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 Michael:
You did a nice job on this IDA. Overall, I think it will help your students reach your intended learning outcomes. The use of collaborative learning activities in pairs witht the instructor acting as a coach should be very effective. One suggestion I have is to provide more specific instruction during content presentation about the rules and principles of the ADA guidelines and how to use them in a variety of contexts. I'm concerned that going over them without making the connections to the underlying principles may not promote transfer. Also, you could start out by talking about the benefits of a healthy lifestyle and use some real statistics if you have them.
Dr. Law
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:
From 20 recipes supplied by the facilitator the SWBAT classify the recipes asa healthy or not at an accuracy rate of 90%.
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:
Motivation: State we can eat healthy food that tastes good. Bring out four already prepared healthy meals for the students to try.
Informing of the objective: Have the students brainstorm how they coan determine if a meal is healthy, record their thoughts on a white board. Reinforce their thinking, and state that they are going to learn to use the American Dietary Association's (ADA) recomendations. Explain that this will give them a standard to judge any meal- whether it be one they are going to prepare or a restaurant.
Prequisite skills: Explain that the only skills they need are to be able to read and determine weights of portions of food. Explain that the weights don't have to be exact as we are not judging specifics, rather just if a recipe is generally healthy.
Presentation of content: Each student will recieve a hand-out of the ADAs dietary recommendations. They will also be given a hand-out that lists nutritional information for food items, this will be catagorized by food type, meat, vegetables, etc. The facilitator will use a computer projection to put a sample menu card on a screen. The class will discuss the different parts of the menu and what is healthy or unhealthy and how they are able to use their cards to make this determination. How many recipes are needed in this part is up to the dicretion of the facilitator.
Guiding the learners: The facilitator will guide the group to look at various menu parts, being sure that they don't get focuse on any one part.
Giving the learners practice time: The class will break-up into pairs. Each pair will be given two menu cards, they will classify which is a healthy menu and which is unhealthy. The class will discuss how they used the nutrtional information to arrive at their conclusions.
Giving feedback during practice: As the learners are working in pairs the facilitator will monitor each group, asking clarifying questions.
Assessment: Each student will be given a set of twenty recipes to classify as healthy or unhealthy.
Memory aids for retention: students will keep the ADA and nutritional hand-outs to use at home.
Activities: Students will be asked to bring in recipes that they have put together into four meals. The meals should include two health and two unhealthy ones. The students will identify the meals in one of the catagories, identfying the reasons/components of the unhealthy meals.
Motivation: State we can eat healthy food that tastes good. Bring out four already prepared healthy meals for the students to try.
Informing of the objective: Have the students brainstorm how they coan determine if a meal is healthy, record their thoughts on a white board. Reinforce their thinking, and state that they are going to learn to use the American Dietary Association's (ADA) recomendations. Explain that this will give them a standard to judge any meal- whether it be one they are going to prepare or a restaurant.
Prequisite skills: Explain that the only skills they need are to be able to read and determine weights of portions of food. Explain that the weights don't have to be exact as we are not judging specifics, rather just if a recipe is generally healthy.
Presentation of content: Each student will recieve a hand-out of the ADAs dietary recommendations. They will also be given a hand-out that lists nutritional information for food items, this will be catagorized by food type, meat, vegetables, etc. The facilitator will use a computer projection to put a sample menu card on a screen. The class will discuss the different parts of the menu and what is healthy or unhealthy and how they are able to use their cards to make this determination. How many recipes are needed in this part is up to the dicretion of the facilitator.
Guiding the learners: The facilitator will guide the group to look at various menu parts, being sure that they don't get focuse on any one part.
Giving the learners practice time: The class will break-up into pairs. Each pair will be given two menu cards, they will classify which is a healthy menu and which is unhealthy. The class will discuss how they used the nutrtional information to arrive at their conclusions.
Giving feedback during practice: As the learners are working in pairs the facilitator will monitor each group, asking clarifying questions.
Assessment: Each student will be given a set of twenty recipes to classify as healthy or unhealthy.
Memory aids for retention: students will keep the ADA and nutritional hand-outs to use at home.
Activities: Students will be asked to bring in four recipes for the next class, two healthy and two unhealthy. Along with the recipes they will need to write a brief reasoning that demonstrates why the recipe is to be classified as healthy/unhealthy.
The instructor's feedback to this step:
No specific feedback given on this step.
|
Your final response:
Motivation: Healthy, tasty food.
Informing of Objective: White board
Prerequisites: None
Content Presentation: ADA and nutrtional hand-outs and Computer projection, if no computer is available this can be an overhead.
Guiding learners during presentation: handouts and projection
Oportunities for practice: Handouts and recipes
Opportunities for feedback: Handouts and recipes
Tests: Handouts and recipes
Memory aids: Hanouts
Activities: Handouts and their own recipes- that they use to create a meal
Motivation: Food
Informing of Objective: White board
Prerequisites: None
Content Presentation: ADA and nutrtional hand-outs and Computer projection, if no computer is available this can be an overhead.
Guiding learners during presentation: handouts and projection
Oportunities for practice: Handouts and recipes
Opportunities for feedback: Handouts and recipes
Tests: Handouts and recipes
Memory aids: Hanouts
Activities: Handouts and their own recipes
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 main media used is the handouts. This is going to be the learners reference chart that they will need to use until the information becomes second nature. The purpose of the lesson is not for them to memorize what is healhty, rather to use information that they have on hand to determine if a recipe is healthy, since individual recipes are put together to design meals.
The healthy, tasty food supports motivation by emphasizing the postiive aspects of healthy food, it tastes good.
The white board let's the learners see that they have some ideas about ways to find nutritional information, it also gets them actively involved in thinking about what they already know about nutritional information.
The handouts gives the learners information in a way that is easy to refer to, and is accessible without relying on a computer. It also gives them something that they can highlight for favorite foods to create combonations that they may find enjoyable.
Using the computer screen makes the group activity one in which everyone is looking at the same information, it gives the learners a common reference.
The actual recipes in the menu cards will be representative of how they will be applying their knowledge to outside of the classroom
Asking them to supply their own meals/recipes for the next class is a way to have them physically connecting with the meals/recipes.
The main media used is the handouts. This is going to be the learners reference chart that they will need to use until it becomes second nature. The purpose of the lesson is not for them to memorize what is healhty, rather to use information that they have at hadn to determine if a recipe is healthy.
The food supports motivation by emphasizing the postiive aspects of healthy food, they can make it and it tastes good.
The white board let's the learners see that they have some ideas about ways to find nutritional information and makes them actively a part of thinking about looking for a way to determine if a meal is healthy.
The handouts gives the learners information in a way that is easy to refer to, and is accessible without relying on a computer. It also gives them something that they can highlight for favorite foods to create combonations that they may find enjoyable.
Using the computer screen makes the group activity one in which everyone is looking at the same infomration.
The actual recipes will be representative of what they will applying their knowledge to outside of the classroom
Asking them to supply their own recipes for the next class is a way to have them physically connecting with the recipe.
The instructor's feedback to step 4:
No specific feedback given on this step.
|