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. You seem to understand the process very well. There are just a couple of places that need tweaking. One example is the supporting objective "reduce the number of customer complaints..." -- do you intend this to be an attitudinal objective. I think it can work as one. Just be sure to use the capability verb "choose" to make this clear.

My other suggestion is that you probably did not get 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'.

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:

Course Title: Paint, Primers, and Paint Supplies Unit 1: Paint (Types of Paint, Mixing Paint, and Labeling Paint Containers) Unit Objective: Employees will be able to: differentiate among and explain the various types of paint sold in the Paint Department(glossy/flat/indoor/outdoor), mix paint, and label paint containers.

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:

Unit 1: Paint Lesson 1: Types of Paint - Glossy and Flat Lesson 1 Objective: Employees will describe, summarize, and differentiate between the characteristics of flat paint and the characteristics of glossy paint.

The instructor's feedback to this step:

I think you are combining objectives here. I suggest you separate out the intellectual skill (differentiate, which I think translates well as "identifies") with "describe" and "summarize", which denote verbal information. I think this is a good example of a place where you can just show the supporting VI objectives on your map like you did elsewhere.

B. Lesson 2

Your final response:

Unit 1: Paint Lesson 2: Types of Paint - Indoor and Outdoor Lesson 2 Objective: Employees will describe, summarize, and differentiate between the characteristics of indoor paint and the characteristics of outdoor paint.

The instructor's feedback to this step:

Same comment here.

C. Lesson 3

Your final response:

Unit 1: Paint Lesson 3: Mixing Paint (When to Mix paint and How to Mix Paint) Lesson 3 Objective: Employees will mix paint by demonstrating knowledge of standard paint mixing formulas and by demonstrating knowledge of standard mixing equipment procedures.

The instructor's feedback to step 4:

Good.

D. Lesson 4

Your final response:

Unit 1: Paint Lesson 4: Labeling Paint Containers Lesson 4 Objective: Employees will demonstrate how to label paint containers.

The instructor's feedback to this step:

Good.

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:

(VI) State the characteristics of glossy paint.

(VI) State the characteristics of flat paint.

The instructor's feedback to this step:

Excellent examples of supporting objectives from the verbal information domain.

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 a good math aptitude (a passing grade on math pre-test) Demonstrate excellent listening, verbal, and written communications skills.

The instructor's feedback to this step:

Good.

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.