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. My only suggestion is that you probably did not get specific enough in your lesson. At the lesson level, you should be describing the underlying concepts ('identify', 'classify') to the rules that students must be able to 'demonstrate'. 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 most of my attention on that.

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: Creating text for a web page
Unit Objective: Students will generate a text-only web page using html tags. This includes learning about font size, header, paragraphs, Cascading Style sheets(CSS) and browser interpretation of text on the page.

The instructor's feedback to this step:

Excellent.

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: Headers and Paragraphs in HTML
Objective: Using Notepad students generate an html page containing headers and paragraphs using HTML tags (H1-H6 and P)

The instructor's feedback to this step:

All of your lesson objectives are written very well (one minor clarification is mentioned below). However, in a Unit ICM, it is necessary to get more specific and is common to have the concept learning objectives listed (those with verbs such as "identify" and "classify"). So, review your lessons to see what concept learning is included.

B. Lesson 2

Your final response:

Title: Font Size in HTML
Objective: Students will demonstrate use of different font sizes in their paragraphs,headers and use of different browsers for viewing their web page.

The instructor's feedback to this step:

No specific feedback given on this step.

C. Lesson 3

Your final response:

Title: Font Size in Browsers
Objective: Students will demonstrate how to change browsers' font size and then view their web page from the different browsers

The instructor's feedback to step 4:

No specific feedback given on this step.

D. Lesson 4

Your final response:

Title: Adding Cascading Style sheets Objective: Students will add heading,font size,spacing using Cascading Style Sheets(CSS) to their web page and view the results of these changes within the different browsers.

The instructor's feedback to this step:

You left out the capability verb. It sounds like "demonstrate" is what you are looking for here.

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:

(VI) State the definition of HTML

(VI) State the definition of WWW and role of browsers in viewing web pages

The instructor's feedback to this step:

Excellent ecamples of supporting objectives from the verbal information domain.

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:

Demonstrate how to use a text editor such as Notepad
Demonstrate how to use a web browser

The instructor's feedback to this step:

Excellent!

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:

Outstanding! This is a wonderful visual representation of your unit. Thanks for taking the time to make this available online. (BTW, there doesn't seem to be an exact correspondence between your map below and your unit objectives above -- I don't see above the objective referring to "using Notepad" to construct a HTML page.)