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Instructional Design Activity: Lesson Design

 

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:

Excellent job on this IDA. Your objective is well-formed. Your instructional strategies are for the most part logically arranged. And your choice of media and rationale has some depth to it, in anticipation of different possible delivery scenarios. I just have a few concerns and comments for you: First, regarding your lesson objective, I note that you are at the problem-solving level (generate). I think this is an accurate view of the intellectual skill level, and, as I mentioned above, this is a well-written objective. I just want to say that in your overall unit design, you'll want to keep an eye on the learning hierarchy. If you are already at the problem-solving level for one lesson, then the subsequent lesson objectives should also be at the problem-solving level. Lessons that teach concepts or principles should come earlier in the sequence. And I'm not sure what your overall unit design looks like at this point, so please keep this in mind. Regarding the different possible delivery modes for your lesson, you should ultimately settle on one mode (face to face or via email) for your lesson design and then walk back though the strategies you have put together and confirm that you've fleshed things out in a workable fashion for this delivery mode. If you feel that you cannot nail down the mode of delivery, then you should create separate designs and development for each, just to be safe. Under learner participation, you have learners conducting searches on 1-2 topics using these various methods. I wonder about having them do, if possible, at least 2 different topics, and more if time would permit. Under Assessment, you have the teachers submit a lesson plan with videos incorporated. But up until this point you have not included the lesson planning in the instruction, only the searching. I do realize that these are teachers and they are already familiar with lesson planning. But what are you looking for in the lesson plans they create for this instruction? Since you have the lesson plan built into your objective, and not merely the searching, then I recommend that you at least present some samples or models to follow. In any case, you should not assess anything for which you did not provide instruction - remember instructional congruency. One thought I have is just to create a simple rubric by which you will assess the lessons they submit, and teach to this rubric. You might also observe and assess the search process itself if you teach face-to-face. Everything else is looking really good - 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 the United Streaming website resources, teachers and staff will be able to generate a United Streaming-enhanced lesson plan by searching and finding relevant information for their instruction and/or planning using the search bar, subject search, advanced search tool, and Boolean terms.

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: Teachers and staff will be greeted by email with a catchy video or two downloaded from United Streaming and a lesson plan or quiz idea retrieved from United Streaming in order to capture their attention by showing them what is available and to motivate them to want to learn more. This email which will kick-off their instruction will also contain the lesson objective. (If logistically possible for all involved, this can be done via PowerPoint or the use of a SmartBoard.) Content presentation: Through a hand-out with screen captures, the media specialist (a member of our team) will present a guided tour and demonstration of how to search via the search bar and subject search, as well as the aid and assistance of expanding/narrowing the search via the “advanced search” and “narrow my search” options. We will explore how Boolean terms help or detract in our searches. (If logistically possible for all involved, this can be done via PowerPoint or the use of a SmartBoard.) Learner participation: Teachers will take hand-outs with screen captures (pictures) provided to assist them in working through a search of 1-2 topics in their areas of instruction/learning using: the search bar, subject search, narrow my search, advanced search, and Boolean terms. The media specialist will be available for guidance and trouble-shooting. Assessment: Teachers will, without the use of the hand-outs, search via the search bar, subject search, narrow my search, and advanced search methods a topic in their field. They will identify videos (full or segments), lesson plans/quizzes, and other useful results of their search by incorporating those items into a lesson plan or plans. They will submit their plans to the instructor via email. Follow-through activities: 1. United Streaming-enhanced lesson plans will be critiqued & returned via email with comments and/or suggestions provided. 2. The media specialist will provide support as needed and additional lessons for professional development on the topic. 3. Teachers are encouraged to submit via email 1 other lesson plan enhanced by United Streaming plans, quizzes, video, or other method on a topic/lesson of their choice.

Pre-instructional activities: Teachers and staff will be greeted by email with a catchy video or two downloaded from United Streaming and a lesson plan or quiz idea retrieved from United Streaming in order to capture their attention by showing them what is available and to motivate them to want to learn more. This email which will kick-off their instruction will also contain the lesson objective. (If logistically possible for all involved, this can be done via PowerPoint or the use of a SmartBoard.) Content presentation: Through a hand-out with screen captures, the media specialist (a member of our team) will present a guided tour and demonstration of how to search via the search bar and subject search, as well as the aid and assistance of expanding/narrowing the search via the “advanced search” and “narrow my search” options. We will explore how Boolean terms help or detract in our searches. (If logistically possible for all involved, this can be done via PowerPoint or the use of a SmartBoard.) Learner participation: Teachers will take hand-outs with screen captures (pictures) provided to assist them in working through a search of 1-2 topics in their areas of instruction/learning using: the search bar, subject search, narrow my search, advanced search, and Boolean terms. The media specialist will be available for guidance and trouble-shooting. Assessment: Teachers will, without the use of the hand-outs, search via the search bar, subject search, narrow my search, and advanced search methods a topic in their field. They will identify videos (full or segments), lesson plans/quizzes, and other useful results of their search by incorporating those items into a lesson plan or plans. They will submit their plans to the instructor via email. Follow-through activities: 1. United Streaming-enhanced lesson plans will be critiqued & returned via email with comments and/or suggestions provided. 2. The media specialist will provide support as needed and additional lessons for professional development on the topic. 3. Teachers are encouraged to submit via email 1 other lesson plan enhanced by United Streaming plans, quizzes, video, or other method on a topic/lesson of their choice.

The instructor's feedback to this step:

No specific feedback given on this step.

 

 

Your final response:

Media choice for each learning component: Pre-instructional—Computers, downloaded video(s), SmartBoard if group presentation, PowerPoint if individual presentation, email or link to a site with information if individually presented. Content—PowerPoint, SmartBoard, or Hand-out with screen captures, computer, access to United Streaming Learner participation—hand-out, individual computers in media center/classroom/home, access to United Streaming Assessment—Individual computers, videos from United Streaming, email Follow-through activities—Individual computers, videos from United Streaming, email

Media choice for each learning component: Pre-instructional—Computers, downloaded video(s), SmartBoard if group presentation, PowerPoint if individual presentation, email or link to a site with information if individually presented. Content—PowerPoint, SmartBoard, or Hand-out with screen captures, computer, access to United Streaming Learner participation—hand-out, individual computers in media center/classroom/home, access to United Streaming Assessment—Individual computers, videos from United Streaming, email Follow-through activities—Individual computers, videos from United Streaming, email

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:

Computers—We are using computers to find & search the info on the website. It is to be used in the presentation of material, in practice, and in assessment. SmartBoard/PowerPoint—The SmartBoard is a good, LIVE method of presentation. The PowerPoint is a good method of presentation for learners to use on their own time and for follow-up. These will be used, if possible, in the Pre-activity and Content presentation. Downloaded videos—These are basically what we are striving to obtain from United Streaming. These will be used in the pre-activity and in content presentation. Hopefully, learners will use them for their assessment and follow-up too. Hand-outs—The hand-outs will be used for learners to use individually for their practice and possible for content presentation. It will provide the individual, non-time-conforming assistance needed for at home learning, ongoing support, and follow-up. Access to United Streaming—United Streaming is our method and our material that we will use. E-mail—This is a good, non-paper way for learners to submit their lesson plans for assessment and to provide feedback. It will also be used in the follow-through activity and possible in the pre-instructional activity. Hand-outs—The hand-out will be used for learners to use individually for their practice. It will provide the individual, non-time-conforming assistance needed for at home learning. Access to United Streaming—United Streaming is our method and our material that we will use. E-mail—This is a good, non-paper way for learners to submit their lesson plans for assessment and to provide feedback. It will also be used in the follow-through activity.

Computers—We are using computers to find & search the info on the website. It is to be used in the presentation of material, in practice, and in assessment. SmartBoard/PowerPoint—The SmartBoard is a good, LIVE method of presentation. The PowerPoint is a good method of presentation for learners to use on their own time and for follow-up. These will be used, if possible, in the Pre-activity and Content presentation. Downloaded videos—These are basically what we are striving to obtain from United Streaming. These will be used in the pre-activity and in content presentation. Hopefully, learners will use them for their assessment and follow-up too. Hand-outs—The hand-outs will be used for learners to use individually for their practice and possible for content presentation. It will provide the individual, non-time-conforming assistance needed for at home learning, ongoing support, and follow-up. Access to United Streaming—United Streaming is our method and our material that we will use. E-mail—This is a good, non-paper way for learners to submit their lesson plans for assessment and to provide feedback. It will also be used in the follow-through activity and possible in the pre-instructional activity. Hand-outs—The hand-out will be used for learners to use individually for their practice. It will provide the individual, non-time-conforming assistance needed for at home learning. Access to United Streaming—United Streaming is our method and our material that we will use. E-mail—This is a good, non-paper way for learners to submit their lesson plans for assessment and to provide feedback. It will also be used in the follow-through activity.

The instructor's feedback to step 4:

No specific feedback given on this step.