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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:

Marty, You have created a very relevant exercise for high school students. Resume building is such an important skill! Some of the information in this lesson would be very useful for many working professionals today who never learned this! I also like your use of technology (MS Word, websites, etc...) as so much of the job search industry today is web-based. I also applaud you for the way you made the lesson interactive -- I like the way you include multiple ways to engage the student in the lesson objectives. The only critical feedback is about your follow through lesson. Although students would be able to use the resumes that they created in the future, I'd like to see a follow through activity which really required them to apply their new skills - rather just allowing them to choose to use the resume later. But, I still feel your IDA deserves a rating of exemplary. Overall, 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 generate a resume for a fictional job (of the student's choosing) using a template in MS Word.

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:

1. Pre-instructional activities; a. View a video on possible career opportunities. b. Discuss with students the necessity of a resume when apply for a job. How resumes are tailored toward the job they are applying for and that the resume is a reflection of the job they want as well as themselves. c. Review basic editing skills using MS Word laminated review cards. 2. Content presentation; a. As a class do a web-map of possible careers - then each students chooses a career to do research. b. Using the LCD projector the teacher demonstrates the options of resumes available in Word templates and solicits student feed back as to which resume is appropriate for different types of position. The teacher then demonstrates how to make a resume after choosing an appropriate Word template. Examples are also given and made available to students on the school LAN. 3. Learner participation; a. In the computer lab or Media Center the student will look up their chosen career at (leaving the website up – just minimized to use as a source of reference) i. http://www.xap.com/Career/career_alpha_list.asp ii. http://www.bls.gov/k12/azlist.htm b. The student will then go to http://www.monster.com/ and do a query on their chosen career (leaving the website up – just minimized to use as a source of reference) c. The teacher will monitor and provide assistance as needed. 4. Assessment; a. The student will use the information provided on the websites to complete the Word template (making up personal information as needed). Accessing the examples on the school LAN if necessary. b. The student will complete the template i. Using the best template for the career chosen ii. Ensuring all fields are finished iii. Information is appropriate 5. Follow-through activities a. The students form teams of 3 – 4 and present their resume - explaining their career chooses and requirements. b. The student will keep the resume for future reference.

1. Pre-instructional activities; a. View a video on possible career opportunities. b. Discuss with students the necessity of a resume when apply for a job. How resumes are tailored toward the job they are applying for and that the resume is a reflection of the job they want as well as themselves. c. Review basic editing skills using MS Word laminated review cards. 2. Content presentation; a. As a class do a web-map of possible careers - then each students chooses a career to do research. b. Using the LCD projector the teacher demonstrates the options of resumes available in Word templates and solicits student feed back as to which resume is appropriate for different types of position. The teacher then demonstrates how to make a resume after choosing an appropriate Word template. Examples are also given and made available to students on the school LAN. 3. Learner participation; a. In the computer lab or Media Center the student will look up their chosen career at (leaving the website up – just minimized to use as a source of reference) i. http://www.xap.com/Career/career_alpha_list.asp ii. http://www.bls.gov/k12/azlist.htm b. The student will then go to http://www.monster.com/ and do a query on their chosen career (leaving the website up – just minimized to use as a source of reference) c. The teacher will monitor and provide assistance as needed. 4. Assessment; a. The student will use the information provided on the websites to complete the Word template (making up personal information as needed). Accessing the examples on the school LAN if necessary. b. The student will complete the template i. Using the best template for the career chosen ii. Ensuring all fields are finished iii. Information is appropriate 5. Follow-through activities a. The students form teams of 3 – 4 and present their resume - explaining their career chooses and requirements. b. The student will keep the resume for future reference.

The instructor's feedback to this step:

No specific feedback given on this step.

 

 

Your final response:

1. Pre-instructional activities; a.video, b. teacher c. MS Word laminated review cards 2. Content presentation; a. teacher/student b.LCD projector, school LAN 3. Learner participation; internet, computer 4. Assessment; internet, Word, school LAN, computer 5. Follow-through activities; Word resume

1. Pre-instructional activities; a.video, b. teacher c. MS Word laminated review cards 2. Content presentation; a. teacher/student b.LCD projector, school LAN 3. Learner participation; internet, computer 4. Assessment; internet, Word, school LAN, computer 5. Follow-through activities; Word resume

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: excellent representation of future career goals and options MS Word Laminated review cards: quick reference – easily accessible and simple to use LCD projector: excellent resource for teachers – enables concurrent visual and audio instruction School LAN: enables easy access for students to examples (also aids in understanding of server [Windows/Novell] structure) Internet: reinforces available information on the WWW Computer: necessary to meet class objectives Word: demonstrates resources that are available that the student will be able to greatly utilize in their future

Video: excellent representation of future career goals and options MS Word Laminated review cards: quick reference – easily accessible and simple to use LCD projector: excellent resource for teachers – enables concurrent visual and audio instruction School LAN: enables easy access for students to examples (also aids in understanding of server [Windows/Novell] structure) Internet: reinforces available information on the WWW Computer: necessary to meet class objectives Word: demonstrates resources that are available that the student will be able to greatly utilize in their future

The instructor's feedback to step 4:

No specific feedback given on this step.