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:
What an excellent Lesson Design IDA. Marvelous! Very thorough as well as creative.
I appreciate your including the ICM as a reference - that was also helpful.
Just a few comments:
For 2B (content presentation), I'm wondering if there is an "anatomy of a call number" metaphor that would work well here. Perhaps you are already doing your own breakdown of the components of a call number, but this isn't explicit in your notes.
For 3 (learner participation), you mention that students "are motivated to choose the correct area." How are they motivated - by the game itself? You'll just want to make sure your wording doesn't sound like you are assuming learner motivation without accounting for that assumption somehow.
I love the golden ticket idea! Later you say that this is just a call number on paper (assumed to be gold paper, I guess). Fine, but ... can you make them more fancy in some way? Just a little movie ticket pattern might be good, or a cut-out movie-ticket shape on glossy gold card stock? Just ideas here, maybe to give it a "magical" flavor.
5B - love the public library connection. Great idea.
Finally, I am happy with your media selection and rationale. And I think "an affordance of the physical space that defines itself" is well put!
Once again, an exemplary job. Thanks.
Greg
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:
Terminal (Concepts): Given an item's call number, Third Grade students at Timothy Road Elementary School will be able to identify where the item is located in the media center.
Subordinate (Attitudinal): Students will choose to locate items in the media center using call numbers rather than give up looking or waiting for someone else to find it for them.
Subordinate (Verbal Information): Given a map of the media center, SWBAT state which items are located in a particular area.
(Different Lesson/Unit/Course than prev. IDA's -- Related to this rough draft Course ICM. It is Unit1 Lesson3. This is gearing more toward the team design topic.)
http://george.webber.googlepages.com/CourseICM-Draft1.jpg
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
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Your final response:
1. PRE-INSTRUCTIONAL ACTIVITIES:
1A (Gagne 1st Event: Gaining Attention) Begin with a short walk through tour of the media center pointing out the various types of resources: Non-fiction/Dewey, Fiction, AR Everybody, Everybody, Battle of the Books, Award Books, Feature Display, Reference books, Periodicals, Computer Work-Stations, Check-out desk, OPAC's, etc. Then point out that every item has it's own place, but if you don't know where it is, how would you find it? Remind students of the call no's!
1B (Gagne 2nd Event: Informing Learner) Inform the students that the goal of the lesson is to learn which call no's (types of resource) are located on which shelves. Explain that after a short review, they will get to play a game and also find a book using just using the call number!
1C (Gagne 3rd Event: Simulating Recall of pre-req learning) Both during the tour and during the content presentation call on students to define or identify different resources (e.g. "list some types of Reference books", "What is a "true" informational book called?", etc.) Also, point out the ABC order of fiction/authors and the numerical order and progression of Dewey Numbers.
2. CONTENT PRESENTATION:
2A (Gagne 4th event: Presenting material) Display a floorplan/map of the media center. Orient students to the map and actual locations around them in the media center (e.g. "you are here"). Point out the labels for each section (set of shelves or areas).
2B (Gagne 5th event: Providing Learner Guidance) Note that the Labels on the map are abbreviations (Or Call Numbers!)... Show/Display graphic examples of call numbers as they look on books as spine labels. Then using the labeled floorplan/map also display some plain call numbers and model (aloud) the cognitive process of identifying on the map where the call numbers "live". Then model the same while displaying a version of floorplan/map that is not labeled.
3. LEARNER PARTICIPATION
3A (Gagne's 6th event: Eliciting the performance) Students break into groups of two and head to the computer workstations (context constraint: enough computer workstations & space only for 2-person team per computer). Students will play a PowerPoint game that gives them an unlabeled map and various random but actual call numbers. They are motivated to choose the correct area/section on the map corresponding to the call number given. At the end of the game (10 correct), students are given (each) a call number on a golden ticket and directed to go pull the book and take it to the checkout desk.
3B (Gagne's 7th event: Providing Feedback about performance) The PowerPoint Game rewards correct responses and offers additional chances when incorrect responses are given. The Media Specialist, roaming, is also providing live feedback during the game activity, and also during the final task matching the golden tickets with the correct book/item.
4. ASSESSMENT
4A (Gagne's 8th event: Assessing Performance) Students are assessed by the PowerPoint Game, as they practice and learn locations. Students are also assessed as correct or incorrect with the final golden ticket match.
(see ** below for additional assessment)
5. FOLLOW-THROUGH ACTIVITIES
(Gagne's 9th event: Enhancing retention and transfer)
5A Students are given a bookmark at the checkout desk with the final golden ticket task. The colorful bookmark has the ten main Dewey Classifications listed on one side, and the other side a summary of different call numbers and the meaning of the abbreviation. ALSO, the PPT game is always available on the workstations for students to play.
Additionally, the students will get to practice with follow through activities the following weeks with futher lessons on using the OPAC and other library & resource based content lessons.
5B Students are given a brochure and application for a public library card to take home to parents. It includes a bookmark from the library that shows the 10 dewey classifications. Students are told that now they can find books all by themselves using call numbers, and these call numbers are used in schools and public libraries all over the country!
**Follow-up assessment of retained knowledge (and instructional design) can be obtained formally at the following lesson in the unit, and also informally as students use the media center.
1. PRE-INSTRUCTIONAL ACTIVITIES:
1A (Gagne 1st Event: Gaining Attention) Begin with a short walk through tour of the media center pointing out the various types of resources: Non-fiction/Dewey, Fiction, AR Everybody, Everybody, Battle of the Books, Award Books, Feature Display, Reference books, Periodicals, Computer Work-Stations, Check-out desk, OPAC's, etc. Then point out that every item has it's own place, but if you don't know where it is, how would you find it? Remind students of the call no's!
1B (Gagne 2nd Event: Informing Learner) Inform the students that the goal of the lesson is to learn which call no's (types of resource) are located on which shelves. Explain that after a short review, they will get to play a game and also find a book using just using the call number!
1C (Gagne 3rd Event: Simulating Recall of pre-req learning) Both during the tour and during the review presentation call on students to define or identify different resources (e.g. "list some types of Reference books", "What is a "true" informational book called?", etc.) Also, point out the ABC order of fiction/authors and the numerical order and progression of Dewey Numbers.
2. CONTENT PRESENTATION:
2A (Gagne 4th event: Presenting material) Display a floorplan/map of the media center. Orient students to the map and actual locations ("you are here") around them in the media center. Point out the labels for each section (set of shelves or areas).
2B (Gagne 5th event: Providing Learner Guidance) Note that the Labels on the map are abbreviations (Or Call Numbers!)... Show/Display graphic examples of call numbers as they look on books as spine labels. Then using the labeled floorplan/map also display some plain call numbers and model (aloud) the cognitive process of identifying on the map where the call numbers "lives". Then model the same while displaying a version of floorplan/map that is not labeled.
3. LEARNER PARTICIPATION
3A (Gagne's 6th event: Eliciting the performance) Students break into groups of two and head to the computer workstations (context constraint: enough computer workstations & space only for 2-person team per computer). Students will play a PowerPoint game that gives them an unlabeled map and various random call numbers. They are motivated to choose the correct area/section on the map corresponding to the call number given. At the end of the game (10 correct), students are given (each) a call number on a golden ticket and directed to go pull the book and take it to the checkout desk.
3B (Gagne's 7th event: Providing Feedback about performance) The PowerPoint Game rewards corrrect responses and offers additional chances for incorrect responses. The Media Specialist, roaming, is also providing live feedback during the game activity, and also during the final task matching the golden tickets with the correct book/item.
4. ASSESSMENT
4A (Gagne's 8th event: Assessing Performance) Students are assessed by the PowerPoint Game, as they practice and learn locations. Students are also assessed as correct or incorrect with the final golden ticket match.
5. FOLLOW-THROUGH ACTIVITIES
(Gagne's 9th event: Enhancing retention and transfer)
5A Students are given a bookmark at the checkout desk with the final golden ticket task. The colorful bookmark has the ten main Dewey Classifications listed on one side, and the other side a summary of different call numbers and the meaning of the abbreviation. ALSO, the PPT game played is always available on the workstations for students to play.
5C Students are given a brochure and application for a public library card to take home to parents. It includes a bookmark from the library that shows the 10 dewey classifications. Students are told that now they can find books all by themselves using call numbers, and these call numbers are used in schools and public libraries all over the country!
The instructor's feedback to this step:
No specific feedback given on this step.
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Your final response:
1. Pre-Instructional: Visual walking tour of media center
2. Content Presentation: Laptop projecting to SmartBoard. Using PowerPoint (teacher version of game) and some graphics
3. Learner Participation: PowerPoint Game (simulation) & pre-printed Golden Tickets
4. Assessment: Powerpoint Game & pre-printed Golden Tickets
5. Memory Aids: Bookmarks, brochure & application from Public Library
1. Pre-Instructional: Visual walking tour of media center
2. Content Presentation: Laptop projecting to SmartBoard. Using PowerPoint (teacher version of game) and some graphics.
3. Learner Participation: PowerPoint Game & pre-printed Golden Tickets
4. Assessment: Powerpoint Game & pre-printed Golden Tickets
5. Memory Aids: Bookmarks, brochure & application from Public Library
The instructor's feedback to this step:
No specific feedback given on this step.
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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:
1. Tour: It is certainly an affordance of the physical space that defines itself. By pointing out the sheer quantity of items and being able to retrieve desired materials, students are motivated to understand just how it stays organized. (many students already had frustration of not finding "the thing" they wanted.)
2. PowerPoint/SmartBoard: This allows the instructor to model for the entire group of students, and also introduce them to the "look" and expectations of the activity.
3. PowerPoint Game & pre-printed Golden Tickets: Third grade students enjoy playing games! The game (it could be built on PPT, Flash, or other computer application) has an affordance as a "simulation" activity that saves time by giving instant feedback rather than students physically going through the many varieties of call numbers and walking to the shelves and finding items, and doing it again and again. The simulation provides practice for the students, so that as they miss one, they can simply try again. Repetition is useful for most students to successfully encode location and location labels.
The Golden Tickets are simply paper with a call number printed on it. This allows the student to carry the number with them to the appropriate shelving and physically perform the task that had been heretofore simulated in game.
4. Powerpoint Game & pre-printed Golden Tickets: Completion of the game to win the final "golden ticket" is an assessment itself. The PPT game does not keep track of misses, so students are encouraged to master the skill. The final task using the golden ticket to successfully retrieve a real item is an actual activity using the learned knowledge. It reinforces student confidence and knowledge, and it also allows for an assessment at the checkout desk.
5. Bookmarks, Public Library materials: Third graders love bookmarks (or anything free!). The bookmark is an aid that will help remind them of details about call numbers. The Public Library materials do two things: help learner understand their new knowledge is useful in the real world: Dewey exists beyond their school. AND it encourages students to follow-up outside of school and confidently explore more libraries using their learned skills.
1. Tour: It is certainly an affordance of the physical space that defines itself. By pointing out the sheer quantity of items and being able to retrieve desired materials, students are motivated to understand just how it stays organized. (many students already had frustration of not finding "the thing" they wanted.)
2. PowerPoint/SmartBoard: This allows the instructor to model for the entire group of students, and also introduce them to the "look" and expectations of the activity.
3. PowerPoint Game & pre-printed Golden Tickets: Third grade students enjoy playing games! The Game has an affordance as a "simulation" activity that saves time (rather than physically going through the many varieties of call numbers and walking to the shelves and finding items, and doing it again and again.). The simulation provides practice for the students, so that as they miss one, they can simply try again. Learning locations requires some repetition. The Golden Tickets are simply paper with a call number printed on it. This allows the student to carry the number with them to the appropriate shelving and physically perform the task that had been heretofore simulated in game.
4. Powerpoint Game & pre-printed Golden Tickets: Completion of the game to win the final "golden ticket" is an assessment itself. The PPT game does not keep track of misses, so students are encouraged to master the skill. The Final task with the golden ticket is assessed at the checkout desk (does book/item match the printed call number on ticket?)
5. Bookmarks, brochure & application from Public Library: Third graders love bookmarks (or anything free!). The bookmark is an aid that will help remind them of details about call numbers. The Public Library materials do two things: help learner understand their new knowledge (Call numbers point to a particular spot in the library) is useful in the real world (larger community also used Dewey, etc..) AND it encourages students to follow-up outside of school and explore more libraries.
The instructor's feedback to step 4:
No specific feedback given on this step.
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