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Signature Assignment: Instructional Plan and Presentation

Signature Assignment: Instructional Plan and Presentation

Erica Jones

November 19, 2018

CUR 516

Professor Shirley Burnett

Signature Assignment: Instructional Plan and Presentation

Part I:
Signature Assignment: Instructional Plan and Presentation

Part II:

Learning Objectives:

1. Creating a Problem Based Learning unit that poses a challenging problem or question, while
engaging them.
2. Creating a Problem Based Learning unit that taps into students’ key knowledge, while helping
students understand the information presented.
3. Improve student learner outcomes by creating a Problem Based Learning unit that allows for
creativity, from both the teacher and students.

Challenging Real World Key Knowledge Creativity

Audience Teachers/ Teachers/ Teachers/
Administrators Administrators Administrators/Students
Behavior Will be able to Will be able to align the Will be able to improve
appropriately select a challenging problem the learners’ outcomes
challenging problem with State Standards in by generating a PBL that
for students, in order order to create a PBL. allows for students to
to create a PBL. complete task
Condition By the end of the Fall By the end of the Fall By the end of the PBL
training teachers will training teachers will projected end date
have created a PBL have created a PBL that (varies based on
with, that incorporates incorporates Key conditions set forth by
a real world problem, Knowledge, in order to teachers in the PBL)
relative to their lives. ensure students are in teachers will have
compliance with the allowed for students to
State and District explore their creative
standards. side.
Degree With 100 percent With 100 percent With a +20 percent gain
accuracy. accuracy. on State Testing.

Instructional Strategies and Activities:

Problem Based Learning training for teachers will contain information and hands on training for teachers
in districts moving forward with the PBL format. Teachers and administrators will receive training on
how to establish goals, the steps to creating quality and meaningful assignments for their PBL, how to
build community, becoming a facilitator and lastly teachers will be given the opportunity to create
meaningful PBLs, with assistance, to ensure they understand the expectations. Teachers will be provided
with the history of PBL, allowed to participate in finished product of a PBL, and given materials to create
their own PBL.
Signature Assignment: Instructional Plan and Presentation

Instructional Technology

Laptop- This will be used throughout the initial presentation to instruct, provide videos and select
groups. Teachers will also be able to use their own laptops to research.

Promethean board- This will be used to project the presentation.

Speakers/Microphones- To ensure students can hear the presentation videos and speaker.

Cellphones/ Tablets- Used by teachers, as an instructional tool to research for their own project and
actively participate along with the trainer.
Signature Assignment: Instructional Plan and Presentation

Part III:

Title: Problem Based Learning Training

Length of Course: PBL Training is a two day course. In compliance with the Districts Time Policy,
teachers are expected to be with us 7.5 hours.

Training Day Time Activity Uninstructional Time

One 8:00am-9:30am Intro to PBL 9:30am-9:45am
One 9:45am-11:30am PBL Engagement for 11:30am-1:00pm
One 1:00pm-3:30pm Essential Project 2:00pm-2:15pm
Design Elements for
Two 8:00am-9:30am Selecting your 9:30am-9:45am
Challenge and Key
Knowledge for your
Two 9:45am-11:30am Reflections and 11:30am-1:00pm
Revisions of PBL
Two 1:00pm-3:30pm Review of PBL 2:00pm-2:15pm

People Involved in Implementation:

The people involved in the training include two trainers and a maximum of 30 students. The 30
students will be teachers and this will be the first of the two sessions offered at the school. This
allows for grouping of grade levels.

Needed Resources:

Resources needed for this project includes a technology- laptop, Promethean board, internet
access and passwords, speakers, microphones and cellphones/tablets are optional. The trainers
would also like offer peppermints, as peppermint helps to stimulate the brain (Moss, Hewitt,
Moss, & Wesnes, 2008). Common teaching tools will also be needed, such as pens, paper,
markers, flipcharts, tape, pictures, folders and sticky notes. Printed materials for teachers will
include a copy of State Standards, copies of the Power Point, copies of articles on PBL, a PBL
planning guide and outline, the schedule for the day and sample PBLs. Teachers will also be
required to sign in for their Districts records. Trainers will also offer a QR code for students to
obtain their information, should they need anything after the course.
Signature Assignment: Instructional Plan and Presentation


Teachers will be able to attend the course, if they have participated in an online Pre-
Registration, provided by their district and confirmed by the trainers. Teachers will receive a
confirmation, schedules, items needed for the course, and parking information. Once the class
is filled to capacity, a wait list will start. Those teachers that may need to cancel should do so at
least week before training, to allow for wait list teachers to prepare for the course. Instructors
will use a variety of method, such as active participation, exit tickets and dialogue. Teachers
will receive 6 PLU’s for this course.


o Training is offered to Teachers, Academic Coaches and Administrators from the

perspective school.
o Training hold 30 slots and requires an advance sign up via the District Portal.
o It’s recommended that you attend with your Instructional Team to properly plan for
your PBL.
Signature Assignment: Instructional Plan and Presentation

Part IV

Criteria to Assess Plan

The trainers of this course will use a number of methods to assess and determine the
effectiveness of this course by incorporating some assessment techniques the participants use
in their own classrooms. Sticky notes will be provided for “Parking Lot” questions and Exit
Tickets before breaks. At the end of each session the trainers will engage in a game of Kahoot,
an online game accessed through the participants phone, to access the knowledge recently
presented. The participants will also have a culminating PBL project that will be evaluated by
the trainers. Lastly the participants will complete an end of course survey from both the
trainers and their district.

Description of Evaluation Instruments

o Sticky notes for Parking Lot Questions will allow for participants to record questions
they may have, but may not want to ask out loud.
o Sticky Notes for Exit Tickets allow for students to express their takeaways, from the
o Kahoot Game- Allows for the trainer to ask questions such as:
1. What does PBL Stand for?
2. What are the eight components of a PBL?
3. Name a Design Element of PBL?
o The PBL will need to include the eight components of a PBL.
o The End of Course Survey will follow the Kilpatrick Model, with a rubric that asses the
measure or degree of:
1. If the learning objectives were met
2. Was the course material appropriate
3. The trainer answered my questions in a complete manner
4. I was given the opportunity to use what I learned
5. The information presented gave me the tools to be successful in creating a
quality PBL
6. I feel confident about implementing my PBL

Future Decision Making

The data collected from the assessment tools used during the training will allow for the trainers
to adjust to better serve the participants, as they go through the training. The data from the
end of the course survey to improve the needs of future participants.
Signature Assignment: Instructional Plan and Presentation


For Public Broadcasting, C. (2002). Defining Audience & Goals. Retrieved October 20, 2018,

Hodell, C. (2016). ISD from the ground up: No-nonsense approach to instructional design (4th
ed.). Alexandria, VA: ATD Press.

Moss, M., Hewitt, S., Moss, L., & Wesnes, K. (2008). Modulation Of Cognitive Performance And
Mood By Aromas Of Peppermint And Ylang-Ylang. International Journal of Neuroscience,
118(1), 59-77. doi:10.1080/00207450601042094