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:

Most of my feedback comes from reviewing your ICM--which looks great by the way. However, there are a few questions that I have about it.

You state that listing steps to create reports in IgPro is under the verbal information category. Remember that verbal information is very much definitional. Do you really want them to just memorize these steps? I assume that this is part of the task. However, I think you need another objective before you have them send the progress reports. At some time students have to do more than memorize a list of steps. They need to actually create a report. Then they can send it using email.

You may want to break the objective obout creating an email list and demonstrating how to use it into two separate objectives. This would make more sense for ICM placement.

I also feel that you have broken your heirarchy. You have the students generating (problem solving) effective email using appropriate language and ettiquite. Because the problem solving aspect is addressed in the terminal objective. YOu may want to change this to Write (demonstrate) an email message using appropriate language and ettiquite.

Overall, your IDA 3 looks good.

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:

Utilizing E-Mail Effectively

TWBAT generate email using appropriate language in several formats.

The instructor's feedback to this step:

No specific feedback given on this step.

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: Getting Acquainted with Lotus Notes

TWBAT demonstrate basic use of the Lotus Notes email program by reviewing, composing, sending, saving, and deleting email.

The instructor's feedback to this step:

No specific feedback given on this step.

B. Lesson 2

Your final response:

Title: Language and Etiquette in the World of Email

TWBAT to generate effective email messages by using language and etiquette conducive to electronic format.

The instructor's feedback to this step:

No specific feedback given on this step.

C. Lesson 3

Your final response:

Title: Creating e-mail groups

TWBAT create e-mail lists by using the tools provided in the GCPS application Lotus Notes and demonstrate how to use the group to send e-mail communication by sending a message to the other participants in the class.

The instructor's feedback to step 4:

No specific feedback given on this step.

D. Lesson 4

Your final response:

Title: Using IgPro to Email Progress Reports

TWBAT demonstrate sending progress reports via email using IgPro by sending a sample report to the teacher.

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:

Teachers will summarize good communication skills.

Teachers will choose to use e-mail as an effective form of communication with parents.

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:

Demonstrate basic computer skills such as opening programs, using a mouse, and typing text into a given field area.

Demonstrate basic network skills such as logging on, password information,and locating documents.

Demonstrate the ability to use basic functions of IgPro including creating tasks, setting grading rules, and entering grades.

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.