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 Roxy:
Your lesson design looks thorough and well designed. The use of the labsheets seems to make sense in this context of learning by doing. During the content presentation, I assume you would take questions and answers from the students as part of the review. The assessment should have a rubric or some set of criteria to rate the performance of the student in completing the labsheet.
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:
SWBAT execute a drawing of a fossil specimen which they are given (a complete or partial trilobite) and identify the main body parts which are present, using the labeled anatomical drawings provided to the class.
SWBAT summarize what trilobites were (broadly describing body design, classification, environments they lived in, how they moved and lived) making at least one direct reference to the form of the specific fossil they were given.
SWBAT generate an explanation for the presence of this fossil in sedimentary rock of northwest Georgia.
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:
No final draft
1. Pre-instructional activities
Pre-instruction is brief. Students have been told about this lab in previous lessons and have anticipated it.
Students will do the lab-work independently but will advance through "centers" that comprise the 6 lab activities in small groups of 2 or 3. Students are assigned small groups.
Stations ("centers") are self-explanatory. Preliminary instructions primarily establish work rules (come up with your own answers but you may quietly consult group members) and the main, culminating activity which involves working with and writing about a fossil each student is given.
2. Content presentation
Students are given worksheets with all the content necessary to complete the lab. These 4 sheets are light on text and heavy on illustrations.
Before lab activities start, these sheets are projected as ppt slides and reviewed.
3. Learner participation
The lab is a learner-participation event.
Students work through the first 5 lab stations, spending about 5 minutes per station observing the exhibits and thinking through questions or prompts and recording answers on their worksheets.
The 6th lab activity is longer; students spend about 15 minutes observing a specific fossil specimen they are given and writing about it.
4. Assessment
The lab worksheets are the assessment instrument.
5. Follow-through
Instructor writes feedback on students' worksheets. Worksheet and fossil specimen are returned to the student.
The instructor's feedback to this step:
No specific feedback given on this step.
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Your final response:
No final draft
1. Pre-instruction: no media
2. Content presentation: powerpoint slides; maps; worksheets and artifacts (fossil samples).
3. Learner participation: powerpoint slide; music (ocean surf); exhibits with photos, drawings and artifacts (fossil samples); illustrated worksheets.
4. Assessment: worksheets and artifacts (fossil samples).
5. Follow-through activities: worksheets and artifacts (fossil samples).
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:
No final draft
Fossils: concrete representation of past life on earth.
Painting of Cambrian Sea, music, maps, photos and rocks: variety of sensory stimuli, highly visual and highly tactile as well as auditory.
Worksheets with map of GA's physiographic provinces, anatomical drawing of trilobite and geologic time scale as well as questions and writing prompt: visually rich scaffold; one, single print reference necessary to complete the lab.
The instructor's feedback to step 4:
No specific feedback given on this step.
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