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:

Very well done. You seem to understand the process very well. However, I have a variety of suggestions/recommendations below, mainly regarding how you wrote your objectives. But again, you really seem to understand how to analyze a unit's terminal objective and determine its component lessons.

Thanks for constructing the visual -- I focused a lot of my attention on that. It did not reflect some of your final changes from your first draft, so do consider revising this and sending it along to me for uploading.

(P.S. I'm very impressed with the rigor and quality of feedback that you and Kristin are providing each other. This is what I envisioned with the buddy feedback appraoch.)

1. Restate one of the unit (enabling) objectives or goals you identified in your course ICM, or change topics and write a new unit objective.

Click here to view your IDA on course design.

This objective will become the terminal objective for your unit. Compare the use of the terms "terminal" and "enabling" here to the last IDA, when you were creating a course-level ICM. These terms are relative to the ICM on which you are working. An enabling objective in your course ICM becomes the terminal objective in a unit ICM. Then, an enabling objective in your unit ICM becomes your terminal objective in a lesson ICM.

(Note: I interchange goal and objectives here because you may realize after further analysis that your objective identified in your course ICM was not clear or appropriate, which means that it is really a goal. After completing this IDA, you may need to rewrite your terminal objective for this unit.)

Be sure to include in your objective the learned capability verb that corresponds to one of Gagne's learning domains: Problem-solving (generate); Rule-using (demonstrate); concept (classify, identify); verbal information (state, recite, summarize); attitudinal (choose); psychomotor (execute).

Your final response:

Title: Basic Practice Journal Construction Objective: Learners participating in band class will generate a jproper practice journal entry by producing an example of an entry.

The instructor's feedback to this step:

Very good.

2. Identify the intellectual skill objectives for the lessons in the unit.

Based on the instructional goal(s) and learning outcomes, conduct an subordinate skills analysis as described by Dick, Carey, and Carey in chapter 4. You are now beginning to breakdown what the learner needs to know in order to achieve the instructional goal. Each objective you generate can roughly be considered a lesson objective (as we will discuss in class, some lessons may have more than one objective; but there is no sense risking confusion on this point now.)

Identify the 3-5 most critical parts of the unit (referred to as "lessons"). These should generally be limited to intellectual skills learning outcomes such as problem solving and relational rules. For some cases, there may be a need for an attitude learning outcome. (Note: the number of lessons will depend on your instructional problem and design. Add or eliminate lessons as you deem necessary). Write the lesson/enabling objectives below.

Example Title: Describing the learning context Obj: Learners will describe physical, social, and organizational characteristics of learning context.

Your final response:

Title: Analyzing the Practice Time Obj: Band students will choose and indentify important aspects of their practice time for the journal.

The instructor's feedback to this step:

Looks good. Your use of both 'choose' and 'identify' confuse me a little as these indicate two different learning outcomes (affective and intellectual skills). I'm pretty sure you just mean IS, so I recommend you delete the word 'choose'.

B. Lesson 2

Your final response:

Title: Identifying the Chacteristics of a Practice Journal Obj:Band students will indentify and generate a list of important characteristics from their practice time for use in an entry of their practice journal.

The instructor's feedback to this step:

Good, but again you have chosen two key verbs that represent two distinct learning outcomes ("identify" and "generate").

C. Lesson 3

Your final response:

Title: Molding the Practice Time into a Practice Journal Entry Obj: Band students will be able to summarize and execute their own journal entry from their own practice time of the evening before.

The instructor's feedback to step 4:

I don't think the verbs "summarize and execute" are correct here. I think they are "demonstrating" a rule/procedure.

D. Lesson 4

Your final response:

Title: Evaluation of Practice Time Journal Entry Obj: Based on the criteria set by the band students and teacher, the students will be able to choose and clasify good characteristics and problem areas of their fellow classmates journal entries.

The instructor's feedback to this step:

Good. I agree that this is concept learning ("classify"), but you should delete the word "choose".

3. Identify supporting objectives from the verbal information and attitudinal domains.

Identify these objectives using verbs such as "state, list, or summarize" for verbal information objectives and "choose" for attitudinal objectives. (If you have more than 2, just list those that best represent these other objectives. Be sure to include these objectives on your visual ICM to indicate which intellectual skills they support.)

Your final response:

SWBAT choose to practice for each journal entry.

SWBAT list characteristics for a proper practice time and journal entry as well as summarize a good practice time in an journal entry.

The instructor's feedback to this step:

Good revision to go from 'execute' to 'list' because 'execute' denotes a psychomotor task. (You might want to update your map to reflect this and other changes -- send it to me and I'll be happy to upload it for you.)

4. Identify entry behaviors (also known as prerequisite skills).

Entry behaviors are those skills and knowledge that you expect your students to have as they begin this unit. That is, you do not intend to teach these. Although you will undoubtedly have many objectives denoting entry behaviors, just list one example below (but be sure to include all entry behaviors on your instructional curriculum map).

Your final response:

Students will demonstrate an ability to perform on their instruments. Students must have an idea of what practice time is. Students must have proper writing abilities. Students must possess the skills to read notated music.

The instructor's feedback to this step:

Your buddy's feedback is accurate: These are good and are definitely prerequisites, but they are not written well as objectives.

5. Draw an Instructional Curriculum Map (ICM) for the Unit

An ICM visually represents the optimal sequence of these objectives. (Just think of it as a flowchart.) Draw the ICM in "top-down" fashion with the terminal objective (i.e. unit objective) at the top. Instructional events are designed top-down, though learners will ultimately experience the instruction bottom-up. If there is room in your ICM, include the full objectives, otherwise, just include the title. Entry behaviors should be drawn at the very bottom with a dotted line separating these from the other objectives just above. Click here for an example (generated with Inspiration).

The instructor's feedback to this step:

Very well done. This visually represents your unit design very well. Thanks for taking the time to make this available online. (Again, remember my offer to upload a revised version of this.)