Return to the list of Lesson Design IDAs | Return to the IDA Library Home Page

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 is a well-done IDA. The lesson is logically arranged and stated in concise and clear terms. I don’t have much to comment on except a couple of questions: 1. In the content presentation area, you talked about two approaches to deliver the instruction--individualized instruction and group instruction. I’m just curious about when an instructor will use them respectively? Does this merely depend on the class size? I just want to know more about your consideration in this regard. 2. In media choice, should Internet access also be there? Since the focus of instruction is to save search results, I assume it involves the web. Overall, the instruction itself looks very straightforward, but I bet a lot of time and thought have to be devoted to production of the self-paced guide. Good job! Ying [Note from Greg: I approve of Ying's feedback. :) ]

 

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:

LWBAT demonstrate how to use the “My Content” feature of United Streaming to save the results of his/her searches.

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 1a. Motivate the learner by including the following statement at the beginning of the printed self-paced guide (read aloud if using large group instruction): “Now that you have successfully used search techniques to find resources, how can you save those results so that you won’t have to search for them again?” 1b. Inform the learner that the objective for this lesson is to be able to use the “My Content” feature of United Streaming to save the results of his/her searches. 1c. Inform the learner that prerequisite skills include basic computer skills (using a mouse, clicking and dragging), logging on and accessing United Streaming (lesson one), and using search techniques to find resources on a particular topic (lesson two). 2. Content presentation 2a. The self-paced guide will provide step-by-step instructions on how to save the results of a search using numbered text and screenshots. 2b. When using individualized instruction, the self-paced guide will lead the students through the process. When using large group instruction, the teacher/facilitator can also guide the students. 3. Learner participation 3a. The self-paced guide will present the learner with a topic to research and will guide the learner through saving the results of the search. The guide will then take the learner through the steps of sorting the search based on various criteria. 3b. The self-paced guide will provide feedback for the learner through screenshots of each step. The learner will compare the contents of his/her screen to the screenshot. 4. Assessments The self-paced guide will present the learner with a second topic to research, and then without consulting the guide, the learner will search for resources on that topic, save the search to “My Content,” and then sort the search by media. 5. Follow-through activities 5a. The self-paced guide should be kept by the learner as a reference. 5b. The self-paced guide will include a suggested follow-up assignment: The learner will choose a topic for an upcoming lesson in his/her classroom, search for resources on that topic, save the search to "My Content," and sort the search by grade level.

1. Pre-Instructional activities 1a. Motivate the learner by including the following statement at the beginning of the printed self-paced guide (read aloud if using large group instruction): “Now that you have successfully used search techniques to find resources, how can you save those results so that you won’t have to search for them again?” 1b. Inform the learner that the objective for this lesson is to be able to use the “My Content” feature of United Streaming to save the results of his/her searches. 1c. Inform the learner that prerequisite skills include basic computer skills (using a mouse, clicking and dragging), logging on and accessing United Streaming (lesson one), and using search techniques to find resources on a particular topic (lesson two). 2. Content presentation 2a. The self-paced guide will provide step-by-step instructions on how to save the results of a search using numbered text and screenshots. 2b. When using individualized instruction, the self-paced guide will lead the students through the process. When using large group instruction, the teacher/facilitator can also guide the students. 3. Learner participation 3a. The self-paced guide will present the learner with a topic to research and will guide the learner through saving the results of the search. The guide will then take the learner through the steps of sorting the search based on various criteria. 3b. The self-paced guide will provide feedback for the learner through screenshots of each step. The learner will compare the contents of his/her screen to the screenshot. 4. Assessments The self-paced guide will present the learner with a second topic to research, and then without consulting the guide, the learner will search for resources on that topic, save the search to “My Content,” and then sort the search by media. 5. Follow-through activities 5a. The self-paced guide should be kept by the learner as a reference. 5b. The self-paced guide will include a suggested follow-up assignment: The learner will choose a topic for an upcoming lesson in his/her classroom, search for resources on that topic, save the search to "My Content," and sort the search by grade level.

The instructor's feedback to this step:

No specific feedback given on this step.

 

 

Your final response:

1a. 1b. and 1c. Computer and printed self-paced guide 2a and 2b. Computer and self-paced guide 3a and 3b. Computer and self-paced guide 4. Computer and self-paced guide 5a and 5b. Computer, self-paced guide, curriculum guide for learner’s content area

1a. 1b. and 1c. Computer and printed self-paced guide 2a and 2b. Computer and self-paced guide 3a and 3b. Computer and self-paced guide 4. Computer, self-paced guide 5a and 5b. Computer, self-paced guide, curriculum guide for learner’s content area

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:

A computer is necessary for this lesson because the skill to be taught is computer-based. A learner will not be able to practice using a website-based resource such as United Streaming without a computer. A printed self-paced guide is appropriate for this lesson because the learner will need to navigate through the United Streaming website while completing the lesson. A computer-based guide (such as a PowerPoint) would make it cumbersome for the student to switch back and forth between computer windows. A paper-based guide allows the learner to proceed at his own pace, step-by-step, even checking off each step as completed.

A computer is necessary for this lesson because the skill to be taught is computer-based. A learner will not be able to practice using a website-based resource such as United Streaming without a computer. A printed self-paced guide is appropriate for this lesson because the learner will need to navigate through the United Streaming website while completing the lesson. A computer-based guide (such as a PowerPoint) would make it cumbersome for the student to switch back and forth between computer windows. A paper-based guide allows the learner to proceed at his own pace, step-by-step, even checking off each step as completed.

The instructor's feedback to step 4:

No specific feedback given on this step.