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:
Hi Ashley:
Excellent work on this IDA. You used many appropriate learning strategies in the pre-instructional activities, participation, and assessment to create a student-centered learning environment. Geting the students to explain why a site is biased or not is a good method since it requires the type of critical thinking that you are trying to promote. The use of media was effective as well. I would provide handouts of the information and links shown to the students as a follow up activity.
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 a sample of websites, the students will be able to classify by labeling each website as either objective or not objective based on the author and the information presented.
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
1a. Show a website that interest students but that has a very obvious bias. Have students discuss why would or would not trust the opinion of the website. Students will also discuss what situations it would and would not be appropriate to use such a website.
1b. Discuss situations in and out of school when it is important to either find objective information or to have an awareness of biased information.
1c. Explain to students that results returned from a search using a search engine, such as Google, are only as good as the search strategy that they use.
2. Content presentation
2a. Introduce the concept of objectivity and why a person or organization might not be objective. Show students as a group several websites using an LCD projector. Using inspiration let students brainstorm as a group the things that might indicate that a website might be biased.
2b. Using a presentation/tutorial software, Wink, let students on their own computers see additional websites that appear trustworthy and the tricks to tell that they are actually biased.
3. Learner participation
3a. Through a webquest on a computer, students, in pairs, go through a number of examples where they get to decide if the websites are objective. Then they state the reasons they believe their answers to be true. Also, students will compare the information from a trusted website with that of a less reliable site using a Venn Diagram.
3b. After students complete the webquest and the Venn Diagram, they come back as a group and discuss their findings.
4. Assessment
4a. Ask the students to pick a topic that they would like to learn about. Have students find two websites that are objective and two websites that are biased that support their topic. Next to each website the student will state the reason that they believe the website to be objective or biased. The assignment will be graded based on a rubric that the students will be given at the start of the activity.
5. Follow-through activities
5a. Go over a mnemonic that will help the students to remember that when researching a topic a website may not only be informational but might also have an agenda such as to sell a product or sway an opinion.
5b. In groups, students will discuss how they can apply what they have learned to situations outside of school in their personal lives. As homework, ask students to bring in one example of an objective website that they would use outside of school, and one example of a biased website.
1. Pre-instructional activities
1a. Show a website that interest students but that has a very obvious bias. Have students discuss why would or would not trust the opinion of the website. Students will also discuss what situations it would and would not be appropriate to use such a website.
1b. Discuss situations in and out of school when it is important to either find objective information or to have an awareness of biased information.
1c. Explain to students that results returned from a search using a search engine, such as Google, are only as good as the search strategy that they use.
2. Content presentation
2a. Introduce the concept of objectivity and why a person or organization might not be objective. Show students as a group several websites using an LCD projector. Using inspiration let students brainstorm as a group the things that might indicate that a website might be biased.
2b. Using a presentation/tutorial software, Wink, let students on their own computers see additional websites that appear trustworthy and the tricks to tell that they are actually biased.
3. Learner participation
3a. Through a webquest on a computer, students, in pairs, go through a number of examples where they get to decide if the websites are object. Then they state the reasons they believe their answers to be true.
3b. After students complete the webquest, they come back as a group and discuss their webquest findings.
4. Assessment
4a. Ask the students to pick a topic that they would like to learn about. Have students find two websites that are objective and two websites that are biased that support their topic. Next to each website the student will state the reason that they believe the website to objective or biased.
5. Follow-through activities
5a. Go over a mnemonic that will help the students to remember that when researching a topic a website may not only be informational but might also have an agenda such as to sell a product or sway an opinion.
5b. In groups, students will discuss how they can apply what they have learned to situations outside of school in their personal lives. As homework, ask students to bring in one example of an objective website that they would use outside of school, and one example of a biased website.
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
1a. Internet websites; teacher
1b. Teacher; group discussion
1c. Teacher
2. Content presentation
2a. Teacher; Internet websites; Inspiration
2b. Tutorial software (Wink)
3. Learner participation
3a. Webquest
3b. Group discussion; Teacher
4. Assessment
4a. Internet websites
5. Follow-through activities
5b. Computer; Internet website
1. Pre-instructional activities
1a. Internet websites; teacher
1b. Teacher; group discussion
1c. Teacher
2. Content presentation
2a. Teacher; Internet websites; Inspiration
2b. Tutorial software (Wink)
3. Learner participation
3a. Webquest
3b. Group discussion; Teacher
4. Assessment
4a. Internet websites
5. Follow-through activities
5b. Computer; Internet website
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 instructional tool is the Internet to show students real life examples of objective and biased sites that can be found on the web. This will support the instructional strategy by helping there be congruence between the tasks assigned to the students and the performance objectives that will be achieved at the end of instruction. Also, using software such as Inspiration will help students visualize the ideas and concepts discussed before beginning activities that will reinforce learning. Finally, the tutorial software, Wink, will be used to walk students through examples at their own pace rather than at the teachers pace. It will also allow them to back up and review a concept if they did not understand it the first time.
The main instructional tool is the Internet to show students real life examples of objective and biased sites that can be found on the web. This will support the instructional strategy by helping there be congruence between the tasks assigned to the students and the performance objectives that will be achieved at the end of instruction. Also, using software such as Inspiration will help students visualize the ideas and concepts discussed before beginning activities that will reinforce learning. Finally, the tutorial software, Wink, will be used to walk students through examples at their own pace rather than at the teachers pace. It will also allow them to back up and review a concept if they did not understand it the first time.
The instructor's feedback to step 4:
No specific feedback given on this step.
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