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:
Cheryl:
Overall, I like your lesson design. It looks like you put a lot of thought and planning into it. You do a good job gaining your learners' attention and motivating them to think about the negative and positive effects of following or not following a recycling plan. You should give them an overview of what is going to be covered in the class and the objectives in the pre-instructional activities.
The content presentation section is effective as well by using real containers in the presentation to teach about the number classifications and where to look for them. The slide presentation should reinforce this and would make a good take-away resource. I would include some information on how feedback is provided in the participation section. It is not clear how the instructor will provide feedback during the practice.
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 plastic containers from a household, SWBAT locate recycling numbers on plastic containers.
2) SWBAT list numbers appropriate for curbside recycling.
3) Student will demonstrate understanding of plastic recycling by sorting a group of plastic containers in to accepted and rejected piles and placing the accepted items in bin and the rejected containers in the trash.
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 activites:
a)Set up a pile of 25 plastic containers from various household products.
b)Present information on PowerPoint slides showing pictures of overflowing landfills, plastic containers filling garbage cans, examples of items made from recycled plastics, and statistics demonstrating how individual households can make a difference in recycling plastic items.
c)Discuss information on slides explaining the relationship between manufacturing plastics from crude oil and how this impacts oil consumption in a one year period.
D)Discuss information on slides showing individual households that recycle and those that do not.
e) Explain that each participant can learn to recycle plastics and help to make an impact in the use of plastics.
2) Content presentation:
a)Use examples of plastic containers showing the numbers located on the bottom of each container. Show this same information on a slide.
b)Explain that only containers with the numbers "1" or "2" are accepted at curb. All others must be taken to a large recycling center or placed in trash.
c)Demonstrate how to rinse containers and remove lids prior to placing in bin.
d)Explain that these are the requirements for curbsiden recycling established by the county.
e)provide a magnetic card to each student with directions for recycling plastics and the listed numbers and the steps used in the process. Student will be instructed to keep card on their refrigerators.
3)Learner Participation:
a)Have each student take 5 containers from the pile, locate the number and determine if container is acceptable at curb.
b)Have each student rinse acceptable containers and place in bin.
c)Observe activity and assist students with locating numbers and rinsing containers as needed.
4) Administer a written test with examples of recycling numbers and with steps required for the plastic recycling process. Students may refer to card guide and must identify correct numbers and put steps in appropriate order with 100% accuracy.
5)Follow through activities:
a)Review statistics of plastics usage for individual households and the use of crude oil in this process.
b)Challenge students to follow procedures in the following week and report back for the next class. Ask students to count the number of containers recycled so that a group amount can be totalled. Offer a prize for the student who returns with evidence of the highest number of recycled items.
1)Pre-instructional activites:
a)Set up a pile of 25 plastic containers from various household products.
b)Present information on PowerPoint slides showing pictures of overflowing landfills, plastic containers filling garbage cans, examples of items made from recycled plastics, and statistics demonstrating how individual households can make a difference in recycling plastic items.
c)Discuss information on slides explaining the relationship between manufacturing plastics from crude oil and how this impacts oil consumption in a one year period.
D)Discuss information on slides showing individual households that recycle and those that do not.
e) Explain that each participant can learn to recycle plastics and help to make an impact in the use of plastics.
2) Content presentation:
a)Use examples of plastic containers showing the numbers located on the bottom of each container. Show this same information on a slide.
b)Explain that only containers with the numbers "1" or "2" are accepted at curb. All others must be taken to a large recycling center or placed in trash.
c)Demonstrate how to rinse containers and remove lids prior to placing in bin.
d)Explain that these are the requirements for curbsiden recycling established by the county.
e)provide a magnetic card to each student with directions for recycling plastics and the listed numbers. Student will be instructed to keep card on their refrigerators.
3)Learner Participation:
a)Have each student take 5 containers from the pile, locate the number and determine if container is acceptable at curb.
b)Have each student rinse acceptable containers and place in bin.
c)Observe activity and assist students with locating numbers and rinsing containers as needed.
4) Administer a written test with examples of recycling numbers and with steps required for the plastic recycling process. Students must identify correct numbers and put steps in appropriate order.
5)Follow through activities:
a)Review statistics of plastics usage for individual households.
b)Challenge students to follow procedures in the following week and report back for the next class. Ask students to count the number of containers recycled so that a group amount can be totalled. Offer a prize for the student who returns with evidence of the highest number of recycled items.
The instructor's feedback to this step:
No specific feedback given on this step.
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Your final response:
Pre-instructional: plastic containers, powerpoint presentation.
Content: Powerpoint presentation, magnet cards with instructions.
Learner participation: Plastic containers.
Assessment: Written test.
Follow Through activity: Slide review. Recycling Homework Challenge.
Pre-instructional: plastic containers, powerpoint presentation.
Content: Powerpoint presentation, magnet cards with instructions.
Learner participation: Plastic containers.
Assessment: Written test.
Follow Through activity: Slide review. Recycling Homework Challenge.
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:
Using PowerPoint slides will provide visual images of subject matter in a large space which will be more effective than showing smaller pictures of landfills and statistical data. The actual containers will allow students to associate with items identical to those at their homes and will aid in learning transfer. The card guide will remind students of the process outside of class and will be readily available on their refrigerators.
Using PowerPoint slides will provide visual images of subject matter in a large space which will be more effective than showing smaller pictures of landfills and statistical data. The actual containers will allow students to associate with items identical to those at their homes and will aid in learning transfer. The card guide will remind students of the process outside of class and will be readily available on their refrigerators.
The instructor's feedback to step 4:
No specific feedback given on this step.
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