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:
Very nice job on this IDA. You seem to understand this process well.
Overall, I would like to encourage you to write in a little more detail and to consider creative alternatives as you do.
For example, in 1b, this looks like a classic situation in which the learners might not tend to buy in to the content. Explaining why this is important can sometimes go over like a lead balloon. And "a discussion would ensue" sounds like you hope the discussion will happen by itself. So ... I hope you'll consider what strategies you can use to make this a compelling part of the instruction. I know it may be hard to make a topic like this exciting in any real sense, but perhaps there are some specific stories you could tell or specific examples you could show to help get your point across. Could a teacher from high school come and visit your class to give it to them from the horse's mouth, so to speak, that this is a real standard they will be required to know? Or perhaps another idea would be to present a citation example that is so faulty that one can't use it to track down the source being cited. Not that my brainstormings here will necessarily be the right solution, but I hope you get the idea.
In your content presentation (section 2), you present a lecture and a worksheet, and an onscreen demonstration. This may be an effective approach to this particular lesson, but I would invite you to consider how many time these learners have been presented with lectures and worksheets, and be open to the possibility of alternative ideas emerging.
In your assessment section (4), I wonder if a simple rubric would be helpful that lists the format components of a correct citation.
Thus I am happy with what you've done and would just encourage you to go further with your ideas.
Thanks for the hard work!
Greg
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 the resource tool GALILEO for locating information, the SWBAT demonstrate writing a citation according to MLA standards for an assigned school research paper.
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. A pretest will be given to determine learner needed lessons. This would be a quick quiz where the students would have to write a citation from provided GALILEO information. This would determine if the students can create a citation completely, somewhat, or not at all. This would help determine the lesson focus.
b. Students will be told why it is important to use MLA citations and their benefits for the future (i.e. high school, college). A discussion would ensue and the students should be able to brainstorm some valid reasons for using proper citations. A graphic organizer may be utilized during the discussion if deemed appropriate and nescessary.
c. Review MLA standards using a handout and the GALILEO research guide found online, students should already have basic knowledge of MLA citation.
2. Content Presentation
a. A lecture will be given on the formatting and writing of an MLA citation, referring to the handout given in pre-instructional activities and the online GALILEO research guide.
b. A worksheet will be given with citation information in which the students must place the given information into an MLA standard citation. This will be a group activity to ensure each student is understanding the MLA citation concept.
c. The teacher will use a projector to show the students where on GALILEO to locate the needed information for an MLA citation using an example database.
3. Learner Participation
a. Students will be asked to locate a source of information in GALILEO and practice writing an MLA citation for the source located.
b. Students will be asked to complete a rough draft bibliography page of a research paper using MLA citations from GALILEO.
c. Students are provided with feedback and instructional support from the teacher circulating around the room.
4. Assessment
a. Students will be assessed on their rough draft bibliography page, created in the learner participation step, as to their skill in writing an MLA citation using GALILEO as a source.
5. Follow-through Activities
a. The students can keep the handout provided to them in the pre-instructional activities step for future reference and need.
b. The teacher will again emphasis the importance and need for standard MLA citations and where they can locate the online GALILEO research guide.
c. Students will be responsible for creating their own bibliography page for their next assigned research paper.
1. Pre-instructional activities
a. A pretest will be given to determine learner needed lessons.
b. Students will be told why it is important to use MLA citations and their benefits for the future (i.e. high school, college).
c. Review MLA standards using a handout, students should already have basic knowledge of MLA citation.
2. Content Presentation
a. A lecture will be given on the formatting and writing of an MLA citation, referring to the handout given in pre-instructional activities.
b. A worksheet will be given with citation information in which the students must place the given information into an MLA standard citation.
c. The teacher will use a projector to show the students where on GALILEO to locate the needed information for an MLA citation.
3. Learner Participation
a. Students will be asked to locate a source of information in GALILEO and practice writing an MLA citation for the source located.
b. Students will be asked to complete a rough draft bibliography page of a research paper using MLA citations from GALILEO.
c. Students are provided with feedback and instructional support from the teacher circulating around the room.
4. Assessment
a. Students will be assessed on their rough draft bibliography page, created in the learner participation step, as to their skill in writing an MLA citation using GALILEO as a source.
5. Follow-through Activities
a. The students can keep the handout provided to them in the pre-instructional activities step for future reference and need.
b. The teacher will again emphasis the importance and need for standard MLA citations.
c. Students will be responsible for creating their own bibliography page for their next assigned research paper.
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
paper pretest given, handouts provided, verbal presntation
2. Content Presentation
verbal presentation, practice worksheet, teacher computer demonstration
3. Learner Participation
computer interaction/demonstration, instructor feedback
4. Assessment
student created bibliography on computer
5. Follow-through Activities
verbal presentation, handouts reinforced
1. Pre-instructional Activities
paper pretest given, handouts provided, verbal presntation
2. Content Presentation
verbal presentation, practice worksheet, teacher computer demonstration
3. Learner Participation
computer interaction/demonstration, instructor feedback
4. Assessment
student created bibliography on computer
5. Follow-through Activities
verbal presentation, handouts reinforced
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:
1.Handout: Dynamic representation of process used as a reference for students after completion of lesson.
2.Teacher Computer/Verbal Demonstration: Dynamic representation of process with visual and verbal reinforcement.
3.Student Computer Interaction/Demonstration: Interaction and repetition of process and concepts for reinforcement and rote memory.
1.Handout: Dynamic representation of process used as a reference for students after completion of lesson.
2.Teacher Computer/Verbal Demonstration: Dynamic representation of process with visual and verbal reinforcement.
3.Student Computer Interaction/Demonstration: Interaction and repetition of process and concepts for reinforcement and rote memory.
The instructor's feedback to step 4:
No specific feedback given on this step.
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