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:
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:
Students will be able to demonstrate and apply rules for adding fractions by working in pairs and individually on practice problems. Students will be able to demonstate the their knowledge of the rules for adding fractions using appropriate mathematical terminology by communicating them in both oral and written formats.
The instructor's feedback to this step:
These are well written objectives. Nice job.
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. Discuss and give examples of how fractions are used almost daily. We use fractions to share items, cut pizza slices, read and cook from recipes, etc. Demonstrate adding fractions using pizza slices. Ask students to think of other examples where they may use fractions and why it may be necessary to know how to add fractions.
1b. Describe that the goal of the lesson is to introduce how to add fractions. Explain that the lesson will provide step by step procedures and/or rules for adding fractions.
1c. Explain that the ability identify, compare/contrast the parts of a fraction are expected. It is also expected that the student can accurately demonstrate how to find the least common denominator (LCD).
2. Content presentation
2a & b. Using a powerpoint presentation, the teacher will provide and demonstrate the step by step procedures for adding fractions. Each step will be accompanied with an example. The student will be encouraged to ask questions along the way. The student will be asked to copy each step and example after the teacher demonstration so that they may use it as a reference/study guide.
3. Learner participation
3a & b. Organize the students into pairs. Distribute a set of "fraction cards" to each pair. Ask students to place two cards face down on the desk. On a piece of paper, each person in the pair will be asked to add the fractions using the steps in their study guide. Oral exercise: Once completed, the pair will compare results, making sure to discuss whether or not each of the steps were correctly followed. If both students agree that all steps have been correctly followed, they will deal two more "fraction cards" to solve another problem. If the pair finds that one or more of the steps have not been correctly followed, then they should go back and redo the problem using the step by step guidelines together. No responses should be erased. Instead, each student should rework the problem on the same page and make a note of what they did wrong previously and how they corrected the error. The teacher will circulate around to each pair, giving assistance as needed. Eventually, the students will be asked to practice solving the problems without looking at the study guide.
4. Assessment
Quiz: Ask the student to write the steps needed to add fractions. Ask student solve 5 problems by adding the fractions. They will not be allowed to use the study guide.
5. Follow-through activities
5a. Ask the students to keep their notes on adding fractions in their notebook. Call on students to give an oral review, using appropriate math terminology, of the steps used to add fractions.
5b. Ask students to write the steps used to add fractions. Assign students 10 problems for homework to demonstrate their knowledge of adding fractions.
The instructor's feedback to this step:
Pretty good, instruction seems to align to assessment which then goes back and aligns to the objectives. However, you have that part of the one objective that says both orally and written. Where is the oral test? In the follow through? If it is in the objective, it should be in the assessment. Also, I am not sure that pizza works for me. A pizza is an entity, but so is a slice. A slice is a slice not 1/8th of a pizza. Do you have success with this strategy?
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Your final response:
1. Pre-instructional activities
1a. Teacher, Pizza demonstration
1b. Teacher, Powerpoint presentation
1c. Teacher, Powerpoint presentation
2. Content presentation
2a & b. Teacher, Powerpoint presentation
3. Learner participation
3a & b. Student Pairing, Fraction Cards, Student Notes, Teacher
4. Assessment
Quiz
5. Follow-through activities
5a. & b. Student Notes, Oral & Written Student Responses
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:
Introducing the lesson using pizza slices provides one of many examples of how adding fractions can be used daily. It also provides a visual for adding fractions for those learners need concrete examples.
I chose to present the steps for adding fractions using powerpoint slides because it will enable me to demonstate one step at a time, while providing examples for each step. I can also use the Powerpoint presentation as a daily review as we continue to work on the lesson, as well as review for quizzes/tests. The students were asked to copy the information presented in the slides because writing provides another opportunity to help students remember information. They can also use the notes while completing classwork and homework assignments. The powerpoint slides can also be posted on the class website for students who may have forgotten their notebook in school or were absent from school on the day of the lesson.
The "fraction cards" activity was choosen because it makes learning how to add fractions seem like fun. The students can play a card name, while learning math. Writing the problem and solving it on paper gives the students an opportunity to go back and see where he/she may have made an error. It also provides an opportunity for students communicate mathematically and to work together. Additionally, it provides the teacher with written documentation of each student's progress. It also allows students to work at their own pace.
The instructor's feedback to step 4:
Good.
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