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:
Hi Ansley:
Your lesson design is very thorough and has many good parts to it that should help your students reach the goals. I like the idea of using the animation to explain visually how the canal works.
Here are the things you need to address:
The learner participation should be more closely aligned with the rest of the sections (content presentation and assessment). The assessment activities appear to be more of an extension of the learning experience rather than a measurement of how well they met the learning objectives. I would make some of the activities in the assessment align more closely with the learning participation and content presentation or expand them to match the assessment activities better. Also, are they getting enough presentation and practice to be able to explain how the locks work? This should be in your assessment somewhere if it is a learning objective. It looks like it appeared in the follow-up activities.
Dr. Law
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. SWBAT describe the route of the Panama Canal and the length of time it takes a ship to navigate through the Canal.
2. SWBAT summarize the benefits and challenges created by the Panama Canal by constructing a Powerpoint presentation.
3. SWBAT demonstrate how locks work by creating a replica of the Panama Canal.
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:
a) Introduce the lesson by identifying the country of Panama on a large wall world map. Briefly discuss the Panama Canal, and ask students why they think that Panama would be a good location to build a canal. Show the Web site "How the Panama Canal Works--Java Animation". This site includes a java animation clip that illustrates how a ship moves along through the Canal by a series of rises and falls in water levels, which are controlled by six locks.
b) Encourage student inquiry by asking the students to imagine the length of time it would take to get goods from one destination to another if the Panama Canal did not connect the oceans. Inform the students that they are going to be learning about the importance of the Panama Canal, as well as the challenges that went along with its development.
c) Explain that students are expected to remember several vocabulary words that we studied earlier this year, including isthmus, canal, lock, and trade. Students are also expected to have experience using Microsoft Powerpoint and a web browser.
2. Content Presentation:
a) Present a Powerpoint presentation that gives students more in-depth information about the history of the Canal, how it works, and why it is so important to world economies and globalization. The presentation also explains the geographical and political features that make Panama a good location for a canal, as well as why the Panama Canal is considered one of the greatest engineering feats of all time.
b) Provide the students with a graphic organizer that has basic questions that were answered in the Powerpoint. Assist students that are having difficulty with the practice, and discuss the correct answers at the end. Also review and discuss the main concepts of the presentation. Ask students to imagine what the experience of traveling through the Panama Canal would be like.
Learner Participation:
a)Allow students to compete to see who can be first to discover the number of miles saved for ships traveling from New York to San Francisco (thus revealing the real purpose of the Panama Canal). Students will need 10-15 minutes to search for this data, which can be found at the previously used Web site.
b)Check students' answers as they are working. If they get the answer incorrect, guide them through the steps to finding the correct answer.
4. Assessment:
a) Organize students into three groups to work to complete the following assignments:
Group 1--As journalists, you are assigned to cover the Panama Canal and will write brief news reports about traveling through the Canal in its early years.
Group 2--As members of the U.S. Congress, you will write about the decision to return the Canal to Panama.
Group 3--As historians, you will report about the United States' role in conceiving the idea for and building of the Canal.
Inform students that each group will collect and assimilate data needed to complete their assignment. Provide students will a list of Web sites that they may use in their research. Allow students adequate time to conduct the research needed for the assignments.
b) Inform students that they will prepare their research to be shared orally with the entire class. Students will use Microsoft Powerpoint to create and record their research reports. Students may insert clip art, pictures, and other graphics into their presentations. Explain to students that evaluation of their project will be based on participation in the research as well as how well their presentation follows the guidelines set forth in the grading rubric.
c) Allow each group of students to present their work to the class. Their printed work will afterward be displayed in the hallway or classroom.
Follow-Through Activities:
a) Allow students to create a model of the Panama Canal using modeling clay, water, a toy boat, and Legos. Students will be able to see how the locks on the Canal raise and lower to allow ships to move along the Canal.
b) Allow students to discuss disposition of the Panama Canal as a case in a courtroom setting. Act as a judge and divide the remaining students into two groups. Each group will appoint one student to represent them. In presenting the case, the judge will be called upon to decide who will get the Panama Canal, the United States or Panama. The decision should be made based on which group presents the strongest case.
1. Pre-Instructional Activities:
a) Introduce the lesson by identifying the country of Panama on a large wall world map. Briefly discuss the Panama Canal, and ask students why they think that Panama would be a good location to build a canal. Show the Web site "How the Panama Canal Works--Java Animation". This site includes a java animation clip that illustrates how a ship moves along through the Canal by a series of rises and falls in water levels, which are controlled by six locks.
b) Encourage student inquiry by asking the students to imagine the length of time it would take to get goods from one destination to another if the Panama Canal did not connect the oceans. Inform the students that they are going to be learning about the importance of the Panama Canal, as well as the challenges that went along with its development.
c) Explain that students are expected to remember several vocabulary words that we studied earlier this year, including isthmus, canal, lock, and trade. Students are also expected to have experience using Microsoft Powerpoint and a web browser.
2. Content Presentation:
a) Present a Powerpoint presentation that gives students more in-depth information about the history of the Canal, how it works, and why it is so important to world economies and globalization. The presentation also explains the geographical and political features that make Panama a good location for a canal, as well as why the Panama Canal is considered one of the greatest engineering feats of all time.
b) Provide the students with a graphic organizer that has basic questions that were answered in the Powerpoint. Assist students that are having difficulty with the practice, and discuss the correct answers at the end. Also review and discuss the main concepts of the presentation. Ask students to imagine what the experience of traveling throught the Panama Canal would be like.
Learner Participation:
a)Allow students to compete to see who can be first to discover the number of miles saved for ships traveling from New York to San Francisco (thus revealing the real purpose of the Panama Canal). Students will need 15-20 minutes to search for this data, which can be found at the previously used Web site.
b)Check students' answers as they are working. If they get the answer incorrect, guide them through the steps to finding the correct answer.
4. Assessment:
a) Organize students into three groups to work to complete the following assignments:
Group 1--As journalists, you are assigned to cover the Panama Canal and will write brief news reports about traveling through the Canal in its early years.
Group 2--As members of the U.S. Congress, you will write about the decision to return the Canal to Panama.
Group 3--As historians, you will report about the United States' role in conceiving the idea for and building of the Canal.
Inform students that each group will collect and assimilate data needed to complete their assignment. Provide students will a list of Web sites that they may use in their research. Allow students adequate time to conduct the research needed for the assignments.
b) Inform students that they will prepare their research to be shared orally with the entire class. Students will use Microsoft Powerpoint to create and record their research reports. Students may insert clip art, pictures, and other graphics into their presentations. Explain to students that evaluation of their project will be based on participation in the research as well as how well their presentation follows the guidelines set forth in the grading rubric.
c) Allow each group of student to present their work to the class. Their printed work will afterward be displayed in the hallway or classroom.
Follow-Through Activities:
a) Allow students to create a model of the Panama Canal using modeling clay, water, a toy boat, and Legos. Students will be able to see how the locks on the Canal raise and lower to allow ships to move along the Canal.
b) Allow students to discuss disposition of the Panama Canal as a case in a courtroom setting. Act as a judge and divide the remaining students into two groups. Each group will appoint one student to represent them. In presenting the case, the judge will be called upon to decide who will get the Panama Canal, the United States or Panama. The decision should be made based on which group presents the strongest case.
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:
a)Wall Map; Panama Canal Web site: http://www.ared.com/kora/jave/pcc/javaani.html
b)Teacher
c)Vocabulary Chart
2. Content Presentation:
a) Panama Canal Powerpoint Presentation
b) Panama Canal Graphic Organizer; Teacher support
3. Learner Participation:
a)Laptops; Panama Canal Web site (URL above)
b)Same as a); Teacher support
Assessment:
a)Web sites for finding data; laptops
b)Microsoft Powerpoint; Presentation Rubric
c)audience
Follow-through Activities:
a)Modeling clay; water; toy boat; Legos
b)Teacher; class participation
1. Pre-Instructional Activities:
a)Wall Map; Panama Canal Web site: http://www.ared.com/kora/jave/pcc/javaani.html
b)Teacher
c)Vocabulary Chart
2. Content Presentation:
a) Panama Canal Powerpoint Presentation
b) Panama Canal Graphic Organizer; Teacher support
3. Learner Participation:
a)Laptops; Panama Canal Web site (URL above)
b)Same as a); Teacher support
Assessment:
a)Web sites for finding data; laptops
b)Microsoft Powerpoint; Presentation Rubric
c)audience
Follow-through Activities:
a)Modeling clay; water; toy boat; Legos
b)Teacher; class participation
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:
There are several instructional media affordances used in this lesson. The first is the Panama Canal Web site. It is a dynamic representation of how the Panama Canal works. Students get to see a boat traveling through the Canal and how the locks raise and lower the water level. It is good for the students to see a visual of this concept because it helps to make the abstract vocabulary more understandable. On this Web site, they also get to see a live video of ships passing through the actual Canal. This helps make the concept of the Canal more real to them.
Another media affordance is the Panama Canal Powerpoint presentation. This presentation informs the students of the benefits and challenges that were tied to the development of the Panama Canal. Students gain relevant and useful data by listening to and watching this presentation. It is a more entertaining way to learn the information rather than simply reading it out of a textbook.
The final media affordance used is the Panama Canal Graphic Organizer. This is an excellent way for the students to organize their thoughts, as well as concepts that were introduced in the lesson. Another advantage of this organizer is that it allows for easy review outside of class.
Panama Canal Web Site: dynamic representation of how the Panama Canal works
Panama Canal Powerpoint Presentation: dynamic representation of the challenges and benefits tied to the Panama Canal
Panama Canal Graphic Organizer: organizes thoughts and concepts related to the Panama Canal
Microsoft Powerpoint:
The instructor's feedback to step 4:
No specific feedback given on this step.
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