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 Margaret:
Excellent work on this IDA. Your lesson plan has all of the components of effective instruction, including the effective use of instructional media. The pre-instructional activities are good for stimulating the curiousity of your students by asking probing questions. You also introduce the concepts, equipment, and goals of the instruction at the beginning to provide a good framework for what is to follow. The collaborative learning in pairs after watching the instructional video is a good approach along with the teacher acting as coach and facilitator. Finally, the use of handouts and a follow up activity is a good way to extend the learning and provide for retention.
Great work,
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:
1. Given a graduated cylinder and an electronic balance, SWBAT generate the
density of an irregularly shaped object with less than 5% error.
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:
a. Motivate the students by handing a volunteer student a 2-pound steel
ball. After the student remarks about the weight of the ball, hand him
an identical-looking steel ball (this one is hollow) and have him
comment about the difference to the class. Ask the class why ships
float when the material they are made of sinks.
b. Using the overhead projector, introduce the concept of density and
explain that the students will be determining the density of an unknown
object in the laboratory.
c. Review the use of the electronic balance to determine mass and the
graduated cylinder to determine the volume of an irregularly shaped
object.
2. Content presentation:
a. Provide students with a blank flow chart of the determination of
density. Show a short video clip of a laboratory setting with a student
determining the density of an irregularly shaped object. Have students
complete the flow chart as they watch the video.
b. Using a transparency of a blank flow chart and the overhead projector,
have students provide the steps in the process and correct their charts
if necessary.
3. Learner participation:
a. Have the students, working in pairs, use the electronic balance,
graduated cylinder and their flow charts to determine the density of
several objects with known densities.
b. Walk around the room observing the students and providing feedback as
necessary.
4. Assessment:
Provide students with an unknown object. Have them determine the density
of the object using the electronic balance and graduated cylinder.
5. Follow-through activities:
Students are provided with a handout on which they develop a method for
determining the density of a person which would not be harmful to the
person.
1. Pre-instructional Activities:
a. Motivate the students by handing a volunteer student a 2-pound steel
ball. After the student remarks about the weight of the ball, hand him
an identical-looking steel ball (this one is hollow) and have him
comment about the difference to the class. Ask the class why ships
float when the material they are made of sinks.
b. Using the overhead projector, introduce the concept of density and
explain that the students will be determining the density of an unknown
object in the laboratory.
c. Review the use of the electronic balance to determine mass and the
graduated cylinder to determine the volume of an irregularly shaped
object.
2. Content presentation:
a. Provide students with a blank flow chart of the determination of
density. Show a short video clip of a laboratory setting with a student
determining the density of an irregularly shaped object. Have students
complete the flow chart as they watch the video.
b. Using a transparency of a blank flow chart and the overhead projector,
have students provide the steps in the process and correct their charts
if necessary.
3. Learner participation:
a. Have the students, working in pairs, use the electronic balance,
graduated cylinder and their flow charts to determine the density of
several objects with known densities.
b. Walk around the room observing the students and providing feedback as
necessary.
4. Assessment:
Provide students with an unknown object. Have them determine the density
of the object using the electronic balance and graduated cylinder.
5. Follow-through activities:
Students are provided with a handout on which they develop a method for
determining the density of a person which would not be harmful to the
person.
The instructor's feedback to this step:
No specific feedback given on this step.
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Your final response:
1. a. 2 identically sized steel balls, one solid and one hollow
b. overhead projector and transparencies
c. electronic balance, graduated cylinder, water, and a rock
2. a. blank flow charts, video clip of density laboratory activity
b. transparency of blank flow chart
3. electronic balances, graduated cylinders, objects of known density
4. electronic balances, graduated cylinders, object of unknown density
5. handout: Determining the Density of a Person
1. a. 2 identically sized steel balls, one solid and one hollow
b. overhead projector and transparencies
c. electronic balance, graduated cylinder, water, and a rock
2. a. blank flow charts, video clip of density laboratory activity
b. transparency of blank flow chart
3. electronic balances, graduated cylinders, objects of known density
4. electronic balances, graduated cylinders, object of unknown density
5. handout: Determining the Density of a Person
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:
* When possible, actual objects were chosen for demonstration so that students
could ask questions and have exposure to the actual equipment they would be
using.
* The overhead projector and transparencies were chosen in #1 and #2 to
enhance teacher interaction with the whole class.
* Flow charts (#2) were chosen to provide students with a means of visually
organizing the process of density determination.
* The video clip (#2)also provided a visual image of the process they would
need to follow in order to determine density.
* When possible, actual objects were chosen for demonstration so that students
could ask questions and have exposure to the actual equipment they would be
using.
* The overhead projector and transparencies were chosen in #1 and #2 to
enhance teacher interaction with the whole class.
* Flow charts (#2) were chosen to provide students with a means of visually
organizing the process of density determination.
* The video clip (#2)also provided a visual image of the process they would
need to follow in order to determine density.
The instructor's feedback to step 4:
No specific feedback given on this step.
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