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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:

I think your lesson design is great, and I only have a couple of minor recommendations for you as following: Pre-instructional activities: Your pre-instructional activities are good, but I recommend you adding more descriptions about what the instructor or the web-based tutorial will do to make sure that students have the prerequisite skills and how the pre-instructional activities will motivate students to learn this course. Assessment: You may also want to be more specific in the assessment section: what are the criteria that can identify students have learned the searching skills using GALILEO? How will the teacher check with the students’ searching process? Note from Lloyd: I agree with Maggie’s feedback. I also think you should give more details and explanation about your design for each of the lesson components. For example, what will the nature of the activities be during the “learner participation” phase of the lesson. Remember, this is meant to be the first draft of a design document from which you will begin the development of the lesson. So, the more detail you provide here, the better start you will have to the next step in the design work (such as constructing scripts, storyboards, etc.). Also, I noticed that your lesson objective targets problem-solving. This is unusual in the sense that problem-solving is best considered as an outcome of a set of lessons of even several units. Lesson objectives usually focus on concepts, and or rule-using objectives. By targeting problem-solving, you are implying that the learner already has mastered all prerequisite concepts and rules.

 

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 generate a comprehensive, web-based literature search using the GALILEO@UGA search engine when a review of literature relevant to their inquiry is needed.

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: Before the lesson begins, students must have an initial area of research and a specific topic or set of issues within that area of research. Students will be able to use their own research interests in this lesson for the purposes of motivating them to complete an activity that is useful to them. This preparation will also inform students about the purposes of the lesson and what they already need to know to be successful in this lesson.

2. CONTENT PRESENTATION: Content will be presented in an Internet-based learning module through a series of graphic, text-based and pictorial images, such as screenshots or demonstrations, of the processes to be instructed. Audio narration will also be used.

3. LEARNER PARTICIPATION: Learners will complete the self-paced module by clicking on a computer mouse. Their participation will includes listening and watching.

4. ASSESSMENT: Following each major lesson component, students will perform related activities that will allow them to practice their search skills.

5. FOLLOW-THROUGH ACTIVITIES: After the learning module is completed, an outline of the main points of the lesson will appear to be printed or e-mailed if the student chooses.

The instructor's feedback to this step:

No specific feedback given on this step.

 

 

Your final response:

No final draft

All learning components will be accessible via the Internet.

1. PRE-INSTRUCTIONAL ACTIVITIES: Informing students about pre-requisite skills and instructional purposes will be presented in words on the opening lesson screen.

2. CONTENT PRESENTATION: The media needed include a computer screen and audio capabilities, including speakers and volume control.

3. LEARNER PARTICIPATION: Learners will require a computer and a mouse.

4. ASSESSMENT: Learners will require a computer and mouse.

5. FOLLOW-THROUGH ACTIVITIES: The computer must be connected to a printer to retrieve the print version of the outline. Otherwise, it may be e-mailed.

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

Having an Internet-accessible interface is an appropriate choice for this lesson because all UGA students, especially grad students, must have Internet access in order to be a fully functioning student at UGA. Most students will be able to access the lesson from multiple locations, which will make it easier for them to get the instruction they need.

The instructor's feedback to step 4:

No specific feedback given on this step.