IDA - Lesson Design

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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:

This IDA is well-done! You seem to understand what the process is about. I only have very few notes as follows: 1. For your pre-instructional activity 2b “Discuss charts and previous knowledge to create bridge to new knowledge”, could it be a little more specific (e.g., are you going to group students for the discussion or is this going to be a whole-class discussion as some instructors usually do?) so that readers understand how learners will be engaged. The lesson will also be more helpful for other instructors who may want to use this as a resource. 2. In the content presentation section, I like your idea of involving students more by having them come up to the SMART board to work through the lessons and examples. My personal experience tells that’s always exciting for students! Another strength of your plan for this part is that you included a balanced combination of teaching and practice. This way your class will be less likely to get bored or lose interest in the instruction. 3. I also like your assessment ideas. Including the KWHL chart activity as pre-assessment is smart and it definitely helps students relating to previous knowledge and experience on this topic. Also, although the ticket out the door activity is designed as part of the assessment, I believe it will also help retention and transfer of the search-related knowledge and skill after the instruction. 4. The use of KWHL chart throughout the lesson for various purposes clearly demonstrated the thoughts you’ve put into this assignment. Good job! 5. You’ve enumerated the software and hardware needed in media choice. Maybe Internet access/connection should be there as well? I know how used to it we’ve got so that a lot of the time it’s just this easy to assume availability of World Wide Web!  That’s all I have for your lesson design IDA. Thank you for the good work! Ying [Noe from Greg: I approve of Ying's feedback. I would also like to say that I like the way you have your learners create a guide for future learners. "He who teaches, learns." :) ]

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 search term SWBAT, demonstrate the use of Comptons Britanica Online to find information on said term.

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. Pre-instructional activities a. Gain students' attention by doing and discussing KWHL chart about using online encyclopedias-- b. Discuss charts and previous knowledge to create bridge to new knowledge. Write the skills already known and the lesson objectives to be learned on the board. 2. Content presentation a. Show SMART board demonstration/lesson on accessing GALILEO. Pass out quick referece guides that show how to use GALILEO and can be used later as an example to create a quick referece guide on Compton's Britannica. b. Show SMART board demonstration/lesson on accessing Compton's through GALILEO. Have individual students up to the SMART borad to work through the lessons and examples. c. Have students take notes during this portion of the activity making them aware they will need to create a quick reference guide for others students. 3. Learner participation a. assign one topic to entire class for searching. b. have students follow steps from SMART presentation and their own notes to search for the given topic c. circulate around the room and check for comprehension. If needed re-teach and redirect students. 4. Assessment-- pre-test and prequsite skills: a. KWHL chart above test--ticket out the door a. Allow students to choose a new search term. b. Have students write down one piece of information they found from new search term on a piece of paper and turn it in on the way out the door. 5. Follow-through activities--homework a. Have students go home and create a one-page study guide for future students on how to search using Compton's Britannica. They may model these quick reference guides on the GALILEO one passed out to them in the first activity. This may be done on a wordprocessor and submitted electronically or in person depending on resources at home. b. Have students complete their KWHL chart with how they learned the info and what they learned.

1. Pre-instructional activities a. Gain students' attention by doing and discussing KWHL chart on online encyclopedias-- b. Discuss charts and previous knowledge to create bridge to new knowledge. Write the skills already known and the lesson objectives to be learned on the board. 2. Content presentation a. Show SMART board demonstration/lesson on accessing Galileo. b. Show SMART board demonstration/lesson on accessing Compton's through Galileo. Have individual students up to the SMART borad to work through the lessons and examples. c. Have students take notes during this portion of the activity making them aware they will need to create a learning guide for others students. 3. Learner participation a. assign one topic to entire class for searching. b. have students follow steps from SMART presentation and their own notes to search for the given topic c. circulate around the room and check for comprehension. If needed re-teach and redirect students. 4. Assessment-- pre-test and prequsite skills: a. KWHL chart above test--ticket out the door a. Give students new search term. b. Have students write down one piece of information they found from new search term on a piece of paper and turn it in on the way out the door. 5. Follow-through activities--homework a. Have students go home and create a one-page study guide for future students on how to search using Compton's Britanica. b. Have students complete their KWHL chart with how they learned the info and what they learned.

The instructor's feedback to this step:

No specific feedback given on this step.

Your final response:

1. Human Instructor--SMART Board, LCD projector and teacher laptop, pencil and paper for student KWHL charts 2. Human Instructor--SMART Board, LCD projector and teacher laptop, Internet Explorer, Galielo Database and Compton's Britanica Online Encyclopedia, pencil and paper for notes 3. Human Instructor--SMART Board, LCD projector and teacher laptop, student desktop computers, Internet Explorer, Galielo Database and Compton's Britanica Online Encyclopedia, student notes 4. Human Instructor--SMART Board, LCD projector and teacher laptop, student desktop computers, Internet Explorer, Galielo Database and Compton's Britanica Online Encyclopedia, pencil and paper for ticket out the door and KWHL chart 5. Human Instructor--SMART Board, LCD projector and teacher laptop, student desktop computers, Internet Explorer, Galielo Database and Compton's Britanica Online Encyclopedia, pencil and paper for KWHL chart and homework

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:

Human Instructor--provides information, manipulates SMART presentation, demonstrates skills, provides feedback SMART Board and LCD projector with teacher laptop--demonstrates skills and shows new content--used both by teacher and student student desktop computers--used for individual searches, important for students to practice skills on their own Internet Explorer--one of the most popular browsers and used on all computers at the school Galielo Database and Compton's Britanica Online Encyclopedia--used by CCSD and an important resource for students' future research projects pencil and paper for KWHL chart and homework--allows students to write down information to aid in transfer of knowledge.

The instructor's feedback to step 4:

No specific feedback given on this step.