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:

I'd say you are about 75% on target for this IDA. It's much better than the last IDA on course design. I think you are getting the idea, but just need more practice. Please read my comments below very well. I also recommend you download this week's PowerPoint presentation on "writing objectives" to review the slides on this.

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. Preperation for graduation test taking. Unit obj. students will learn test taking skills, problem solving,and how it relate to them while taking tests.

The instructor's feedback to this step:

Good. You just forgot to include the learned capability verb ("generate, demonstrate").

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 test taking skills that will help students passthe graduation test. OBJ: students will be able to take tests by aquiring knowledge about how to take tests with stratogies for graduation.

The instructor's feedback to this step:

This one is a little confusing to me. The objective is not to take tests. Instead, you need to write an objective about one of the test taking strategies. Such as: "SWBAT demonstrate the strategy of reading all questions first to determine which questions they should answer first."

B. Lesson 2

Your final response:

title: The initial implimentation of test taking skills. OBJ: students will take the graduation test if they did not pass they will break down the parts they did not pass.then aquire stratogies to help them pass the test.

The instructor's feedback to this step:

Same comment. You need to write an objective about another test-taking strategy. I'm not sure what test-taking strategy this one refers to.

C. Lesson 3

Your final response:

title: To identify the problem they have on the graduation test and come up with stratogies to help students pass. Obj: students will learn how to read questions and learn stratogies like writing formats,making educated guess based on facts. learn how to eliminate answers in questions to give them a better chance to get the questions right.

The instructor's feedback to step 4:

This objective is written much better. You just forgot again to include the learned capability verb ("generate, demonstrate").

D. Lesson 4

Your final response:

Title: learning what areas they need help taking the graduation test. OBJ students will be able to identify which area they did not pass on the graduation test.

The instructor's feedback to this step:

I don't think this is an instructional objective. This is just information given to the student based on their test results.

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:

students will best understand how to take test with learning stratogies.The first stratogie is teaching student how to read and answer question. this will help them do better on reading comprehension.

students will also learn study stratogies that will help them eliminate answers based on prior knowledge of subject materials.This is a elimination of question stratogie to help them delete answers that do not match the question. this will help them perform and pass the graduation test.

The instructor's feedback to this step:

These are not objectives in the domain of verbal information (facts). Consider here what facts are needed by students to help them with one of the lesson objectives. If this were a unit on cooking, a fact they might need would be how many ounces are in a quart. On your hand-drawn map you listed a good one: "What is the definition of strategy" That's right on target.

Another example of a supporting objective would be an attitude objective that focuses on the word "choose".

By the way, your second supporting objective above would make for a great lesson objective -- I suggest you replace one of the ones above with 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:

learning how to use test taking skills on the graduation test in public highschools.

The instructor's feedback to this step:

I don't think this is a prerequisite skill. An example might be something like "SWBAT to tell time".

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:

Your hand-drawn map looked well organized.

On your map you listed an objective on the top right connected to the main objective with an "A" in a circle -- this denotes a supporting attitude objective; however, the objective you listed was not an attitude.