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:
Your objective:
Your instructional objective is very well written. Good job!
Your Pre-instructional activities:
Your pre-instructional activities are very practical and match your instructional objective very well. Just one thing: I agree with your buddy, 1a sounds like a statement of facts instead of a description of an activity. So you may want to add something before this paragraph like this: "the instructor will introduce the current situation of bad eating habits for most adults:"
Learner participation:
Very good and creative learner participation.
Your assessment:
Your assessment sounds very good.
Your media choice and rationale:
I agree with your buddy, your media choice is fine but maybe it could be more creative. Your buddy gave the example resource of the american heart assoc. website, which is a very good place to go and find various types of medium to use. In addition, maybe learners will be more engaged if you ask them to search the related healthy information for their daily eaten food.
Note from Lloyd: All I will add is that you wrote the objective mixing an intellectual skill with an attitude. It is always best to write these as separate objectives.
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:
SWBAT choose to eat food items outlined in a pocket-sized brochure that meets healthy eating guidelines while eating at fast food and casual dining restaurants. (attitude)
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
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Your final response:
1. Pre-Instructional Activities:
1a. Explain that adults have very busy lifestlyes often balancing work, family, and many other things. Discuss that often adults resort to eating out due to convenience and affordability. Many are unfamiliar with ways to eat healthy on the go. These adults experience fatigue, weight gain, and depression due to their eating habits.
1b. Describe that the goal of the instruction is to motivate adults to choose healthy choices while eating out by providing them with a nutritional guide for the restaurants that they normally eat in.
1c. Explain that having a basic understanding of the food pyramid and nutritional information (calorie, fat, and sodium content) about food items is expected.
2. Content Presentation:
2a & b. Distribute a pocket-sized nutritional guide to each participant that contains a list of healthy food (according to food pyramid and food labels). Explain that everyone will have an opportunity to review the information provided in the brochures before the next time they go out to eat. Give a brief description of how the guide works, including when and where to use it.
3. Learner Participation:
Ask participants to go to a restaurant of their choice that is also included in the brochure. Advise them to purchase items that are considered to be "healthy" according to the brochure. Participants will be required to document their eating choices in a log that will be discussed later.
4. Assessment:
Give participants a pre and post test that are exactly the same. Test their ability to distinguish between healthy and unhealthy items. Ex. Should you select a breaded chicken sandwich or a grilled chicken sandwich? Is it better to use mustard or mayonnaise?
5. Follow-Through Activities:
5a. Allow participants to keep the nutrition brochure and log.
5b. Also, ask the participant to go to a restaurant that is not included in the brochure and use new knowledge of making healthy choices.
1. Pre-Instructional Activities:
1a. Adults have very busy lifestlyes often balancing work, family, and many other things. Adults resort to eating out due to convenience and affordability. Many are unfamiliar with ways to eat healthy on the go. These adults experience fatigue, weight gain, and depression due to their eating habits.
1b. Describe that the goal of the instruction is to motivate adults to choose healthy choices while eating out by providing them with a nutritional guide for the restaurants that they normally eat in.
1c. Explain that having a basic understanding of the food pyramid and nutritional information (calorie, fat, and sodium content) about food items is expected.
2. Content Presentation:
2a & b. Distribute a pocket-sized nutritional guide to each participant that contains a list of healthy food (according to food pyramid and food labels). Explain that everyone will have an opportunity to review the information provided in the brochures before the next time they go out to eat. Give a brief description of how the guide works, including when and where to use it.
3. Learner Participation:
Ask participants to go to a restaurant of their choice that is also included in the brochure. Advise them to purchase items that are considered to be "healthy" according to the brochure. Participants will be required to document their eating choices in a log that will be discussed later.
4. Assessment:
Give participants a pre and post test that are exactly the same. Test their ability to distinguish between healthy and unhealthy items. Ex. Should you select a breaded chicken sandwich or a grilled chicken sandwich? Is it better to use mustard or mayonnaise?
5. Follow-Through Activities:
5a. Allow participants to keep the nutrition brochure and log.
5b. Also, ask the participant to go to a restaurant that is not included in the brochure and use new knowledge of making healthy choices.
The instructor's feedback to this step:
No specific feedback given on this step.
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Your final response:
The main instructional media used in this lesson is a computer generated, paper nutrition brochure containing healthy food items that can be used at numerous fast food and casual dining restaurants.
The main instructional media used in this lesson is a computer generated, paper nutrition brochure containing healthy food items that can be used at numerous fast food and casual dining restaurants.
The instructor's feedback to this step:
No specific feedback given on this step.
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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:
Participants will keep a record in their computer-generated, paper log of their eating choices while visiting these restaurants. It is difficult for participants to make healthy selections, so the nutrition brochure will be quite helpful. The log enables participants to reflect on their eating choices and make necessary changes in the future. The log and nutrition brochure will be "pocket-sized" so that it can easily fit inside a purse or in a back pocket for convenience. Participants will be more inclined to document and monitor their eating habits if they are provided with a small brochure.
Participants will keep a record in their computer-generated, paper log of their eating choices while visiting these restaurants. It is difficult for participants to make healthy selections, so the nutrition brochure will be quite helpful. The log enables participants to reflect on their eating choices and make necessary changes in the future. The log and nutrition brochure will be "pocket-sized" so that it can easily fit inside a purse or in a back pocket for convenience. Participants will be more inclined to document and monitor their eating habits if they are provided with a small brochure.
The instructor's feedback to step 4:
No specific feedback given on this step.
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