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:
Given an assessment, SWBAT identify leadership style that describes them best by taking online leadership style quiz.
The instructor's feedback to this step:
This well done, but I am cofused by the inclusion of both of the phrases "Given an assessment" and "by taking online ... quiz" Are these the same? If they are, then you only need to say it once and you might add detail like a 2 item essay quiz or a 20 item MC quiz.
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. A thought-provoking quote about leadership on the entry page will get the students' attention.
1b. The purpose of the lesson will be stated on the lesson page, and will be followed by the instructions on how to begin the leadership style assessment quiz.
1c. Students will be informed before taking the quiz that they must be familiar with using a mouse, internet browser, and taking quizzes online. Clearly, the students will be told that their honesty will enhance the accuracy of the quiz, and that no grade will be given for the activity.
2. Content presentation
2a. Content will be presented through various media applications such as an internet website and PowerPoint applications. Students will take on online assessment of their leadership type given from a link off of the lesson webpage.
2b. Students will be given a chance to review their results, as well as become acquainted with the other leadership style groups. After done with this PP presentation, students will immediately be funneled back to the webpage in order to take an on-line quiz.
3. Learner participation
3a. After informing the students throughout the activities about the various components of working a team environment, students will be asked to identify positive and negative team scenarios given the interaction of people with different leadership styles.
3b. Students will receive answers and explanations of correct responses for scenario activity on-line.
4. Assessment
4a At the end of the lesson, students will take a short quiz involving multiple choice questions, match and drag questions, and free response questions assessing them on if they have learned about the 4 different leadership styles, and how these leadership styles help them to describe their strengths and weaknesses..
5. Follow-through activities
5a&b Students will briefly jot down a few sentences that they would tell an possible employer in an interview that describe their leadership abilities and how they interact in collaboration projects
The instructor's feedback to this step:
Good, instruction seems to align to assessment which then goes back and aligns to the objectives.
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Your final response:
1. Pre-instructional activities
Self-paced guide through lesson website
2. Content presentation
Self-Paced Powerpoint presentation leadership quiz
3. Learner participation
Self-paced Interactive lesson through Coursebuilder
4. Assessment
Self-paced Interactive Quick Quiz through Coursebuilder
5. Follow-through activities
(self-paced)pencil and paper to write down ideas, or Microsoft Word
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:
Website, PowerPoint, and Coursebuilder
The website serves as a perfect and affective medium to reach anyone, anywhere. It can be used in dynamic and creative ways to motivate and entice an audience to continue in the lesson.
A PowerPoint Presentation gives such a dynamic and professional presentation while maintaining an interactive component that gives "instant feedback" to the student.
Coursebuilder is also interactive software that helps the instructor to assess professionally, effectively, and efficiently while giving instant feedback of the students understanding and progress in the subject matter.
The media I have selected does coincide with the lesson presented because it keeps the students attention by giving them immediate feedback, while delivering new information in a creative way. Our target audience is high school students. PowerPoint is a truly powerful tool in getting students involved in the learning process. Also, Coursebuilder is equally powerful in giving students instant feedback about their understanding of the subject matter.
The instructor's feedback to step 4:
Good
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