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Instructional Design Activity: Lesson Design

 

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, Brent Overall, you did a good job on this IDA. However, some parts of your IDA are not clear and do not contain what they are supposed to. I would like to ask you to redo this IDA. Please see my comments below: 1) Overall, I am confused with your objective and your activity. Your objective describes your students’ performance as an actual coordinator in the real setting. However, your lesson focuses on role play exercises. Your assessment also focuses on role play exercises. How do you ensure that they successfully perform as a coordinator in actual BRP? How do you connect role play to actual performance? If the assessment is not about actual performance, I don’t think you can have actual performance as your instructional objective. 2) Pre-instructional activities: In this section, you need to “Motivate the learners/gaining their attention, inform the learners of the lesson objectives or purposes , inform the learner of what they already need to know to be successful in this lesson (i.e. prerequisite skills).” I do not see the second and third components in your work. Also, I am not sure how “tour BRP facility” is different from “Live presentation in BRP facility, led by BRP director.” 3) Also, I am confused with your 1c & 1d. Who is developing them? Students or instructors? If students are doing that, isn’t that part of their participation? 4) In your assessment, how is 4b related to this particular lesson? I would like to suggest that you rethink your objective and redesign your lesson. While you are working on it, please refer to materials that Dr. Reiber provided, such as the Instructional Strategy Planning Sheet and Impatica presentations Please let me know if you have any further 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:

LWBAT coordinate a successful two-hour Bike Recycling Program session, employing effective volunteer management techniques.

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

Your final response:

1. Pre-instructional activities a) Tour BRP facility b) Become familiarized with tool & cleaning supply locations c) Development of session tasks checklist handout d) Development of role playing scenarios 2. Content presentation a) Live presentation in BRP facility, led by BRP director b) Group review of handout (session tasks checklist) c) Role playing with other participants d) Q & A wrap-up with BRP director 3. Learner participation a) Role playing as BRP session coordinator b) Q & A with BRP coordinator 4. Assessment a) BRP director's critique of learner performance during role play exercise b) Ongoing comment box availability at workshop for actual BRP session volunteer(s) 5. Follow-through activities a) BRP director will attend first work session led by learner b) BRP director will regularly review volunteer comments on learner performance as session coordinator

1. Pre-instructional activities a) Tour BRP facility b) Become familiarized with tool & cleaning supply locations c) Development of session tasks checklist handout d) Development of role playing scenarios 2. Content presentation a) Live presentation in BRP facility, led by BRP director b) Group review of handout (session tasks checklist) c) Role playing with other participants d) Q & A wrap-up with BRP director 3. Learner participation a) Role playing as BRP session coordinator b) Q & A with BRP coordinator 4. Assessment a) BRP director's critique of learner performance during role play exercise b) Ongoing 'comment box' for actual BRP session volunteer 5. Follow-through activities a) BRP director will attend first work session led by learner b) BRP director will regularly review volunteer comments on learner performance as session coordinator

The instructor's feedback to this step:

No specific feedback given on this step.

 

 

Your final response:

1. Pre-instructional activities - paper handouts, wall posters for workshop, web site with same info for later reference 2. Content presentation - paper handout + web site w/ same info, wall posters in workshop, live seminar with lecturer, role playing 3. Learner participation - web site, live seminar w/ Q & A, role playing 4. Assessment - group discussion & critique, paper comment cards, emailed comments 5. Follow-through activities - Face-to-face conversation, emails

1. Pre-instructional activities - paper handouts, wall posters for workshop, web site with same info for later reference 2. Content presentation - paper handout + web site w/ same info, wall posters in workshop, live seminar, role playing 3. Learner participation - web site, live seminar w/ Q & A, role playing 4. Assessment - group discussion & critique, paper comment cards, emailed comments 5. Follow-through activities - Face-to-face conversation, emails

The instructor's feedback to this step:

No specific feedback given on this step.

 

 

 

 

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 focus of this unit is orienting potential BRP session coordinators to the BRP workshop so that they feel comfortable with the facilities and confident in their ability to direct new volunteers to the appropriate tools and resources in the workshop. An in-person tour of the workshop is essential for a thorough orientation. Wall-mounted posters will provide colorful, readily identifiable reminders of tool and part locations as well as important safety techniques for specific work stations. Hard copy handouts will allow learners to make personally relevant notes and will serve as an accessible reference during actual BRP work sessions. Handout information will also be posted in .pdf format on the BRP website as an additional reference source or in case the original handout is lost or damaged. Role playing exercises will provide a relaxed laboratory for prospective coordinators to explore appropriate reactions and techniques for dealing with a variety of situations, including inter-volunteer conflict, an unexpected influx of donations, or any number of other unusual circumstances. Both during the role play exercises and Q & A sessions, prospective coordinators can seek clarification and feedback from the BRP director on expectations. Likewise, paper comment cards & an online email comment form will allow front-line volunteers the opportunity to point out new session coordinatorss strengths and weaknesses to the BRP director.

The focus of this unit is orienting potential BRP session coordinators to the BRP workshop so that they feel comfortable with the facilities and confident in their ability to direct new volunteers to the appropriate tools and resources in the workshop. An in-person tour of the workshop is essential for a thorough orientation. Wall-mounted posters will provide colorful, readily identifiable reminders of tool and part locations as well as important safety techniques for specific work stations. Hard copy handouts will allow learners to make personally relevant notes and will serve as an accessible reference during actual BRP work sessions. Handout information will also be posted in .pdf format on the BRP website as an additional reference source or in case the original handout is lost or damaged. Role playing exercises will provide a relaxed laboratory for prospective coordinators to explore appropriate reactions and techniques for dealing with a variety of situations, including inter-volunteer conflict, an unexpected influx of donations, or any number of other unusual circumstances. Both during the role play exercises and Q & A sessions, prospective coordinators can seek clarification and feedback from the BRP director on expectations. Likewise, paper comment cards & an online email comment form will allow front-line volunteers the opportunity to point out new session coordinatorss strengths and weaknesses to the BRP director.

The instructor's feedback to step 4:

No specific feedback given on this step.