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:
I think you are ready to do this for real now. Nice job!
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 word document showing various fonts, font sizes, font styles, and font colors the student will be able to demonstrate by formatting text.
The instructor's feedback to this step:
demonstrate by formating text - What does this mean? Will they change the font size, style, what?
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. Display samples of student work using various text formatting. Discuss the increase of using word processing and the need for teachers to know how to direct these activities. Discuss when and why you would want published documents. 1b. Describe that the goal of the lesson is to introduce text formatting. Explain that the lesson will present these procedures in a step-by-step manner. 1c. Explain that prior experience with word processing, basic keyboarding skills, saving and retrieving documents, printing, use of the menubar and familiarity with the writing process are expected.
2. Content presentation
2a & b. Distribute the step-by-step guide that guides the student through the procedures of formatting text (selecting fonts, font style, font size and font color). Explain that everyone will have an opportunity to use the guide in a few minutes. Provide a brief, but complete, demonstration of the procedures contained in the guide.
3. Learner participation
3a & b. Move to the computer lab or set up laptops in the classroom. Distribute teacher-created handout. Tell students to follow the procedures in the guide to complete the activity. Assist students as needed as they go through the handout.
4. Assessment
Ask the student to create a new word document using the checklist as a guide to meet all the objectives. Do not allow the student to use the step-by-step guide.
5. Follow-through activities
5a. Let the students keep the step-by-step guide. 5b. Assign an out-of-class activity in which the student must create another word processed document from scratch such as an assignment handout for their students, a sample document for use in their classroom, or a parent letter.
The instructor's feedback to this step:
Your objective says given a word document, yet your assessment says they need to make a word document. Since the objective is ambigous, so is the assessment. But the lesson seems quite logical.
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Your final response:
1. Pre-instructional activities
1a.Computer; Continuously looping PPT showcasing student samples, printed samples of MS Word docs, StoryBook Weaver docs, TimeLiner docs, literary magazine 1b. Teacher; Step-by-step guide 1c.Teacher; Step-by-step guide
2. Content presentation
2a. Step-by-step guide; teacher; computer; MS Word
3. Learner participation
Step-by-step guide; teacher created activity handout; computer; MS Word
4. Assessment
Teacher; computer; checklist
5. Follow-through activities
Step-by-step guide; computer
The instructor's feedback to this step:
Good
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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:
The main instructional media used in this lesson is the teacher created step-by-step guide that describes the mechanics of formatting text, teacher created sample documents, and an assessment checklist. Learning the steps is paramount to creating professional documents. It is virtually impossible for the students to learn these steps merely by watching the teacher and it is difficult in a workshop setting to keep everyone together (some students plunge ahead while others lag miserably). The step-by-step guide gives students the opportunity to work at their own pace and retrace their steps if necessary. It is more appropriate for the students to have a paper-based guide because they must concurrently use the word processing program. Another benefit of this guide is that it provides for independent review outside of class. Providing samples of finished documents that were created using various software programs gives the teachers specific technology integration ideas to use in their classrooms.
The instructor's feedback to step 4:
Good
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