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!
Pre-instructional activities
I like the way that you have “pre-test” in the pre-instructional activity part. Very good. I also like that you tell your students that Google documents are very similar to Microsoft Word, which can get them “warmed-up” and reduce their feeling of unfamiliarity and worry about the subject.
2. Content presentation
I think PowerPoint presentation may not be a good choice here because it lacks of interaction with the real web applications. It may be easier for the instructor showing the students the steps directly on the teacher computer which is connected to a projector, so that every student can see the actual process and follow it step-by-step.
3. Learner participation
Very good strategy here: “The instructor will offer feedback via the actual practice Google Docs once the students "share" the docs with the instructor “
4. Assessment
Good assessment strategy, but I think you should move this from your Follow-through section to the Assessment section: “Students will take a post-test in order to confirm the skills acquired, reflect on the experience, and provide instructor feedback.”
5. Follow-through activities
Giving students more tasks is a good way to help them reinforce the learned skills.
Your media choice and rationale:
Like your buddy, I like the way that you chose to use various types of medium to teach and help your student to extend their knowledge. It is also smart to have electronic format handouts available for your students' reference. Very good!
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 computer equipped with Internet access to Google, the learner will be able to identify the different steps in formatting a Google Document.
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
a)A pre-test will be given to the students to gauge their familiarity with basic formatting tasks such as changing font styles, color, line spacing, etc. so the instructor can determine which formatting tasks need more focus.
b)Students will be informed that Google Documents (Docs) are very similar to Microsoft Word except that they can be accessed/edited by anyone the learner shares with and changes will show up in real-time, no emailing or attachments necessary.
c)Students will be given an electronic handout that classifies the variety of formatting options available in Google Documents and the steps to setting up a Gmail account. They will also set up Gmail accounts in order to access Google Docs if they do not already have an account.
2. Content presentation
a) Students will view a PowerPoint presentation which illustrates the steps in performing basic formatting tasks in Google Docs.
b) The presentation will prompt students to refer to their electronic hand-out as each formatting task is presented so students can see where to refer later when doing their own practice.
3. Learner participation
a)Students will practice the different formatting tasks in Google Docs using the handout as a reference
b)The instructor will offer feedback via the actual practice Google Docs once the students "share" the docs with the instructor
4. Assessment
Students will perform specific formatting tasks in a Google Doc and share the product with the instructor.
5. Follow-through activities
a)Students will retain the electronic handout of formatting tasks for future reference
b)Students will be given an additional electronic handout that identifies other tasks that can be performed in Google Docs and previews other Google Tools that use the same formatting tasks in order to help extend the students' learning
c)Students will take a post-test in order to confirm the skills aquired, reflect on the experience, and provide instructor feedback
d)Students will retain a copy of the PowerPoint presentation for future reference or practice
http://docs.google.com/Doc?docid=df8k3v5v_2g8pjkkf9&hl=en
The instructor's feedback to this step:
No specific feedback given on this step.
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Your final response:
1. Pre-instructional activities
Computers with Internet access in order for the students (E-Learners-so all instruction will be done via the computer/Internet) to access handout via email, take the pre-test via an html Hot Potatoes quiz and to set-up Gmail accounts
Electronic handout (via email)
2. Content presentation
PowerPoint presentation with instructor narration
Electronic handout
3. Learner participaton
Computer interaction via Google Docs
Instructor feedback via Google Docs
4. Assessment
Computer presentation via Google Docs
5. Follow-through activities
Electronic handouts
Hot Potatoes post-test
PowerPoint Presentation
http://docs.google.com/Doc?docid=df8k3v5v_2g8pjkkf9&hl=en
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:
Rationale for Media Choices:
1. Hot Pototoes Quiz (Pre-test/Post-test): dynamic representation of prerequisite skills, familiarity with tasks to be learned, reflection, and feedback
2. Electronic Handouts: dynamic representation of procedures used as a reference for students during practice and for future tasks
3. Google Docs Formatting Tasks PowerPoint Presentation: dynamic representation of procedures involved in performing basic formatting tasks via Google Docs
Rationale for Media Choices:
1. Hot Pototoes Quiz (Pre-test/Post-test): dynamic representation of prerequisite skills, familiarity with tasks to be learned, reflection, and feedback
2. Electronic Handouts: dynamic representation of procedures used as a reference for students during practice and for future tasks
3. Google Docs Formatting Tasks PowerPoint Presentation: dynamic representation of procedures involved in performing basic formatting tasks via Google Docs
The instructor's feedback to step 4:
No specific feedback given on this step.
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