Overall Instructor Rating: Marginal

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:

Please read my comments below very well and let me know if you have any questions. I think you have the gist of this assignment. If you want to meet to go over it, just email me and we'll schedule a time. If you want to meet, be sure to review your instructional curriculum map -- I will definitely want to see 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: designing orginizatonal instruction for the understanding of the term special education. unit objective: students/participants will be able to understand the term of "special education" and how it relates to students.

The instructor's feedback to this step:

Recall my feedback from your IDA 2. It's important to use the capability verb as discussed in class. This is what I recommended in IDA 2: "Students will be able to demonstrate that the definition of 'special education' is very diverse and broad."

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: defining "special education" obj: students/participants will define the term and gain a general understanding of how to use it.

The instructor's feedback to this step:

A lesson will almost never have a verbal information objective ("define") as its outcome. Instead, verbal information will be used to support an intellectual skill. The last part of your objective above is where the "action is", but the phrase "gain a general understanding" is too general to have much meaning. What do you mean by "gain a general understanding"? It sounds like you want them to "demonstrate" something -- what? Be as precise as you can.

B. Lesson 2

Your final response:

title: the proper implimentation of "specal educaton" obj: students/participants will be able to properly use the term to suit the needs of the education world and realize that this is not a term that only denotes those students' with disabilities.

The instructor's feedback to this step:

I think I see where you are going with this. I think the idea of of "properly using the term" is related to concept learning. I think you want them to properly "identify" when the term "special education" is appropriate to use or to "classify" its attributes. If I am correct, you need to rewrite this objective accordingly to be as precise as you can be.

C. Lesson 3

Your final response:

title: to identify the the proper system and methods needed to make a successful environment for those "specail educaton" students. obj: to show the students/participants the proper and most effective way to go about making a "specail education" classroom the most efficient and organized it can be to best suit the learners needs.

The instructor's feedback to step 4:

Very good. But again, you just haven't written this like an objective yet. Don't worry, I think this skill will come with more practice.

D. Lesson 4

Your final response:

No response yet.

The instructor's feedback to this step:

No specific feedback given yet on this step.

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:

in order for a person to best understand the term "specail education" they need to know all to the uses of the term and realize that it is not only used for those students who are disabled and to see that it is also placed on those who are advanced.

when the term special education is tossed around so loosely it makes it seem like there is not that much need for the program. this lesson will show the students/participants the need for the program and the great rewards that it offers to those who need and want it.

The instructor's feedback to this step:

I think this is a place where you could just say that they need to "state the definition" of special education, or "list" some other key information about it.

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:

the use of specail education in the public school system.

The instructor's feedback to this step:

This is way too vague. The purpose of this step is to consider what prior learning students you are assuming students need to make the instruction you are going to provide them worthwhile.

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:

I assume you did create the required map, at least on paper. It is essential for organzing and clarifying the relationships between objectives.