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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:

You did a good job on this IDA. The lesson objective is well-written, and the lesson activities look adequate to prepare students for the task. However, there are a few things that could be done to make the instruction more effective. Please see my following notes: 1. It’s always good to inform students of what they are going to learn in a new lesson and what are expected to be able to do. The pre-instructional activity 1a and 1b, however, look somewhat similar to me. If there are additional ways to introduce this topic and help students recall related knowledge/skills, that’ll be great supplements for this part. In addition, 1c does not really look like an activity. It is an appropriate prerequisite skill to specify for course and unit design, but inclusion of it here does not make much sense unless there is a real activity to either inform or assess students about this skill. [Note from Greg: Ying is right here - the point is not to list the prerequisite skills again but to decide how you will address the issue of prerequisite skills with your learners.] 2. To present the content, the instructor will “describe the five finger rule to the learners”. This is not informative enough for readers of your design, especially who want to use your lesson as a resource. More specific description with certain level of details is desirable here. You may describe the kind of instructional materials the instructor will use, the way the materials will be presented, and so on. PowerPoint presentation that you included in the media choice section should be mentioned here. 3. The self-assessment of students about the books they chose is not clear to the reader either. Will they only make a judgment about how great their choices are on their mind? Will there be some kind of instrument or tools for their use to assist the self-assessment? How will the instructor take advantage of their self-assessment results and combine them with her/his assessment? 4. As a follow-through activity, the instructor’s demonstration of the five finger rule in an easy-to-remember way surely helps students retain the new information and skill they’ve just learned. But for the children to further enhance and transfer the skill beyond the immediate instructional environment, more practice opportunities are needed. So appropriate after-class activities can be considered for this purpose too. 5. It’ll be better if you mention some of the media in the media choice section when describing the corresponding activities. (For example, the PowerPoint presentations for pre-instructional activities and content presentation, and the handout to help the learners remember the rule for learner participation section.) Other than these, your lesson design is well-done. Thanks for your good work! Ying [Note from Greg: I approve of Ying's comments. :) ]

 

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 demonstrate that a book is appropriate for their reading level by using the five finger rule.

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. TTW explain that students can use the five finger rule to help them choose books that are appropriate for their reading level which will allow them to be better readers and choose books they will be able to enjoy. b. TTW inform the leaners that the five finger rule was designed to help the learners decide whether a book is too easy or too hard for them and to help them grow as readers. c. In order to be sucessful in this assignment the learner will already need to be able to read at some level and find a book they want to read. 2. Content presentation a. TTW describe the five finger rule to the learners. b. TTW choose a book with which the class will use the five finger rule to determine if it is appropriate for most readers in the class. 3. Learner Participation a. The class will make a trip to the library to use the five finger rule in a real world context. b. TTW assist in the library to give the students feedback during the excercise. 4. Assesment a. TSW read the book and perform a self assesment of their choice of book. b. TSW list in a handout why they choose the book based on the five finger rule and turn this list into the teacher for assesment. c. TTW asses the lists to determine if the five finger rule worked for the learners. 5. Follow-through activities a. TTW demonstrate the five finger rule as a easy to remember way to help them decide if a book is appropriate for them.

1. Pre-instructional activities a. TTW explain that students can use the five finger rule to help them choose books that are appropriate for their reading level which will allow them to be better readers and choose books they will be able to enjoy. b. TTW inform the leaners that the five finger rule was designed to help the learners decide wether a book is too easy or too hard for them and to help them grow as readers. c. In order to be sucessful in this assignment the learner will already need to be able to read at some level and find a book they want to read. 2. Content presentation a. TTW describe the five finger rule to the learners. b. TTW choose a book with which the class will use the five finger rule to determine if it is appropriate for most readers in the class. 3. Learner Participation a. The class will make a trip to the library to use the five finger rule in a real world context. b. TTW assist in the library to give the students feedback during the excercise. 4. Assesment a. TSW read the book and perform a self assesment of their choice of book. b. TSW list in a handout why they choose the book based on the five finger rule and turn this list into the teacher for assesment. c. TTW asses the lists to determine if the five finger rule worked for the learners. 5. Follow-through activities a. TTW demonstrate the five finger rule as a easy to remember way to help them decide if a book is appropriate for them.

The instructor's feedback to this step:

No specific feedback given on this step.

 

 

Your final response:

1 & 2 Power point presentation including pictures of a leaner using the five finger rule. 3 Handout to help the learners remember the five finger rule. 4 Handout for the learners to fill out for assesment.

1 & 2 Power point presentation including pictures of a leaner using the five finger rule. 3 Handout to help the learners remember the five finger rule. 4 Handout for the learners to fill out for assesment.

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:

Powerpoint: The power point format allows the student to interact with the material in a visual way which should help them to remember it. Handouts: To help the students organize and remember the material.

Powerpoint: The power point format allows the student to interact with the material in a visual way which should help them to remember it. Handouts: To help the students organize and remember the material.

The instructor's feedback to step 4:

No specific feedback given on this step.