Return to the list of Lesson Design IDAs | Return to the IDA Library Home Page

Instructional Design Activity: Lesson Design

 

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:

Andrea, Your objective statement is a worded a little awkwardly: "Given a checkbook register with various transaction scenarios, listed in order of how they occurred, the student will be able to demonstrate how to correctly reconcile the checking account." What about rewording this to say "Given a checkbook register with various transaction scenarios, listed chronological order, SWBAT demonstrate how to correctly reconcile a checking account." I wish you had tried to consider something more than a traditional school lesson. I think you could create a more motivating pre-instructional strategy - maybe incorporate discussion, some examples of checking 'accounts gone wrong.' This is just an idea to make it more interesting. I like your follow through activity and that you have it set up in a way in which you can actually assess the work they do at home with their parents. You provide a well thought out rationale to the media you chose to use. Good job, 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:

Given a checkbook register with various transaction scenarios, listed in order of how they occurred, the student will be able to demonstrate how to properly reconcile the checking account.

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:

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) 1a. Discuss the importance of tracking your own financial records and in return the growing need to reconcile your checkbook manually to check computer and banking systems. 1b. Describe that the goal of the lesson is to introduce how to reconcile a checkbook using a check register and a pen/pencil. Explain that the lesson will explain these procedures in a step-by-step manner and the benefits to learning how to do it manually. 1c. Explain that knowledge of how to open a checking account and the difference between different types of transactions (debits, credits) are expected. Students should also be able to correctly fill out a check, a deposit slip, and a withdrawal slip. 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 2a & b. Ask students to state an example of a debit transaction. ( write on the overhead) Ask another student to state an example of a credit transaction.(write on the overhead) Provide a demonstration on the overhead of how to enter example transactions (one of each debit and credit) into the check register and how to balance the account. Distribute the review handout sheet. Students should work on the handout for 7-10 minutes independently. Explain that we will go over and explain the answers together after everyone attempts the review on their own. Provide a brief, but clearly stated reason why each transaction is classified the way it is. After completion of the review sheet, distribute student check registers 3. Learner participation a) Giving the learner opportunities for practice (i.e. eliciting the performance) b) Giving the learner feedback during practice 3a & b. Instruct students to record each transaction in order (by date they occured they should be sequential) from the review sheet into the check register. (they should now appear in the same order on the register as the worksheet) They should have a total of ten transactions. Explain that students should accurately balance the register after each transaction. Monitor students as they work and answer any questions they may have. 4. Assessment a) Tests and other assessments to see if anything has been learned as a result of this lesson 4a. Instruct the student to reconcile a checkbook given a list of transactions and blank check register page. Students should correctly balance the register. Instruct students that all necessary information should be completed for each transaction.(check number if applicable, date, name of transaction, the amount of the transaction and the new balance should be entered into the appropriate columns.) 5. Follow-through activities a) Memory aids for retention b) Activities to help learners transfer their learning to other contexts 5a. Let the students keep the check register and review page to reference different types of transactions and how to record them. 5b. Assign students to go home and interview parents on their bank reconciliation habits. Students should create a helpful tips document to aid parents (or someone with a checkbook) in correctly reconciling. The document should not only classify different types of transactions but also the benefits of reconciling manually.

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) 1a. Discuss the importance of tracking your own financial records and in return the growing need to reconcile your checkbook manually to check computer and banking systems. 1b. Describe that the goal of the lesson is to introduce how to reconcile a checkbook using a check register and a pen/pencil. Explain that the lesson will explain these procedures in a step-by-step manner and the benefits to learning how to do it manually. 1c. Explain that knowledge of how to open a checking account and the difference between different types of transactions (debits, credits) are expected. Students should also be able to correctly fill out a check, a deposit slip, and a withdrawal slip. 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 2a & b. Ask students to state an example of a debit transaction. ( write on the overhead) Ask another student to state and example of a credit transaction.(write on the overhead) Provide a demonstration on the overhead of how to enter example transactions (one of each debit and credit) into the check register and how to balance the account. Distribute the review handout sheet. Students should work on the handout for 7-10 minutes independently. Explain that we will go over and explain the answers together after everyone attempts the review on their own. Provide a brief, but clearly stated reason why each transaction is classified the way it is. After completion of the review sheet, distribute student check registers 3. Learner participation a) Giving the learner opportunities for practice (i.e. eliciting the performance) b) Giving the learner feedback during practice 3a & b. Tell students to record each transaction in order from the review sheet into the check register. They should have a total of ten transactions. Explain that Students should properly balance the register after each transaction. Monitor students as they work and answer any questions they may have. 4. Assessment a) Tests and other assessments to see if anything has been learned as a result of this lesson 4a. Ask the student to reconcile a checkbook given a list of transactions and blank check register page. Students should correctly balance the register. Instruct students that all necessary information should be completed for each transaction. 5. Follow-through activities a) Memory aids for retention b) Activities to help learners transfer their learning to other contexts 5a. Let the students keep the check register and review page to reference different types of transactions and how to record them. 5b. Assign students to go home and interview parents on their bank reconciliation habits. Students should create a helpful tips document to aid parents (or someone with a checkbook) in correctly reconciling. The document should not only classify different types of transactions but also the benefits of reconciling manually.

The instructor's feedback to this step:

No specific feedback given on this step.

 

 

Your final response:

1a. Teacher; PowerPoint on the benefits of tracking your own records 1b. Teacher; example of transactions and how to enter them into the register 1c. Teacher; handout –(review) identify debit and credit transactions, student check registers 2a. Overhead projector, overhead pens, overhead of check register, calculator 2b Handout: Review sheet, distribute Student check registers 3a&b Completion of the check register 4a. Teacher; graded test 5a &b Review sheet, check register, computer

1a. Teacher; PowerPoint on the benefits of tracking your own records 1b. Teacher; example of transactions and how to enter them into the register 1c. Teacher; handout –(review) identify debit and credit transactions, student check registers 2a. Overhead projector, overhead pens, overhead of check register, calculator 2b Handout: Review sheet, distribute Student check registers 3a&b Completion of the check register 4a. Teacher; graded test 5a &b Review sheet, check register, computer

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:

There were many types of instructional media used in this lesson. I chose to use the demonstration technique through the overhead as it is easily accessible and shows exactly how to write the transaction correctly into the register. It also showed how to transfer the information from words to the paper in “banking” terms. I also chose to use a simulation tactic (using their own register) so they could gain first hand practice of making transactions and then recording them. By giving them 10 transactions it was easy for them to quickly see how easy it is for spending and banking to get out of hand,as well as it being easy for me to monitor their progress. This also aided in reinforcing the benefit of reconciling regularly and hopefully after each transaction. Another instructional media used was the the computer to create a document for someone else based on the material and lesson learned. I chose this media form for two reasons: 1) it gave students a chance to review information they had learned and write it out in the way they understood. It also gave them the opportunity to take something (notes they created) with them and 2) this gave me a chance to make sure students had understood the material and retained it after the assessment. I believe the use of multiple instructional media helps to deversify the lesson and reach as many students as possible.

There were many types of instructional media used in this lesson. I chose to use the demonstration technique through the overhead as it is easily accessible and shows exactly how to write the transaction correctly into the register. It also showed how to transfer the information from words to the paper in “banking” terms. I also chose the instructional media of giving the students the chance to use a simulation tactic (using their own register) so they could gain first hand practice of making transactions and then recording them. By giving them 10 transactions it was easy for them to quickly see how easy it is for spending and banking to get out of hand, reinforcing the benefit of reconciling regularly and hopefully after each transaction. The instructional media was the use of the computer to create a document for someone else on the lesson learned. I chose this media form for a few reasons: 1) it gave students a chance to review information they had learned and write it out in the way they understood it 2) this gave me a chance to make sure students had understood the material and retained it after the assessment 3) and the third reason was it gave them something they wrote in words that made sense to them to take with them and use to help others and for themselves in the future. This would allow them to review information easily in the future.

The instructor's feedback to step 4:

No specific feedback given on this step.