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:
Bravo! You have completed a thorough, logically arranged set of instructional strategies. I like the way you've worked with supporting objectives, among other things.
I have just one note for your consideration:
I know it may seem like splitting hairs, but there is no need to call this a psychomotor skill (and I might not have caught this in your previous IDA). That is a good thing in my thinking because normally we try to focus on intellectual skills with instructional design. And you are certainly teaching many non-psychomotor elements in this lesson.
There are lots of procedural skills taught in ID that are not considered psychomotor skills, even though they involve physically carrying out certain steps. The distinction here is that psychomotor skills involve non-trivial motor skills that require repeated physical practice to acquire the skill, such as how to dynamically control the nuances of zooming in and out, framing the shot, etc. while operating a video camera. Or how to swing a golf club correctly.
So therefore I would call the baby seat operating skill "rule-using" and use "demonstrate" as the learned capability verb.
Again, an outstanding IDA!
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:
Unit 2, Lesson 3 from my previous IDA
Course ICM
Unit ICM
Title: New Car Seats
Terminal (Psychomotor) Objective: Given an unfamiliar (new) car seat, an appropriately-sized doll, and a vehicle, the Child Passenger Safety Technician (CPST) will be able to execute proper car seat use by installing the seat without any errors.
Subordinate (Attitudinal) Objective: Given the opportunity to answer questions about a new car seat, the CPST will choose to refer to the manufacturer’s instruction manual rather than rely on previous knowledge.
Subordinate (Verbal Information) Objective: Given experience with new car seats, the CPST will be able to recite key features such as higher weight limits or new brand names by writing them on the post-test.
Subordinate (Concepts) Objective: Given experience with new car seats, the CPST will be able to identify at least one feature or specific instruction different from what he/she learned in previous trainings by stating that difference to the class during group discussion time.
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. Share the number of new car seats introduced to the U.S. market each year for the past 5 years. Show close-up photos of features on these new car seats and have the students speculate on the purpose of those features. Show pictures of obvious (but well-intended) car seat misuse, followed by a picture of a vehicle after a severe crash. Pose the question of whether it is worth the time to read the instructions to figure out how these new features work. (Gagne’s 1st event: Gaining attention)
1b. Describe that the goal of the lesson is to give them experience with and knowledge of some of these new features, with an emphasis on using the manufacturer’s instructions. Explain that they will have an opportunity to work “hands-on” with some new car seats. (Gagne’s 2nd event: Informing the learner of the objective)
1c. Explain that current certification as a Child Passenger Safety Technician is expected; some experience using that training at actual check events or inspection stations is preferred. Conduct a short written pre-test; the questions will be designed to call upon their previous knowledge of car seats, some of which they will learn has changed in the coming content presentation. (Gagne’s 3rd event: Stimulating recall of prerequisite learning)
2. CONTENT PRESENTATION
2a. Show pictures of several new or significantly updated car seats. Discuss key points of each: weight limits, intended use, and/or unique features. (Gagne’s 4th event: Presenting the stimulus material)
2b. During the presentation, identify features or usage instructions that are exceptions to the “rules” they have learned in the past. Stress instances where the teacher was surprised by information in the manual or found directions in the manual that were not on the car seat labels (in order to model the practice for the learner participation portion). Mention using the table of contents or index of the instruction manual to help locate needed information. (Gagne’s 5th event: Providing learner guidance)
3. LEARNER PARTICIPATION
3a. Divide the class into groups of two (or three), and distribute a new car seat, its instruction manual, and a worksheet to each group. Tell the students to answer the questions on the worksheet (based on the instructions) and to use the car seat to complete the adjustments the worksheet specifies. The last step calls for them to harness a doll appropriately in the car seat. (Gagne’s 6th step: Eliciting the performance)
3b. Assist students as necessary as they go through the worksheet. “Approve” them as being ready to move to the next step (assessment) only when they have completed everything in 3a correctly. (Gagne’s 7th step: Providing feedback about performance correctness)
4. ASSESSMENT
4a. Ask each group to install the car seat in a vehicle. The students are permitted (and encouraged) to use the instruction manuals. The teacher will inspect it for proper installation. (Gagne’s 8th step: Assessing the performance)
2nd assessment: Conduct a short written post-test (the same as in Part 1) … after the follow-through activities. (Gagne’s 8th step: Assessing the performance)
5. FOLLOW-THROUGH ACTIVITIES
5a. Let the learners keep the PPT handouts of the new car seats and their features. Go around the classroom and have each group verbally share something they discovered that was different about the car seat they worked with. Ask them to state where they learned about that difference (labels, instructions, the experience of installing the seat, etc.) (This class sharing could also be part of the assessment since it corresponds to one of the objectives.)
5b. Distribute printouts of other resources CPSTs can use to learn about new car seats: the American Academy of Pediatrics car seat guide Web site (which includes a list of all seats on the market); the new NHTSA ease-of-use rating Web site (which describes and rates features on all seats on the market), and a list of manufacturers’ Web sites (which usually have the instruction manuals). Challenge them to read up on one new car seat each week. (Gagne’s 9th step: Enhancing retention and transfer)
1. PRE-INSTRUCTIONAL ACTIVITIES
1a. Share the number of new car seats introduced to the U.S. market each year for the past 5 years. Show close-up photos of features on these new car seats and have the students speculate on the purpose of those features. Show pictures of obvious (but well-intended) car seat misuse, followed by a picture of a vehicle after a severe crash. Pose the question of whether it is worth the time to read the instructions to figure out how these new features work. (Gagne’s 1st event: Gaining attention)
1b. Describe that the goal of the lesson is to give them experience with and knowledge of some of these new features, with an emphasis on using the manufacturer’s instructions. Explain that they will have an opportunity to work “hands-on” with some new car seats. (Gagne’s 2nd event: Informing the learner of the objective)
1c. Explain that current certification as a Child Passenger Safety Technician is expected; some experience using that training at actual check events or inspection stations is preferred. Conduct a short written pre-test; the questions will be designed to call upon their previous knowledge of car seats, some of which they will learn has changed in the coming content presentation. (Gagne’s 3rd event: Stimulating recall of prerequisite learning)
2. CONTENT PRESENTATION
2a. Show pictures of several new or significantly updated car seats. Discuss key points of each: weight limits, intended use, and/or unique features. (Gagne’s 4th event: Presenting the stimulus material)
2b. During the presentation, identify features or usage instructions that are exceptions to the “rules” they have learned in the past. Stress instances where the teacher was surprised by information in the manual or found directions in the manual that were not on the car seat labels (in order to model the practice for the learner participation portion). (Gagne’s 5th event: Providing learner guidance)
3. LEARNER PARTICIPATION
3a. Divide the class into groups of two (or three), and distribute a new car seat, its instruction manual, and a worksheet to each group. Tell the students to answer the questions on the worksheet (based on the instructions) and to use the car seat to complete the adjustments the worksheet specifies. The last step calls for them to harness a doll appropriately in the car seat. (Gagne’s 6th step: Eliciting the performance)
3b. Assist students as necessary as they go through the worksheet. “Approve” them as being ready to move to the assessment only when they have completed everything in 3a correctly. (Gagne’s 7th step: Providing feedback about performance correctness)
4. ASSESSMENT
4a. Ask each group to install the car seat in a vehicle. The students are permitted (and encouraged) to use the instruction manuals. The teacher will inspect it for proper installation. (Gagne’s 8th step: Assessing the performance)
2nd assessment: Conduct a short written post-test (the same as in Part 1) … after the follow-through activities. (Gagne’s 8th step: Assessing the performance)
5. FOLLOW-THROUGH ACTIVITIES
5a. Let the learners keep the PPT handouts of the new car seats and their features. Go around the classroom and have each group verbally share something they discovered that was different about the car seat they worked with. Ask them to state where they learned about that difference (labels, instructions, the experience of installing the seat, etc.) (This class sharing could also be part of the assessment since it corresponds to one of the objectives.)
5b. Distribute printouts of other resources CPSTs can use to learn about new car seats: the American Academy of Pediatrics car seat guide Web site (which includes a list of all seats on the market); the new NHTSA ease-of-use rating Web site (which describes and rates features on all seats on the market), and a list of manufacturers’ Web sites (which usually have the instruction manuals). Challenge them to read up on one new car seat each week. (Gagne’s 9th step: Enhancing retention and transfer)
The instructor's feedback to this step:
No specific feedback given on this step.
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Your final response:
1. Teacher; PowerPoint presentation
2. PowerPoint presentation (on screen and as a handout); new car seats as visual aids; teacher
3. Student worksheet; car seats and instruction manuals; dolls
4. Car seats and instruction manuals; dolls; vehicles; teacher
5. Handouts
1. Teacher; PowerPoint presentation
2. PowerPoint presentation (on screen and as a handout); new car seats as visual aids; teacher
3. Student worksheet; car seats and instruction manuals; dolls
4. Car seats and instruction manuals; dolls; vehicles; teacher
5. Handouts
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:
The main instructional media used in this lesson are the car seats themselves, along with their instruction manuals. Such media are appropriate for a psychomotor objective because the students must manipulate and install the car seat assigned to their group. Because each car seat is different, the paper instruction manual is necessary for them to refer to for that particular car seat. A 2-page worksheet guides them through the information-gathering stage and adjustments so that the students have specific tasks to practice; it also allows each group to proceed at their own pace. The brief content presentation is a fairly short PowerPoint that gives them a sense of the variety of new car seats; the photos in the presentation help the students see (enlarged, on the screen) a detail of the smaller car seat) that the teacher is pointing to at the front of the classroom. The dolls and vehicles simulate (as much as possible) the actual performance environment, and the final handouts give the students an opportunity to continue their learning after the lesson.
The main instructional media used in this lesson are the car seats themselves, along with their instruction manuals. Such media are appropriate for a psychomotor objective because the students must manipulate and install the car seat assigned to their group. Because each car seat is different, the paper instruction manual is necessary for them to refer to for that particular car seat. A 2-page worksheet guides them through the information-gathering stage and adjustments so that the students have specific tasks to practice; it also allows each group to proceed at their own pace. The brief content presentation is a fairly short PowerPoint that gives them a sense of the variety of new car seats; the photos in the presentation help the students see (enlarged, on the screen) a detail of the smaller car sea) that the teacher is pointing to at the front of the classroom. The dolls and vehicles simulate (as much as possible) the actual performance environment, and the final handouts give the students an opportunity to continue their learning after the lesson.
The instructor's feedback to step 4:
No specific feedback given on this step.
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