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. I only have a few recommendations below for you to consider. 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 as a HTML document -- 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:

Unit Title: Demonstrating Knowledge of Citing Styles in Essays and Research Papers Obj: Learners will demonstrate the understanding of what APA and Chicago styles are, why they are needed and where they are specifically used.

The instructor's feedback to this step:

No specific feedback given yet on this step.

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: Identifying Learning problems Obj: Learners will be able to list 3-5 problems in writing essays or papers, supported with evidence.

The instructor's feedback to this step:

This is a well-written verbal information objective. But, a VI objective is almost never the objective for an entire lesson. Instead, an intellectual skill is expected with a VI objective (or more) used as *supporting* objectives.

B. Lesson 2

Your final response:

Title:Identifying evidence to verify the problem Obj: Learners will find evidence to verify their problems in citing resources in their essays or papers.

The instructor's feedback to this step:

Very good. But you left out the capability verb ("demonstrate, classify, etc."), so it is hard to know what you mean by "find evidence". I think you intend this to be rule-using ("demonstrate").

C. Lesson 3

Your final response:

Title: Identifying two major citation formats Obj: Learners will identify two major citation formats: APA style and Chicago style and state the importance of these styles

The instructor's feedback to step 4:

This is good, but, just so you know, it is more common in instructional design to write out separate objectives for different learning outcomes. Notice how you really have two objectives here: "identify" and "state".

D. Lesson 4

Your final response:

Title: Listing differences of citing sources Obj: Learners will identify and list 2-4 differences of APA and Chicago styles in citing source materials in essays and research paper.

The instructor's feedback to this step:

Good. You again provide two separate objectives, so recognize that it is preferred that you state each of these separately.

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:

Learners will state the importance of using appropriate style to cite sources in essays and research paper

Learners will list 2-4 differences of citation format between APA and Chicago style

The instructor's feedback to this step:

Excellent!

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:

Learners have the basic skills of writing essay and research papers

The instructor's feedback to this step:

Very good. (You didn't write these as objectives, however.)

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:

Thanks for taking the time to construct a HTML page with this map. It was very well done and most helpful in seeing how you organized and related the various objectives of this unit. (In the future, though, I recommend you construct a GIF file instead so that the picture will automatically show up in the IDA.)