IDA - Lesson Design

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Instructional Design Activity: Lesson Design

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:

Lindsey, You have a very interactive and creative lesson to teach children basic addition skills! I think you have a solid grasp on designing a lesson. I loved the follow through assignment that students should go home to teach siblings/parents how to add using the method the teacher used! Your rationale for the media is well worded. Although you do not use technology, you make great use of other resources that are very appropriate for the age and subject matter. One small correction is that your lesson objective really is targeting a rule-using learning outcome. Basic addition is really a classic example of rule-using. So, you should change the objective's learned capability verb from "generate" to "demonstrate". 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:

Title: Addition of the two single digit numbers Objective: SWBAT generate a one or two digit number by adding the single digit numbers.

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:

Click here to see the revised Lesson Design (opens as a Word doc).

Click here to see the Lesson Design (opens as a Word doc).

The instructor's feedback to this step:

No specific feedback given on this step.

Your final response:

See above

(Also included in the linked lesson design.)

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:

Video: dynamic representation of real life situations where addition is used that will peek the students' interest in the topic at hand Dictionary: dynamic use of real-life resource to look up definition Number Line: hands on counter for active engagement with counting Counters: hands on engagement during activities and aid during presentation Canister of Beans: Dynamic, exciting engagement for students that provides visual conceptualization of addition Chart paper: "Larger than life" version of problems to translate the white and green beans into addition problems using the addition symbol Marker boards: hands on engagement for dynamic use of addition symbol and problems

The instructor's feedback to step 4:

No specific feedback given on this step.