Overall Instructor Rating: Exemplary
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:
After exploring an EPA interactive website simulator, students will be able to generate a poster display providing solutions for how the virtual city "Dumptown" can efficiently and effectively reduce waste.
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:
1a. Inform students that a virtual city, Dumptown, needs their help. Read the introduction from the website located at (www.epa.gov/recyclecity/first.htm). Explain that Dumptowners do not believe in recycling or reducing waste and they need a new City Manager (the student) to improve their city.
1b. Tell students that in this lesson they will need to be thinking about choices people can make that help the environment and how to apply them in order to decrease waste. Describe that the goal of the lesson is to for students to identify what Dumptown can do to reduce their city's waste efficiently and effectively.
1c.Teacher led group discussion reviewing what a recycling program does and the benefits from implementing one based on knowledge gained from previous lessons in the unit. Students will be expected to know what materials are recyclable and which ones are not based on creating and implementing their own classroom-recycling program (previous lesson). They also are expected to be able to provide concrete examples of how people can reduce waste and how they cannot in a city setting.
2a. In the classroom, use a PowerPoint presentation to introduce to students to concepts about how a city government, city businesses, and city budget money impact environmental decisions.
2b. Teacher will model using the teacher computer and projector how to play the simulated, "Dumptown Game" through the website; www.epa.gov/recyclecity/first.htm. Show students the features and the role City Hall plays in the virtual city context. Help learners become comfortable with how to manipulate the control center, programs, current waste, and recovered waste boxes. Allow learners time to see the impact on the city environment from changing the programs (more recycling=cleaner city).
3a. Allow students to experiment with playing the EPA simulator game on their pc's by altering the control center, programs, current waste, and recovered waste boxes.
3b. Teacher will walk around and interact with students by making observations and asking them questions about what kind of choices they are making in the program and what effects are occurring as a result. The website program also will show the results of their decisions (i.e. cleaner city).
4a. After discussing students' findings in the computer lab, the teacher will form assessment teams of 4-5 students. The teacher will give each team a piece poster board and explain that the task is for students to formulate the best plan to clean-up, "Dumptown" by using their knowledge about ways to help the environment and information gained from playing the game. Students will cooperatively decide what is best economically and environmentally to improve the amount of waste produced in, "Dumptown". When done they will present their findings to the class. The teacher will grade according to a performance rubric based on students applying problem solving skills to decreasing pollution.
5a. Students will be able to listen and provide verbal feedback to assessment teams after their presentations. Poster boards created by each team will be featured in the room to remind students of what they learned.
5b. Assign an out-of-class activity in which students must formulate a plan and disply findings on a poster board about the city they live in or closest on how to decrease waste and increase recycling.
The instructor's feedback to this step:
Good, instruction seems to align to assessment which then goes back and aligns to the objectives.
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Your final response:
1a. Teacher; using an interactive website to provide an authentic learning setting.
1b. Teacher; givng information to students.
1c. Teacher led discussion with student participation.
2a. Teacher led PowerPoint presentation .
2b. Teacher using computer, projector, and website.
3a. Students; using EPA interactive simulator online on a pc in a computer lab.
3b. Teacher and student discussion; computers"
4a. Classroom setting with a peer team, student will create poster display
5a. Teacher and Students; poster board displays and presentations by learners.
5b. Student; poster board display created at-home.>
The instructor's feedback to this step:
Are you just giving them posters? What about markers? Magazines to cut images from? Other images that they might use for Dumptown?
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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:
I chose to include media I felt would be appropriate to my students in order to scaffold their success in reaching my instructional objective. First of all, I chose to include a PowerPoint presentation as my delivery system during my content presentation in order to increase my students' motivation. From my own experience, students are excited when material is presented in PowerPoint. They really like the graphics, bullet organization, and the sound effects. Moreover, Keller's ARCS model (pg.191, Dick, Carey L., and Carey J.) confirms that when students are attending to instruction it increases the effectiveness of your instructional plan. Selecting computer simulation was necessary to be included in my instructional plan because it directly matches the instructional strategy in my lesson objective. To elaborate, my goal for students was to use an interactive computer simulator through an EPA website to experience applying environmental problem solving skills to an authentic situation. This computer simulator in fact was creating a link between knowledge students had due to previous lessons in the unit and to a real life situation (city setting). When students have a purpose for learning something and can make big connections to how this learning can be applied to real life problems, "real" learning is occurring.
The instructor's feedback to step 4:
Good
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