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:
Nice job on this IDA.
Your objective is pretty well formed (though it could use a more specific action - see below), and your instructional strategies are arranged in a pretty logical sequence. As a kid, I always loved science and space, and I would have enjoyed this lesson. :)
I have a few concerns and comments for you:
First, I note that you used "discriminate" as the learned capability verb in your objective. This may be ok for this lesson, but I hope you will aim a little higher - at concept learning - for other lessons in the unit you are designing. Also, the Venn diagram seems to be the outcome in your instruction, so you can use it in your objective to specify how students will make this discrimination, for example, "Given the use of various websites, SWBAT discriminate between characteristics of the planets Jupiter and Earth by creating a Venn diagram, listing at least 5 differences and 2 similarities."
In your learner participation section, I would like to see more about what you mean by "explore" and "gather information" - will students have some guiding questions here? Also, I'm wondering whether you will have already discussed the similarities and differences fully in the previous section, or whether you will leave some of these characteristics unspecified so that they can find them on their own during learner participation.
Your follow-through activities seem to all happen during the lesson, and part of what you have here is the completion of Venn diagram, which looks like it could go in the previous section. Are there other things you can do to promote retention and transfer? For example, will you return the Venn diagrams to them for use in a later lesson?
Your media selection and rationale seem sound to me.
Ok - that's it for this IDA. I hope you find my feedback helpful. Nice work!
Greg
(P.S. A reminder for your project: your lesson design should yield information as useful as possible for the lesson development that follows. Sticking faithfully to the steps in lesson design creates a set of steps to follow in your lesson development process.)
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 use of various websites, SWBAT discriminate between characteristics of the planets Jupiter and Earth.
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:
Pre-Instructional Activities
1a. Hook the students by watching the video Magic School Bus Lost in Space. 1b. Inform the students that they will be learning about the planet Jupiter and they will be able to discriminate between the characterisitcs of Jupiter and Earth. 1c. Explain to the students that they already know some things about Earth and Jupiter- they are both planets and Earth is closer to the sun than Jupiter is.
Content Presentation
2a. With the smartboard, visit the NASA Kids website http://solarsystem.nasa.gov/planets/index.cfm. 2b. Explore and discuss this website with the children, specifically talking about Jupiter and Earth and how they are alike and different. Give the students a list of 3 other websites to visit: http://library.thinkquest.org/J002232F/jupiter/jupiterfacts.htm, http://kids.nineplanets.org/jupiter.htm, and http://www.nineplanets.org/jupiter.html. Links to these websites should already be on the students computers.
Learner Participation
3a. The students will be given time to explore the websites listed in 2b on the student computers. 3b. As the students are gathering information from the websites, the teacher will be monitoring the students and giving feedback as needed.
Assessment
4a. The students will complete a venn diagram on Jupiter and Earth, having at least 5 ways they are different and 2 ways they are alike.
Follow-through activities
5a. A checklist will be provided to the students. This checklist will contain: 1. A list of the websites to visit, 2. A place for the students to describe Jupiter. 3. A place for the students to describe Earth. 4. A place to check off that they completed the venn diagram.
5b. Explain to the students that this activity can help them learn about the other planets in our solar system and compare them to our home planet Earth.
Pre-Instructional Activities
1a. Hook the students by watching the video Magic School Bus Lost in Space. 1b. Inform the students that they will be learning about the planet Jupiter and they will be able to discriminate between the characterisitcs of Jupiter and Earth. 1c. Explain to the students that they already know some things about Earth and Jupiter- they are both planets and Earth is closer to the sun than Jupiter is.
Content Presentation
2a. With the smartboard, visit the NASA Kids website http://solarsystem.nasa.gov/planets/index.cfm. 2b. Explore and discuss this website with the children, specifically talking about Jupiter and Earth and how they are alike and different. Give the students a list of 3 other websites to visit: http://library.thinkquest.org/J002232F/jupiter/jupiterfacts.htm, http://kids.nineplanets.org/jupiter.htm, and http://www.nineplanets.org/jupiter.html. Links to these websites should already be on the students computers.
Learner Participation
3a. The students will be given time to explore the websites listed in 2b on the student computers. 3b. As the students are gathering information from the websites, the teacher will be monitoring the students and giving feedback as needed.
Assessment
4a. The students will complete a venn diagram on Jupiter and Earth, having at least 5 ways they are different and 2 ways they are alike.
Follow-through activities
5a. A checklist will be provided to the students. This checklist will contain: 1. A list of the websites to visit, 2. A place for the students to describe Jupiter. 3. A place for the students to describe Earth. 4. A place to check off that they completed the venn diagram.
5b. Explain to the students that this activity can help them learn about the other planets in our solar system and compare them to our home planet Earth.
The instructor's feedback to this step:
No specific feedback given on this step.
|
Your final response:
1. Pre-Instructional Activity- video- Magic School Bus Lost in Space.
2. Content Presentation- Smartboard and internet website http://solarsystem.nasa.gov/planets/index.cfm
3. Learner Participation- Student computers and websites: http://library.thinkquest.org/J002232F/jupiter/jupiterfacts.htm, http://kids.nineplanets.org/jupiter.htm, http://www.nineplanets.org/jupiter.html
4. Assessment- Venn Diagram on paper
5. Follow-through Activity- checklist with websites listed- they can take this home and look at the websites on their home computer.
1. Pre-Instructional Activity- video- Magic School Bus Lost in Space.
2. Content Presentation- Smartboard and internet website http://solarsystem.nasa.gov/planets/index.cfm
3. Learner Participation- Student computers and websites: http://library.thinkquest.org/J002232F/jupiter/jupiterfacts.htm, http://kids.nineplanets.org/jupiter.htm, http://www.nineplanets.org/jupiter.html
4. Assessment- Venn Diagram on paper
5. Follow-through Activity- checklist with websites listed- they can take this home and look at the websites on their home computer.
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 media used for this lesson is the use of a video, smartboard, student computers and various websites, and paper. The video is used to hook the students; it is a dynamic representation of students visiting planets in the solar system. The smartboard is used in the content presentation portion. This tool is a great tool for a teacher-guided lesson. This provides a safe setting where students are free to ask questions as needed. The student computers and websites are for the learner participation portion of the lesson. This offers computer simulation, which is a dynamic representation of concepts and principles. The paper and pencil is used in the assessment and follow-through portions of the lesson. This helps students transfer their knowledge and also guides them along in the activity.
The media used for this lesson is the use of a video, smartboard, student computers and various websites, and paper. The video is used to hook the students; it is a dynamic representation of students visiting planets in the solar system. The smartboard is used in the content presentation portion. This tool is a great tool for a teacher-guided lesson. This provides a safe setting where students are free to ask questions as needed. The student computers and websites are for the learner participation portion of the lesson. This offers computer simulation, which is a dynamic representation of concepts and principles. The paper and pencil is used in the assessment and follow-through portions of the lesson. This helps students transfer their knowledge and also guides them along in the activity.
The instructor's feedback to step 4:
No specific feedback given on this step.
|