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:

Your IDA is very good. You seem to understand the process of unit design very well.

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: Practice Makes Perfect Unit Obj: Students Will use newly acquired vocabulary in practice compositions/sentences and demonstrate that they are thoroughly familiar with the words

The instructor's feedback to this step:

"Use" is a bit ambiguous. How about construct?

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: Review of Previous Unit Obj: Students should be able to state the uses of particular words learned from the past unit, such as knowing the multiple meanings of words dependent on context and be able to differentiate between synonyms.

The instructor's feedback to this step:

state is a verbal information level objective which is inappropriate at the lesson level.

B. Lesson 2

Your final response:

Title: Continued Practiced: Composing Sentences With Newly Acquired Vocabulary and Analogies Obj: Students will continue to demonstrate their familiarity with the new vocbulary. Also, students will be given a multiple set of analogies (comprised of their vocabulary) and be able to identify the correct answers.

The instructor's feedback to this step:

Start with SWBAT

C. Lesson 3

Your final response:

Title: Essay Writing Obj: Students will demonstrate skills. Students will write many essays, similar to those given on the Georgia State Graduation Test and other standardized test. Before actually taken the exams, the students will be drilled on how to write a proper essay and will shown examples. Students will execute many drills, such as being able to identify problems with their own work or others for serious grammatical/concept errors.

The instructor's feedback to step 4:

No specific feedback given on this step.

D. Lesson 4

Your final response:

Example Title: Peer Review Obj: Students will review each other essays and list their errors. They should be able to generate effective plans for revision after the lesson is done.

The instructor's feedback to this step:

No specific feedback given 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:

State and be able to identify the differences between several meanings of a word, and distinguish between uses.

List the most common error usages of the words that you have acquired. Choose your words wisely in composition.

The instructor's feedback to this step:

No specific feedback given on this step.

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:

Be able to adequately know the previous unit's vocabularly, thoroughly.

The instructor's feedback to this step:

No specific feedback given on this step.

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:

No specific feedback given on this step.