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:
This is a well written objective. 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:
Lesson 2 Title: Identify and evaluating the purpose and objectivity
Lesson objective:
1) Given a webpage for evaluation (condition), pupils will be able to classify (behavior) the webpage according to its purpose correctly with a checklist (criteria).
2) Given a webpage for evaluation (condition), pupils will be able to demonstrate the ability to evaluate the objectivity of the webpage with a checklist (criteria).
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
a. Motivate learners
Discuss with pupils the relevance of being able to evaluate the purpose and objectivity of a webpage while gathering information from one.
b. Describe objectives
Inform pupils that they are expected to correctly classify a webpage according to its purpose and evaluate the objectivity of the webpage.
c. Entry behavior
Inform pupils that they will need to know the meanings of ‘purpose’ and ‘objectivity’ and have the ability to search for information using internet prior to this lesson.
2. Content presentation
a. Distribute the checklists that give a list of items to look out for while evaluating the purpose and objectivity of a webpage.
b. Demonstrate to the pupils how the checklist can be used to classify a website according to its purpose by going through essential questions that need to be answered in the checklist using a website as an example.
Demonstrate to the pupils how the checklist can be used to evaluate the objectivity of a website according by going through essential questions that need to be answered in the checklist. An example and a non-example will be use.
3. Learner participation
a. Direct pupils to different websites with different purposes and ask pupils to classifying them according to purpose using the checklists.
Get pupils to evaluate the objectivity of a website given using the checklist.
b. Guide pupils to locate information to answer essential questions on the checklist while performing the given tasks.
4. Assessment
Conduct a posttest. Get the pupils to classify the purpose and evaluate the objectivity of a given website and submit their answers given for the essential questions in the checklist.
5. Follow-through activities
Pupils will get to keep a completed sample checklist on evaluation of purpose and objectivity for their reference.
Pupils were provided with a list of websites for evaluation in the preceding lesson. They will now need to complete the essential questions in the checklists that help classify purposes and evaluate objectivity of the list of websites after class.
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
Teacher, projector
2. Content presentation
Teacher, checklist, computer
3. Learner participation
Computer, checklist
4. Assessment
Computer, checklist
5. Follow-through activities
Completed sample checklist, list of websites (given in preceding lesson), checklists, 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:
Since almost every learning component requires the need to get on the internet, the computer has to be the main media for instruction. This is so as actual practice is needed for pupils to achieve the objectives of the lesson. Without the availability of this vital media, it will not be possible to access the websites. Beside the computer, the checklist is needed as it is the tool pupils will use to evaluate a website.
The instructor's feedback to step 4:
Good
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