while using PowerPoint: including slides, layouts, design, animations, and the addition of sounds, pictures, and video clips.
2. Content presentation
a. Break staff members into groups, and split up the zoo’s species among the groups.
b. Present each group with a PowerPoint handbook/ tutorial. Present a PowerPoint demonstration on the basic techniques used in PowerPoint.
c. Provide staff members with a pre-made slide design that they can use as a foundation for their presentations. The design will provide an example of good content including: pictures, text, and a title
3. Learner Participation
a. Allow the staff members a period of time to create and manipulate an effective PowerPoint design for their presentations. The time frame will depend on the level of the audience; some will need more time than others.
b. Assist staff members with questions and concerns they have about using PowerPoint and creating presentations.
4. Assessment
a. Direct students to design an informative PowerPoint presentation including important species information such as diet, habitat, etc.
b. Present the staff members with an objective rubric that details all necessary components of a good presentation.
5. Follow-through activities
a. Compile group presentations into a master presentation for the entire zoo.
b. Place the presentation on the Bear Hollow website for all its visitors.
c. Setup a feedback mechanism by which visitors can evaluate the effectiveness of the presentation. This could be a drop-box where visitors could place comment, or possibly better, they could provide an email on the website where visitors could send comments about the PowerPoints.
1. Pre-instructional activities
a. Photograph all species found in the zoo
b. Discuss the preferred habitat, diet, geographic range, reproductive strategies, current population status, and any other interesting facts that visitors may like to know about the zoo’s species.
c. Describe what is expected while using PowerPoint: including slides, layouts, design, animations, and the addition of sounds, pictures, and video clips.
2. Content presentation
a. Break staff members into groups, and split up the zoo’s species among the groups.
b. Present each group with a PowerPoint handbook/ tutorial. Present a PowerPoint demonstration on the basic techniques used in PowerPoint.
c. Provide staff members with a pre-made slide design that they can use as a foundation for their presentations.
3. Learner Participation
a. Allow the staff members a period of time to create and manipulation an effective PowerPoint design for their presentations.
b. Assist staff members with questions and concerns they have about using PowerPoint and creating presentations.
4. Assessment
a. Direct students to design an informative PowerPoint presentation including important species information such as diet, habitat, etc.
b. Present the staff members with an objective rubric that details all necessary components of a good presentation.
5. Follow-through activities
a. Compile group presentations into a master presentation for the entire zoo.
b. Place the presentation on the Bear Hollow website for all its visitors.
c. Setup a feedback mechanism by which visitors can evaluate the effectiveness of the presentation.
The instructor's feedback to this step:
No specific feedback given on this step.
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Your final response:
1. Pre-instructional activities
a. Photography
b. Teaching/ Lecture
c. Teaching/ Lecture
2. Content presentation
a. Teaching/ Lecture
b. PowerPoint handbook/ tutorial, PowerPoint
c. PowerPoint
3. Learner participation
a. PowerPoint
b. Teaching/ Lecture
4. Assessment
a. PowerPoint
b. Rubric, Teaching /Lecture
5. Follow-through activities
a. PowerPoint
b. Internet
c. Visitor comments
1. Pre-instructional activities
a. Photography
b. Teaching
c. Teaching
2. Content presentation
a. Teaching
b. PowerPoint handbook/ tutorial, PowerPoint
c. PowerPoint
3. Learner participation
a. PowerPoint
b. Teaching
4. Assessment
a. PowerPoint
b. Rubric, Teaching
5. Follow-through activities
a. PowerPoint
b. Internet
c. Internet or visitor surveys
The instructor's feedback to this step:
No specific feedback given on this step.
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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 media used in this lesson is PowerPoint which provides people with the opportunity to creatively and uniquely portray their knowledge of a subject. The PowerPoint handbook/ tutorial and the objective rubric are important in presenting the staff members with valuable information on creating good presentations. The internet provides a cheap way to allow all visitors access to the presentation any time they would like to see it. A feedback mechanism would allow the staff members to evaluate the presentation and improve it. An online version of the presentation would allow access by more visitors and cut down on the production costs. Finally, a face-to-face teacher is used for most parts of the lesson because few other types of media come close to the value a teacher bring to the classroom. A teacher can provide one-on-one answers to specific questions better than most other types of media. Human communication will always be at the forefront of the educational process.
The main media used in this lesson is PowerPoint which provides people with the opportunity to creatively and uniquely portray their knowledge of a subject. The PowerPoint handbook/ tutorial and the objective rubric are important in presenting the staff members with valuable information on creating good presentations. The internet provides a cheap way to allow all visitors access to the presentation any time they would like to see it. A feedback mechanism would allow the staff members to evaluate the presentation and improve it. Finally, a face-to-face teacher is used for most parts of the lesson because few other types of media come close to the value a teacher bring to the classroom. Human communication will always be at the forefront of the educational process.
The instructor's feedback to step 4:
No specific feedback given on this step.
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