Return to the list of Lesson Design IDAs | Return to the IDA Library Home Page

Instructional Design Activity: Lesson Design

 

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 Jacob: Good work on this IDA. Overall, I think it is sound and will support the achievement of your learning outcomes. I agree with the comment from your buddy: Is there an instructional need to use video or a live demonstration to show any of the procedures. Still images may work as well, but if motion is important to developing the correct understanding of the skill/procedure, then you may want to find a way to show a demonstration. Also, you could have the students pair up during the participation activities and then report out to the class what they come up with. This could stimulate some good discussion and help the students and teacher identify gaps in knowledge that need to be addressed. 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:

CWBAT demonstrate the effective utilization of lifts in a training program to best facilitate training goals, based on sound scientific principles.

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

Your final response:

1. Pre-instructional activities 1a. Present coaches with examples of training programs utilized by elite athletes in a variety of sports. Discuss with coaches the successes and failures achieved with these programs. 1b. Inform the coaches that the purpose of this lesson will be to learn the scientific principles behind the use of different exercises in a training program, and how to properly utilize them when designing their own programs. 1c. Emphasize the importance of knowing the core and accessory lifts and what purposes they serve. 2. Content presentation 2a and b. Present coaches with two examples of elite programs that are successful and explain the scientific principles behind why they work. Present an additional two programs that were unsuccessful and discuss why they did not work. 3. Learner participation 3a and b. Assign coaches an exercise that has them edit/adjust a week-long program for a theoretical athlete. Assist coaches with any questions that may arise during the activity. 4. Assessment 4. Have coaches create their own week-long program for their respective athletes. They will be instructed to select the appropriate lifts in order to achieve the athletes goals. No texts/prior examples will be allowed during the completion of this exercise. 5. Follow-through activities 5a. Have coaches critique each others newly designed programs with the aid of texts/examples if necessary. 5b. Assign an out-of-class activity that will have coaches design two programs for athletes in a variety of sports (not the ones they coach) that utilizes the scientific concepts learned.

1. Pre-instructional activities 1a. Present coaches with examples of training programs utilized by elite athletes in a variety of sports. Discuss with coaches the successes and failures achieved with these programs. 1b. Inform the coaches that the purpose of this lesson will be to learn the scientific principles behind the use of different exercises in a training program, and how to properly utilize them when designing their own programs. 1c. Emphasize the importance of knowing the core and accessory lifts and what purposes they serve. 2. Content presentation 2a and b. Present coaches with two examples of elite programs that are successful and explain the scientific principles behind why they work. Present an additional two programs that were unsuccessful and discuss why they did not work. 3. Learner participation 3a and b. Assign coaches an exercise that has them edit/adjust a week-long program for a theoretical athlete. Assist coaches with any questions that may arise during the activity. 4. Assessment 4. Have coaches create their own week-long program for their respective athletes. They will be instructed to select the appropriate lifts in order to achieve the athletes goals. No texts/prior examples will be allowed during the completion of this exercise. 5. Follow-through activities 5a. Have coaches critique each others newly designed programs with the aid of texts/examples if necessary. 5b. Assign an out-of-class activity that will have coaches design two programs for athletes in a variety of sports (not the ones they coach) that utilizes the scientific concepts learned.

The instructor's feedback to this step:

No specific feedback given on this step.

 

 

Your final response:

1. Pre-instructional activities Teacher, handouts, powerpoint 2. Content presentation Teacher, handouts, powerpoint 3. Learner participation Handout 4. Assessment Paper/Word Processor to complete the assignment on 5. Follow-thru activities Text, handouts, word processor

1. Pre-instructional activities Teacher, handouts, powerpoint 2. Content presentation Teacher, handouts, powerpoint 3. Learner participation Handout 4. Assessment Paper/Word Processor to complete the assignment on 5. Follow-thru activities Text, handouts, word processor

The instructor's feedback to this step:

No specific feedback given on this step.

 

 

 

 

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 handouts will provide a hard copy of what a excellent and poor program looks like. The primary instruction will be conducted with powerpoint; to highlight the main scientific principles. The text will support the powerpoint in providing more in-depth information on the topics. A computer word processor/paper will be used to complete assignments and provide hands-on experience.

The handouts will provide a hard copy of what a excellent and poor program looks like. The primary instruction will be conducted with powerpoint; to highlight the main scientific principles. The text will support the powerpoint in providing more in-depth information on the topics. A computer word processor/paper will be used to complete assignments and provide hands-on experience.

The instructor's feedback to step 4:

No specific feedback given on this step.