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 Roy:
You have put a good deal of thought and effort into you lesson design. It looks like it would lead to meaningful and enjoyable learning from your students with a few adjustments.
Overall, I like the variety of activities that you have incorporated into the lesson design. I think that it should be engaging for your age group and allow them to be more involved in their own learning. My concern is that it may be quite a bit of activities to carry out, provide feedback, and help students make the necessary connections back to the learning goal. For example, will the video streaming and DVD content provide students with instruction related to "determining the time of year it is visible with the naked eye", or is it more for enrichment around the topic. The latter is fine if you have components that are designed to specifically address the key behavioral outcomes in your objective. If they really need to be able to identify all of the constellations on sight, then some drill-and-practice activities, even in group form, may be more effective in getting at that particular learning outcome.
Overall I think you did a nice job pulling together a variety of resources and activities to engage your students.
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 various constellations, students will be able to identify them by star patterns and organizations, name which hemisphere it is visible from, and determine the time of year it is visible to the naked eye.
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: Students will fill in the K (know) W (want to know) of a KWL chart. The teacher will use the K portion to assess prior knowledge and use the W portion to determine students’ interests. A class discussion will take place to engage and elicit responses from students about what they learned in the previous unit about classifying stars. A class KWL chart will be filled in on large chart paper for posting in the room.
2. Content Presentation: (note this is more than one day's lesson, content presentation will take many days to meet the state GPS.) The teacher will incorporate various learning experiences for students to build knowledge of star patterns. The various experiences are:
a. Content readings in the National Geographic science book and activities in the student workbook.
b. Internet research through the www.nasa.gov/kids website that includes readings, interacting games and online quizzes.
c. Art projects where students design a constellation for a class bulletin board to correctly place constellations in the right hemispheres. Group projects where teams create a large poster for one of the night sky seasons. The posters will be used for an assessment.
d. Video streaming in the computer lab on constellations that determine why some constellations are circumpolar or only visible certain times of the year. Students will take an online quiz after viewing the movies.
e. DVD movies from the Annenberg Project available for checkout in the media center. Students will use a teacher made note-taking sheet to fill in during/after the movie.
3. Students are actively engaged in all portions of the learning. Readings will take place out loud to pause and discuss for comprehension. All Internet and video streaming will take place in the computer lab where each student has his/her own station and the teacher will use a running record sheet to keep track of student progress. Art projects are assigned individually and in teams and used for classroom publication on bulletin boards and refereed to on an ongoing basis.
4. Assessments: Student will take online quizzes, teacher made assessments, quizzes and tests designed by the schools science publisher and rubrics of art projects.
5. Follow-through activates: Student displayed work will stay posted and referred to in other related units regarding stars. When moving on to the mythology unit, leering will be spiral in the fact that identifying and locating constellations will be part of the learning in that particular unit.
1. Pre-instructional activities: Students will fill in the K (know) W (want to know) of a KWL chart. The teacher will use the K portion to assess prior knowledge and use the W portion to determine students’ interests. A class discussion will take place to engage and elicit responses from students about what they learned in the previous unit about classifying stars. A class KWL chart will be filled in on large chart paper for posting in the room.
2. Content Presentation: The teacher will incorporate various learning experiences for students to build knowledge of star patterns. The various experiences are:
a. Content readings in the National Geographic science book and activities in the student workbook.
b. Internet research through the www.nasa.gov/kids website that includes readings, interacting games and online quizzes.
c. Art projects where students design a constellation for a class bulletin board to correctly place constellations in the right hemispheres. Group projects where teams create a large poster for one of the night sky seasons. The posters will be used for an assessment.
d. Video streaming in the computer lab on constellations that determine why some constellations are circumpolar or only visible certain times of the year. Students will take an online quiz after viewing the movies.
e. DVD movies from the Annenberg Project available for checkout in the media center. Students will use a teacher made note-taking sheet to fill in during/after the movie.
3. Students are actively engaged in all portions of the learning. Readings will take place out loud to pause and discuss for comprehension. All Internet and video streaming will take place in the computer lab where each student has his/her own station and the teacher will use a running record sheet to keep track of student progress. Art projects are assigned individually and in teams and used for classroom publication on bulletin boards and refereed to on an ongoing basis.
4. Assessments: Student will take online quizzes, teacher made assessments, quizzes and tests designed by the schools science publisher and rubrics of art projects.
5. Follow-through activates: Student displayed work will stay posted and referred to in other related units regarding stars. When moving on to the mythology unit, leering will be spiral in the fact that identifying and locating constellations will be part of the learning in that particular unit.
The instructor's feedback to this step:
No specific feedback given on this step.
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Your final response:
1. Teacher, chart paper
2. National Geographic science book and workbook, Internet, construction paper and stickers, video streaming on school's Intranet, DVD's.
3. See #2
4. Purchased tests and quizzes, online quizzes, teacher made assessments and rubrics.
1. Teacher, chart paper
2. National Geographic science book and workbook, Internet, construction paper and stickers, video streaming on school's Intranet, DVD's.
3. See #2
4. Purchased tests and quizzes, online quizzes, teacher made assessments and rubrics.
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:
DVD's and video streaming: Annenberg DVD's are dynamic and engaging to the kids. They are wonderfully narrated and age appropriate. The school's video streaming is engaging and the computer lab is a quiet place for viewing. Each computer station has headphones, high-speed computers. This is a learning environment the kids love to go in.
National Geographic Series: This purchased series by the Atlanta Public School was chosen and mandated by the Science curriculum to be used as a learning tool to meet the new Georgia Performance Science Standards. The readings and workbooks are age appropriate and correlate nicely with the state performance standards.
Art Projects: Using colored star stickers will enable the kids to identify the color of each star in their designated constellation. Making a night sky bulletin board is more than just pretty; it is interactive and refereed to thought this leering on the night sky.
DVD's and video streaming: Annenberg DVD's are dynamic and engaging to the kids. They are wonderfully narrated and age appropriate. The school's video streaming is engaging and the computer lab is a quiet place for viewing. Each computer station has headphones, high-speed computers. This is a learning environment the kids love to go in.
National Geographic Series: This purchased series by the Atlanta Public School was chosen and mandated by the Science curriculum to be used as a learning tool to meet the new Georgia Performance Science Standards. The readings and workbooks are age appropriate and correlate nicely with the state performance standards.
Art Projects: Using colored star stickers will enable the kids to identify the color of each star in their designated constellation. Making a night sky bulletin board is more than just pretty; it is interactive and refereed to thought this leering on the night sky.
The instructor's feedback to step 4:
No specific feedback given on this step.
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