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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:

Lisa Greenlee: Satisfactory You did a good job on this IDA. You seem to understand the lesson design process. Here are only a few notes for you: 1. Are all the activities above the content presentation pre-instructional activities? There isn’t a subtitle, and this is my assumption. You included a lot of discussion in this part to prepare students and introduce the topic. It will surely be more helpful if more specifics are provided about the discussion. For example, will you group students or is all of this going to be a whole-class discussion? What are the major procedures for you to keep students interested and engaged? 2. There are a couple typos. It’ll be a good idea to draft the IDA and use spell/grammar check in a Word document before submitting it online. The whole document uses many imperative sentences, indicating the actions to be performed. Although it is clear to readers who will perform the actions most of the time, it could be a little confusing occasionally. For example, I assume that the primary participants of discussion would be the students, but in some other statements it seems reasonable that the instructor will be the one to introduce the topic. Anyway, the point is writing complete sentences that clearly state the subjects may help when the subjects are not always the same person(s). This is not anything big though. [Note from Greg: I didn't have any problem following you in regard to the imperative sentences. But if it wasn't completely clear sometimes to Ying as to who was meant, then it might not be clear to someone else who reads your lesson design in the future - so just keep an eye out for ways to make your writing as clear as possible, which is a good habit in any case.] 3. In your first section, one of the activities is to “explain that experience using a computer and internet are expected.” If this is one of the pre-instructional activity, I’m wondering whether it would be more effective to twist it a little so that student can be assessed on this skill by performing some activity. Just a suggestion. [Note from Greg: knowing who your learners are, I imagine this will not be needed; but in general Ying's approach is one good way to address prerequisite skills.] 4. In the content presentation section, I’m curious about what content/materials will be presented in the first face-to-face class. The description on this part is not specific enough for readers. Can you add more details about it? 5. Related to media choice, I’m wondering whether the skill assessment is available online, stored on media like DVD or in other forms. So there seems a need to specify it here, although you mentioned the lesson (except the face-to-face class) would be a web-based course in the media choice rationale section. In addition, since emailing the instructor was mentioned, you may want to add Internet connection/access in media choice too. Lastly, is a LCD projector or something similar needed for the Powerpoint presentation? That’s all my comments on your IDA. Thank you for the good work! Ying [Note from Greg: I approve of Ying's feedback, along with my notes above. I would also add that you need to clearly specify what you mean by skills assessment - is this a teacher-constructed skills assessment or one that already exists? What is its format, and what kinds of information does it yield? But - this work is coming along nicely. :) ]

 

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 skills assessment, students will be able to identify three personal strengths. Given a skills assessment, students will be able to identify three careers that match their personal strengths.

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:

Instructional Plan Discuss the importance of each student being able to identify their strenghts for a particular job. Discuss the importance of choosing a career as early as possible. Discuss introduction of the course. The course will be self-paced. Students will be given a link to the course. All activities will be completed on their own. First class will be face-to-face. All other will be online. Describe that the goal of the lesson is for them to be able to demonstrate self-awareness ny identifying their strengths. Explain that experience using a computer and internet are expected. Content Presentation Give students skills assessment. Explain that everyone will do a skills assessment for future use. Provide a brief demonstration of how to do the skills assessment. Learner Participation This will first face-to-face meeting with students. Students will participate in class discussion revealing their individual strengths and career goals. Students will be given results of their skills assessment in an effort to help them identify jobs suitable for their particular strengths. Assessment Show students a list of entry-level occupations. Students will be able to choose three of those occupations that match their strengths with the job requirements of that occupation. Follow-through Activities Allow students to keep their skills assessment results in order to review their individual strengths. Assign students to participate in another free skills assessment outside of class and report the results in writing. This will be emailed to the instructor.

Instructional Plan Discuss the importance of each student being able to identify their strenghts for a particular job. Discuss the importance of choosing a career as early as possible. Discuss introduction of the course. The course will be self-paced. Students will be given a link to the course. All activities will be completed on their own. First and last class will be face-to-face. Describe that the goal of the lesson is for them to be able to demonstrate self-awareness ny identifying their strengths. Explain that experience using a computer and internet are expected. Content Presentation Give students skills assessment. Explain that everyone will do a skills assessment for future use. Provide a brief demonstration of how to do the skills assessment. Learner Participation This will first face-to-face meeting with students. Students will participate in class discussion revealing their individual strengths and career goals. Students will be given results of their skills assessment in an effort to help them identify jobs suitable for their particular strengths. Assessment Show students a list of entry-level occupations. Students will be able to choose three of those occupations that match their strengths with the job requirements of that occupation. Follow-through Activities Allow students to keep their skills assessment results in order to review their individual strengths. Assign students to participate in another free skills assessment outside of class and report the results in writing. This will be emailed to the instructor.

The instructor's feedback to this step:

No specific feedback given on this step.

 

 

Your final response:

Instructional Component Teacher-led; PowerPoint presentation; computer Content Presentation Skills assessment; computer; teacher; first class will be face-to-face Learner Participation Skills assessment; computer; teacher/facilitator Assessment Teacher; computer Follow-through Skills assessment; teacher; computer

Instructional Component Teacher-led; PowerPoint presentation; computer Content Presentation Skills assessment; computer; teacher Learner Participation Skills assessment; computer; teacher/facilitator Assessment Teacher; computer Follow-through Skills assessment; teacher; computer

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:

First class is teacher-led to motivate students and to instruct students of the requirements for the course and to guide students through the skills assessment. Once they have completed the assessment and identified individual strengths, they will be able to complete the rest of the course on their own. We chose a computer web-course so that students will be able to work at their own pace at their own convenience.

First class is teacher-led to motivate students and to instruct students of the requirements for the course and to guide students through the skills assessment. Once they have completed the assessment and identified individual strengths, they will be able to complete the rest of the course on their own. We chose a computer web-course so that students will be able to work at their own pace at their own convenience.

The instructor's feedback to step 4:

No specific feedback given on this step.