Overall Instructor Rating: Exemplary
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 Audrea:
Nice work on the lesson design. It is very clear and easy to follow. All of the components appear to align well with one another and build upon each. I like the collaborative learning groups for the reasons you stated. The real world follow up activity is a great way to provide transfer and make it meaningful to the students. I'm not clear on the advanced organizer materials - what they actually look like.
Overall, this is a very good lesson design.
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 the procedures for solving equations, the students will be able to solve rational equations using or by graphing.
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;
1a. Using the prompt about distance and speed, discuss the possible ways to determine the different speeds.
1b. Describe the learning goal is to solve rational equations by using algebra or by graphing. Explain the lesson will give systematic procedures to solving rational equations.
1c. Explain that the learners should have the basic skills of adding, subtracting, multiply and dividing fractions, finding the LCD, multiply polynomials, and collecting like terms. Explain that prior knowledge will be assessed by using a prerequisite skill check and pretest.
2. Content presentation;
2a & b. Using the overhead projector, the teacher will demonstrate the steps to solving rational equations using algebra and then by graphing. Using the graphic organizer, the students will copy the steps to solving rational equations using algebra and then by graphing.
3. Learner participation;
3a & b. Using the small whiteboards, the students will practice solve rational equations using the graphic organizers as notes. The students will use the buddy system to check their answers to each question the teacher places on the overhead. The students will ask two people before asking the teacher for assistance.
4. Assessment;
4a. Using chart paper, write and solve a problem using the steps to solving rational equations to present to the class. Next, the students will complete a quiz on solving rational equations.
5. Follow-through activities
5a. The students will the graphic organizers as well as the chart paper posted in the class for retention.
5b. Working in groups of 3, the students will complete an activity where they are planning a family trip and are given the number of miles and the hours needed to travel. There will be three drivers and the students must write equations and solve for the distance driven by each person
1. Pre-instructional activities;
1a. Using the prompt about distance and speed, discuss the possible ways to determine the different speeds.
1b. Describe the learning goal is to solve rational equations by using algebra or by graphing. Explain the lesson will give systematic procedures to solving rational equations.
1c. Explain that the learners should have the basic skills of adding, subtracting, multiply and dividing fractions, finding the LCD, Multiply Polynomials, and collecting like terms. Explain that prior knowledge will be assessed by using a prerequisite skill check and pretest.
2. Content presentation;
2a & b. Using the overhead projector, the teacher will demonstrate the steps to solving rational equations using algebra and then by graphing. Using the graphic organizer, the students will copy the steps to solving rational equations using algebra and then by graphing.
3. Learner participation;
3a & b. Using the small whiteboards, the students will practice solve rational equations using the graphic organizers as notes. The students will use the buddy system to check their answers to each question the teacher places on the overhead. The students will ask two people before asking the teacher for assistance.
4. Assessment;
4a. Using chart paper, write and solve a problem using the steps to solving rational equations to present to the class. Next, the students will complete a quiz on solving rational equations.
5. Follow-through activities
5a. The students will the graphic organizers as well as the chart paper posted in the class for retention.
5b. Working in groups of 3 the students will complete an activity where they are planning a family trip and are given the number of miles and the hours needed to travel, There will be three drivers and the students must write equations and solve for the distance driven by each person
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
1a. Teacher; small groups of 3 or 4 students
1b. Teacher;
1c. Teacher; Pre-Test; Skills Check
2.Content presentation
Teacher; graphic organizer; overhead projector
3. Learner participation
Teacher; small whiteboards graphic organizer; student groups of two
4. Assessment
Chart paper; Quiz
5. Follow-through activities
Graphic organizer; calculator; Small groups of 3
1.Pre-instructional activities
1a. Teacher; small groups of 3 or 4 students
1b. Teacher;
1c. Teacher; Pre-Test; Skills Check
2.Content presentation
Teacher; graphic organizer; overhead projector
3. Learner participation;
Teacher; small whiteboards graphic organizer; student groups of two
4. Assessment;
Chart paper; quiz
5. Follow-through activities
Graphic organizer; calculator; small groups of 3;
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:
Due to the current limitation of technology, I choose to use the tools available to present the information. The overhead projector gives the teacher the opportunity to show one-step at a time and to monitor student behavior as the steps are presented to the students. The graphic organizer gives the students the format of taking notes in math. I did not want to rely on their methods of taking notes. I want the notes to be easy to read and a resource for the students. Using groups give the students the opportunity to participate and learn from each other. It also gives the teacher the opportunity to give instant feedback as each group is visited. I choose to use the chart paper to create a visual. Also asking the students to explain the steps to the class and me will aid in retention. This also gives the teacher another opportunity to assess student learning and to give feedback on their work. Finally, using the calculator will aid in the process of computing numbers quickly to answer the questions present on the performance task.
Due to the current limitation of technology, I choose to use the tools available to present the information. The overhead projector gives the teacher the opportunity to show one-step at a time and to monitor student behavior as the steps are presented to the students. The graphic organizer gives the students the format of taking notes in math. I did not want to rely on their methods of taking notes. I want the notes to be easy to read and a resource for the students. Using groups give the students the opportunity to participate and learn from each other. It also gives the teacher the opportunity to give instant feedback as each group is visited. I choose to use the chart paper to create a visual as well as for the students to explain the steps to me and the class. This also gives the teacher another opportunity to assess student learning and to give feedback on their work. Finally using the calculator will aid in the process
The instructor's feedback to step 4:
No specific feedback given on this step.
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