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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, Radcliffe You did a good job on this IDA. Overall, I think you have a good idea how to teach your lesson to the students. However, I was not clear about some media choices that you made. You had a thinking map, chart and graphic organization chart. I was not sure what they were and how they were different from each other based on your work. It would be better if you could have provided more explanation about your choice of different media. Other than them, I think you organized your lesson with good learning activities and media selection. Hope this helps. If you have any questions, please feel free to email me. Thanks. Eun Jung

 

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:

Given a word with a silent e at the end, SWBAT demonstrate how to apply the silent e phonic rule by reading 80 % of vce words found in the Grade 1 Dolch sight word list.

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 a) Motivating the learners/gaining their attention. Lead the students in a discussion around the fact that learning the silent e phonics rule will make them better readers, spellers, and writers. It will also enable them to be successful at playing an application board game. b) Informing the learners of the lesson objectives or purposes Describe to the students that the goal of the lesson will be to learn a phonic rule that will improve their reading fluency and enable them to read most words with a silent e on their Dolch sight word list. c) Informing the learner of what they already need to know to be successful in this lesson (i.e. prerequisite skills) Review the knowledge of consonant and vowels with the students. They will be allowed to cut out some strips with individual letter and onset sounds and practice with a partner. Students should also be able to give the sound that the letter c make when it is beside a vowel. 2. Content presentation a) a. Presenting the content to be learned (i.e. stimulus material) -Teacher leads in a review of the long and short vowel sounds. -Teacher uses a movie at starfall.com to introduce the phonics rule and a chant that summarizes it b) b. Guiding the learners as they are presented with the content. Using a graphic organizer and eliciting student response, teacher demonstrates how to generate words by putting consonant or onset card in front of 3 vce ending in 3 columns of a chart. The words that are generated that are real words are written in the corresponding columns. 3. Learner participation a) Giving the learner opportunities for practice (i.e. eliciting the performance) using an handout which is similar to the one used by the teacher, the student works with a partner to place letters in front of a v-consonant e groups to generate words b) Giving the learner feedback during practice Teacher circulates between groups to help confirm that the words made are real words and not just pseudo words that sound like real words. 4. Assessment a) Students do phonic assessment sheet that assesses their ability to read vce words individually and in context. Teacher meets one and one with students to do a Dolch word assessment of words with the vce pattern . 5. Follow-through activities a) Memory aids for retention -teacher summarizes on the chart at the board the words that students generated - partners sing the silent e chant b) Activities to help learners transfer their learning to other contexts. Teacher observes the success of students as he/she monitors student engagement and success at games that practice the vce words.

1. Pre-instructional activities a) Motivating the learners/gaining their attention. Lead the students in a discussion around the fact that learning the silent e phonics rule will make them better readers, spellers, and writers. It will also enable them to be successful at playing an application board game. b) Informing the learners of the lesson objectives or purposes Describe to the students that the goal of the lesson will be to learn a phonic rule that will improve their reading fluency and enable them to read most words with a silent e on their Dolch sight word list. c) Informing the learner of what they already need to know to be successful in this lesson (i.e. prerequisite skills) Review the knowledge of consonant and vowels with the students. They will be allowed to cut out some strips with individual letter and onset sounds and practice with a partner. Students should also be able to give the sound that the letter c make when it is beside a vowel. 2. Content presentation a) a. Presenting the content to be learned (i.e. stimulus material) -Teacher leads in a review of the long and short vowel sounds. -Teacher uses a movie at starfall.com to introduce the phonics rule and a chant that summarizes it b) b. Guiding the learners as they are presented with the content. Using a graphic organizer and eliciting student response, teacher demonstrates how to generate words by putting consonant or onset card in front of 3 vce ending in 3 columns of a chart. The words that are generated that are real words are written in the corresponding columns. 3. Learner participation a) Giving the learner opportunities for practice (i.e. eliciting the performance) using an handout which is similar to the one used by the teacher, the student works with a partner to place letters in front of a v-consonant e groups to generate words b) Giving the learner feedback during practice Teacher circulates between groups to help confirm that the words made are real words and not just pseudo words that sound like real words. 4. Assessment a) Tests and other assessments to see if anything has been learned as a result of this lesson a) Students do phonic assessment sheet that assesses their ability to read vce words individually and in context. Teacher meets one and one with students to do a Dolch word assessment of words with the vce pattern . 5. Follow-through activities a) Memory aids for retention -teacher summarizes on the chart at the board the words that students generated - partners sing the silent e chant b) Activities to help learners transfer their learning to other contexts Teacher observes the success of students as he goes around and observes student engagement and success at games that practice the vce words.

The instructor's feedback to this step:

No specific feedback given on this step.

 

 

Your final response:

- 1a. -Teacher/student discussion - Thinking map 1b. Teacher led discussion 1c. Teacher led discussion Thinking map on the board - copy of Dolch sight word as a Visual. 2a. Chart on board. 2a. movie video from the site Starfall.com . “silent e” 2.b Graphic organization chart with -vce headers. 3a. handout of graphic organizer. 3b. graphic organizer with partner groups. 4a. phonics and sentence assessment sheets. -Dolch word list. 5a. Graphic organizer on the board. 5a partner song chant presentation. 5b. Spin and slide guide to practice vce words. 5b. Game cube + board to practice vce words

- 1a. -Teacher/student discussion - Thinking map 1b. Teacher led discussion 1c. Teacher led discussion Thinking map on the board - copy of Dolch sight word as a Visual. 2a. Chart on board. 2a. movie video from the site Starfall.com . “silent e” 2.b Graphic organization chart with -vce headers. 3a. handout of graphic organizer. 3b. graphic organizer with partner groups. 4a. phonics and sentence assessment sheets. -Dolch word list. 5a. Graphic organizer on the board. 5a partner song chant presentation. 5b. Spin and slide guide to practice vce words. 5b. Game cube + board to practice vce words

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 main media type for this lesson will be in the form of a graphic organizer. This will allow the teacher to model and guide the activity. The student will also be able to practice and summarize cooperatively with it. It is important for the students to be able to follow along during guided practice and then be able to independently practice with something similar. Collaborative pairs interacting will allow the students to get plenty of practice applying the skill and correcting each other's mistakes. The graphic organizer will allow for efficient organization of information and support the delivery of the instruction. Using the flash video in starfall.com at the start of the lesson, will stimulate interest in the same way that the use of technology and the use of games stimulate interest and motivation.

The main media type used for this lesson was in the form of a graphic organizer. This allowed the teacher to model and guide the activity. The student was able to practice and summarize cooperatively using it as well. It was important for the students to be able to follow along during guided practice and then practice with something similar on their own. Partners interacting allowed the students to get plenty of practice applying the skill and correcting each others mistakes. The organizer also allowed for great organization of information and supported the delivery of the instruction. Using the flash video in starfall.com at the start of the lesson stimulated interest with the use of technology and the use of games stimulated interest and motivation.

The instructor's feedback to step 4:

No specific feedback given on this step.