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:
I think you are ready to do this for real now. Nice job!
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 20 two factor problems involving proper fractions, improper fractions and mixed numbers with similar sign the student will be able to demonstrate accurate multiplication within 15 minutes.
The instructor's feedback to this step:
This is a well written objective. Nice job.
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. Discuss why you need to be able to multiply various fraction forms quickly in algebra. Demonstrate complex fractions and rational equations b.. Describe that the goal of the lesson is to multiply various types of fractions. Explain that the lesson will depict the method of multiplying various types of fractions either via computer, video, manipulatives or textbook. c.Explain that knowledge of multiplication of whole numbers, reducing/sand the integer rule for multiplication of like signs is expected.
2. Content presentation
a & b Distribute the self-paced guide that guides the student through the procedures of this module. Explain and demonstrate the procedures and expectations of the module. Explain the procedures for choosing and using the media
3. Learner participation
a & b. Allow students to follow procedures in the guide. Assist in questions, provide demonstrations when requested, and provide feedback on practice tests.
4. Assessment
. Have the students take a test involving multiplication of proper fractions, improper fractions and mixed numbers of similar signs.
5. Follow-through activities
Have students write the steps for multiplying various fractions of similar signs in a notebook or as an entry on a pre-algebra flip chart.b. Assign students to write a story explaining how to multiply fractions of similar signs.
The instructor's feedback to this step:
Good, instruction seems to align to assessment which then goes back and aligns to the objective.
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Your final response:
1. Pre-instructional activities
a. Teacher b. Teacher, self-paced guide, computer, video, manipulative, textbook. c. Teacher, self-paced guide
2. Content presentation
Self-paced guide, computer, video, manipulatives, textbook, teacher
3. Learner participation
Self-paced guide, computer, video, manipulatives, textbook, teacher
4. Assessment
Self-paced guide, computer, teacher
5. Follow-through activities
Self-paced guide, teacher
The instructor's feedback to this step:
I am a bit lost in the media here. Are the students given an option for how they learn this content? Maybe I did not understand the content presentation section?
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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 main media selected for this is a self-paced guide that is complemented with computers, videos, textbooks and manipulatives. Since this unit is design to help students who have already been presented with this material but have not mastered it yet, a self paced guide allows students to work at their own pace during team-time to acquire the skills they lack. By allowing the students to choose the media they wish to use to gain these skills, they hold more power over their own learning. If one type of media is not successful helping the students to learn the skills then the students can work with another. Computers provide interactive examples and quick self checking. Videos provide examples and various representations of multiplication of fractions. Textbooks provide concrete examples and a wealth of practice problems. Manipulatives allow the students to physically touch representations. The self-paced guide allows the student to work at his/her own pace and it allows for review inside and outside of class.
The instructor's feedback to step 4:
I am not sure I understand this given my confusion above. If you clarify the issue above, this might resolve my confusion here.
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