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:
New media specialists will be able to generate a bibliography of instructional materials as a result of collaborative planning with a classroom teacher.
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
|
Your final response:
1. Pre-instructional activities
1a. Discuss the need to promote teacher/media specialist collaboration,and the media specialist's role as instructional support to the classroom teacher.
1b. Describe that the goal of this lesson is to generate a bibliography of instructional materials that meets the instructional needs of the classroom teacher. This lesson will cover the steps for determining what materials to include as well as how to format the bibliography for presentation to the teacher.
2. Content presentation
2a. Distribute two sample collaborative planning forms in which a teacher and media specialist have outlined the instructional resources needs for a particular lesson. Explain that we will work through one together and then participants will have the opportunity to work with sample 2 with the help of a Media Specialist Planning Guide.
2b. Review the needs expressed in sample 1. Guide a discussion on the possible searches and resources to be used. Demonstrate 3-5 online catalog searches (local school library collection) and 3-5 online resources searches (e.g. Galileo, SIRS Discover, Junior Reference Collection). Demonstrate compiling the results into a bibliography.
3. Learner participation
3a & b. Move to the computer lab. Using sample planning form 2, tell the students to follow the steps in the Media Specialist Planning Guide to generate a bibliography for the classroom teacher. Assist students in selecting resources, constructing searches, and generating the bibliography.
4. Assessment
Distribute sample planning form 3 in which a teacher has outlined instructional needs for a lessson. Ask participants to generate a bibliography of at least 6 sources to give to the teacher. The media specialists may not use the Planning Guide or the assistance of the instructor.
5. Follow-through activities
5a & b. Participants may keep the Planning Guide for future reference. As a follow-up, each participant will send in an actual teacher/media specialist collaborative planning form and the resulting bibliography from the first grading period at his/her local school.
The instructor's feedback to this step:
Nicely done. I concur with your buddy that getting them to do it with an actual teacher is great idea.
|
Your final response:
1. Pre-instructional activities
1a & b. Teacher; Sample collaborative planning forms; Sample bibliographies
2. Content presentation
2a & b. Instructor; Media Specialist Planning Guide; Computer; Collaborative Planning form
3. Learner participation
3a & b. Instructor; Media Specialist Planning Guide; Computer
4. Assessment
Instructor
5. Follow-through activities
Media Specialist Planning Guide; Sample planning forms and bibliographies; Computer
The instructor's feedback to this step:
I guess I would also add that they need to have a word processor on the computer, but that might be just too precise.
|
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 instructional media in this lesson is the instructor. The Media Specialist Planning Guide will serve as an outline of key concepts covered in the oral instruction and will therefore prompt participants to use the information offered in the lesson. Sample planning forms and bibliographies will serve as instructional tools that the participants can later model. The early steps in creating a bibliography involve professional judgments concerning the resources to use and the appropriate searches to execute. The Planning Guide will offer these professionals reminders in key concepts that they should apply when making these decisions. Generating the resulting bibliography is a more mechanical task that involves the understanding of concrete concepts regarding appropriate format and layout. Sample bibliographies should provide an adequate model of these skills. In both cases, providing a paper document that the learner can take with him will help the learner review the steps and successfully complete the task independently at a later time.
The instructor's feedback to step 4:
Very good.
|