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AET/515 Instructional Plan Kimberly R. Danley

AET/515 Instructional Plan Kimberly R. Danley. PART I Boardman Corporate University. Part I – Analysis and Design of Instruction Needs Assessment Instructional Goal Performance-Based Objectives Summative Assessment and Learning Outcomes Learner Characteristics Learning Context.

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AET/515 Instructional Plan Kimberly R. Danley

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  1. AET/515Instructional PlanKimberly R. Danley Instructional Plan | Slide 1

  2. PART IBoardman Corporate University • Part I – Analysis and Design of Instruction • Needs Assessment • Instructional Goal • Performance-Based Objectives • Summative Assessment and Learning Outcomes • Learner Characteristics • Learning Context Instructional Plan | Slide 1

  3. Needs Assessment • An opportunity for a Foreign Language course exists • Currently, there are no courses offered. • A Basic Language Training Course should be available. • Employees are English speaking only in an environment that requires employees to have bi-lingual experience. • Recommended solution: Create a Basic Language Training course including French and Spanish. Instructional Plan | Slide 1

  4. Instructional Goal • Employees will increase their knowledge base and communication skills bilingually to facilitate appropriate interaction skills with French and Spanish speaking clientele. Instructional Plan | Slide 1

  5. Performance-Based Objectives • Employees working in the visitor center will communicate fluently in basic phrases and numbers verbally with non-English speaking clientele. • Employees who work with the Online Reservation System will communicate fluently in basic phrases and numbers in written form with potential clients in the Online chat room. Instructional Plan | Slide 1

  6. Summative Assessment and Learning Outcomes • Examinations in the form of oral and written tests will be utilized to assess the level of knowledge and skills gained by the adult learners. • A final examination, oral and written, will be utilized to assess fluency in communication skills with an emphasis on bi-lingual skills in basic phrases and numbers. Instructional Plan | Slide 1

  7. Learner Characteristics • A Basic language training course with adult learners ranging in age 18 to 58 years of age. Bi-lingual knowledge and skills range from 0% to 5% for communicating basic phrases and numbers. Majority of adult learners learn through visual and auditory learning. Minority of adult learners learn through visual and kinesthetic learning. • Outcome: Practical application of the French and Spanish language in everyday oral and written communication by the adult learner upon completion of the courses offered. Instructional Plan | Slide 1

  8. Learning Context • Meredith Visitor Center – Corporate Training Room • Face-to-face instruction • Basic language training – French & Spanish • Courses held from 5 p.m. to 7 p.m. • No cost education for managers and employees Instructional Plan | Slide 1

  9. PART IIBoardman Corporate University • Part II – Development and Implementation of Instruction • Delivery Modality • Instructional Strategies • Plan for Implementation • Instructional Resources • Formative Assessment Instructional Plan | Slide 1

  10. Delivery Modality • Instructor-led course • Directed learning environment • Face-to-face • Web-based tutorial • In-class media - • Videos • Power-point presentations Instructional Plan | Slide 1

  11. Instructional Strategies • Directed Learning Environment • Presentations - • Lectures, Power-Point Presentations • Displays - • Textbooks, Web-based tutorials • Active Participation - • Simulations, Games • Problem-based learning – group activities Instructional Plan | Slide 1

  12. Plan for Implementation • Timeline – 16 weeks classroom instruction • Week One – Introduction to course content • Weeks Two through 14 – study of the French & Spanish language and cultures • Week 15 – Conclusion of course • Week 16 – Assessment of course • When: Beginning January 3, 2014 • Where: Corporate Training Room • All resources and materials provided by Management Instructional Plan | Slide 1

  13. Instructional Resources • Materials • Textbooks and Workbooks – Teacher and student copies • Manipulatives and supplemental materials • Whiteboard • PowerPoint projector and screen • Audio/video players • Computer and web resources for Web-based tutorial • Hardware/software Instructional Plan | Slide 1

  14. Formative Assessment • Observation of students verbal and non-verbal behavior during in-class activities. • Homework exercises as review for exams and class discussions. • Reflections journals that are reviewed periodically during the course. • Questions and answers – both formal (planned) and informal (spontaneous). • Student feedback collected by periodically answering specific questions about the instruction and their self-evaluation of performance and progress. Instructional Plan | Slide 1

  15. PART IIIBoardman Corporate University • Part III – Evaluation of Instruction • Evaluation Strategies • Outcome Review • Recommendations • References Instructional Plan | Slide 1

  16. Evaluation Strategies • The following strategies will be utilized to evaluate the instructional plan: • Learner surveys • Academic achievement • Written exam • Oral exam • Performance evaluation • Real-world application • Follow up with management staff Instructional Plan | Slide 1

  17. Outcome Review • Criteria for determining success of the instructional design plan: • Rubrics • Criterion-referenced assessments • Likert scale • Management survey • Student survey • Instructor survey Instructional Plan | Slide 1

  18. Recommendations • Recommendations for the future use of this instructional design plan is dependent on the success of the field-trial evaluation the will be performed at the close of the first set of courses offered. Learner attitudes and learner achievement will be assessed. • The field trial evaluation will determine the effectiveness of the program and whether or not it meets the needs of the client. If the needs of the client are met, then implementation of this instructional plan will be incorporated into the courses offered at Broadman Corporate University on an on-going basis. Instructional Plan | Slide 1

  19. References • Appollo Group, Inc. (2005). Baderman Island. Internal Blog Forum – Baderman Employee Site. Retrieved from AET/515 – virtual School Portal College of Educational Resources. • Appollo Group, Inc. (2012). Boardman Management Group. Retrieved from AET/515 – Virtual School Portal College of Educational Resources. • Brown, A., & Green, T.D. (2006). The essentials of instructional design: Connecting fundamental principles with process and practice. Upper Saddle River, NJ: Pearson Education. Instructional Plan | Slide 1

  20. References • Creating a rubric: An online tutorial for faculty (2006). University of Colorado Denver: The Center for Faculty Development. Retrieved from http://www.ucdenver.edu/faculty_staff/faculty/center-for-faculty-development/Documents/ • Formative and summative assessment (n.d.). Northern Illinois, Faculty Development and Instructional Design Center. Retrieved from http://www.niu.edu/facdev/resources/guide/assessment/formative%20and_summative_ • Instructional design using the ADDIE model (n.d.). Retrieved from http://raleighway.com/addie/ Instructional Plan | Slide 1

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