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 an extremely thorough, logically arranged set of instructional strategies.
Your objective is well-formed and appropriate. The entire learning process looks like fun, especially the use of movie examples. The use of PowerPoint looks like it will be nice and effective, with the answer hidden until the next slide. The bookmark memory aid looks simple and effective.
And your media selection and rationale look fine.
In short, I don't have a single complaint about your IDA. I usually try to think of some suggestions to make in any case, and the only thing that comes to mind seems rather lame (a detective metaphor associated with the PIBS strategy?). :)
(And maybe - if you make the bookmark memory aid rather fancy, like full-color, laminated, with some nice storybook-looking graphic - maybe students will be more likely to use it?)
So again ... well done!
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 set of 7 fiction books, SWBAT identify the genre of a fiction book using the PIBS strategy for 6 out of the 7 books.
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
a. Motivating the learners/gaining their attention:
Ask students how they go about choosing a movie to watch either at home or at the theater. Ask students how they go about choosing books to read for recreational reading.
b. Informing the learners of the lesson objectives or purposes:
Tell the students that just as people have preferences for certain types, or “genres,” of movies, readers have preferences as well. Tell students that good readers should know what kinds of genres interest them and that they will learn to choose a book according to the genre.
c. Informing the learner of what they already need to know to be successful in this lesson:
Tell the students that if they can pick a good movie, then they can pick a good book. It’s as simple as that!
2. Content Presentation
a. Presenting the content to be learned:
Define "genre."
Assist students in creating a 2 column chart: Genres I already know / Genres I have learned. Students will fill in the first column independently given the prompt, “What types of books do you like to read?”
Tell students that they will use the PIBS strategy for identifying the genre of a book – “Look at the Pictures, Inside cover, Back of cover, read the Summaries.” (P=pictures, I=Inside cover, B=back cover, S=summaries)
b. Guiding the learners as they are presented with the content
Present a PowerPoint using the projector to the whole group. The PowerPoint will define each of the major genres (realistic fiction, mystery / suspense, adventure, historical fiction, fantasy, science fiction, and humor). Slides will also provide examples of each genre using first a popular movie.
Then novel summaries will be presented, and students will be invited to guess the genres before the answer is exposed on the next slide. Students will fill in the second column of notes as they view the PowerPoint presentation.
Then the students will be reminded of the PIBS strategy - “Look at the Pictures, Inside cover, Back of cover, read the Summaries.”
3. Learner Participation
a. Giving the learner opportunity for practice
Students will work in a collaborative group. Present the students with a set of 5 books, each from a different genre. Using sticky notes, they will label each book with its genre. Remind the students to look at the cover, the inside and back summaries “PIBS”.
b. Giving the learner opportunity for feedback
When the group has finished the task, lead them in a discussion of how they made their decisions. Remind them to refer back to their notes as necessary.
4. Assessment
a. Tests and other assessments to see if anything has been learned as a result of this lesson
Give the students a new set of 5 books. Using a worksheet, have each student independently match the genre of the book to the book title. Students will also write an explanation of what the acronym PIBS stands for.
5. Follow-through activities
a. Memory aids for retention
Have students make a bookmark with the acronym PIBS on it.
b. Activities to help learners transfer their learning to other contexts
Take the students to the media center. Have them pick a book to read and orally explain or write an explanation as to how they identified the genre.
1. Pre-instructional Activities
a. Motivating the learners/gaining their attention:
Ask students how they go about choosing a movie to watch either at home or at the theater. Ask students how they go about choosing books to read for recreational reading.
b. Informing the learners of the lesson objectives or purposes:
Tell the students that just as people have preferences for certain types, or “genres,” of movies, readers have preferences as well. Tell students that good readers should know what kinds of genres interest them and that they will learn to choose a book according to the genre.
c. Informing the learner of what they already need to know to be successful in this lesson:
Tell the students that if they can pick a good movie, then they can pick a good book. It’s as simple as that!
2. Content Presentation
a. Presenting the content to be learned:
Define "genre."
Assist students in creating a 2 column chart: Genres I already know / Genres I have learned. Students will fill in the first column independently given the prompt, “What types of books do you like to read?”
Tell students that they will use the PIBS strategy for identifying the genre of a book – “Look at the Pictures, Inside cover, Back of cover, read the Summaries.”
b. Guiding the learners as they are presented with the content
Present a PowerPoint using the projector to the whole group. The PowerPoint will define each of the major genres (realistic fiction, mystery / suspense, adventure, historical fiction, fantasy, science fiction, and humor). Slides will also provide examples of each genre using first a popular movie.
Then novel summaries will be presented, and students will be invited to guess the genres before the answer is exposed on the next slide. Students will fill in the second column of notes as they view the PowerPoint presentation.
Then the students will be reminded of the PIBS strategy - “Look at the Pictures, Inside cover, Back of cover, read the Summaries.”
3. Learner Participation
a. Giving the learner opportunity for practice
Students will work in a collaborative group. Present the students with a set of 7 books, one from each genre. Using sticky notes, they will label each book with its genre. Remind the students to look at the cover, the inside and back summaries “PIBS”.
b. Giving the learner opportunity for feedback
When the group has finished the task, lead them in a discussion of how they made their decisions. Remind them to refer back to their notes as necessary.
4. Assessment
a. Tests and other assessments to see if anything has been learned as a result of this lesson
Give the students a new set of 7 books. Using a worksheet, have each student independently match the genre of the book to the book title. Students will also write an explanation of what the acronym PIBS stands for.
5. Follow-through activities
a. Memory aids for retention
Have students make a bookmark with the acronym PIBS on it.
b. Activities to help learners transfer their learning to other contexts
Take the students to the media center. Have them pick a book to read and orally explain or write an explanation as to how they identified the genre.
The instructor's feedback to this step:
No specific feedback given on this step.
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Your final response:
1. Pre-instructional activities - Teacher
2. Content presentation - 2 column notes, PowerPoint with Teacher
3. Learner participation - trade fiction books, sticky notes, 2 column notes from above
4. Assessment - trade fiction books, worksheet
5. Follow-through activities - Media Center books
1. Pre-instructional activities - Teacher
2. Content presentation - 2 column notes, PowerPoint with Teacher
3. Learner participation - trade fiction books, sticky notes, 2 column notes from above
4. Assessment - trade fiction books, worksheet
5. Follow-through activities - Media Center books
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:
2 column notes - can be used as a future study tool; graphic layout appeals
to visual learners
PowerPoint - provides a dynamic representation of book summaries and relationships between book genres to movie genres; provides opportunity for engaging game format
fiction books - provide hands-on, tactile and realistic experience
worksheet - represents knowledge quickly for assessment purposes
2 column notes - can be used as a future study tool; graphic layout appeals
to visual learners
PowerPoint - provides a dynamic representation of book summaries and relationships between book genres to movie genres; provides opportunity for engaging game format
fiction books - provide hands-on, tactile and realistic experience
worksheet - represents knowledge quickly for assessment purposes
The instructor's feedback to step 4:
No specific feedback given on this step.
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