The document provides information on designing a 10-minute lesson on the Halloween topic of trick-or-treating. It includes a knowledge map covering cultural concepts like trick-or-treating, carving pumpkins, and making costumes. Learners would be children recently immigrated to the US. The designed lesson would focus on safely returning from trick-or-treating with maximum candy. Outlining tools like Gagne's 9 events of instruction and Bloom's taxonomy would be used. Learners would be assessed through a simple test to check their performance.

1. DESIGN A GOOD LESSON
IN 10 MINS:
SPREADSHEET APPLICATION
MOUSE MOVE
OR HALLOWEEN

2. Be a 10-minute Lesson Designer
2

3. Mouse
Move
object
Moves
means highlight
refers to
Click and consequence before consequence
before Object Move Object
hold highlights mouse moves
Position mouse
cursor over
object
before consequence Object
Double
click activates
refers to
refers to
means GUI
activates objects
instance instance instance instance
Activate instance
instance
object file opens runs button buttons
icons
script
dialog box
opens menu Items
3
© 1997, Brock Allen

4. Task Analysis: Morrison
Topic: content & Procedural:
structures (like Bloom’s) what’ll the learner
+ interpersonal skills
& attitudes do?
Critical Cognitive
Incident Task Analysis
Method

5. Task Analysis
Practice: Halloween
 What are the
cultural facts and
concepts?
 trick-treating,
carving a
pumpkin, or
making costumes.

6. Procedure with related concepts and consequential event
State
Goal/A Goal/A
ction ction
initiates Goal/A
ction
Goal means means means
consequence consequence
refers to
Concept
Event State
has part has property
Concept
Concept Concept

7. 7

8. Let’s teach trick-treating to children who recently
immigrated to the U.S.
You’ll have 10 mins to complete this activity.
We’ll put you to breakout rooms:
1) Compare your maps
2) Then follow the next few screens to design the
lesson (about 8 mins)
3) I’ll collect you back to the room
4) Every team share the lesson they designed in 2
minutes
8

9. Review the CTA "knowledge map“
 think about the learners "motives" (user goals) for
learning about the Content.
9

10.  Thinkabout how the various ways you could
lead a learner
 through the “landscape” of the knowledge map
that would help them to achieve their goal.
10

11.  Selecta path appropriate to the following
objective (one of many potential objectives)
 Learner will be able to safely return from trick-treating with max
amount of candy.
 Or come up with your own….
11

12.  Write a quick outline of your mini-lesson,
complete with a simple “test” to assess the
learner’s performance.
 Resources:
 Clark book on lesson outlining
 Gagne’s 9 events of instruction
 Content-performance matrix (see next slide)
 Bloom’s taxonomy
12

13. Content Performance Matrix
Facts Concepts Processes Procedures Principles
Apply Classify Develop a Perform Solve a
new Process the Problem.
examples Procedure Make
Inference
Reme Reme Remember Remember Remember Remembe
mber mber the the Stages the Steps r
the Definition the
Facts Guidelines
Content Performance 13

14. Gagne 9-events
 Gain attention - show a variety of computer generated
triangles
 Identify objective - pose question: "What is an
equilateral triangle?"
 Recall prior learning - review definitions of triangles
 Present stimulus - give definition of equilateral
triangle
 Guide learning - show example of how to create
equilateral
 Elicit performance - ask students to create 5 different
examples
 Provide feedback - check all examples as
correct/incorrect
 Assess performance - provide scores and remediation
 Enhance retention/transfer - show pictures of
objects and ask students to identify equilateral triangles.
See examples
14

15.  Rehearse your mini-lesson
15

16.  Standand deliver your mini-lesson and test a
volunteer from the audience.
16