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 (again)! My main suggestion for improvement isto make sure you use the learned capability verbs so as to clearly denote the learning outcome. I like the example -- it lends itself nicely to a hierarchical analysis.

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: GARDENING According to Tricia Unit Objective: Students will be able to plant a garden.

The instructor's feedback to this step:

A bit too general and brief. Use a learned capability (e.g. generate) verb plus describe more precisely the behavior.

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: Determine the amount of sunlight at possible location. Obj: Learners will observe the garden on a clear day. Learners will record the time the garden receives the most sunlight, or if it does at all.

The instructor's feedback to this step:

No specific feedback given on this step.

B. Lesson 2

Your final response:

Title: Determine the condition of the soil. Obj: Learners will collect soil sample and have it analyzed by the county Extension Office to determnie the type of soil where seeds and/or plants will be planted. Learners will examine the soil to see if it is too rocky for growing seeds and/or young plants. If soil if rocky, can it be worked with a rake to remove rocks, or does the location need to be changed?

The instructor's feedback to this step:

No specific feedback givenon this step.

C. Lesson 3

Your final response:

Title: Determine if drainage is satisfactory at location. Obj: Learners will observe desired location after heavy rain to see if water drains from area or if the water stands. If it doesn't rain, students will use a sprinkler to soak the location with water and see if the water drains.

The instructor's feedback to step 4:

No specific feedback given on this step.

D. Lesson 4

Your final response:

No response yet.

The instructor's feedback to 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:

The learners will describe the garden in terms of sunlight. Is it in a sunny or shady location? Does the site receive morning or afternoon sun?

Attitudinal - The learner will choose the place for his/her garden in the location optimal for plant growth.

The instructor's feedback to this step:

Very good examples of supporting objectives from other domains.

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 learners will understand that sunlight, good soil, and water drainage are necessary for a garden. The learners will understand that the County Extension Agent is a valuable resource to use when gardening.

The instructor's feedback to this step:

OK, but avoid ambiguous verbs such as "understand".

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.