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 I-Yung:
This is an excellent lesson plan. I really liked the pre-instructional activities to gain the learners' attention and prepare them for what follows. I also like the contest/game for the assessment. Great 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:
Students will be able to identify composition rules used in sample photos.
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:
No final draft
1. Pre-instructional activities
1a.
Show the students with some sample pictures with composition rules applied, and compare them with ordinary pictures that did not apply the rules. Allow the students to express freely about the differences they see from the pictures, and then explain how the power of composition can bring the pictures alive.
1b.
Explain the goal of the lesson is to introduce the five basic composition rules, and they will be able to identify composition rules used in sample photos after the lesson.
1c.
Explain that experiences using a camera are expected, and it is preferred to bring pictures they took before the lessons.
2. Content presentation
2a & b.
Distribute the handouts and present the content through PowerPoint. Introduce the five rules in order. Use examples with proper explanations to help learners understand the content. Before moving on the next rule, allow students to ask questions to make sure they understand it.
3. Learner participation
3a & b.
Put students into groups, distribute the sample pictures to them, and ask them to identify the composition rules used in the pictures based on what they just learned. Allow 15 minutes of discussion. While the students are discussing, walk around the room to see if they have questions or give proper feedback to their discussion.
4. Assessment
4a.
Keep the students in groups, and have a little contest between groups. Explain the rule of the game: the instructor will show them more sample pictures and ask them to identify the rule(s) applied in each of them. The fastest student who raises hand will get the chance to answer the question, but if he/she get it wrong, the group will not have a second chance to answer it. Run the contest and engage students in learning.
5. Follow-through activities
5a.
Remind the students to review the handout before next lesson.
5b.
Encourage students to try out some rules they learned in the lesson by themselves.
The instructor's feedback to this step:
No specific feedback given on this step.
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Your final response:
No final draft
1a.
Teacher; learner; sample pictures
1b.
Teacher
1c.
Teacher
2.
Handouts; computer; teacher
3.
Learner; sample pictures
4.
Sample pictures
5.
Handout
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:
No final draft
There are two main instructional media used in this lesson – handout and sample pictures.
The handout provides basic information about the content, and allows students to check back for information during the lesson, group discussion, group contest, and after class. This will facilitate the students to learn and retain the content.
The sample pictures also played an important role as an instructional media. The sample pictures help connect the rules and real world situation. It allows students to explore more about the content and see how the rules can be applied.
The instructor's feedback to step 4:
No specific feedback given on this step.
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