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Instructional Design Activity: Lesson Design
Overall Instructor Rating: Satisfactory Ratings explanation:
Instructor's Overall Feedback: You did a good job in this IDA. It seems that you’ve understood the lesson design process. Here are only a few notes to you: 1. 1c states “Students must be able to manage basic PC tasks related to sending emails with attachments”. Its sounds more like a prerequisite skill than a pre-instructional activity. Is there a way to create some activity (or state it as an activity) that ensures the learners possess this important skill before the formal instruction starts? 2. In 2 content presentation, it seems to me that only 2a is an activity that can be viewed as content presentation per se. 2b describes an activity that is almost completely about learner participation in a practice to enhance or reflect what they have learned from viewing the presented materials in 2a. Therefore, it’s more appropriate to me that the second activity goes to the next section --learner participation. 3. What you currently have for 3 learner participation is a more specific explanation of all the things that learners will do to fulfill the second activity described in content presentation. After reorganizing the narrative, it’ll be a good complement if the overall description of the learner activity in section 2 is moved down here. Otherwise, what is here for learner participation looks repetitive of the things you described in the previous section. 4. In 5a, 5b and 5c (Follow-Through Activities), you could be more specific about “reading assignments”, “the resources”, and “all career resource websites” so that everything is crystal clear to your readers, although they might be able to figure what you really meant. For example, the resources to be printed in 5b and all career resource websites are the same things to me (only in different forms). But I’m not 100 percent sure. Reducing the guess work on this part will be helpful for both learners and other instructors who may use or refer to your lesson plan. 5. In the media choice section, it’s somewhat repetitive to list digital camera again in your assessment part, since it’s already described in the learner participation for the same activity. Also, I’m not sure what the “completed quiz” means because it never appeared previously. Did you mean the paragraph of explanation about why an outfit is appropriate or not by the learners? [Note from Greg: I, too, would like for you to identify this quiz - what it will quiz the learners about, how it will be created and delivered, and where it fits into the overall instructional plan.] 6. You presented a strong rationale about all your instructional decisions. I particularly appreciate your consideration of learner access issues regarding the various technologies involved. Since this is a web-based module, is it assumed that every learner should have access to Internet, at least at school? A statement about this may help, but it is not a big issue. [Note from Greg: You have listed Internet access a couple of time prior to this, so no problem here.] Another thing I’m curious about-- You stated “Many materials currently available discuss the subject of career attire using examples that do not take into consideration current fashion trends; therefore will not appeal to a younger audience.” Do the resources/materials you presented contain anything unusual in this aspect to capture the young audience’s interest? [Note from Greg: I think I get it - you were trying to make the point that that WSU materials are more suitable for young people than many other sources. Is that correct? Maybe Ying wanted to know what the characteristics of the WSU site are that make this so.] 7. Lastly, the overall lesson does not seem quite interactive. I understand it’s often difficult to make instructions interactive enough when learners are left to web-based units. But is there anything (strategies, activities, etc.) can be added to improve interactivity in your case? If there are already some elements in the module or online resources that are really engaging, it’ll be great to spell those out in the plan. Again, this is just something for thought. [Note from Greg: I think the act of submitting an outfit example and getting feedback is pretty interactive. But if there are other interactive elements you can build into the web site, that would also be a plus. Perhaps a little self-check quiz in the middle on the dos and don'ts of attire? For this kind of idea, or for your quiz at the end, note that there are automated tools on the web that are available to help build quizzes and surveys, such as surveymonkey.com. But these are ideas, not necessarily requirements.] Thank you for your hard work! Ying [Note from Greg: I approve of Ying's feedback, along with the notes I've added above.]
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: Lesson 1 Objective: SWBAT generate at least five techniques for making a positive first impression during the job interview. 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.
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:
Your final response: This course is designed for high school students. Time constraints require non-traditional means to ensure the lessons are presented in their entirety for the benefit of the students. If presented face 2 face, the materials would likely be scaled down and students wouldn't get the full benefit of all the lessons needed to understand all parts of the job search process. By presenting in a web based format, students can complete the activities at their own pace, in their own home as well as retain the links and access to course resources for use in future job searches. The WSU career site is designed for young people seeking employment, so it is ideal for this target audience. Many materials currently available discuss the subject of career attire usings examples that do not take into consideration current fashion trends; therefore will not appeal to a younger audience. Using a PC is very appropriate for this audience, as they are very comfortable in a virtual environment, and it provides further practice utilizing PC skills, which will be critical in most careers. Allowing the student to use their own clothes ensures they are able to assemble an outfit from clothes they already own and forces them to consider the appropriateness of their own wardrobe for the business environment. Concerns with internet child safety lead us to allow students to take a picture of an outfit or use magazine pictures. For students who use magazine pictures; this takes the pressure off students who may not currently own clothes that are appropriate; however, they get the same practice activity assembling an outfit. Giving the option of a digital photo, scanning or mailing a magazine picture takes into consideration that some students may not own digital photo equipment. A Projector is a good way to display information during lecture and activities for students to see and take notes. PowerPoint is an easy to use application. It' easy to print off the slides to hand out to students for additional reference. Since students won't have access to PCs during class, a projector is needed to display the website that will be used to dispay appropriate interview attire. The website itself was chosen because it is hosted by WSU and was designed as a job search aid for college students who will be entering the work force. Therefore its target audience is also young people. The sight is a wealth of information on attire, profressional behavior, resume writing, writing cover letters, interview skills, etc. The large group discussion gives the instructor a chance to "teach" the basic concepts the students will need to learn in the unit. The small group discussions give the students a chance to practice applying the skills in smaller, more intimate groups and get feedback from their peers before sharing with the entore class. In addition, a current trend in the workplace is teamwork and small group project work. This will give them exposure to a common element of the work environment. The instructor's feedback to step 4: No specific feedback given on this step.
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