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 Lindsay:
Your lesson design is effective at supporting the stated learning objective. The practice activities using a hands-on driving and road condition scenarios with instant feedback should with transfer. I like the follow up activities as well. You might think about providing feedback for the follow up activities if time/resources permit.
Good work on this IDA.
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:
Drivers will be able to demonstrate proper procedures for making various types of left hand turns in an authentic road test.
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:
1a. Have students list the different types of turning situations a driver may encounter on the road. Have students decide which type of turning may be the most difficult to execute safely.
1b. Describe that first component to meeting the goal of this lesson is to identify various types of left hand turns and the other component is to execute the turns properly and safely in an authentic road test.
1c. Explain that the learner needs to already know how to operate a vehicle and be able to read and visually recognize certain traffic signals and signs.
2a. The teacher will provide visual examples of various types of left hand turns and of the traffic signals and signs associated with each type. Teacher will explain the procedures for each type of left-hand turn.
2b. Given pictures of various left-hand turn scenarios, students will be asked to identify the type of turn and explain the procedure for executing it.
3a. Students will individually take the driver's seat in the vehicle with the instructor sitting in the passenger seat. The instructor will direct the student to previously designated left-hand turn examples. Student will apply the procedures learned in step 2 to the various examples.
3b. Instructor will remain silent as student performs the procedure. The instructor will interact only when/if the student starts to make an unsafe action. If the student makes an improper action that is not safety-threatening; the instructor will make appropriate criticism/feedback after completing the turn. Student will repeat the exercise until performed properly.
4a. Student will be tested by orally identifying types of turns and explaining procedures for executing the turns, given a set of picture examples. (These need to be picture examples that have not previously been seen by the students)
4b. Students will be tested by performing a series of different types of left hand turns which will be evaluated by the instructor. The student will only have one opportunity to perform each turn. The instructor will not interact unless the student is making an unsafe action.
5a. Students will receive print-outs of the PowerPoint picture examples on which they can label the examples and the procedures for each turn.
5b. Students are to find an example of each type of left hand turn and take a picture of the example. They are then to write one common mistake made when executing the turn and explain how a driver can avoid making the mistake in the future.
1a. Have students list the different types of turning situations a driver may encounter on the road. Have students decide which type of turning may be the most difficult to execute safely.
1b. Describe that first component to meeting the goal of this lesson is to identify various types of left hand turns and the other component is to execute the turns properly and safely in an authentic road test.
1c. Explain that the learner needs to already know how to operate a vehicle and be able to read and visually recognize certain traffic signals and signs.
2a. The teacher will provide visual examples of various types of left hand turns and of the traffic signals and signs associated with each type. Teacher will explain the procedures for each type of left-hand turn.
2b. Given pictures of various left-hand turn scenarios, students will be asked to identify the type of turn and explain the procedure for executing it.
3a. Students will individually take the driver's seat in the vehicle with the instructor sitting in the passenger seat. The instructor will direct the student to previously designated left-hand turn examples. Student will apply the procedures learned in step 2 to the various examples.
3b. Instructor will remain silent as student performs the procedure. The instructor will interact only when/if the student starts to make an unsafe or action. If the student makes an improper action that is not safety-threatening; the instructor will make appropriate criticism/feedback after completing the turn. Student will repeat the exercise until performed properly.
4a. Student will be tested by orally identifying types of turns and explaining procedures for executing the turns, given a set of picture examples. (These need to be picture examples that have not previously been seen by the students)
Next, students will be tested by performing a series of different types of left hand turns which will be evaluated by the instructor. The student will only have one opportunity to perform each turn. The instructor will not interact unless the student is making an unsafe action.
5a. Students will receive print-outs of the PowerPoint picture examples on which they can label the examples and the procedures for each turn.
5b. Students are to find an example of each type of left hand turn and take a picture of the example. They are then to write one common mistake made when executing the turn and explain how a driver can avoid making the mistake in the future.
The instructor's feedback to this step:
No specific feedback given on this step.
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Your final response:
1a. student knowledge
1b. teacher, PowerPoint
1c. teacher, PowerPoint
2a & 2b. PowerPoint, pictures of turn scenarios
3a & 3b. driver's education vehicle, designated left-turn locations
4a. prepared test to be given orally
4b. driver's education vehicle, designated left-turn locations
5a. PowerPoint printout
5b. Camera
1a. student knowledge
1b. teacher, PowerPoint
1c. teacher, PowerPoint
2a & 2b. PowerPoint, pictures of turn scenarios
3a & 3b. driver's education vehicle, designated left-turn locations
4a. prepared test to be given orally
4b. driver's education vehicle, designated left-turn locations
5a. PowerPoint printout
5b. Camera
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 two most important media used in this lesson are PowerPoint and the driver’s education vehicle. Because driving can be a dangerous activity, it is important that students have a solid base of knowledge before they get behind the wheel to perform tasks. The PowerPoint presentation will allow students to see actual photographs of left-hand turn examples, as well as diagrams of various scenarios. Students will also see photographs of actual traffic signals and signs in the PowerPoint so they may easily identify them in the road test. The vehicle is essential in the lesson because without being able to execute the movements in ‘real’ practice, the student cannot possibly be expected to jump into a vehicle and automatically know the proper methods of any driving scenario. It is also important that students receive their own tangible copy of the PowerPoint so that they may make their own notes and refer back to it at a later time. For transfer of knowledge, I think the task in which students photograph other examples of each turn is important because it makes students think and work for solid attainment of their own knowledge. If they are a little unclear of the components of one type of turn or another, this exercise will surely identify the gaps of knowledge.
The two most important media used in this lesson are PowerPoint and the driver’s education vehicle. Because driving can be a dangerous activity, it is important that students have a solid base of knowledge before they get behind the wheel to perform tasks. The PowerPoint presentation will allow students to see actual photographs of left-hand turn examples, as well as diagrams of various scenarios. Students will also see photographs of actual traffic signals and signs in the PowerPoint so they may easily identify them in the road test. The vehicle is essential in the lesson because without being able to execute the movements in ‘real’ practice, the student cannot possibly be expected to jump into a vehicle and automatically know the proper methods of any driving scenario. It is also important that students receive their own tangible copy of the PowerPoint so that they may make their own notes and refer back to it at a later time. For transfer of knowledge, I think the task in which students photograph other examples of each turn is important because it makes students think and work for solid attainment of their own knowledge. If they are a little unclear of the components of one type of turn or another, this exercise will surely identify the gaps of knowledge.
The instructor's feedback to step 4:
No specific feedback given on this step.
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