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Instructional Design Activity: Lesson Design

 

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:

Excellent lesson! You really seem to understand the process of lesson design very well. Note from Lloyd: I agree with Maggie -- you deserve a rating of "exemplary" for your lesson design! You really nailed this.

 

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 variety of documents in GoogleDocs, the learner will be able to identify the steps for organizing documents into folders for easy identification and location.

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

Your final response:

http://docs.google.com/Doc?id=dhtbgmh9_41ckr22fvc

http://docs.google.com/Doc?id=dhtbgmh9_41ckr22fvc

The instructor's feedback to this step:

No specific feedback given on this step.

 

 

Your final response:

http://docs.google.com/Doc?id=dhtbgmh9_41ckr22fvc

http://docs.google.com/Doc?id=dhtbgmh9_41ckr22fvc

The instructor's feedback to this step:

No specific feedback given on this step.

 

 

 

 

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:

-PowerPoint of folder organization examples: dynamic represenation of the purpose and usefulness of creating folders to orgnaize documents for future access and retrieval via Powerpoint examples -Workshop training maunal: dynamic representation of procedures and steps for creating folders for documents in GoogleDocs by showing screen shots and naviagation to do so. Additionally, the workshop training manual is used for note taking throughout the workshop to review in the future. -Online entry and exit survey via SurveyMonkey: dynamic representation of data collection about entry skills, attitudes, learning styles, and prior knowledge regarding the objective, as well as self-reflection of the learner -Camtasia presentation of the objective: dynamic representation of an online tutorial guided reinforcement program utilizing interaction and representation of procedures and steps of creating folders in GoogleDocs using verbal and visual representation of screen shots. Also, the online presentation allows for learner participation through practice cases which provides feedback and motiviation. This media choice is available in the workshop and after the workshop is over online for all learners. -Take Home Case: Extra Practice Organizing Folders: dynamic representation of an authentic problem where the concepts learned from the workshop must be administered to create folders for a variety of documents. This media choice is completed after the workshop is over in the learner's enviornment. The case and feedback are provided and given to the learner for self-evaluation upon exiting the workshop. -Quicknotes Handout: dynamic representation of basic vocabulary and steps in creating folders in GoogleDocs to be used during and after the workshop.

-PowerPoint of folder organization examples: dynamic represenation of the purpose and usefulness of creating folders to orgnaize documents for future access and retrieval via Powerpoint examples -Workshop training maunal: dynamic representation of procedures and steps for creating folders for documents in GoogleDocs by showing screen shots and naviagation to do so. Additionally, the workshop training manual is used for note taking throughout the workshop to review in the future. -Online entry and exit survey via SurveyMonkey: dynamic representation of data collection about entry skills, attitudes, learning styles, and prior knowledge regarding the objective, as well as self-reflection of the learner -Camtasia presentation of the objective: dynamic representation of an online tutorial guided reinforcement program utilizing interaction and representation of procedures and steps of creating folders in GoogleDocs using verbal and visual representation of screen shots. Also, the online presentation allows for learner participation through practice cases which provides feedback and motiviation. This media choice is available in the workshop and after the workshop is over online for all learners. -Take Home Case: Extra Practice Organizing Folders: dynamic representation of an authentic problem where the concepts learned from the workshop must be administered to create folders for a variety of documents. This media choice is completed after the workshop is over in the learner's enviornment. The case and feedback are provided and given to the learner for self-evaluation upon exiting the workshop. -Quicknotes Handout: dynamic representation of basic vocabulary and steps in creating folders in GoogleDocs to be used during and after the workshop.

The instructor's feedback to step 4:

No specific feedback given on this step.