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:
Aimee,
I think you have done a wonderful job on this IDA. I'm also very impressed with the level of detail represented her.e You clearly understand all steps to this process and have done a great job at making a lesson that is extremely interactive. With so much talk about student-centered lessons, I think you've 'hit the nail on the head' in terms of creating a lesson in which the student uses the media to guide their own learning and the instructor really plays a 'facilitator' role. You have suggested follow through activities that will really solidify the student's learning of the media center. You rationalize your use of media very well, also.
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:
1. Given a book’s call number, title, and author, SWBAT demonstrate locating books in the media center independently.
2. (VI) SWBAT state the purpose of a call number and an example call number for each section in the media center.
3. (VI) SWBAT list and state broad subject areas of the Dewey Decimal System.
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 need for students to know how to find books in the media center that they want to read for pleasure or for a research assignment. Students will have had the lesson on different types of books and their sections in the media center. They will also have had the lesson on how to use the online catalog and taking down call numbers of desired and available books. Tell students that they now need to make sense of that call number and how they can use it to locate a book in the media center on their own.
1b. Describe that the goal of the lesson is to be able to locate books in the media center independently, given a book’s call number, title, and author. To know how to do this, they will also learn about call numbers and the Dewey Decimal System.
1c. Briefly review the previous two lessons (types of books and sections of the media center and use of the online catalog) and how they lead into this lesson. Explain that students already need to know how to sort by alphabetical and numerical order for this lesson. They will also need to know basic computer skills as they use the interactive media developed to teach this lesson.
2. Content presentation
2a & b. The content will be presented through a website that contains an interactive map of the media center layout as its navigation. The initial page will have information on the overview of the lesson and instructions on how to use the interactive map. As students roll over a section of the map, it will highlight the section. When they click on a section, information will come up in the area below to describe that section of the media center, the type of books found there, how they are organized, and pictures of example books and their call numbers. Explain that everyone will have the opportunity to go through this website on the computer in a few minutes. Provide a brief, but complete, demonstration of the website, covering all of the highlighted sections of the media center.
3. Learner participation
3a & b. Move to the computers in the media center. Tell students to navigate and read through the website at their own pace. They should pay close attention to the information about how books are organized and the example call numbers in each section. In the non-fiction section, they should also pay attention to the broad subject areas of the Dewey Decimal System. Assist students as necessary as they go through the website.
4. Assessment
4a. Have students complete the “virtual bookshelf” activity (another website). A call number, author, and title of a book will be presented along with the same clickable map of the media center used in the content presentation. The student will first choose the section of the media center they believe this book belongs in. If they choose incorrectly, they will be alerted to choose again. If they choose correctly, they will be given a pop-up window with a picture of example books on the shelf, books will be shown sorted according to call number. Students will then choose the book that was requested. If they choose incorrectly, they will be alerted to choose again. If they choose correctly, they will be congratulated and given another book to locate (until all examples are finished).
5. Follow-through activities
5a. Keep a short-cut to the interactive map website on the desktop of the computers in the media center. Tell students that they should refer to this website as needed. The website can also be printed out and kept by the circulation desk as a reference guide.
5b. To help transfer learning to the actual context, encourage students to compare the map with the actual areas in the media center (while they are working at the computers) so that they understand how the map represents the physical layout of the media center. There are a variety of possible follow-through activities to further transfer learning. For example, a worksheet can guide a student through the online catalog searching process to locate a book of their choice (lesson 2) and then have them think through where it would be located in the media center before they retrieve the book (lesson 3). For a group activity, the media specialist can set up a scavenger hunt. Given clues for each book they need to locate, students will find their call numbers using the online catalog (lesson 2) and then use the call numbers to locate the books in the media center where they will collect puzzle clues (lesson 3). When they collect all the puzzle clues, they can piece it together to complete the scavenger hunt.
1. Pre-instructional activities
1a. Discuss the need for students to know how to find books in the media center that they want to read for pleasure or for a research assignment. Students will have had the lesson on different types of books and their sections in the media center. They will also have had the lesson on how to use the online catalog and taking down call numbers of desired and available books. Tell students that they now need to make sense of that call number and how they can use it to locate a book in the media center on their own.
1b. Describe that the goal of the lesson is to be able to locate books in the media center independently, given a book’s call number, title, and author. To know how to do this, they will also learn about call numbers and the Dewey Decimal System.
1c. Briefly review the previous two lessons (types of books and sections of the media center and use of the online catalog) and how they lead into this lesson. Explain that students already need to know how to sort by alphabetical and numerical order for this lesson. They will also need to know basic computer skills as they use the interactive media developed to teach this lesson.
2. Content presentation
2a & b. The content will be presented through a website that contains an interactive map of the media center layout as its navigation. The initial page will have information on the overview of the lesson and instructions on how to use the interactive map. As students roll over a section of the map, it will highlight the section. When they click on a section, information will come up in the area below to describe that section of the media center, the type of books found there, how they are organized, and pictures of example books and their call numbers. Explain that everyone will have the opportunity to go through this website on the computer in a few minutes. Provide a brief, but complete, demonstration of the website, covering all of the highlighted sections of the media center.
3. Learner participation
3a & b. Move to the computers in the media center. Tell students to navigate and read through the website at their own pace. They should pay close attention to the information about how books are organized and the example call numbers in each section. In the non-fiction section, they should also pay attention to the broad subject areas of the Dewey Decimal System. Assist students as necessary as they go through the website.
4. Assessment
4a. Have students complete the “virtual bookshelf” activity (another website). A call number, author, and title of a book will be presented along with the same clickable map of the media center used in the content presentation. The student will first choose the section of the media center they believe this book belongs in. If they choose incorrectly, they will be alerted to choose again. If they choose correctly, they will be given a pop-up window with a picture of example books on the shelf, books will be shown sorted according to call number. Students will then choose the book that was requested. If they choose incorrectly, they will be alerted to choose again. If they choose correctly, they will be congratulated and given another book to locate (until all examples are finished).
5. Follow-through activities
5a. Keep a short-cut to the interactive map website on the desktop of the computers in the media center. Tell students that they should refer to this website as needed. The website can also be printed out and kept by the circulation desk as a reference guide.
5b. To help transfer learning to the actual context, encourage students to compare the map with the actual areas in the media center (while they are working at the computers) so that they understand how the map represents the physical layout of the media center. There are a variety of possible follow-through activities to further transfer learning. For example, a worksheet can guide a student through the online catalog searching process to locate a book of their choice (lesson 2) and then have them think through where it would be located in the media center before they retrieve the book (lesson 3). For a group activity, the media specialist can set up a scavenger hunt. Given clues for each book they need to locate, students will find their call numbers using the online catalog (lesson 2) and then use the call numbers to locate the books in the media center where they will collect puzzle clues (lesson 3). When they collect all the puzzle clues, they can piece it together to complete the scavenger hunt.
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; interactive map website
2. Content presentation: interactive map website, teacher’s computer/whiteboard or projector, teacher
3. Learner participation: interactive map website, computer, teacher (to assist as needed)
4. Assessment: “virtual bookshelf” website, computer, teacher (to assess as needed)
5. Follow-through activities: interactive map website, computer, print-out of interactive website, worksheet activity, scavenger hunt activity
1. Pre-instructional activities: teacher; interactive map website
2. Content presentation: interactive map website, teacher’s computer/whiteboard or projector, teacher
3. Learner participation: interactive map website, computer, teacher (to assist as needed)
4. Assessment: “virtual bookshelf” website, computer, teacher (to assess as needed)
5. Follow-through activities: interactive map website, computer, print-out of interactive website, worksheet activity, scavenger hunt activity
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 main instructional media used in this lesson is the interactive map website that enables students to learn more about each section of the media center: the type of books found in that section, how they are organized, and pictures of example books and their call numbers. There are several benefits to using this media:
- Students can read and learn the material at their own pace.
- Students can easily access the material for review or reference in the future.
- It gives students more practice on the computer and using technology tools.
- It may increase student’s motivation in learning this topic as most elementary school students enjoy computer time.
- The media center serves the entire school. This media will make it easier to reach students who may not come into the media center for this lesson. Also, new students who join the school throughout the school year can use the website to learn the information.
- It is a replicable product that requires minimal instructor involvement (instructor acts more as a facilitator). The media specialist can reuse the material each time this lesson is taught. It can also be shared with other teachers at the school, and they can also use the material in their teaching.
The “virtual bookshelf” website used for assessment will give the teacher an initial feel of whether students meet the lesson objectives, without having to manage students actually going to the shelves to locate books.
The main instructional media used in this lesson is the interactive map website that enables students to learn more about each section of the media center: the type of books found in that section, how they are organized, and pictures of example books and their call numbers. There are several benefits to using this media:
- Students can read and learn the material at their own pace.
- Students can easily access the material for review or reference in the future.
- It gives students more practice on the computer and using technology tools.
- It may increase student’s motivation in learning this topic as most elementary school students enjoy computer time.
- The media center serves the entire school. This media will make it easier to reach students who may not come into the media center for this lesson. Also, new students who join the school throughout the school year can use the website to learn the information.
- It is a replicable product that requires minimal instructor involvement (instructor acts more as a facilitator). The media specialist can reuse the material each time this lesson is taught. It can also be shared with other teachers at the school, and they can also use the material in their teaching.
The “virtual bookshelf” website used for assessment will give the teacher an initial feel of whether students meet the lesson objectives, without having to manage students actually going to the shelves to locate books.
The instructor's feedback to step 4:
No specific feedback given on this step.
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