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:
Your objective and your events of instruction look great. However, I am confused with your media choices for each event. I think you mixed up media components for the pre-instructional activity and the content presentation because the pre activity doesn't mention sample webpages though it is addressed in the media.
I also am confused who/what will "use" the analogy of the baking class. The media make it sound like a printed page will state this analogy. However, the event makes it sound like an instructor will speak it.
I would also remove the statement under media choice (part 3) suggesting that internet access is not required for this step. Based on the lesson, students have already downloaded Netscape Composer and the lesson guides. You also mention available email support for this step. I would just assume that students still have access to the internet.
Overall it looks good. I would just be clearer on your media choices and how they will be used in your lesson.
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:
Lesson 1.3 Title: Building a Practice Page
Objective: The student will be able to demonstrate the ability to create a practice page that contains text in at least two styles and at least two different graphics, given a set of step-by-step written instructions.
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
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Your final response:
1. Pre-instructional activities
a. Motivating the learner: Use analogy of signing up for a year-long course at Cooking School. During the first course, you realize that one of your future courses is going to be on creating elaborate wedding cakes. Although the instructor claims that no experience is necessary, you realize that she often refers to baking terms that you aren’t familiar with, and if would be useful if you knew more about cake baking that your usual Duncan Hines-assisted method. Your cakes taste pretty good, and they serve the needs of the average kid’s birthday party, but you’d like to learn a little about baking from scratch before you take Wedding Cakes 101. TIP students will be taking a course on using Dreamweaver, a professional level web building program, and may want a little experience in building web pages from scratch before taking that course.
b. Informing the learner of the lesson objectives: Describe that the goal of this lesson is to create a practice web page using a simple, non-intimidating tool that anyone can acquire for free (Netscape Composer). Learner’s will be encouraged to “mess around” with the tools, and they will not be assessed on the looks or functionality of this page, only on whether they can successfully add text and find, select and insert graphics.
c. Prerequisite skills: Explain that knowledge of basic computer operation, document storage, word processing techniques and Internet search techniques are prerequisites. Learner should have also completed the earlier lessons on acquiring Netscape Composer and setting up storage space.
2. Content presentation
a.1. Learner has printed a copy of the step-by-step instructions from the course web site.
a.2. Learner views examples of the type of web page to be produced, by clicking on links from the course web site.
3. Learner participation
a. Learner follows step-by-step instructions to create a practice web page.
b. Learner saves practice page to storage area that was set up in Lesson 2.
c. Help is available via email for feedback and assistance.
4. Assessment
a. self-assesses by following a checklist to see if page contains text in at least two styles, at least two different graphics, and is stored correctly.
5. Follow-through activities
a. Retention: Learner is encouraged to build more practice pages and/or add more text and graphics to this practice page.
b. Transfer: Learner is instructed to think about a topic and purpose for their own web site, which they will complete in a future lesson. (ex: a classroom web site with assignments and class news, a personal web site with a page for each family member, a club web site with a calendar of events, etc.) Links to examples of such sites are provided on the course web site.
The instructor's feedback to this step:
No specific feedback given on this step.
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Your final response:
1. Pre-Instructional:
a., b., and c. a paper checklist, printed from an Internet page.
d. a web page with links to sample pages
2. Content presentation
a paper handout, printed from an Internet page. The paper instructions are easier to manage while working on a computer, unless you have two side-by-side computers at your disposal!
3. Learner participation
Learner needs a computer. Internet access is not necessary for this lesson if the paper handout has already been printed. Lesson activity will be completed on the computer.
4. Assessment
Instructor uses a paper or email checklist to evaluate the learner's web page. If the instructor is not in the same physical location as the learner, email would be more appropriate.
5. Follow-thru
If a live instructor is available, this would be provided orally. If the instructor is off-site, or the learner is working without an instructor, these suggestions would be make in written form, on the course web site.
The instructor's feedback to this step:
No specific feedback given on this step.
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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:
Internet Course Web Site: Provides for nearly universal access to the information for all potential learners, who may be working from home, from their school or other place of employment, or on-campus. Site will include instruction sheets to be printed, a link to the Netscape download site, links to sample sites, links to graphics sites and other course resources.
Paper handouts (printed from course web site): It is difficult to follow on-screen instructions while working on screen, unless you have two side-by-side computers, and even then you'll grab the wrong mouse!
Learner participation must be on a computer, as this is a computer skill that is being learned.
Assessment can be a paper or electronic checklist. A checklist can be easily completed, as the status of each item (two types of text, two or more graphics) is that it is either present or not present.
Live follow-through would be most effective, but on-line would be sufficient for distant learners.
The instructor's feedback to step 4:
No specific feedback given on this step.
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