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 instructional objectives are very well written and I can see they are advancing from the low intellectual level to the higher ones. Good job!
I like all your instructional strategies in your pre-instructional activities, content presentation and learner participation. I am also impressed by your fantastic comprehensive choice of media. You combined both traditional ways (paper-and-pencil) and technology (smartboard, kidspiration, computer, etc.)
I almost marked your work as exemplary, but I am just a little worried because there are so many activities that it can be difficult to accomplish all of them in one lesson. But, again, all these activities are great and I am sure of its instructional outcomes will be great as well.
Note from Lloyd: I agree with Maggie -- very nice work. And yes, you are probably too ambitious in what you think you can accomplish in this one 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:
1. SWBAT identify days of the week and months of the year.
2. SWBAT demonstrate the ability to discriminate between seconds, minutes, and hours.
3. SWBAT generate a daily schedule with appropriate time increments.
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
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Your final response:
1. Pre-instructional activities
1.a. Read Where the Wild Things Are by Maurice Sendak. After the story, have students discuss how much time actually took place in the story. The students will write down each event they remember and how much time they think each event took. Have the students get into groups of three or four and compile their lists to form one list on a piece of poster paper. Each group will present their list.
1.b. Discuss how time plays an important role in our lives. It is essential for people to be aware of time and how to manage it in order to fit in everything that needs to be completed. Students will learn about how a calendar is created.
1.c. Explain that students need to be aware of time management tools like calendars and clocks Show them all the various tools that measure time for example clocks, different types of calendars, an hourglass filled with sand,and egg timers etc...so they are aware that time is measured in many ways. Students will have some Kidspiration training in building webs.
2. Content Presentation
2.a. Introduce the planner, which will be provided by the school, that the students will use throughout the year. Provide students with blank pages of calendars which will be used to practice organizing daily activities.
2.b. Lead students through reciting days of the week and months of the year. Show students how to break down an hour using seconds and minutes.
3.Learner participation
3.a. Students will use an interactive Smartboard on which the teacher has created a mock list of daily activities on school planner. Students will have to work in small groups in order to rank each activity. Students will discuss how much time each activity will require to complete that day in order for them to know how much time is needed to set aside for homework.
3.b. The teacher will monitor each small group by asking questions about the groups' descisions of activity rank and time. The teacher will choose the group with the most accurate activity schedule to present on the Smartboard pulling the correct activities onto the school planner for that day showing appropriate time blocks.
4. Assessment
4.a. Students will be given a list of five activities (including homework) and have to generate a web in Kidspiration ranking the activities in order of importance. The students will also have to include how much time each activity will take that day in order to be in bed by a reasonable time.
4.b. Students will be given a list of activities and have to distinguish between which activities are necessary and which ones are free time/fun activities. Students will utilize blank calendar pages to record necessary activities.
4.c Students will be given a post-test naming the days of the week and months of the year. In the test, students will also have to distinguish between seconds, minutes, and hours using a picture clock and worksheets.
5. Follow-through activites
5.a. Students will use Computer software for additional practice in telling time.
5.b. Students will apply learned skills in order to complete the school district provided calendar for the present week. Students will list the activities they are going to participate in each day and how much time will be alloted for each activity.
1. Pre-instructional activities
1.a. Read Where the Wild Things Are by Maurice Sendak. After the story, have students discuss how much time actually took place in the story. The students will write down each event they remember and how much time they think each event took. Have the students get into groups of three or four and compile their lists to form one list on a piece of poster paper. Each group will present their list.
1.b. Discuss how time plays an important role in our lives. It is essential for people to be aware of time and how to manage it in order to fit in everything that needs to be completed. Students will learn about how a calendar is created.
1.c. Explain that students need to be aware of time management tools like calendars and clocks. Students will have some Kidspiration training in building webs.
2. Content Presentation
2.a. Introduce the planner, which will be provided by the school, that the students will use throughout the year. Provide students with blank pages of calendars which will be used to practice organizing daily activities.
2.b. Lead students through reciting days of the week and months of the year. Show students how to break down an hour using seconds and minutes.
3.Learner participation
3.a. Students will use an interactive Smartboard on which the teacher has created a mock list of daily activities. Students will have to work in small groups in order to rank each activity. Students will discuss how much time each activity will require to complete that day in order for them to know how much time is needed to set aside for homework.
3.b. The teacher will monitor each small group by asking questions about the groups' descisions of activity rank and time. The teacher will choose the group with the most accurate activity schedule to present on the Smartboard pulling the correct activities onto the calendar for that day showing appropriate time blocks.
4. Assessment
4.a. Students will be given a list of five activities (including homework) and have to generate a web in Kidspiration ranking the activities in order of importance. The students will also have to include how much time each activity will take that day in order to be in bed by a reasonable time.
4.b. Students will be given a list of activities and have to distinguish between which activities are necessary and which ones are free time/fun activities. Students will utilize blank calendar pages to record necessary activities.
4.c Students will be given a post-test naming the days of the week and months of the year. In the test, students will also have to distinguish between seconds, minutes, and hours using a picture clock and worksheets.
5. Follow-through activites
5.a. Students will use Computer software for additional practice in telling time.
5.b. Students will apply learned skills in order to complete the school district provided calendar for the present week. Students will list the activities they are going to participate in each day and how much time will be alloted for each activity.
The instructor's feedback to this step:
No specific feedback given on this step.
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Your final response:
1. Pre-Instructional Activities
Book- Where the Wild Things are
Various time mamagement tools: clocks, different types of calendars, an hourglass, egg timers
Kidspiration
2. Content Presentation
School district planner
Blank pages of calendars
Large hanging calendar
Teaching Clock
3. Learner participation
Smartboard
4.Assessment
Kidspirtation- computer program
blank calendar pages
paper-based test
Follow-through activities
Computer software
School district planner
1. Pre-Instructional Activities
Book- Where the Wild Things are
2. Content Presentation
School district planner
Blank pages of calendars
Large hanging calendar
Teaching Clock
3. Learner participation
Smartboard
4.Assessment
Kidspirtation- computer program
blank calendar pages
paper-based test
Follow-through activities
Computer software
School district planner
The instructor's feedback to this step:
No specific feedback given on this step.
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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:
Technology plays an important role in the implementation of this lesson. By using Smartboards and Kidspiration, students are actively involved in a hands-on learning experience. These psychomotor tasks and dynamic representations of concepts will enable students to better grasp and retain the information. Group activities enforce positive social dynamics. Using personal real-life experiences will reinforce and support student learning.
Technology plays an important role in the implementation of this lesson. By using Smartboards and Kidspiration, students are actively involved in a hands-on learning experience. These psychomotor tasks and dynamic representations of concepts will enable students to better grasp and retain the information. Group activities enforce positive social dynamics. Using personal real-life experiences will reinforce and support student learning.
The instructor's feedback to step 4:
No specific feedback given on this step.
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