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:
Your objective:
You have very specific and detailed instructional objectives with all ABCDs. Excellent!
Pre-instructional activities
I like your pre-instructional activities. They are very thoughtful including a lot of important details and it will also help to motivate the techs to learn the blackberry skills.
2. Content presentation
You wrote very good description about the content presentation steps. Excellent!
3. Learner participation
Very good. Just one thing: you may want to add the object of “the instructor” for 3b. It is a little bit confusing because the title was “Learner participation”.
4. Assessment
Good assessment strategy, but should this in your Follow-through part be here—“Students will take a post-test in order to confirm the skills aquired, reflect on the experience, and provide instructor feedback”?
5. Follow-through activities
I like your follow-through activity b, which I think will be very practical and helpful. Great FU!
Your media choice and rationale:
I can tell from the rationale of the choice that you really engaged in this instructional process and you actually talked to the property manager. I agree with you that the booklet is the most helpful tool for techs to quickly check the related functions in their blackberries. Electronic and computer technologies are great, but not always. Excellent choice of media!
Note from Lloyd: I agree with Maggie -- this deserves a rating of "exemplary"!
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 5-10 pictures icons from a Blackberry phone LWBAT identify by dragging and dropping all the icons to the name of the function without assistance (written or verbal) in a matching game. (concrete concept)
Given a selection of text messages and emails on the Blackberry phone, LWBAT identify the text message by clicking the right icon on the phone without asking for assistance.
Given a selection of text messages and emails on the Blackberry phone, LWBAT identify the email message by clicking on the right icon on the phone without asking for assistance.
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. Send out a notice to participants via work email and hardcopy to their office that all attending techs need to bring their Blackberry to the workshop, and that it must be fully charged.
* b. Have each maintenance tech tell about a time when an important call (personal or work related) was missed, ask them to elaborate on the aftermath (gaining their attention) Have a lead maintenance tech, that they all respect, and is successfully using the new system, come to talk about how well the new system is working for him/her. (motivating the learner)
* c. 1b. Tell the maintenance techs that the goal of the workshop is to familiarize them with their Blackberries. Let them know that the workshop will go in steps through each function of the phone system.
* d. Remind them that some of the work today is based on what they already do on their regular company cell phones and computers for their job. Texting and emailing are just now available to them on one system.
2. Content presentation
* a. Distribute Booklet of steps (with space for note taking beside each step) they will refer to as we go through the material together, as well as a quick reference laminated card that can be torn out of the packet and carried with the techs at all times. The booklet is something they can go back to and go through the steps at any time as is the Powerpoint presentation. They will also have their Blackberries present and charged up, because some steps of the instruction will require them to execute the step actually on their system. The Powerpoint will go through each function of their new phones and the booklet follows the presentation exactly so they can write any notes...The teacher pauses where needed and the pace is determined by questions and discussions.
* b. Show them the steps one at a time in the presentation, and they can follow in their booklets and write down notes they want to make.
3. Learner participation
* a. After viewing the slides on the Powerpoint and making any notes in the booklet on a particular step, learners will practice each step that was just covered
* b. walk around the training room and listen in as the techs perform this task, giving feedback and encouragement where necessary.
4. Assessment
* A power point game will be given as an assessment. Learners will be shown an icon on the power point that is numbered. They will all have a sheet that will have names of functions of the blackberry (matching to the icons shown). They will be asked to put the number that corresponds with the icon shown. (pen and paper Identify assessment)
*On their blackberries several texts and emails will have been sent by volunteers in the property manager's office (solicited before training) Learners will be asked to open an email without any assistance. They will also be asked to open a text message without any assistance. (performance assessment) Instructor will tell each tech individually what to open (ie. text or email--so they are encouraged and motivated to do this one on their own, and this will also create a chance for the instructor to truly see if the terminal objective has been achieved.)
5. Follow-through activities
* a. Quick guide reference with pictures of each icon and what it means as well as some shortcut features they learned in the workshop
* b. Email and text (mix it up) the learners once a week for 4 weeks asking a specific question and terms of response back will be no less than 6 hours. Move to randomly email/texts after the four weeks for 2 months to maintain that performance was achieved and is being practiced.
1. Pre-instructional activities
* a. Have each maintenance tech tell a time when an important call (personal or work related) was missed, ask them to elaborate on the aftermath (gaining their attention) Have a lead maintenance tech that they all respect come to talk about how well the new system is working for him/her. (motivating the learner)
* b. 1b. Tell the maintenance techs that the goal of the workshop is to familiarize them with their Blackberries. Let them know that the workshop will go in steps through each function of the phone system.
* c. Tell them that they will need to already know how to text message and make calls on a regular cell phone, as well as access their email account information.
2. Content presentation
* a. Distribute Booklet of steps they will refer to as we go through the material together, as well as a quick reference laminated card that can be torn out of the packet and carried with the techs at all times. The booklet is something they can go back to and go through the steps at any time as is the Powerpoint presentation. They will also have their Blackberries present and charged up, because some steps of the instruction will require them to execute the step actually on their system. The Powerpoint will go through each function of their new phones and the booklet follows the presentation exactly so they can write any notes...The teacher pauses where needed and the pace is determined by questions and discussions.
* b. Show them the steps one at a time in the presentation, and they can follow in their booklets and write down notes they want to make.
3. Learner participation
* a. After viewing the slides on the Powerpoint and making any notes in the booklet on a particular step, learners will practice each step that was just covered
* b. walk around the training room and listen in as the techs perform this task, giving feedback and encouragement where necessary.
4. Assessment
* A power point game will be given as an assessment. Learners will be shown an icon on the power point that is numbered. They will all have a sheet that will have names of functions of the blackberry (matching to the icons shown). They will be asked to put the number that corresponds with the icon shown. (pen and paper Identify assessment)
*On their blackberries several texts and emails will have been sent by volunteers in the property managers office (solicited before training) Learners will be asked to open an email without any assistance. They will also be asked to open a text message without any assistance. (performance assessment) Instructor will ask each tech individually what to open (ie. text or email--so they are encouraged and motivated to do this one on their own, and this will also create a chance for the instructor to truly see if the terminal objective has been achieved.)
5. Follow-through activities
* a. Quick guide reference with pictures of each icon and what it means as well as some shortcut features they learned in the workshop
* b. Email and text (mix it up) the learners once a week for 4 weeks asking a specific question and terms of response back will be no less than 6 hours. Move to randomly email/texts after the four weeks for 2 months to maintain that performance was achieved and is being practiced.
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
1a. Teacher; email and flyer
1b. Teacher, maintenance techs and lead area maintenance tech; open discussion, learner led mostly.
1c. Teacher & PowerPoint presentation with pictures of their Blackberries and some of the icons they will need to become familiar with.
1d. Teacher & PowerPoint presentation pictures of various cell phone the company has used in the past, and email account names
2. Content presentation
a&b.Powerpoint presentation, teacher, Booklet and Blackberries
3. Learner participation
Booklet, Powerpoint, teacher, learner, blackberries
4. Assessment
Teacher, Powerpoint/pen and paper matching test, performance test on actual blackberry.
5. Follow-through activities
Booklet, Powerpoint program used for the training (the property management company gets a copy, and downloads it to their intranet so the techs can access this at home or work) Blackberry, Quick guide reference
1. Pre-instructional activities
1a. Teacher, maintenance techs and lead area maintenance tech; open discussion, learner led mostly.
1b. Teacher & PowerPoint presentation with pictures of their Blackberries and some of the icons they will need to become familiar with.
1c. Teacher & PowerPoint presentation pictures of various cell phone the company has used in the past, and email account names
2. Content presentation
a&b.Powerpoint presentation, teacher, Booklet and Blackberries
3. Learner participation
Booklet, Powerpoint, teacher, learner, blackberries
4. Assessment
Teacher, Powerpoint/pen and paper matching test, performance test on actual blackberry.
5. Follow-through activities
Booklet, Powerpoint that the property management gets copy, and downloads it to their intranet (the techs can access this at home or work) Blackberry, Quick guide reference
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:
The most critical instructional media in this workshop is the Booklet that covers the steps of specific functions of the new Blackberry systems that ABC Property Management company is using. There were several critical steps that the property managers told me might be difficult for some of the techs so I felt a booklet that they can take with them to refer to when they need it was the best way to reach my audience. Also the quick reference guide will come in handy for the audience, as they're mostly mobile and on the go. The Powerpoint was really an aid for visual learners as well as an aid for the assessment. Even though he Powerpoint goes over the same content as the booklet does, I did want to reach all learning styles in my approach (visual). The instructor herself is a media tool too, as instruction in the book or Powerpoint can be stopped at any time to answer questions or rephrase a concept. And finally the Blackberry is a huge part of the media for this workshop because the steps being followed are then executed on the Blackberry systems.
The most critical instructional media in this workshop is the Booklet that covers the steps of specific functions of the new Blackberry systems that ABC Property Management company is using. There were several critical steps that the property managers told me might be difficult for some of the techs so I felt a booklet that they can take with them to refer to when they need it was the best way to reach my audience. Also the quick reference guide will come in handy for the audience, as they're mostly mobile and on the go. The Powerpoint was really an aid for visual learners as well as an aid for the assessment. Even though he Powerpoint goes over the same content as the booklet does, I did want to reach all learning styles in my approach (visual). The instructor herself is a media tool too, as instruction in the book or Powerpoint can be stopped at any time to answer questions or rephrase a concept. And finally the Blackberry is a huge part of the media for this workshop because the steps being followed are then followed and executed on the Blackberry systems.
The instructor's feedback to step 4:
No specific feedback given on this step.
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