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:
Titus,
Excellent job on IDA #3! I think that for your age group, it is ok to jump right into the instructional content for your Pre-Instructional strategy. For the age group and student ability levels, I think that the AP exam is motivation enough to learn how to condense the time it takes to solve a problem from 15 minutes to 3. I like that you added the PowerPoint presentation to your website so that students can reference it as needed. The rationale that you provide is great because it's important to recognize the importance and effectiveness of the use of the software and interactive white board in conjunction with the calculators.
5b - typo - you just need to delete the word 'be,' which is repeated in the 3rd sentence.
Great work!
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 be able to demonstrate how to use a calculator to find the area between a graph and the x axis.
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. The teacher will ask students to solve an AP problem involving finding the area under the curve of a function without using the aid of a calculator(This should take about 15 minutes to complete and this is a process that they are familar with without a calculator). The teacher will graph the function on the board, and work the problem so students can check thier work. The teacher will then inform the students that they will need to be able to complete problems such as these on the AP test in 3-5 minutes.
1b. Describe that the purpose of this lesson is for the students to be able to answer similar questions using a calculator. The teacher will explain that they are expected to be able to use the graphing calculator whenever possible in order to be successful on the AP Calculus exam.
1c. Explain that students should be able to demonstrate how to graph functions in appropriate windows and how to use the trace and zero keys appropriately. Students also should be able to identify the differences in an integral and the area under a curve.
2. Content Presentation
2a. The teacher will quickly demonstrate the capability of the calculator to find the area under a curve using the ti-interactive software. The teacher will take the initial problem (part 1a)that took the students 10-15 minutes to complete and use the calculator to find the area. The steps will not be shown at this time, only the capability of the calculator.
2b. Then, using a powerpoint presentation the teacher will provide a step by step procedure for calculating the area under the curve. Each step will be accompanied by a screen shot of what the calculator should look like at each step. Students will be encouraged to take notes of the different steps, and follow along as the teacher is moving through the powerpoint presentations.
3. Learner Participation
3a&b. The students will be given a list of functions(10-15) to find the area under the curve. Students will repeat the steps given to them in the powerpoint presentation to find the area of each with a calculator. The class will work through one problem at a time. After a student is finished with a problem he/she will check with his buddy (all students have assigned buddies for working in pairs) to see if they got the same answer. Then one student (who has the correct answer determined by the teacher) will work the problem on the interactive white board using ti-interactive software. The class will check thier work with the work on the board and determine where mistakes were made if there were any. This will be repeated for each problem and a different student will work the problem on the board each time. This will allow each student to demonstrate their ability to find the area under the curve.
4. Assessment
4. The students will demonstrate the new learned concept through a two problem quiz. The teacher will then give two similar problems that the students will work independently on, and need to find the area under the curve for each. They will turn in the problem, and the teacher will check their work for accuracy.
5. Follow-through activities
5a. The next 2-3 days of class the students will be given similar problems to begin class with to reinforce the concept that was learned. The teacher will review the steps needed to complete the problems each day.
Also the powerpoint will be posted on my website, so they will have access to it throughout the course.
5b. The students will be given 5-10 problems for homework to demonstrate thier knowledge of finding the area under the curve.
Also the students will be then be given application problems in which a real life situation can be modeled by a function and the area under the curve for that problem is needed to be determined. The students will generate solutions to these problems by applying the information in the problem to how it relates to finding the area under the curve of the function.
1. Pre-Instructional Activities
1a. The teacher will ask students to solve an AP problem involving finding the area under the curve of a function without using the aid of a calculator(This should take about 15 minutes to complete). The teacher will graph the function on the board, and work the problem so students can check thier work. The teacher will then inform the students that they will need to be able to complete problems such as these on the AP test in 3-5 minutes.
1b. Describe that the purpose of this lesson is for the students to be able to answer similar questions using a calculator. The teacher will explain that they are expected to be able to use the graphing calculator whenever possible in order to be successful on the AP Calculus exam.
1c. Explain that students should be able to demonstrate how to graph functions in appropriate windows and how to use the trace and zero keys appropriately. Students also should be able to identify the differences in an integral and the area under a curve.
2. Content Presentation
2a. The teacher will demonstrate the capability of the calculator to find the area under a curve using the ti-interactive software. The teacher will take the initial problem that took the students 10-15 minutes to complete and use the calculator to find the area.
2b. Then, using a powerpoint presentation the teacher will provide a step by step procedure for calculating the area under the curve. Each step will be accompanied by a screen shot of what the calculator should look like at each step. Students will be encouraged to take notes of the different steps, and follow along as the teacher is moving through the powerpoint presentations.
3. Learner Participation
3a&b. The students will be given a list of functions(10-15) to find the area under the curve. Students will repeat the steps given to them in the powerpoint presentation to find the area of each with a calculator. The class will work through one problem at a time. After a student is finished with a problem he/she will check with his buddy (all students have assigned buddies for working in pairs) to see if they got the same answer. Then one student (who has the correct answer determined by the teacher) will work the problem on the interactive white board using ti-interactive software. The class will check thier work with the work on the board and determine where mistakes were made if there were any. This will be repeated for each problem and a different student will work the problem on the board each time. This will allow each student to demonstrate their ability to find the area under the curve.
4. Assessment
4. The students will demonstrate the new learned concept through a two problem quiz. The teacher will then give two similar problems that the students will work independently on, and need to find the area under the curve for each. They will turn in the problem, and the teacher will check their work for accuracy.
5. Follow-through activities
5a. The next 2-3 days of class the students will be given similar problems to begin class with to reinforce the concept that was learned. The teacher will review the steps needed to complete the problems each day.
5b. The students will be given 5-10 problems for homework to demonstrate thier knowledge of finding the area under the curve.
Also the students will be then be given application problems in which a real life situation can be modeled by a function and the area under the curve for that problem is needed to be determined. The students will generate solutions to these problems by applying the information in the problem to how it relates to finding the area under the curve of the function.
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
Teacher demonstration using interactive white board, projector, and Teacher laptop computer,along with ti-interactive software.
2. Content Presentation
Teacher demonstration using interactive white board, projector, and Teacher laptop computer, MS powerpoint software and ti-interactive software.
3. Learner Presentation
Student demonstration using interactive white board, projector, ti-interactive software, and interactive white board tablet (optional), worksheet with 10-15 problems. The students will also get feedback from their "buddy" which will greatly assist in their learning process.
4. Assessment
Quiz
5. Follow-through Activities
Worksheet-Homework problems, and Worksheet with Application problems.
1. Pre-instructional Activities
Teacher demonstration using interactive white board, projector, and Teacher laptop computer,along with ti-interactive software.
2. Content Presentation
Teacher demonstration using interactive white board, projector, and Teacher laptop computer, MS powerpoint software and ti-interactive software.
3. Learner Presentation
Student demonstration using interactive white board, projector, ti-interactive software, and interactive white board tablet (optional), worksheet with 10-15 problems
4. Assessment
Quiz
5. Follow-through Activities
Worksheet-Homework problems, and Worksheet with Application problems.
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 use of the media in this lesson is vital to the effectiveness of this lesson. The use of ti-interactive software enables the students to see what thier calculator should look like at each step. The interactive white board allows the students to use this software and demonstrate the appropriate steps to the entire class. Even though the information needed to reach the objective could have just been given to them in written format, the use of these interactive media tools allow the student to reach the objective in a more meaningful and hopefully a more efficient way. This not only gives the student great feedback, it allows them to interact with the technology and gives them a sense of ownership to the process.
These computer simulations definitely gives the students a great representation of the concepts and principles needed to reach the objective.
The use of the media in this lesson is vital to the effectiveness of this lesson. The use of ti-interactive software enables the students to see what thier calculator should look like at each step. The interactive white board allows the students to use this software and demonstrate the appropriate steps to the entire class. Even though the information needed to reach the objective could have just been given to them in written format, the use of these interactive media tools allow the student to reach the objective in a more meaningful and hopefully a more efficient way. This not only gives the student great feedback, it allows them to interact with the technology and gives them a sense of ownership to the process.
These computer simulations definitely gives the students a great representation of the concepts and principles needed to reach the objective.
The instructor's feedback to step 4:
No specific feedback given on this step.
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