Return to the list of Lesson Design IDAs | Return to the IDA Library Home Page

Instructional Design Activity: Lesson Design

 

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 good. Pre-instructional activities You may also want to point out that some basic knowledge of using computers and Microsoft word are needed, such as create a new file, save file, etc. Content Presentation This part is fine but a little bit brief. You may want to specify a little more detailed components in the guide and short presentation. Learner Participation This part is good. Assessment You said “4a. Ask the students to create a matching sheet without using the learner's paced guide”, but then how the instructor will check their works and what kind of assessing process will be implemented? What criteria will be used to assess their works? Follow-through activities This part is good but it can be more detailed. Media choice and rationale You have reasonable media choice and good rationale. Note from Lloyd: Yes, your responses were a tad on the brief side, so it is difficult to give you much feedback here. It does seem as though you understand the principles of lesson design.

 

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:

The student will be able to demonstrate how to create a matching sheet using microsoft word.

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:

No final draft

1. Pre-instructional activities 1a. Discuss the need for a board game matching system where players can choose to sign up based on their interests, thus affording a more enjoyable experience for participants. 1b. Describe that the goal of this lesson is to make a sign up sheet using microsoft word. Explain that this will be done in a step by step manner. 1c. Explain that a knowledge of game types is needed before beginning this lesson. 2. Content Presentation 2a and b. Distribute the learner's paced guide to making a sign up sheet using microsoft word. Explain that learners will have a chance to follow the guide after the short teacher demonstration of the guide's contents. Give said short presentation following the guide. 3. Learner Participation 3a and b: Since computers are limited, form the learners into groups of two. Assign the two groups to the two available computers in the classroom. Tell the four learners to work through the guide individually. Assist the students as needed. 4. Assessment 4a. Ask the students to create a matching sheet without using the learner's paced guide. 5. Follow-through activities 5a. Tell the students to keep and reference the guide as needed when designing matching sheets for board game class. 5b. Explain that each learner will make a sign up sheet for their next board game class.

The instructor's feedback to this step:

No specific feedback given on this step.

 

 

Your final response:

No final draft

1a. Teacher 1b. Teacher; learner's paced guide. 1c. Teacher; powerpoint 2a and b. Teacher; learner's paced guide. Powerpoint. 3a and b. Teacher; computers; Microsoft word. 4a. Computer, Microsoft Word. 5a. Learner paced guide 5b. computer, learner paced guide.

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:

No final draft

One of the main media used in this lesson is the learner paced guide. While watching the teacher perform a brief task may be useful, learners often cannot follow at their own pace or follow the teacher quickly enough. The guide solves this problem because students work at their own pace. MOreover, they have individual aid from the teacher, as they require it. This is also suited to the learning environment, where only two computers are available because as learners finish one activity, they can transition into another at their discretion.

The instructor's feedback to step 4:

No specific feedback given on this step.