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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:

Your objective: Your instructional objective is very specific with all ABCDs. Excellent! Pre-instructional activities Your pre-instructional activities are great. They include both the necessary explanation to motivate the learners and the explanation of prerequisites. Great! Content Presentation As your buddy mentioned, you may want to indicate in which step of the instruction that the learners will watch the video, because you mentioned video as one of the chosen medium. I guess it is supposed on the specified website that you mentioned in this part, but you may want to make it clearer. Learner Participation Good activities here. And maybe adding some pair activity or group activity will also be useful. Assessment You said “Learner will take an on-line quiz from the same web site as their guided instruction. Learner will demonstrate mock injuries on real people to demonstrate knowledge of injury, treatment of the injury and response time.”, but you may also want to specify how the instructor will check with learners’ learned skills and how they need to respond according to learners’ learning outcomes. Follow-through activities This part is very good. Media choice and rationale You have very good variety of different formats of medium. But again, the use of video needs to be specified either in the content presentation part or in the learner participation part.

 

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 variety of first aide supplies, Babysitters will identify(concept)the correct ointments and antiseptics for insect bites, cuts, burns, surface abrasions with quick response time.

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

1a. Discuss injuries incurred by not responding quickly. 1b. Describe the purpose of the lesson. Explain the use of each treatment and that the lesson will take them step-by-step on how and when to apply treatment. 1c. Explain needed entry behaviors;pre-test on vocabulary,knowledge of the difference between minor and major injuries 2a&b-Move to computers. Babysitters will follow steps in a guide to enter into a web page that will take them step-by step on treatment and procedures for treating injuries. Explain that they will have as much time and opportunity to follow steps. 3a. Learner will practice skills learned from the computer guide on dolls using appropriate ointments and bandages. Learner will create a self help booklet for their use. 4. Learner will take an on-line quiz from the same web site as their guided instruction. Learner will demonstrate mock injuries on real people to demonstrate knowledge of injury, treatment of the injury and response time. 5. Follow-through activities-Learners will keep a log of occurrences in their self created help booklet. Learner will write questions they need answered in booklet. Learner will refer to booklet if needed.

The instructor's feedback to this step:

No specific feedback given on this step.

 

 

Your final response:

No final draft

pre-instructional 1a. self paced; first aide video on injuries 1b. self-paced/teacher directed 1c-self-paced;pre-test paper/pencil/teacher Content 2a&b- self paced/computer/internet connection; Learner participation 3a. Teacher/dolls demo; self paced dolls; self created booklet Assessment 4. self paced computer ;teacher additional personnel Follow-through activities 5. self paced booklet

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

video-The video presentation gives a springboard into the lesson with real occurrences. computer-web site and instructional pages gives learners an engaging and practical usages incorporating concepts and principles of basic first aide as the primary focus. On-line assessment gives immediate feedback. booklet- writing and illustrating knowledge learned, assists in transferring and retaining knowlege. Additionally, it gives the learner their own guide written in their terms. real and non real personnel-The use of non- real and real participants gives the learner hands-on training and immediate feedback by the instructor.

The instructor's feedback to step 4:

No specific feedback given on this step.