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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:

Anna, No problem that I didn't get the message to grade this. I just wanted to make sure you were finished before I started making any comments. You seem to understand the lesson design process well, but I have a few suggestions to make your lesson a little more exciting for the students. In section 1a, you only mention that a Power Point presentation will be used in the 'media used' section. I am not clear on what you will be using the PPT presentation for because it is not stated in the instructional plan section. I do suggest that the PPT is incorporated for a visual aspect. I'd also suggest a more interesting motivating strategy - just to get your students interested in this lesson. I would also suggest you make a more creative follow through activity. The one that you have listed is a little bland and doesn't explain what, exactly, the homework will consist of. In my opinion, the more creative and engaging of an activity you create, the more the kids will retain the information. 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:

Students will be able to demonstrate how to correctly endorse a check to be deposited.

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:

1a. Discuss the purpose of endorsement of checks to be deposited including fraud. 1b. Discuss electronic deposits. 1c. Students are expected to know how to fill out a deposit slip. 2. Content presentation a Discuss endorsement of items to be deposited. b. Explain the purpose of writing ‘For deposit only’ on checks after endorsement. c. Discuss endorsement of deposit slip when cash back is wanted. 3. Learner participation a) Students will demonstrate how to correctly endorse checks for deposit and will decide when to use the ‘for deposit only’ rule. Teacher will walk around to observe and be available for questions. b) Students will complete sample deposit slips to receive cash back. c) Identify fraudulent signatures by comparing examples of endorsements. 4. Assessment a. Students will be given sample scenarios of deposit transactions and will be required to demonstrate how to correctly endorse the check, when to use ‘for deposit only’, and how to endorse the deposit slip when cash back is wanted. 5. Follow-through activities a. Homework pertaining to endorsement of checks. b. Students will use this skill for completing more complex transactions and for checking for check fraud.

1a. Discuss the purpose of endorsement of checks to be deposited including fraud. 1b. Discuss electronic deposits. 1c. Students are expected to know how to fill out a deposit slip. 2. Content presentation a Discuss endorsement of items to be deposited. b. Explain the purpose of writing ‘For deposit only’ on checks after endorsement. c. Discuss endorsement of deposit slip when cash back is wanted. 3. Learner participation a) Students will demonstrate how to correctly endorse checks for deposit and will decide when to use the ‘for deposit only’ rule. b) Students will complete sample deposit slips to receive cash back. c) Identify fraudulent signatures by comparing examples of endorsements. 4. Assessment a. Students will be given sample scenarios of deposit transactions and will be required to demonstrate how to correctly endorse the check, when to use ‘for deposit only’, and how to endorse the deposit slip when cash back is wanted. 5. Follow-through activities a. Homework pertaining to endorsement of checks. b. Students will use this skill for completing more complex transactions and for checking for check fraud.

The instructor's feedback to this step:

No specific feedback given on this step.

 

 

Your final response:

1a. Teacher and power point presentation. 1b.& c Overhead samples of checks for deposit. 2a. Teacher, overhead signature samples 2b. Teacher, overhead sample checks 2c. Teacher, overhead sample deposit slips 3. Sample checks, sample deposit slips, signature samples for 3 accounts, teacher 4. Sample scenarios, sample checks, sample deposit slips 5. Handouts, sample deposits slips and checks

1a. Teacher. 1b.& c Overhead samples of checks for deposit. 2a. Teacher, overhead signature samples 2b. Teacher, overhead sample checks 2c. Teacher, overhead sample deposit slips 3. Sample checks, sample deposit slips, signature samples for 3 accounts 4. Sample scenarios, sample checks, sample deposit slips 5. Handouts, sample deposits slips and checks

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:

Power Point and overheads: dynamic representation of concepts and visuals. Providing the students with sample deposit slips and checks to be deposited allows them a chance to demonstrate what they are learning. The sample deposit slips will be accurate and will simulate a real world experience. Allowing the students to assess signatures for endorsement and looking for forgeries will provide some fun as well as illustrating the importance of reconciling their bank statement. Because the students are not handwriting experts the examples will not be difficult. Using overheads will allow for demonstration and for the students to follow along with the lesson.

Providing the students with sample deposit slips and checks to be deposited allows them a chance to demonstrate what they are learning. The sample forms will be correct and will simulate a real world experience. Allowing the students to assess signatures that have been endorsed and looking for forgeries will provide some fun as well as illustrating the importance of reconciling their bank statement. Because the students are not handwriting experts the examples will not be difficult. Using overheads will allow for demonstration and all for the students to follow along with the lesson.

The instructor's feedback to step 4:

No specific feedback given on this step.