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:
Jennifer,
You've completed this lesson well and have met all of the criteria. You incorporated technology and even allow the students to use the technology themselves.
Things to look at:
1a. “Discuss that this is a necessary skill to be a successful user of the school media center." - this seems awkward to me you could try this: "Discuss why the abilty to use the media center is a useful skill set."
I would suggest adding follow through component here where the students actually go into the library and locate certain materials. This way, they could apply their 'simulation' knowledge to a real situation.
Looks good!
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:
SWBAT classify different types of books and identify their section in the media center.
(VI) SWBAT list different types of books and state their characteristics.
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. Discuss the reason why a student may want to be able to know the different types of books available in the media center and where they are located. Discuss that this is a necessary skill to be a successful user of the school media center.
1b. Describe that the goal of this lesson is for the students to be able to classify the different types of books in the media center and where they are located in the media center. The lesson will teach them the different types of books available, as well as where they can find them in the media center.
2. Content presentation
2a. Display the Powerpoint presentation that explains each type of resource available with a description for each.
2b. Review the fact that they need to know where the books are located in the media center to make the most use of it. For this, the students will be able to look at a virtual map on the computer of the school media center that displays where each section is located. There will also be pictures of the sections of the media center for them to see.
3. Learner participation
3a. Students will have the chance to use the computer to "explore" the different types of books and examples of them. They will also be able to view the different sections of the media center using the virtual map. This will get them familiar with the types of resources available and their location.
4. Assessment
Using given pictures of example books on the Powerpoint, students will decide what section they would look in to locate it. There will also be questions on the Powerpoint asking them to describe different types of books. The next slide on the Powerpoint will reveal the answer.
5. Follow-through activities
Students will be able to go back to the powerpoint of the different types of resources available to use for future reference. By going to the media center, students will be able to continue to show that they independently can find different resources. If they are still having trouble, they can go back to the Powerpoint and the virtual map to continue practicing.
1. Pre-instructional Activities
1a. Discuss the reason why a student may want to be able to know the different types of books available in the media center and where they are located. Discuss that this is a necessary skill to be a successful user of the school media center.
1b. Describe that the goal of this lesson is for the students to be able to classify the different types of books in the media center and where they are located in the media center. The lesson will teach them the different types of books available, as well as where they can find them in the media center.
2. Content presentation
2a. Display the Powerpoint presentation that explains each type of resource available with a description for each.
2b. Review the fact that they need to know where the books are located in the media center to make the most use of it. For this, the students will be able to look at a virtual map on the computer of the school media center that displays where each section is located.
3. Learner participation
3a. Students will have the chance to use the computer to "explore" the different types of books and examples of them. They will also be able to view the different sections of the media center using the virtual map. This will get them familiar with the types of resources available and their location.
4. Assessment
Using given pictures of example books on the Powerpoint, students will decide what section they would look in to locate it. There will also be questions on the Powerpoint asking them to describe different types of books. The next slide on the Powerpoint will reveal the answer.
5. Follow-through activities
Students will be able to go back to the powerpoint of the different types of resources available to use for future reference. By going to the media center, students will be able to continue to show that they independently can find different resources. If they are still having trouble, they can go back to the Powerpoint and the virtual map to continue practicing.
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
1a & b. Instructor
2. Content presentation
2a & b. Computer to view the Powerpoint presentation/virtual map of the media center.
3. Learner participation
3a. Computer to view the Powerpoint presentation/virtual map of the media center.
4. Assessment
- Computer to view the Powerpoint/virtual map of the media center with the quiz questions.
5. Follow-through activities
- computer to view the Powerpoint presentation/virtual map of the media center (if needed).
1. Pre-instructional activities
1a & b. Instructor
2. Content presentation
2a & b. Computer to view the Powerpoint presentation/virtual map of the media center.
3. Learner participation
3a. Computer to view the Powerpoint presentation/virtual map of the media center.
4. Assessment
- Computer to view the Powerpoint/virtual map of the media center with the quiz questions.
5. Follow-through activities
- computer to view the Powerpoint presentation/virtual map of the media center (if needed).
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 instructor is used as an introduction to justify why this lesson is necessary and important and the reasons for that. The Powerpoint of available resources allows the students to have a visual of what resources are available. Besides an instructor telling them what's available, the Powerpoint provides a reminder that they can refer to in the future when needed. The virtual map on the computer allows the student to see the "big picture" with regards to where everything is located in the media center. This also allows them to go back to the layout of the media center without instructor assistance. The "quiz" in the Powerpoint allows them to get immediate feedback as well as real-world examples of different books that they may search for in the media center. The lesson is designed so that students still struggling can continue practicing on their own with the Powerpoint/virtual map on the computer and the quiz questions.
The instructor is used as an introduction to justify why this lesson is necessary and important and the reasons for that. The Powerpoint of available resources allows the students to have a visual of what resources are available. Besides an instructor telling them what's available, the Powerpoint provides a reminder that they can refer to in the future when needed. The virtual map on the computer allows the student to see the "big picture" with regards to where everything is located in the media center. This also allows them to go back to the layout of the media center without instructor assistance. The "quiz" in the Powerpoint allows them to get immediate feedback as well as real-world examples of different books that they may search for in the media center. The lesson is designed so that students still struggling can continue practicing on their own with the Powerpoint/virtual map on the computer and the quiz questions.
The instructor's feedback to step 4:
No specific feedback given on this step.
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