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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 Anita: Good work on your lesson design. You made good use of self paced tutorial materials as well as opportunities to provide guidance from the instructor during the hands on components. My only suggestion is to remember to discuss how feedback is provided during the practice and assessment sections. The type of feedback and the timing of it is very important in the overall instructional approach. 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:

Given 12 templates from Google Page Creator's available choices, SWBAT identify the appropriate template by describing which template should be used based on purpose of the site planned.

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; 1a.) Discuss the benefits of designing a web page which can be used to share the student's ideas, news about their family and images of their families. Show the students examples of websites that have selected good templates and bad templates. 1b.) Describe that the goal of the lesson is to access the template library and select the appropriate template based on their website's plan. Explain how to access the template library and that the lesson will explain the pros and cons of each template in a step-by-step manner. 1c) Explain that the learner must have experience using a web browser and be able to use the mouse to select from the different templates available in the Page Creator Program. The learner should be able to open files from a DVD. The learner should be able to use a word processing software program to write down their explanation on why they selected a particular template. 2. Content Presentation: 2a & b.) Provide an overview of the instructional objectives, and demonstrate how to use the guide and demonstrate each step how to access the template library. Each step in the template selection process is contained in the tutorial handout. Explain that the demonstration on the DVD also provides a verbal and visual demonstration of the template selection process. Distribute the tutorial that guides the students through the procedures. Explain that everyone will have access to the computer and the opportunity to complete the guide at their workstation. Explain that the DVDs will be distributed at the end of the lesson so that they can practice the procedures at home. 3. Learner Participation: 3a.) Allow the students to use their computer workstations to follow the procedures on the tutorial handout. 3b.)Assist the students as they follow the procedures on the tutorial. 4.Assessment: 4a.) Ask the student to create a web page based on their selected template. 4b.)They should also provide a written explanation as to why the selected the particular template and why fits their website design/plan. 5.) Follow-through activities: 5a.) Let the students keep the tutorial and the DVD in order to review the procedures. 5b.) Assign an out-of-class activity that helps the student design a web page based on their selected template describing their favorite family activities.

1. Pre-Instructional Activities; 1a.) Discuss the benefits of designing a web page which can be used to share the student's ideas, news about their family and images of their families. Show the students examples of websites that have selected good templates and bad templates. 1b.) Describe that the goal of the lesson is to access the template library and select the appropriate template based on their website's plan. Explain how to access the template library and that the lesson will explain the pros and cons of each template in a step-by-step manner. 1c) Explain that the learner must have experience using a web browser and be able to use the mouse to select from the different templates available in the Page Creator Program. The learner should be able to open files from a CD-ROM. The learner should be able to use a word processing software program to write down their explanation on why they selected a particular template. 2. Content Presentation: 2a & b.) Provide an overview of the instructional objectives, and demonstrate how to use the guide and demonstrate each step how to access the template library. Each step in the template selection process is contained in the tutorial handout. Explain that the demonstration on the CD-ROM also provides a verbal and visual demonstration of the template selection process. Distribute the tutorial that guides the students through the procedures. Explain that everyone will have access to the computer and the opportunity to complete the guide at their workstation. Explain that the CD-ROMs will be distributed at the end of the lesson so that they can practice the procedures at home. 3. Learner Participation: 3a.) Allow the students to use their computer workstations to follow the procedures on the tutorial handout. 3b.)Assist the students as they follow the procedures on the tutorial. 4.Assessment: 4a.) Ask the student to create a web page based on their selected template. They should also provide a written explanation as to why the selected the particular template and why fits their website design/plan. 5.) Follow-through activities: 5a.) Let the students keep the tutorial and the CD-ROM in order to review the procedures. 5b.) Assign an out-of-class activity that helps the student design a web page based on their selected template describing their favorite family activities.

The instructor's feedback to this step:

No specific feedback given on this step.

 

 

Your final response:

1.) Teacher; Syllabus included in a tutorial handout and DVD video tutorial 1a.) Teacher; Introduction in syllabus included in the tutorial handout and DVD listing the benefits of creating a web-page that has a pleasing template that fits their desired website design. 1b.) Teacher; Syllabus handout with objectives listed for each lesson; Objectives are listed in DVD tutorial. 1c.) Teacher; Syllabus and handout will list the required prerequisite skills with explanations on how those skills are necessary to complete the objectives for the lesson or course. 2a & b.) Self-paced tutorial; computer; teacher 3a) Self paced guide; computer 4a.) Teacher; computer 5.) Tutorial handout and DVD

1.) Teacher; Syllabus included in a tutorial handout and CD-ROM video tutorial 1a.) Teacher; Introduction in syllabus included in the tutorial handout and CD-ROM listing the benefits of creating a web-page that has a pleasing template that fits their desired website design. 1b.) Teacher; Syllabus handout with objectives listed for each lesson; Objectives are listed in CD-ROM tutorial. 1c.) Teacher; Syllabus and handout will list the required prerequisite skills with explanations on how those skills are necessary to complete the objectives for the lesson or course. 2a & b.) Self-paced tutorial; computer; teacher 3a) Self paced guide; computer 4a.) Teacher; computer 5.) Tutorial handout and CD-ROM

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 instructional media used in this lesson is a tutorial handout that provides step-by-step instructions for selecting a template from Google's Web Page Creator. The selection process requires that the students understand the pros and cons of selecting a particular template so that it will fit with the website's plan. Because there are many steps, the student can't remember all of them or follow along as the teacher is demonstrating the selection process. The tutorial handout can be used as a reference as the student performs each step at their work station. The handout will be used as a future reference or review outside of class. The secondary instructional media selected is a video on a DVD. The video provides a visual representation and verbal description of the procedures the students performed in class. Psychomotor tasks are visually represented. The video can be used as a review outside of class.

The main instructional media used in this lesson is a tutorial handout that provides step-by-step instructions for selecting a template from Google's Web Page Creator. The selection process requires that the students understand the pros and cons of selecting a particular template so that it will fit with the website's plan. Because there are many steps, the student can't remember all of them or follow along as the teacher is demonstrating the selection process. The tutorial handout can be used as a reference as the student performs each step at their work station. The handout will be used as a future reference or review outside of class. The secondary instructional media selected is a video on CD-ROM. The video provides a visual representation and verbal description of the procedures the students performed in class. Psychomotor tasks are visually represented. This can be used as a review outside of class.

The instructor's feedback to step 4:

No specific feedback given on this step.