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Instructional Design Activity: Lesson Design

 

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:

You did a very nice job on this IDA. The lesson is very well-organized, and I see the thoughts you put in it. There are quite a few things I like about the IDA, and the following are my few comments: 1. The overall objective is very well-written. The separate objectives help readers understand the specifics of what you want students to achieve, which is good to know and very thoughtful. They are not necessary though. 2. The various pre-instructional activities you designed are very good for introducing the lesson. Particularly, I believe they will be effective in capturing student’s attention and maintaining their engagement, since many of them are both interesting and involve student input. 3. The content presentation section also involves a variety of activities that covers the different components to be presented in compelling ways. Teaching with examples is effective most of the time (if not always). It’s very smart to use examples from web resources and movie trailers. You surely motivate students even more! 4. For learner participation, peer work is a big plus. By doing so the instruction not only increases students’ ownership of the task but also provides additional opportunity for them to get familiar with the lesson. Recording student performance is a good strategy to motivate students and assess their “work”. A word of caution is that this should be conducted with care so that nobody feels it threatening. It may not be an issue for most American students (who are very used to presentations in public) though. [Note from Greg: You could use some more detail and clarity about how the videotaping will be done, how the camera(s) will be distributed or shared, etc. And I'm not sure what "video for performance" means.] 5. I love your follow-through activities. They are creative ways to enhance retention and transfer, and they are obviously very relevant to students’ lives! 6. There are only two questions about your media choice. According to what I know about interactive whiteboard, the whiteboard itself can not be connected to the Internet. So if you need to show the class some website on the whiteboard, a computer/laptop with Internet access is necessary. In that case, you want to add computer to your media list as well. Correct me if I am wrong. The second question-- are “tags” some kind of physical objects? My impression from your previous description is that they are important concepts about a book talk. That’s everything I have to comment on your lesson design. Overall, it’s excellent work. Thank you for your effort! Ying [Note from Greg: I approve of Ying's comments, along with my note above and just one additional item I'd like to call your attention to: in your objectives you definitely should avoid language like "demonstrate knowledge of." Instead, just say something like "SWBAT demonstrate how to incorporate identified key effective elements in their book talk performance: (etc.)"]

 

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:

SWBAT generate and perform a "book talk" by writing a script that incorporates key components of a book talk and reciting it effectively. OR SEPARATE: SWBAT generate a written version of a book talk by including key elements in the written version: a. Grab audience attention b. Tell enough to get the listener interested c. Highlight the interesting parts d. Tell who might like the book e. End with a cliffhanger SWBAT demonstrate knowledge of what makes an effective book talk by incorporating identified key elements in their book talk performance: a. Show excitement through voice and body language b. Keep it within the time limit

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:

1. Co-teachers will present both a good and bad version of a book talk (gaining attention). The students will critique the performances by stating what they thought was good/bad about the two performances (form of discussing what they already know and/or need to know). The teachers will write student response on the whiteboard (or have students write). Teacher will display on board and discuss learning objectives. 2. A)Present student handout that outlines project description and rubric. B)Look at examples online (using active whiteboard) on the Reading Rainbow website. Together have students check off components these examples incorporate from project description sheet. C)Explain and show a movie trailer and again highlight components. Have students contribute answers/ideas. D)Show an example of the written version that the students will have to complete before filming performance. Discuss "tags". Answers questions. 3. A)Students will begin working independently on their written version. B) Have them work in groups/partners to peer edit written work. C) Turn in written work for teacher approval. D)Begin practicing performance with group/partner. They should use project discription sheet and rubric to peer evaluate. E) Perform for teacher approval and then video for performance. 4. A) Written portion assessed with rubric through identifying "tags" within work. B) Performance also assessed with rubric. 5. Throughout the school, teachers will be asked to perform book talks for the morning news as well. Students will assess these teacher book talks. Students will also be required to perform additional book talks throughout the school year.

1. Co-teachers will present both a good and bad version of a book talk. The students will critique the performances by stating what they thought was good/bad about the two performances. The teachers will write student response on the whiteboard (or have students write). 2. A)Present student handout that outlines project description and rubric. B)Look at examples online (using active whiteboard) on the Reading Rainbow website. Together have students check off components these examples incorporate from project description sheet. C)Explain and show a movie trailer and again highlight components. Have students contribute answers/ideas. D)Show an example of the written version that the students will have to complete before filming performance. Discuss "tags". Answers questions. 3. A)Students will begin working independently on their written version. B) Have them work in groups/partners to peer edit written work. C) Turn in written work for teacher approval. D)Begin practicing performance with group/partner. They should use project discription sheet and rubric to peer evaluate. E) Perform for teacher approval and then video for performance. 4. A) Written portion assessed with rubric through identifying "tags" within work. B) Performance also assessed with rubric. 5. Throughout the school, teachers will be asked to perform book talks for the morning news as well. Students will assess these teacher book talks. Students will also be required to perform additional book talks throughout the school year.

The instructor's feedback to this step:

No specific feedback given on this step.

 

 

Your final response:

1. active whiteboard 2. active whiteboard, internet 3. pen/paper or laptops, video camera for recording performances (will be on morning news show) 4. tags, rubric 5. rubric

1. active whiteboard 2. active whiteboard, internet 3. pen/paper or laptops, video camera for recording performances (will be on morning news show)

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:

*Active whiteboard - allows teachers to display and interact with materials (online videos, movie trailors, project sheet and rubric, example written portion) *Internet - real life examples of book talks and movie trailers - leads to discussion of components necessary for productive book talk. *Video camera - active/authentic performance that can be shown on the school's morning news program.

*Active whiteboard - allows teachers to display and interact with materials (online videos, movie trailors, project sheet and rubric, example written portion) *Internet - real life examples of book talks and movie trailers - leads to discussion of components necessary for productive book talk. *Video camera - active/authentic performance that can be shown on the school's morning news program.

The instructor's feedback to step 4:

No specific feedback given on this step.