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:
Jason,
Great job with this IDA. I have just a few minor comments to make:
1a. - I think it is 'fees' not 'fess.'
I love the motivational technique of adding humor and a skit to get kids to realize the importance of maintaining a balanced checkbook!
I agree with your buddy that you should have a follow through assignment that you can actually check. I think it is a great idea to have students teach a friend about opening a checking account - but you don't have a way of checking to assure that you have done this. What about offering extra credit to students who actually go and open a real account?
You've done a great job providing rationale for the media you use and you show effort in making this a creative and engaging lesson (which is so important!!!).
Lindsay
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:
Students will explain and execute the process of opening a checking account without using any guides/references.
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:
1a. First, share with students the benefits of having a checking account. Discuss the fess that can occur for overdrawing funds in a checking account. Share case studies of people who have not maintained a balance checking account (some will be exaggerated and humorous). Also, explain to them the benefits of having a checking account. If possible, create a skit where a certain purchase requires payment in check rather than cash. Explain the role having a balanced checkbook can play in students’ future.
1b. Describe that the goal of this objective of the lesson is for students to be able to explain and carry out the process one must go through to open a checking account. Explain that the lesson will explain this process in a step-by-step process and introduce the items needed to open a checking account.
1c. Explain that students should be able to add and subtract numbers and students should possess basic internet usage/search skills.
2a&b. Distribute handouts that students will be using to learn how to open a checking account. Explain to them that they will be completing these handouts in a few minutes and that they will be using the website on the computer to help fill out the forms. Provide directions and demonstrate to students how to get started the worksheet.
3a. Have students move to a computer if not already seated there. Instruct them to make sure they follow the policies set by the respective lab. Have them complete the forms/worksheets handed out to them by using the websites provided.
b. Move throughout the room to monitor students as they work on assignments. Guide and provide assistance when needed.
4a. Ask students to list the steps they would follow to open a checking account. Make sure they list the items needed to set up an account. Later, (in a performance test) have the one student act as the bank teller and one as the customer. Students should approach the bank teller individually and walk through the steps needed to open an account. Teacher should observe for correct process being followed.
5a. Let students take handouts home. Ask students questions pertaining to this lesson in future units. Encourage student to set up an actual checking account.
5b. Suggest to students that they teach a friend how to open a checking account. Ask student to research the steps to open a savings account.
1a. First, share with students the benefits of having a checking account. Discuss the fess that can occur for overdrawing funds in a checking account. Share case studies of people who have not maintained a balance checking account (some will be exaggerated and humorous). Explain the roles having a balanced checkbook can play in students’ future.
1b. Describe that the goal of this objective of the lesson is for students to be able to explain the process one must go through to open a checking account. Explain that the lesson will explain this process in a step-by-step process and introduce the items needed to open a checking account.
1c. Explain that students should be able to add and subtract numbers and students should possess basic internet usage and search skills.
2a&b. Distribute handouts that students will be using in class to learn how to open a checking account. Explain to them that they will be completing these handouts in a few minutes and that they will be using the website on the computer to help fill out the forms. Provide directions and demonstrate to students how to get started the worksheet.
3a. Have students move to a computer if not already seated there. Instruct them to make sure they follow the policies set by the respective lab. Have them complete the forms/worksheets handed out to them.
b. Move throughout the room to monitor students as they work on assignments. Guide and provide assistance when needed.
4a. Ask students to list the steps they would follow to open a checking account. Make sure they list the items needed to set up an account. Later, (in a performance test) have the one student act as the bank teller and one as the customer. Students should approach the bank teller individually and walk through the steps needed to open an account. Teacher should observe for correct process.
5a. Let students take handouts home. Ask students questions pertaining to this lesson in future units. Encourage student to set up an actual checking account.
5b. Have students teach a friend how to open a checking account. Ask student to research the steps to open a savings account.
The instructor's feedback to this step:
No specific feedback given on this step.
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Your final response:
1a. Teacher; printouts with case studies/stories, websites with case studies/statistics, skit
1b. Teacher; PowerPoint Presentation
1c. Teacher; PowerPoint presentation
2 a & b. Handouts, computer, teacher
3a. Handouts/worksheets; computer
3b. Teacher, computer
4a. Teacher; props/sample items needed to open account
5a. Handouts
5b. Internet
1a. Teacher; printouts with case studies/stories, websites with case studies/statistics.
1b. Teacher; PowerPoint Presentation
1c. Teacher; PowerPoint presentation
2 a & b. Handouts, computer, teacher
3a. Handouts/worksheets; computer
3b. Teacher, computer
4a. Teacher; props/sample items needed to open account
5a. Handouts
5b. Internet
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:
The two main pieces of instructional media used in this lesson were handouts and various resources websites. Learning this process simply requires students to memorize the items needed to open an account and the steps they need to go through to open the account. This is a simple process for students once they are exposed to the process of opening a checking account.
Video Usage: The case studies (videos/stories) at the beginning are used for students to get a frame of reference for learning this skill and to stress the importance/benefits of having a checking account. Students will be able to see peers their age using a checking account while emphasizing the important of making sure it is balanced.
Worksheets & Computer Usage: While the worksheets could be computer based it makes more sense for them to be paper-based since that will be what students will use in the actual process of opening an account. Having replicas of the items that are needed to open the account also places students in a simulation as similar to the real world as possible. Also, the handouts will also provide opportunities for student to easily review them when needed. By using the computer to help answer the questions on the worksheet they will have a wealth of information at their disposal (providing they have the internet search skills, which is an entrance behavior for this activity).
The lesson attempts to replicate the actual process of opening and checking account as closely as possible. Thus, the performance test of the student opening a fictional account with the another student also provides a simulation for students.
The two main pieces of instructional media used in this lesson were handouts and various resources websites. Learning this process simply requires students to memorize the items needed to open an account and the steps they need to go through to open the account. This is a simple process for students once they are exposed to the process of opening a checking account. The case studies (videos/stories) at the beginning are used for students to get a frame of reference for learning this skill and to stress the importance/benefits of having a checking account. Students will be able to see peers their age using a checking account while emphasizing the important of making sure it is balanced. While the worksheets could be computer based it makes more sense for them to be paper-based since that will be what students will use in the actual process of opening an account. Having replicas of the items that are needed to open the account also places students in a simulation as similar to the real world as possible. By using the computer to help answer the questions on the worksheet they will have a wealth of information at their disposal (providing they have the internet search skills, which is an entrance behavior for this activity). The lesson attempts to replicate the actual process of opening and checking account as closely as possible. Thus, the performance test of the student opening a fictional account with the teacher also provides a simulation for students. Also, the handouts will also provide opportunities for student to easily review them when needed.
The instructor's feedback to step 4:
No specific feedback given on this step.
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