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:

Well done. You seem to understand the process adequetly. However, I don't think you were 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'. You also did not use the capability verbs consistently in this IDA ("demonstrate, classify, etc."). Be sure to use these so as to clearly denote the learning outcome you intend. But again, I think you 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: Choosing appropriate slide layouts for a PowerPoint presentation. Unit Objective: The student will be able to generate an eight-slide presentation using four varied slide layouts

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: Creating the title slide for the introduction of the presentation Objective: The student will be able to introduce the project using an title slide layout

The instructor's feedback to this step:

You did not include the capability verb ("demonstrate, classify, etc."), so it is hard to know what you mean by "introduce". I think you are intending this to be a rule-using objective ("demonstrate").

B. Lesson 2

Your final response:

Title: Creating a bulleted list slide. Objective: The student will be able to enter text as talking points within a desired topic using a bulleted list slide.

The instructor's feedback to this step:

Same comment here. Again, I think you intend this to be a rule-using objective ("demonstrate").

C. Lesson 3

Your final response:

Title: Creating a text and clipart/picture slide Objective: The student will be able to enter text within a textbox that correlates to an appropriate clipart/picture on the slide

The instructor's feedback to step 4:

Ditto.

D. Lesson 4

Your final response:

Title: Creating a chart layout slide Objective: The student will be able to demonstrate the appropriate use of a chart or graph to display data

The instructor's feedback to this step:

Good.

Also, I'm surprised not to find objectives related to concept learning -- they need to be represented within a unit's lessons when the unit's terminal objective is rule-using ("demonstrate"). Again, the principle of a learning hierarchy says that all rule-using objectives must have underlying concepts that students need to learn in order to demonstrate the rule/procedure correctly.

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 be able to identify appropriate data for a chart of graph

Students will be able to summarize appropriate information to include in a bulleted textbox.

The instructor's feedback to this step:

Your second one is great, but the first one is not verbal information, as indicated by the word "identify" -- this is clearly a concept learning objective.

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:

Students will be able to key information into a PowerPoint slide Students will be able to utilize the PowerPoint toolbars and icons

The instructor's feedback to this step:

Same comment here -- I think you intend this to be a rule-using objective.

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.