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:
SWBAT identify the appropriate intervals of a major scale.
Coneptual Objective: A scale is a series of intervals in a specific order which lay the foundation for all music.
The instructor's feedback to this step:
This is a well written objective. Nice job. BTW, conceptual is misspelled.
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
1a. As the students are walking into the room, they will be lisening to jazz music. The instructor will meet each one at the door and ask them to tap their foot and sway to the beat. (gaining attention) 1b. The teacher will explain to the students that they will be learning about how scales are created and why they are important (informing learner of the objective) 1c. Teacher will explain to the students that they will be playing their instruments as well as moving in a circle. 1d. Teacher will remind the students about the concepts of whole and half steps (stimulating a recall of prerequisite learning)
2. Content presentation 2a. Teacher will show the students a piano keyboard (presenting stimulus material) 2b. Teacher will point to the notes of a scale on the piano and then play them(providing learning guidance) 2c. Teacher will then identify the intervals between each note of that scale and then play it for them 2d. Teacher will present to the students the interval rap (half half whole, half half half whole)complete with rapping sound effects (gaining attention/presenting the stimulus material)
3. Learner participation 3a.Students will perform the interval rap (learner guidanc/eliciting performance) 3b. Students will form and walk in a circle,taking a shoe length step for whole and a half shoe length step for half(eliciting performance) 3B. Teacher will give students feedback on their performance (providing learning guidance) 3c. Students will extend rap to notes, substituting note names for intervals (eliciting performance) 3d. Students will then choose 4 composers to comprehend the importance of scales (providing learning guidance) 4. Assessment
4a. Students will be evaluated based on participation, knowledge of the intervals, and ability to transfer that to their instruments (playing a scale in small groups while saying the intervals)They will be recorded on a digital video camera to record accuacy and given immediate feedback on their effort.The progress of their group will be documented on video throughout the year (Providing feedback aboutr performanc correctness/assessing the performance 5. Follow-through activities 5a. Students are asked to write down 3 scales from a given choice of notes (enhancing retention/transfer) 5b. Students are asked to create finger patterns for their instrument for those three scales that they chose (prerequisite- knowing how to finger each note)An example is shown by the teacher. 5c. Student will bring in examples of songs where scales are used.
The instructor's feedback to this step:
Good, instruction seems to align to assessment which then goes back and aligns to the objectives. I believe that all of 2 is presenting the stimulus material.
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Your final response:
1. Pre-instructional activities 1a. CD/Teacher 1b. teacher/method book
1c. Teacher
1d. Teacher/method book
2. Content presentation 2a. Computer/Projector (http://www.inhymn.com/PianoMusic/vpiano/virtual_piano_chords.htm & Teacher 2b.Teacher
2c. Teacher/MIDI Keyboard 2d. Teacher 3. Learner participation 3a. Teacher/Students 3b. CD/Teacher 3c. Teacher/Music Notation Software (playback) 3d. Powerpoint (with audio examples)
4. Assessment
Teacher/Digital Video Recorder
5. Follow-through activities 5a. Worksheet/Teacher 5b. Method Book/Worksheet/Powerpoint. 5c.CD
The instructor's feedback to this step:
Good
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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 incorporation of media is vital tot he success of the lesson. The method book provides the students with much verbal knowledge. It gives them a quick reference when they have a question. The book supports what the teacher is teaching. The internet provides a fantastic visual for the students in a format that they are familiar with (since the school requires that all students be proficient at conducting internet research)and is helpful in showing the entire class the piano. The website also highlights the notes of the scales, providng learning for visual learnerns. The MIDI keyboard provides the sound for the aural learners so that the intervals they just saw will be put into a familiar context. The powerpoint presentation was used to provide both aural stimulation attached to visual stimulation (pictures of the composers). The cd provides examples of scales being used in music and also provides attitudinal motivation (it is a treat to get to listen to alot of music). The notation software is used by the teacher to compose the beat (for the rap). Without the beat, the rap wouldn't be effective. Finally, the digital video camera provides a means of assessment for both the teacher and the student's group. It provides an accurate picture of their progress from the the beginning of the year until the end. Without all of these items working together, student learning would be compromised.
The instructor's feedback to step 4:
Good.
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