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 Jin:
Great job on this IDA. Your lesson design is well organized and supports the learning outcomes very effectively. I like the idea of handing out the guide early in the class to provide scaffolding and reference for the student throughout the other activities.
I have two suggestions:
1. Use the captivate demonstrations as part of the learner practice so that they can review the steps in a "Show Me" mode before trying it in a "Try It" mode.
2. I like having students set up reminders for their own appointments as a follow through activity. This would be more beneficial and more motivating than additional activities that are out of their own personal context.
Excellent job 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:
1. Following the introduction of the reminder by the instructor, SWBAT describe the definition of reminder and the benefits of using it to remember events.
2. Following an initial lecture and live performance by instructor, SWBAT: (1) identify whether or nor the reminder has been set, (2) how the reminder works, (3) what is the procedure of setting up a reminder.
3. Following individual activity, SWBAT demonstrate how to set a new reminder in Microsoft Office Outlook 2003.
4. Following individual activity, SWBAT demonstrate how to change the default settings of reminder.
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
1a. Instructor will ask learners about their tough experiences of forgetting important meetings or dates and their ways to remember such events. Then, instructor will introduce an effective way “Outlook Reminder” to solve this kind of problems and show how the reminder works.
1b. Instructor will explain that the goal of today's lesson is to learn about setting up a reminder.
1c. Instructor will inform the learners what prerequisite they have to master.
2. Content Presentation
2a. Define the reminder and discuss the benefits of using reminder in Microsoft Office Outlook 2003.
2b. Identify whether or nor the reminder has been set. Show examples (the calendar with or without a bell icon indicating that a reminder has been set up for the event.)
2c. Show how to set up a reminder step by step.
2d. Show how to change default settings of reminder.
3. Learner participation
3a. Learners will talk about their tough experiences of forgetting important meetings or dates and their ways to remember such events.
3b. Learners will describe the meaning and functions of reminder.
3c. Learners will master the abilities to set up a reminder and change default settings by performing computer simulation.
3d. Learners will be asked to complete assigned tasks on the guide sheet.
4. Assessment
4a. Learners will complete a post-test on the guide sheet without any assistance.
4b. Learners will be assessed by Instructors’ observation during this lesson.
4c. Learners will be asked to complete a reflection sheet.
5. Follow-through Activities
5a. Learners will be asked to review handout and do extra practices on the guide sheet.
5b. Learners will set up a reminder for every event in their own calendar.
1. Pre-instructional Activities
1a. Instructor will ask learners about their tough experiences of forgetting important meetings or dates and their ways to remember such events. Then, instructor will introduce an effective way “Outlook Reminder” to solve this kind of problems and show how the reminder works.
1b. Instructor will explain that the goal of today's lesson is to learn about setting up a reminder.
1c. Instructor will inform the learners what prerequisite they have to master.
2. Content Presentation
2a. Define the reminder and discuss the benefits of using reminder in Microsoft Office Outlook 2003.
2b. Identify whether or nor the reminder has been set. Show examples (the calendar with or without a bell icon indicating that a reminder has been set up for the event.)
2c. Show how to set up a reminder step by step.
2d. Show how to change default settings of reminder.
3. Learner participation
3a. Learners will talk about their tough experiences of forgetting important meetings or dates and their ways to remember such events.
3b. Learners will describe the meaning and functions of reminder.
3c. Learners will master the abilities to set up a reminder and change default settings by computer simulation.
3d. Learners will be asked to complete tasks on the guide sheet.
4. Assessment
4a. Learners will complete an assigned task on the guide sheet without any assistance.
4b. Learners will be assessed by Instructors’ observation during this lesson.
4c. Learners will be asked to complete a reflection sheet.
5. Follow-through Activities
5a. Learners will be asked to review handout and do extra practices on the guide sheet.
5b. Learners will set up a reminder for their own work calendar.
The instructor's feedback to this step:
No specific feedback given on this step.
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Your final response:
1. Pre-instructional activities
1a. Instructor, PowerPoint, Microsoft Office Outlook 2003
1b. Instructor, PowerPoint, Handout
1c. Instructor, PowerPoint, Handout
2. Content Presentation
Instructor, PowerPoint, Microsoft Office Outlook 2003, Handout
3. Learner Participation
Guide sheet, computer simulation created by captivate, Microsoft Office Outlook 2003, Handout, Audio files provided for learners to set up the sound for reminder.
4. Assessment
Microsoft Office Outlook 2003, Guide sheet, Reflection sheet
5. Follow-through Activities
Guide sheet, Handout
1. Pre-instructional activities
1a. Instructor, PowerPoint, Microsoft Office Outlook 2003
1b. Instructor, PowerPoint, Handout
1c. Instructor, PowerPoint, Handout
2. Content Presentation
Instructor, PowerPoint, Microsoft Office Outlook 2003, Handout
3. Learner Participation
Guide sheet, computer simulation created by captivate, Microsoft Office Outlook 2003, Handout, Audio files provided for learners to set up the sound for reminder.
4. Assessment
Microsoft Office Outlook 2003, Guide sheet, Reflection sheet
5. Follow-through Activities
Guide sheet, Handout
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:
Guide sheet: guide sheet serves as an accessible “scaffolding” tool to help learners practice setting up a reminder and changing default settings. tasks with main steps are listed on this sheet. A post-test is also included to assess the learners’ learning performance.
Handout: slides are on the left. Learners can make notes on the other side when listening to the presentation. It helps them review the knowledge and skills that they learned on this lesson.
Microsoft Office Outlook 2003: Instructor uses it to teach learners how to set up a reminder. Learners use it to do some exercises.
Audio files: audio files will be provided for learners to set up the sound for reminder.
Reflection sheet: Learners use it to assess their learning. Several questions are concluded concerning learning performance, instructional strategies and so on.
Computer Simulation: learners follow the steps on the computer screen and complete the whole process of setting up a reminder and changing default settings.
Guide sheet: guide sheet serves as an accessible “scaffolding” tool to help learners practice setting up a reminder and changing default settings. All of the main steps are listed on this sheet. A post-test is included to assess the learners’ learning performance.
Handout: slides are on the left. Learners can make notes on the other side when listening to the presentation. It helps them review the knowledge and skills that they learned on this lesson.
Microsoft Office Outlook 2003: Instructor uses it to teach learners how to set up a reminder. Learners use it to do some exercises.
Audio files: audio files will be provided for learners to set up the sound for reminder.
Reflection sheet: Learners use it to assess their learning. Several questions are concluded concerning learning performance, instructional strategies and so on.
The instructor's feedback to step 4:
No specific feedback given on this step.
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