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 good. I like all your instructional strategies in your pre-instructional activities, content presentation, learner participation and your follow-up activities. But for the assessment part, although it is good to have students peer review each other’s work and it is one format of assessment, the main purpose of the assessment in this IDA is to provide information for the instructor to know how the learners learned and what kind of further actions should be taken. So you may want to add some activities to allow the instructor to review the students’ Google pages and decide their learning outcomes. Note from Lloyd: I agree with Maggie. Peer review is a marvelous activity, but should be used as a "practice" or interaction component. Reserve assessment as a formal approach to getting feedback on learning as a way to gauge the effectiveness of the lesson.

 

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 webpage using the google page creator.

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:

1a. Discuss how online learning has increased and that it is imperative to become familiar and use the internet in daily educational activities. Also, motivate students by stating how the google pages could be used to enhance their classrooms, educational opportunities, and internet browsing. 1b. The goal of the lesson will be to facilitate students in designing their own web page using the google page creator. The instructor will explain that students can use the step by step guide along with the instructor lecture of the lesson. 1c. The instructor should state that internet browsing should be familiar to everyone in the class as well as basic typing skills. Students should be able to open a gmail account. 2a and b. Students will be provided with the self paced guide. The instructors should explain to students that they can reference the guide as the instructor goes through the process of creating a google page. Instructors should make students aware that they will have the opportunity to reference the guide in order to make their own google pages after the instructor lecture. Next, the instructor will demonstrate how to create a google page by using a projector, computer, and the internet. 3a and b. Students will now attempt to create their own google pages using the self paced guide, assistance from the instructor, and a step by step slide show on how to create a google page which will play from the projector (using google slideshow). 4a. Ask students to participate in a peer review. Students will evaluate each others google pages. Students will state and demonstrate, by creating a google page, how they constructed their google page as well as stating any problems/questions they had about the process. These problems/questions will be discussed at the end of class as a group. 5a. Students should keep the self paced guide as a memory aid and the google slideshow demonstrating the step by step process will be emailed to each student. Students can also reference their peer review comments and the google page they constructed which should state how they created their google pages along with answers to their questions/ problems. 5b. Ask students to create a google page link describing their interests. Request students to look for other web page applications from which they can create their own webpages.

1a. Discuss how online learning has increased and that it is imperative to become familiar and use the internet in daily educational activities. Also, motivate students by stating how the google pages could be used to enhance their classrooms, educational opportunities, and internet browsing. 1b. The goal of the lesson will be to facilitate students in designing their own web page using the google page creator. The instructor will explain that students can use the step by step guide along with the instructor lecture of the lesson. 1c. The instructor should state that internet browsing should be familiar to everyone in the class as well as basic typing skills. Students should be able to open a gmail account. 2a and b. Students will be provided with the self paced guide. The instructors should explain to students that they can reference the guide as the instructor goes through the process of creating a google page. Instructors should make students aware that they will have the opportunity to reference the guide in order to make their own google pages after the instructor lecture. Next, the instructor will demonstrate how to create a google page by using a projector, computer, and the internet. 3a and b. Students will now attempt to create their own google pages using the self paced guide, assistance from the instructor, and a step by step slide show on how to create a google page which will play from the projector (using google slideshow). 4a. Ask students to participate in a peer review. Students will evaluate each others google pages. Students will state and demonstrate, by creating a google page, how they constructed their google page as well as stating any problems/questions they had about the process. These problems/questions will be discussed at the end of class as a group. 5a. Students should keep the self paced guide as a memory aid and the google slideshow demonstrating the step by step process will be emailed to each student. Students can also reference their peer review comments and the google page they constructed which should state how they created their google pages along with answers to their questions/ problems. 5b. Ask students to create a google page link describing their interests. Request students to look for other web page applications from which they can create their own webpages.

The instructor's feedback to this step:

No specific feedback given on this step.

 

 

Your final response:

1a. Teacher, self paced guide 1b. Teacher, self paced guide 1c. Teacher 2a and b. Teacher, internet access, computer, projector, self paced guide. 3a and b. Teacher, internet access, computer, projector, self paced guide, google slideshow. 4a. Teacher, internet access, computer, peer review, group discussion of problems/ questions. 5. Self paced guide, google slideshow, peer review comments, individualized google page.

1a. Teacher, self paced guide 1b. Teacher, self paced guide 1c. Teacher 2a and b. Teacher, internet access, computer, projector, self paced guide. 3a and b. Teacher, internet access, computer, projector, self paced guide, google slideshow. 4a. Teacher, internet access, computer, peer review, group discussion of problems/ questions. 5. Self paced guide, google slideshow, peer review comments, individualized google page.

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:

The self paced guide allows students to go through the steps at their own pace without relying on the teacher or on notes which might be unreliable. Students can also reference these outside of the classroom setting.

The self paced guide allows students to go through the steps at their own pace without relying on the teacher or on notes which might be unreliable. Students can also reference these outside of the classroom setting.

The instructor's feedback to step 4:

No specific feedback given on this step.