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 Penny:
I like your lesson design for this set of learning objectives. You set a good tone at the beginning of the lesson by emphasizing to the students why it is important to follow procedures when submitting a mileage reimbursement form - in real personal terms. The use of ppt slides to clearly show the correct and incorrect procedures was effective given your constraints. It appears that the instructor will use a projector and demonstrate how to complete a form in an Excel spreadsheet, or whatever tool is used. This information could be more explicitly stated in the lesson design.
The mapquest exercise is a good approach to jpersonalize the learning experience. You may need to provide support for students that have not used Mapquest before.
Finally, it's a great idea to make the ppt slides and other materials available to students as take-aways to build on the classroom and promote retention and transfer.
Great job,
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:
Learners will state the miles traveled and identify personal from buiness related miles and identify which mileage rate applies to their travel.
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. Instructor will introduce the the lesson by informing learners that without the information provided in the lesson the learner will not be reimbursed for mileage while on official UGA travel.
b. Inform the learners of the ojective of lesson is for learners to state the miles traveled and identify personal from buiness related miles and identify which mileage rate applies to their travel.
c. Inform the learners of the need to have prior knowledge of what is official UGA business travel and what is personal travel.
2. Content presentation
a. Instructor will present the difference in offical business mileage and personal mileage. Examples will be given on both forms of travel.
b. Instructor will present the proper way for students to record mileage by recording odometer readings departure, arrival, departure and return. Instructor will demonstrate these procedures.
c. Instructor will present how to record personal mileage by recording odometer readings for start and finish of personal miles traveled. Instructor will demonstrate procedures.
3. Learner Participation:
a. Students will solve mileage calculation problems by using Mapquest to find mileage.
b. Students will solve mileage calculation problems that include personal mileage.
c. Powerpoint slides will the information for problems and answers showing correct calculations.
4. Assessment:
a. Students complete the mileage portion of the travel expense form using a problem similar to those used in the lesson. The instructor will check the form to ensure accurracy.
5. Follow-through activities
a. Powerpoint lesson will be available online for review.
b. Paper manual will also provided with training for review.
c. Business staff in the office will provide assistance and advice when needed.
1. Pre-instructional activities:
a. Instructor will introduce the the lesson by informing learners that without the information provided in the lesson the learner will not be reimbursed for mileage while on official UGA travel.
b. Inform the learners of the ojective of lesson is for learners to state the miles traveled and identify personal from buiness related miles and identify which mileage rate applies to their travel.
c. Inform the learners of the need to have prior knowledge of what is official UGA business travel and what is personal travel.
2. Content presentation
a. Instructor will present the difference in offical business mileage and personal mileage. Examples will be given on both forms of travel.
b. Instructor will present the proper way for students to record mileage by recording odometer readings departure, arrival, departure and return. Instructor will demonstrate these procedures.
c. Instructor will present how to record personal mileage by recording odometer readings for start and finish of personal miles traveled. Instructor will demonstrate procedures.
3. Learner Participation:
a. Students will solve mileage calculation problems by using Mapquest to find mileage.
b. Students will solve mileage calculation problems that include personal mileage.
c. Powerpoint slides will the information for problems and answers showing correct calculations.
4. Assessment:
a. Students complete the mileage portion of the travel expense form using a problem similar to those used in the lesson. The instructor will check the form to ensure accurracy.
5. Follow-through activities
a. Powerpoint lesson will be available online for review.
b. Paper manual will also provided with training for review.
c. Business staff in the office will provide assistance and advice when needed.
The instructor's feedback to this step:
No specific feedback given on this step.
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Your final response:
2 formats, 1 live and 1 online. This is to reach those UGA employees that are able to physically attend training as well as those that are outside of Athens or otherwise unable to attend a live training. The online training will also be available at all times to ensure that all applicable employees have an opportunity for training. This will also allow for new employees to receive the training in a timely manner.
Live format:
1. Instructor will use powerpoint presentations for pre-instsructional activities.
2. In Content Presentation, powerpoint will be used to present problems.
3. Mapquest via the internet will be used to determine the miles traveled. The travel expense form will also be used as a tool on which students will record mileage. Powerpoint slides will be used to present the correct calculations.
4. Travel expense forms via UGA website will be used for the assessment. Instructor evaluation will be used as well.
5. Follow-through activities will include the online presentation used in the online training. It will also include a paper format of the training information and the indivduals that comprise the buisness staff of the department.
Online instruction will utilize an interactive online format to replace live intstructor. The buisness staff of the department will check the forms for accurracy.
2 formats, 1 live and 1 online. This is to reach those UGA employees that are able to physically attend training as well as those that are outside of Athens or otherwise unable to attend a live training. The online training will also be available at all times to ensure that all applicable employees have an opportunity for training. This will also allow for new employees to receive the training in a timely manner.
Live format:
1. Instructor will use powerpoint presentations for pre-instsructional activities.
2. In Content Presentation, powerpoint will be used to present problems.
3. Mapquest via the internet will be used to determine the miles traveled. The travel expense form will also be used as a tool on which students will record mileage. Powerpoint slides will be used to present the correct calculations.
4. Travel expense forms via UGA website will be used for the assessment. Instructor evaluation will be used as well.
5. Follow-through activities will include the online presentation used in the online training. It will also include a paper format of the training information and the indivduals that comprise the buisness staff of the department.
Online instruction will utilize the same media with the exeception of a Powerpoint with voiceover will replace live intstructor. The buisness staff of the department will check the form for accurracy.
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:
Powerpoint will allow the information to be conveyed using clear and eyecatching graphics. Will also allow for all in the training to see the information.
Use of Mapquest via the internet will allow students to gather mileage information for the practice probelms.
Paper manual will allow for a hard copy to be available for those that need this type of information format.
Business staff are the resident subject matter experts and can act as a guide in a personal manner that can meet the learner's learning style and needs.
Interactive online format will allow for the training to be available to all UGA employees at a time that they are available and for those new employees.
Powerpoint will allow the information to be conveyed using clear and eyecatching graphics. Will also allow for all in the training to see the information.
Use of Mapquest via the internet will allow students to gather mileage information for the practice probelms.
Paper manual will allow for a hard copy to be available for those that need this type of information format.
Business staff are the resident subject matter experts and can act as a guide in a personal manner that can meet the learner's learning style and needs.
Online instruction with voiceover will allow for the training to be available to all UGA employees at a time that they are available and for those new employees.
The instructor's feedback to step 4:
No specific feedback given on this step.
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