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Instructional Design Activity: Lesson Design

 

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:

This is an excellent lesson design! Excellent attention to Gagne's events of instruction. Great use of media to support/enhance the lesson (I am assuming that the QRRG is something that your team is developing). Very good media rationales.

My only suggestion is to slightly revise your objective so as to write it using one of the learned capability verbs discussed in class (generate, demonstrate, identify, etc. ) to make it clear what learning outcome you are aiming for (or, alternatively, write the learning outcome at the end of the objective in parentheses). Here is a link to some advice on writing objectives:

http://it.coe.uga.edu/~lrieber/edit6170/objectives-examples.htm

Again, nice work!

 

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:

TWBAT independently create a grade book by importing student data from SASI to create class rosters and set up grading rules when provided with the IGPro Quick-Reference Resource Guide(QRRG).

The instructor's feedback to this step:

No specific feedback given on this step.

 

 

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 advantages of being able to independently create grade book using QRRG; time saved, ease of use and flexibility of date and location.

b. Describe that the goal is to independently create a grade book on IGPro using the QRRG.

c. Basic computer skills and previous IGPro experience and training.

2. Content presentation.

2a&b Present the procedures to be learned in a brief PowerPoint presentation, demonstrating the QRRG. Explain that everyone will be given the opportunity to use the guide in setting up their grade books.

3. Learner participation

Distribute the QRRG. Direct teachers to a practice set of data. Instruct the teachers to follow procedures in the QRRG for creating class rosters and setting up grading rules. Assist teachers as necessary while using the guide and give feedback about their performance.

4. Assessment

4a Direct the teachers to a new set of student data, instruct them to create a class roster and set up grading rules without instructor's assistance but using the QRRG when needed.

5a. Allow the teachers to keep the QRRG for future use.

5b. A week after school has begun, the teachers will submit to the technology coordinator a copy of their grade book; documenting the creation of their grade book (importing student data, class rosters, and setting rules) for the first three assignments given to their classes.

The instructor's feedback to this step:

No specific feedback given on this step.

 

 

Your final response:

1a-c. Instructor; QRRG

2a&b. Power Point; instructor and guide

3a&b. QRRG; computer

4. QRRG; instructor and computer

5a&b. QRRG and computer

The instructor's feedback to this step:

No specific feedback given on this step.

 

 

 

 

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 PowerPoint Presentation will quickly get the teachers' attention, allow some humor, and still get the major points across. The main media for this lesson is the IGPro Quick Reference Guide that breaks down the steps needed to create a grade book. Creating a grade book is an infrequent task. Teachers forget the numerous steps involved and one refresher in-service at the beginning of each year is not sufficient. The printed guide bridges this gap by providing them a readily available reference that can be accessed at home or school.

The instructor's feedback to step 4:

No specific feedback given on this step.