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Instructional Plan Template | Slide 1

AET/515
Instructional Plan Template
Sandra Miller
Instructional Plan Template | Slide 2
Part I Analysis and Design of Instruction
Complete the following sections:
Needs Assessment slide 4
Instructional Goal slide 5
Performance-Based Objectives slide 6
Summative Assessment and Learning Outcomes slide 7
Learner Characteristics slide 8
Learning Context slide 9
PART I
Template Instructions
Instructional Plan Template | Slide 3
Needs Assessment
Northwest Community College does not offer Bilingual ESL instruction for
teachers within the Kelsey School District to qualify them to meet the
challenges of students whose first language is not English.
Northwest currently offers cultural diversity courses for dealing with various
cultural backgrounds and socioeconomic classes. They also provide courses
for teachers wanting to enter the K-12 school environment.
ESL teaching courses should be available to prepare educators for the
diverse challenges they will face during the course of instruction. Teachers
must show the necessary skills and develop innovative instructional
strategies to be considered as a candidate in the Kelsey School District.
Kelsey School District must also comply with state laws regarding ESL
learners.
Needs Assessment (cont.)
The gap analysis reflects the high school has both qualified and underqualified
teachers who are aware of cultural diversity, but need the proper training to deal
with basic language instruction. Some are new to the process and some have been
there too long to stay current. The law requires districts to place LEP students in
sheltered English immersion programs for not more than one year (Gelb, 2001).
Schools can put students of similar levels of English proficiency but different native
languages in the same classroom. Currently students are being retained because of
poor instruction. Qualifying teachers in college provides skills necessary to comply
with this law.
My solution for filling this gap is to equip teachers with the training they need to
stay in compliance and to improve learning among bilingual students. I plan to do
this by providing a course specifically addressing evolving techniques in ESL
instruction and preparing teachers for cultivating the right environment for learning.
Candidate teachers in this realm also need to apply cultural understanding to their
lesson plans.
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Instructional Goal
Students use learning concepts, principles, and theories associated with
cultural facets to construct innovative learning environments that support
application of cultural individualism, linguistic and literacy improvement
methods, and academic behavioral standards of instruction for ESL
students.
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Performance-Based Objectives
Given examples and non examples of traditional instruction practices
in ESL training, students demonstrate application of innovative cultural
training techniques focusing on academic and social behavior through
simulation .
Given a flowchart template, students create a lesson plan promoting a
high level of interactivity and proficiency in teaching literary and
verbal skills in English communications .
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Summative Assessment and Learning Outcomes
Using simulation exercises, determine the value of the teaching
performances in terms of the students innovative application of principles
of ESL through student survey responses.
Observing flowchart completion, determine student alignment of activities
with goals for instruction for application of principles and theories
researched in class for a score of 80 on the evaluation checklist . .
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Learner Characteristics
A college class of 23 students (10 men and 13 women). Students come from
prerequisite class of Cultural Diversity and are proficient in English. Class
members consist of candidate teachers for grades 9-12. Majority of class scores
above average on tests with five students falling in the 70% range. Students are
adult learners and display a mix of intrinsic and extrinsic characteristics.
Students vary from auditory to kinesthetic learning styles of instruction. 20% of
students are employed full time.
Based on these characteristics students will need assessment to show they have
retained skills from prerequisite course. They will also need non-biased
instruction as well as motivation techniques for the below average students for
equality among student success rates. Students must also understand the social
impact of various teaching methods on ESL.
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Direct instruction in a classroom setting. Time constraints exist within
the three hour time frame for class. Resources available are through
textbooks, and simulations; both physical and online as well as through
lectures, video presentations, group discussion, and face to face
instruction.
Students will apply lessons learned in the Kelsey School District
working with learners in high school Grades 9-12. The high school
currently specializes in offering exceptional education to ESL and ELL
students.
Direct instruction courses develop critical thinking, an increase of
diverse attitudes, and the influence necessary to interconnect
knowledge. This instruction aligns with the quality based goals of the
Kelsey School District.
Learning Context
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Delivery Modality
Multi modality course in a Synchronous Learning Environment merging
face-to-face instruction and distance learning through technology for both
on campus and remote off-campus students where:
Students learn simultaneously
Students build relationships which foster learning
Students experience high quality instruction and interaction
Students use the latest technological advances for learning
Students participate in a well-balanced learning environment
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Instructional Strategies
Classify important principles, theories and concepts from the lesson that
apply across major themes in the subject content through lecture
Enthusiastically help students recognize how these principles are
interconnected through discussion.
Associate new information to what students already know. Provide
additional time for support to students who are behind in comprehension.
Provide a framework of support as students learn new knowledge and skills,
gradually reducing the level of support as students move toward
independence through concept mapping.
Teach students to follow a specific set of procedures for problem solving for
flowchart completion
Give students ample opportunity to practice what they have learned and
receive feedback on their performance to ensure knowledge is retained over
time and can be applied in diverse situations.
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Plan for Implementation
Class will meet 3 hours per week every Wednesday in the evening. Class
duration is nine weeks. Students will also be required to devote an
additional three hours to learning on their own.
One facilitator for a total of 23 students both online and off-campus at
various locations using synchronous chat sessions and traditional lecture.
Each semester students who took prior Cultural Diversity course will be
selected for enrollment into the ESL instruction course. They will then be
given (email) the login information for the course and shall have either
option (a) to attend virtually or (b) come to the physical campus. After all
students pass the verification process they will be emailed a schedule along
with a link to access the syllabus, material requirements and lesson plan for
the class. Students must also have access to a laptop as only few will be
available in the class, and the internet (home use) to attend class
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Instructional Resources
Classroom
Curriculum
Desks
Whiteboard
Video Monitor
Internet access
Laptops ( students)
Computer ( teacher)
Electronic Resources (textbooks)
Simulation software for Video Case studies
Cisco Teleconference video conferencing system (White, et. al, 2010)
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Formative Assessment
Quick write- Each week at the beginning of class have students write about
a topic they learned the week before in 1-3 minutes.
Direct Observation- monitor interaction with other students and
participation in classroom discussions
Narrative Feedback (written and verbal)- provide thoughtful comments on
homework, simulation responses, positive reinforcement
Simulation survey questions Analyze how well students answered
questions and if they grasped innovative concepts for ESL instruction by
participating.
Graphic Organizer- use concept mapping techniques to assist students
complete a flowchart to organize knowledge gained during the learning
process
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Checklist for Flowchart Presentation
Distinguished- Student demonstrated in-depth awareness of subject.
Content related to the topic, used references to support opinions (Score
100)
Proficient- Student demonstrated operational knowledge of subject. Gave
detail to relate content to the topic. Some references given to support
opinion. (Score of 90)
Beginner- Student demonstrated basic comprehension of the subject, but
had difficulty relating material to topic. Did not support information with
facts. (Score of 80)
Novice- Student failed to show comprehension and did not relate content to
topic. (Fail)
Evaluation Strategies
Evaluation Strategies (cont.)
Student Feedback from Simulation Exercises
Knowledge
100% of students could successfully recall information
Comprehension
95% of students could successfully restate the information
Application
90% of students accurately applied the knowledge to the simulation
Analysis
90% of students effectively used problem solving to calculate outcomes
Synthesis
90% of students positively used scores to assess new outcomes for future
problems
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Outcome Review
Northwest Valley Student Short Survey
1 (strongly disagree) 2 (disagree) 3(neutral) 4 (agree) 5 (strongly agree)
The learning outcomes related to the course goals and objectives.
1 2 3 4 5
The facilitator provide timely instruction, complete with written and hands-on
activities for added value in the learning process.
1 2 3 4 5
The instructor allowed time between assignments for completion.
1 2 3 4 5
How comfortable are you with innovative ESL instruction after this course.
1 2 3 4 5
How likely are you to recommend this class to other students?
1 2 3 4 5
Outcome Review (cont.)
Northwest Valley Assessment for Teachers (Checklist)
The course material focused on the students capabilities, not the process.
The learning outcomes were observable and measurable.
The learning outcomes are related to the course goals and objectives.
The competencies related to the learning outcome are comprehensive.
The learning outcomes represent complex incorporation of knowledge,
skills, abilities, and attitudes about learning.
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Recommendations
Invest more time on task analysis activities to increase retention.
Support students through interviews face to face once a week for positive
reinforcement.
Create a cost analysis to support investment for technology equipment
(video monitors, computers, etc.)
Network with teachers at the college and high school level to increase class
size.
Fix minor issues with the current system that allows students to disrupt
learning with side conversations online.
Consider field work for students to observe other teachers in the classroom
performing ESL instruction
Supply more laptops for students
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References
Gelb, J. (2001) OLR Research Report. ESL in other states.
Retrieved from http://www.cga.ct.gov/2001/rpt/2001-R-0580.htm
Bloom, B.S. (Ed.). (1956). Taxonomy of educational objectives, Vol.1: The
cognitive domain. New York: McKay.
Kameenui & Carnine. (1998) Effective Teaching Strategies that
Accommodate Diverse Learners
Morrison, G., Ross, S., & Kemp, J. (2004). Designing effective instruction.
Hoboken, NJ: Wiley.
References (cont.)
White, C. P., Ramirez, R., Smith, J. G., Plonowski, L. (2010).
Simultaneous Delivery of a Face-to-Face Course to On-Campus and
Remote Off-Campus Students. Techtrends: Linking Research &
Practice To Improve Learning 54, no. 4: 34-40. Academic Search
Complete, EBSCOhost, Retrieved August 16, 2013
University of Phoenix (2005-2011) Kelsey High School. Retrieved from
https://ecampus.phoenix.edu/secure/aapd/CIST/VO
P/Education/Cent Adm/CentAdmFacilities.asp
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