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:
Overall, I think this is done very well. The objectives will help guide the rest.
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 identify areas of a pupils weakness on the GHSGT using appropriate diagnostic testing.
The instructor's feedback to this step:
I think this is good and that it could be improved by clarifying the conditions. One way to do this is to state, "Given..., the student will..." As it is written, I am wondering if diagnostic testing is linked to pupils who took the GHSGT or to the students. Also, are the students "teachers?"
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
a. Work in small groups of 3-4 brainstorming areas of known pupil weakness on the the GHSGT students will be provided with a handout to record their responses.
b. The class will reconvene and discuss the results of the brainstorming session and the instructor will use the information as an opportunity to introduce the instructional objective.
c. The instructor will review over material using powerpoint slides that has already been covered leading to this point. This review should include areas students are evaluated on through the GHSGT and the interpretation of test results on the GHSGT.
2. Content presentation
a. Distribute handouts that show sample student results on the GHSGT. As a class identify the areas of weakness then discuss known ways weaknesses have been addressed in the past. Then discuss how have the students felt about the success of pupils using known measures of addressing student weakness.
b. Using the internet and computer workstations the students will then view known remediation programs as a way to address student weakness (Including GHSGT software and state of Georgia Websites)The teacher will also hand out list of other successful methods used to address student weaknesses in the past.
3. Learner participation
a. The students will be provided with several pupil performance examples and asked to determine which of the available methods would best help the pupil in improving area of weakness.
b. After completing the assignment the student will compare his findings first with a buddy and then the entire class will discuss the results choosen outcomes.
4. Assessment
The students will then be given several other pupil performance examples and asked to identify which measures would be most successful in address the pupil's weaknesses. The student will record their answers on the paper distributed with the pupil information.
5. Follow-through activities
a. Students will be provided with a master handout that matches various strategies for addressing pupil weakness with known areas of weak performance.
b.Teacher will conduct a debriefing session to discuss with the students any frustrations that they experienced in implementing the given strategies and then move to discussing if there are any other strategies that they would like to try to implement.
The instructor's feedback to this step:
I think you did this very well!
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Your final response:
1. Pre-instructional activities
a-c Teacher overhead or whiteboard, handout for recording brainstorming activity, and Powerpoint slides.
2. Content presentation
Handouts, Whiteboard or Overhead, Computer Lab with GHSGT Software and Internet access.
3. Learner participation
Pupil Results Handouts, Whiteboard or Overhead
4. Assessment
Handout of Pupil Performance Results with areas for student response
5. Follow-through activities
Handout that compares strategies and weaknesses, Whiteboard or Overhead
The instructor's feedback to this step:
Good work.
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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:
The main technological media used in this lesson is a computer. The computer program and internet resources used provide opportunities for students to see and try the various strategies readily available to help pupils improve on the GHSGT. Furthermore, the lesson also uses some powerpoint slides which is a good way to visually present and review information that helps in student retention of facts for later application.
The instructor's feedback to step 4:
I really like your references back to the lesson and instructional activities. This is well-written!
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