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 Heather:
Great work on this IDA. The pre-instructional activities are well designed and should really help to gain their attention and set the right tone for all that follows. I also really liked the assessment approach using both peer and expert feedback activities. One thing that is lacking is more description on what the content presentation would look like. I realize you are using existing materials but a little more on the methods and/or media characteristics would be helpful.
Overall, this is a solid lesson plan that should serve you well.
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:
Given GEN curriculum materials, Teachers will be able to implement (demonstrate) the Pollination Department lesson to students either throughout the regular school activities or in an after-school club with support of the written activity guide and provided supplies.
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. Discuss the need for Env. Education, mentioning "nature-deficit disorder" (Richard Louv) and support from studies showing improvement in overall performance when incorporating EE. To focus on the Pollination Department, mention the fact that we are losing Earth's pollinators and the repercussions of this. Also show pictures and give accounts of current GEN clubs and their projects (i.e. Pollinator Gardens).
b. Describe the concept of GEN and how it may be incorporated into the curriculum. Present the Pollination PowerPoint. Go over the Pollination Department background and give a brief account of the various activities included. Mention that much of this Unit will take place outdoors.
c. Explain the need for basic (plant) biology knowledge, though background information is explicit. Some materials will need to be gathered when performing actual instruction with students. Access to plants, particularly flowers, will be necessary for many activities.
2. Content presentation
a&b. Distribute the Pollination Department section of the GEN manual. Introduce 'Suga Magnolia' as the Department Manager and her five pollinator workers. Go through the introductory puppet show.
3. Learner participation
a. Present 3-5 previously determined activities. Go through their background, learning objectives and how to implement them. Learners/teachers are to take the role of students to see how the activity is led by an instructor. Show how to use the manual and online videos in preparation. Allow for questions and interaction throughout this portion of the course.
4. Assessment
Break teachers up into teams (2-3) and assign (or have them choose) an activity. Provide supplies and ample time to prepare. Each group will lead an activity to the rest of the course participants.
Provide feedback and suggestions after practice implementation. Allow other course participants to interact in feedback (teachers often have great ideas to share).
5. Follow-through activities
a. Provide links for online training videos. Give access to GEN instructor listserv, available as a forum to discuss problems, ideas, and stories from individual GEN clubs.
b. Listserv provides opportunity to interact and learn from other instructors/teachers. At next workshop (focusing on other GEN Departments), provide opportunity for discussion on implementation of the Pollination Department curriculum (problems, successes, suggestions).
1. Pre-instructional activities
a. Discuss the need for Env. Education, mentioning "nature-deficit disorder" (Richard Louv) and support from studies showing improvement in overall performance when incorporating EE. To focus on the Pollination Department, mention the fact that we are losing Earth's pollinators and the repercussions of this. Also show pictures and give accounts of current GEN clubs and their projects (i.e. Pollinator Gardens).
b. Describe the concept of GEN and how it may be incorporated into the curriculum. Present the Pollination PowerPoint. Go over the Pollination Department background and give a brief account of the various activities included. Mention that much of this Unit will take place outdoors.
c. Explain the need for basic (plant) biology knowledge, though background information is explicit. Some materials will need to be gathered when performing actual instruction with students. Access to plants, particularly flowers, will be necessary for many activities.
2. Content presentation
a&b. Distribute the Pollination Department section of the GEN manual. Introduce 'Suga Magnolia' as the Department Manager and her five pollinator workers. Go through the introductory puppet show.
3. Learner participation
a. Present 3-5 previously determined activities. Go through their background, learning objectives and how to implement them. Learners/teachers are to take the role of students to see how the activity is led by an instructor. Show how to use the manual and online videos in preparation. Allow for questions and interaction throughout this portion of the course.
4. Assessment
Break teachers up into teams (2-3) and assign (or have them choose) an activity. Provide supplies and ample time to prepare. Each group will lead an activity to the rest of the course participants.
Provide feedback and suggestions after practice implementation. Allow other course participants to interact in feedback (teachers often have great ideas to share).
5. Follow-through activities
a. Provide links for online training videos. Give access to GEN instructor listserv, available as a forum to discuss problems, ideas, and stories from individual GEN clubs.
b. Listserv provides opportunity to interact and learn from other instructors/teachers. At next workshop (focusing on other GEN Departments), provide opportunity for discussion on implementation of the Pollination Department curriculum (problems, successes, suggestions).
The instructor's feedback to this step:
No specific feedback given on this step.
|
Your final response:
1. Teacher; computer (PowerPoint)
2. Teacher; written GEN manual; Puppet show
3. Teacher; hands-on activities
4. Manual (supplies provided)
5. Computer; manual
1. Teacher; computer (PowerPoint)
2. Teacher; written GEN manual; Puppet show
3. Teacher; hands-on activities
4. Manual (supplies provided)
5. Computer; manual
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:
Teacher: The Garden Earth Naturalist curriculum is meant to be a hands-on, science-inquiry based program, therefore live, interactive instruction is preferred. The workshop allows teachers to interact and ask questions with the instructor, providing the opportunity to further their training.
Computer: Though the bulk of the program will take place outside or inside in science-inquiry experiments, we recognize the growth and value of using computers in the classroom. Therefore, PowerPoints are provided for each Department as an introduction for both the teacher and for teachers to use with their students. In many cases their are two versions, however the level is appropriate for both purposes.
Videos: The online videos are provided as a "refresher" or visual overview of more complicated activities (those which may not be understood by primarily reading the manual).
Listserv: provided as ongoing support and as an outlet for interaction with the curriculum instructors and between teachers.
Teacher: The Garden Earth Naturalist curriculum is meant to be a hands-on, science-inquiry based program, therefore live, interactive instruction is preferred. The workshop allows teachers to interact and ask questions with the instructor, providing the opportunity to further their training.
Computer: Though the bulk of the program will take place outside or inside in science-inquiry experiments, we recognize the growth and value of using computers in the classroom. Therefore, PowerPoints are provided for each Department as an introduction for both the teacher and for teachers to use with their students. In many cases their are two versions, however the level is appropriate for both purposes.
Videos: The online videos are provided as a "refresher" or visual overview of more complicated activities (those which may not be understood by primarily reading the manual).
Listserv: provided as ongoing support and as an outlet for interaction with the curriculum instructors and between teachers.
The instructor's feedback to step 4:
No specific feedback given on this step.
|