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:
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:
Students will be able to generate three types of application forms: for employment, for post-secondary vocational schools, and for academic post-secondary schools, and choose the one type that is most pertinent to each student's plan for the future.
The instructor's feedback to this step:
This seems a bit large. You seem to have four objectives here. Generate forms (3) and choose (1). This might make this a bit beyond the scope of a lesson.
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. Discuss the personal background of several different students to establish appropriate information useful in filling out standard forms; b.Describe the goal of the activities leading to finished examples of application forms; c.Describe the individual information that all students must develop to complete the activity
2. Content presentation
a. Distribute and display the self-paced guides (handouts and powerpoint slides; b.Distribute and discuss three types of applications; c.demonstrate the basic skills involved with filling out forms via Powerpoint
3. Learner participation
a.Students will complete a worksheet to establish their personal background information; b. students will use their personal information to begin filling out forms
4. Assessment
a.students will list examples of their personal information; b.students will submit ONE of the three types of application forms for formal gradng
5. Follow-through activities
a.students will correct and complete personal background information form; b.students will correct previously submitted application form that was teacher corrected
The instructor's feedback to this step:
In the assessment you are asking for only one form so how will you know if they learned the other two. Also, how will you know that they have chosen correctly?
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Your final response:
1. Pre-instructional activities
a.Teacher-student discussion, printed guide of examples of information; b.self-paced guide; c.student-teacher discussion
2. Content presentation
teacher, self-paced guide, Powerpoint
3. Learner participation
worksheet showing personal background
4. Assessment
a.teacher-student discussion of personal informtion; b.teacher-corrected student application form
5. Follow-through activities
correct returned materials
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 major instructional media used in this lesson is a Powerpoint presentation that demonstrates examples of the information and requirements necessary to achieve the instructional goal. Also, selected computer websites are used as preliminary activities to actually filling out individual activities. Until the students actually begin filling out forms manually, it is very difficult for them to understand the requirements and difficulties of their task. For that reason, the teacher must monitor, correct, return and discuss at least one example of the students' final product, which in this case is one of three application forms.
The instructor's feedback to step 4:
Good
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