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:
An excellent lesson design. Well done! You seem to understand this process quite well.
And I really appreciate you providing me with this material in table format.
I have just a couple of notes for you:
In 1a, I like the way you provided for an alternative medium for creating a graphic organizer, in case Inspiration is not available.
In 2a, is the handout you will use already in existence, or is it something you will create?
In 3b, I assume that the information in the handout and the "descriptive chart" are the same thing.
Your media rationale looks good to me. But you might want to mention the World wide Web explicitly here rather than indirectly, since it is definitely a part of the media situation for this lesson.
Again, great 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 a choice of online catalog (OPAC), electronic encyclopedia, electronic database, or websites, the learner will be able to demonstrate how to select the most appropriate information resource for his/her needs.
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
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)
1a. Discuss the importance of information literacy skills. State statistics on how many webpages are created or how many people have contributed to Wikipedia. Students will generate a definition of "information literacy" and give examples of when they have used information literacy skills in small groups and either put their ideas in an Inspiration graphic organizer or create a poster with their responses.
1b. Describe the goal of the lesson is to introduce information literacy skills that can be applied to their class assignment. Explain that learning how to select the most appropriate resource will make research easier and more accurate.
1c. Explain that basic computer knowledge, searching skills, and previous research experience are expected (familiarity with Inspiration would also be necessary if using that program).
1a. Media Specialist, students, computers set up in a lab configuration, Inspiration to create graphic organizer or large pieces of paper for students to record responses
1b. Media Specialist; PowerPoint
1c. Media Specialist; PowerPoint presentation
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
2a Distribute the handout outlining the steps that students will take to search the OPAC, electronic encyclopedia, electronic databases, and websites. Explain that we will take a hypothetical research assignment/question and go through the steps required to find the most appropriate resources.
b. Using a research example very similar to what the students will have as part of their assignment, have them follow the steps to finding resources on their computers.
2a. and b. handout, computers, media specialist will need PPT and projector to guide students through the process
3. Learner participation
a) Giving the learner opportunities for practice (i.e. eliciting the performance)
b) Giving the learner feedback during practice
3a Working with a partner, have students locate a resource of each type. Share with the class and have class evaluate the helpfulness of each.
b. Help students see why one resource may be more appropriate/helpful than another. The resource should match the research focus. An encyclopedia article is not going to be as helpful on a critical thinking assignment. Hand out information that lists each type of resource and the types of assignments best matched to each.
3a. and b. Computer, media specialist, student responses, descriptive chart
4. Assessment
a) Tests and other assessments to see if anything has been learned as a result of this lesson
4a. Give each student a potential research topic and ask them to locate one resource for every type. Have them explain which resource would be most helpful and why.
4a. Media specialist, computer, handout with research topic
5. Follow-through activities
a) Memory aids for retention
b) Activities to help learners transfer their learning to other contexts
5a. Let the students keep the hand outs and notes from the group and individual activities.
5b. Review the assignment given by the classroom teacher and help guide them as needed.
5a. hand outs and computer
5b. Teacher assigned research project/question
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. Media Specialist, students, computers set up in a lab configuration, Inspiration to create graphic organizer or large pieces of paper for students to record responses
1b. Media Specialist; PowerPoint
1c. Media Specialist; PowerPoint presentation
2a. and b. handout, computers, media specialist will need PPT and projector to guide students through the process
3a. and b. Computer, media specialist, student responses, descriptive chart
4a. Media specialist, computer, handout with research topic
5a. hand outs and computer
5b. Teacher assigned research project/question
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
The main instructional media used in this lesson is the media specialist guided research lesson accompanied by the Power Point slides and supplementary hand outs. Learning how to select and identify the most appropriate research resource is something that students struggle with any time they are asked to locate materials. It would be very difficult for students to understand the process without actually going through it step by step--first watching the instructor, then with a partner on an example, and finally an actual classroom assignment where they can apply their skills. The handouts help guide them through the process and provide a reference if they get stuck. It is more appropriate to have a paper copy of the process because they will be using the computer to locate their resources. By focusing on the skills first and the content second, students will be able to transfer those skills to any content area. By connecting the steps to an actual assignment, students will be more likely to actually follow the steps and evaluate their resources before using them.
The instructor's feedback to step 4:
No specific feedback given on this step.
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