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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:

Hi Peggy: Thanks for the revision. The examples you included provided me the information needed to assess the instructional approach. Thank you, Dr. Law Hi Peggy: I think this could be a good lesson plan using self-paced instructional materials, computer lab activities, and the follow up take home activities. My concern is that I don't know enough about the instructional plans contained within the materials. Could you describe a little more about what students will see and do with the materials and lab work? A few more comments: Show a video about nutritional facts of processed foods and discuss how some food manufacturing companies try to disguise the real nutritional value of their products. ------- good opportunity here to show some examples to gain their attention and make your case. Instructional Plan: 2a & b. Distribute the self-paced guide that guides the student through the procedures of 1) looking up unfamiliar ingredients 2) determining the ingredinets’ RDA and glycemic index values 3) listing the values on a worksheet 4) calculating the total RDA for the product 5) calculating the glycemic average for the product. Explain that everyone will have the opportunity to go through the guide on the computer after a complete demonstration of the steps. ---- what does the demonstration look like? can students ask questions? 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 appropriate materials (valid food-identification, RDA, and Glycemic-Index URLs; 2 sample labels from processed foods; and a sample fact sheet), SWBAT (audience): 1) identify (LCV) 2 unfamiliar ingredients by listing their definitions (or food groups) and 2) classify (LCV) 80% of the ingredients on each label, according to RDA and Glycemic Index, to generate (LCV) a fact sheet for each label.

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: 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) Instructional Plan: 1a. Show a video about nutritional facts of processed foods and discuss how some food manufacturing companies try to disguise the real nutritional value of their products. 1b. Lesson objectives will be listed on a handout. The teacher will discribe that the goal of the lesson is to demonstrate how ingredients on food product labels can be explained and interpreted. 1c. Explain that experience using a web browser and a calculator are expected. Instructional Component: 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 Instructional Plan: 2a & b. Distribute the self-paced guide that guides the student through the procedures of 1) looking up unfamiliar ingredients 2) determining the ingredinets’ RDA and glycemic index values 3) listing the values on a worksheet 4) calculating the total RDA for the product 5) calculating the glycemic average for the product. Explain that everyone will have the opportunity to go through the guide on the computer after a complete demonstration of the steps. Instructional Component: 3. Learner participation a) Giving the learner opportunities for practice (i.e. eliciting the performance) b) Giving the learner feedback during practice Instructional Plan: 3a. Move to a computer lab, if necessary. Tell the students to follow the procedures in the guide. 3b. Assist students as necessary as they go through the guide. Instructional Component: 4. Assessment a) Tests and other assessments to see if anything has been learned as a result of this lesson Instructional Plan: 4a. The worksheet that the student generates while doing step 3 will be the assessment instrument. Instructional Component: 5. Follow-through activities a) Memory aids for retention b) Activities to help learners transfer their learning to other contexts Instructional Plan: 5a. Let the students keep the self-paced guide in order to review the steps. 5b. Assign an out-of-class activity in which the student must generate another worksheet for 2 different processed food items.

(I will send this to you in an email.)

The instructor's feedback to this step:

No specific feedback given on this step.

 

 

Your final response:

1a. Video; teacher 1b. Teacher; self-paced guide 1c. Teacher; PowerPoint presentation 2a & b. Self-paced guide, fact worksheet, teacher, PowerPoint presentation, computer 3a. Self-paced guide, computer, fact worksheet, computer’s calculator 3b. Teacher 4a. Teacher; computer, fact worksheet 5a & b. Self-paced guide; computer, fact worksheet, computer’s calculator

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:

The self-paced text guide for this instruction will also serve as a memory aid after the course ends. The guide will describe and illustrate each step in the procedure, so memorization of the process is not necessary. The use of the video at the beginning of the course depicts a real-life situation and will provide human interest to the topic. The fact worksheet is provided to assist the students in listing and calculating the values they look up on the Internet. Though a sheet of scratch paper could be used just as easily, the worksheet is provided in case a student forgets scratch paper. The PowerPoint presentation is used because it provides a consistent demonstration each time the course is presented. A hard-copy of the PowerPoint slides can be kept on hand, in case there is a problem with the projector at the time of the class. The students will be given the opportunity to use a computer to practice the procedure during part of the class and the teacher will be available to assist and answer questions.

The self-paced text guide for this instruction will also serve as a mnemonic aid after the course ends. The guide will describe and illustrate each step in the procedure, so memorization of the process is not necessary. The use of the video at the beginning of the course depicts a real-life situation and will provide human interest to the topic. The fact worksheet is provided to assist the students in listing and calculating the values they look up on the Internet. Though a sheet of scratch paper could be used just as easily, the worksheet is provided in case a student forgets scratch paper. The PowerPoint presentation is used because it provides a consistent demonstration each time the course is presented. A hard-copy of the PowerPoint slides can be kept on hand, in case there is a problem with the projector at the time of the class.

The instructor's feedback to step 4:

No specific feedback given on this step.