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 thought your lesson was excellent! Your lesson objective was was expertly written. The overall design of your lesson was very solid -- very well thought out instructional strategies. Excellent attention to Gagne's events of instruction in your design. I like the way you 'transition' the student from the instructor for the media (Excel spreadsheet). This should really help the students take away a concrete skill for use in their own budgeting.
One suggestion: Go further with the follow-up activities in order to make some students do something on this lesson topic that helps them also prepare for the next 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:
Title: Basic Budgeting
Objective: Given a written information packet, SWBAT identify the social, personal, and financial reasons for sound budgeting practices, demonstrate knowledge of key budgeting terminology, and, given a budgeting tool, create a preliminary budget.
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. The students will be welcomed by the instructor who will then discuss the ramifications of bankruptcy and bad credit. This discussion will be supported by dramatic statistics of poor budgeting with a pre-instructional quiz.
b. The instructor will describe the goals of the course that will lead into a group discussion about the social, personal, and financial reasons for developing sound budgeting practices.
c. The instructor will explain that the use of Excel and basic computer skills are required for the course.
2. Content Presentation:
a. The instructor will lead a discussion of the social, personal, and financial implications of budgeting practices, by guiding students through definitions of key terminology (with emphasis on income, expenses and types of net margin) in the packet. The students then will create a preliminary list of their personal income and expenses on paper and provide an example from each category to the class. The instructor will walk students through the steps of using an excel spreadsheet to create a budget.
3. Learner Participation:
a. Students will be asked reflective questions during the workshop to help ensure comprehension of the material. Interactive practice will be available for the students to list income and expense items on paper, discuss them, and then build a budget with the excel spreadsheet. At that point, the focus will shift from the instructor to the use of media (excel spreadsheet). The instructor will circulate around the room to provide assistance during the use of media.
4. Assessment:
a. The instructor will review the student budget items and determine if the students appropriately classified income and expenses.
b. Students will be asked to write a 1 to 2 paragraph summary of the social and personal implications of budgeting practices.
c. Students will take a multiple choice quiz that asks them to select whether a budget example reflects a positive, negative, or zero net margin, which are pivotal terms for the next lesson in the unit.
5. Follow-through Activities:
a. As a debriefing for this lesson, students will be asked to share with the class what insights they have learned and what information they might share with their friends about budgeting. Students will be asked to write down a least two goals for their own future budgeting practices.
The instructor's feedback to this step:
No specific feedback given on this step.
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Your final response:
Media:
1. Pre-Instructional Activities:
a. Instructor
2. Content Presentation:
a. Instructor
b. Packet of written materials
c. Computer with Excel for Budgeting tool
3. Learner Participation:
a. Instructor & Students
b. Packet of written materials
c. Computer with Excel for Budgeting tool
4. Assessment:
a. Instructor evaluation of budgets
b. Written student summarization
c. Short written multiple choice quiz using PowerPoint
5. Follow-through Activities:
a. Students oral and written reflections
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:
The media choices reflect moving the students from dependency on the instructor for information to making the information their own. The instructor can efficiently guide them through the information, provide examples, and lead discussion. The information packet gives another source of information and allows students to refer back to material later on, either in the class or after the class is over (to help future follow-through). The Excel spreadsheet will help solidify the knowledge of budgeting internally and give learners practice on building and understanding their personal budget. It will also let them easily alter line item amounts so they can see how different numbers dynamically affect the margin.
The instructor's feedback to step 4:
No specific feedback given on this step.
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