AET/515

Instructional Plan
Template
Montez L. King

Instructional Plan Template | Slide 1

Needs Assessment
What is the learning problem or opportunity?

US Manufacturers are reporting a significant Gap between the

skills they need in Computer Numerical Control Operators and
what they can find in the workforce.
What is currently available?

A Manufacturing Skills Gap Study findings revealed that 67% of

manufacturers reported a moderate to severe shortage of qualified
workers and 5% of current jobs at respondent manufacturers are
unfilled due to lack of qualified candidates.

Instructional Plan Template | Slide 2

Needs Assessment (cont)

What should be available?
Manufacturers need access to a highly skilled, flexible workforce
through demonstrated knowledge in CNC operations. A competency
based credentialing system is needed to cert candidates skills
against a standard.
Explain the gap analysis between what is available and what should be
available.
Manufacturers are having a hard time filling CNC operator jobs that
fuel their ability to grow. In addition, efforts to develop and assess
the skills of their current employees are falling short. Advance
technology in manufacturing are putting companies further at risk.
Instructional Plan Template | Slide 3

Needs Assessment (cont)

What is your recommended solution for filling the gap?

Local colleges and technical training centers need to adopt

competency based training program. Outcomes of training must
require a proctored performance evaluation in addition to a
theoretical exam.
Training courses are required with stackable competency based
Credentials. All credentials should be independent, not requiring
prerequisites. Machining skills should be grouped into multiple
Credentials and transferable from secondary to post-secondary
schools. Manufacturers will verify specific proven knowledge by
specific Credentials.
Instructional Plan Template | Slide 4

Instructional Goal
Students will demonstrate the ability to operate a Computer Numerical
Controlled (CNC) lathe and milling machine.

Download G-code program into controller

Modify or edit g-code program
Load and measure cutting tools
Make offset adjustments during production runs
Conduct 1st piece and in-production inspections
Interpret technical drawings

Instructional Plan Template | Slide 5

Performance-Based Objectives
1. By the end of the course students will have knowledge and
experience in setting up a CNC milling machine independently:
Prove out an instructor provided program independently, producing
a part with +/- .0005 of an inch.

2. By the end of the course, students will earn an industry approved

CNC Operator credential through the National Institute of Metal
Working Skills (NIMS): produce a NIMS part 100% to print
specifications in a proctored environment on a machine tool and
pass an online theory exam.

Instructional Plan Template | Slide 6

Summative Assessment and Learning

Outcomes
Students Skills an knowledge at end of instruction will be
assessed through:

A
A
A
A

final part performance evaluation (instructors exam)

final theoretical exam (instructors exam)
third party part Performance evaluation (proctored by NIMS)
third party theoretical exam (proctored by NIMS)

Instructional Plan Template | Slide 7

Learner Characteristics
80% of learners will be men and 20% women
Most students will come from poverty stricken communities
Majority of students will be African American
Students will have a minimum 9th grade reading level and 10th grade
math level
Majority of students will have a mechanical/industrial interest.
Majority of learner will learn best through a hands-on approach:
Kinesthetic or Tactile

Implications: Kinesthetic and tactile learners may have a short attention

span. Learners averaging near the minimum math level will have difficulties
understanding right angle trigonometry concepts
Instructional Plan Template | Slide 8

Learning Context
The setting will be in a simulated workplace/machining lab and
classroom, 80% of instructions will be take place in the lab and 20% in
the classroom. Maximum class size is 10 students. Instructions will be a
hybrid of face-to-face and distance (online) learning.
Machining lab will be equipped with vertical CNC machining centers.
Classroom will have workstations with internet. Due to cost of machining
center, each cohort of students will be divided into two groups and
alternate from lab to classroom. There will be 5 Machine tools in the lab
and 10 workstations in the classroom.
The learning context is designed to simulate a real shop floor
experience. Instructional time is dominated in the machining lab just as
the students will experience on the job. The online portion of training is
implemented to provide more time in the shop and allow students to self
pace through deficiencies rather suffer through fixed traditional lessons.
Instructional Plan Template | Slide 9

Delivery Modality
The most effective method delivery for instructions is through:
Instructor-Led
Web Based Tutorial Classes
Web Based Portfolios
Instructor-Led This course requires hands-on training using cutting
edge machine tool technology. Instructor demonstrations and oversight
of student interaction with machines are necessary to ensure students
posses the needed skills to operate machinery safely. The average cost
per machine tool is $70,000. Improper setups and programming of
machine tools can result serious damage to machines. All student
projects must be approved and supervised by an instructor prior to
running the application.
Instructional Plan Template | Slide 10

Delivery Modality (cont)

Web Based Tutorial Classes Machining applications require
competencies in measurements, materials, safety, basic print
reading, and G-code programming. These topics are self-taught and
will be delivered through Tooling U. Tooling U is an online web tool
consisting of 30 classes in advance manufacturing. Instructors will
manage student accounts and progress. This web tool will be used
for students to demonstrate their prerequisite knowledge for
operating CNC machine tools.
Web Based Portfolios Student projects require setup sheets,
tooling sheet, and G-code programs. This web tool will be used as a
repository for students project documention and an approval
tracking system for instructors.
Instructional Plan Template | Slide 11

Instructional Strategies
Instructional Strategies:
Just-In-Time
Practice
Cooperative Learning
Generating and Testing Hypotheses
Just-In-Time This strategy supports the online self-study delivery
modality. Students are responsible for learning the theory of machining
applications through Tooling Us online courses. Instructors will provide
direct instruction according to the needs of students. Students must
understand the instructor is a facilitator in support to their learning
needs. The teaching will be adaptive rather than a fixed lesson plan.
Practice Students must become proficient at their learned skills.
Machining projects will be completed repetitiously for mastery.
Instructional Plan Template | Slide 12

Instructional Strategies (cont)

Cooperative Learning This strategy is implemented to have students
working together to accomplish certain tasks. Students must
understand that complex machining applications are conquered
through teamwork and no one person can master all aspects of the
trade. Tasks of certain projects will be divided among group members
whereas the success of the application depends on cooperation among
the team.

Generating and Testing Hypotheses This strategy supports the need

to predict responses to metal removal in machining. Students must
understand an experienced CNC machinist will not have direct
experience in every application. Therefore deductive reasoning will be
used for students to predict metal responses and explain their
thinking/reasoning.

Instructional Plan Template | Slide 13

Plan for Implementation

Implementation Process:
An advisory committee of local manufacturers, educators, and
machinist to define the scope of course and approve:

Syllabus
Curriculum Lesson Plans
Location of Machining Lab
Machinery Specification
Instructional Staff

The Department of Continuing Education will coordinate:

Hiring and training Instructional Staff

Development of Curriculum
Setting up Machining Lab
Ordering Raw Materials, Perishable tooling machinery
Instructional Plan Template | Slide 14

Plan for Implementation (cont)

Advisory Committee Scope of Course Schedule:
A. 80 hours over 10 weeks
B. 1 day every other week (Monday) from 8:00 AM to 4:00 PM
Department of Continuing Education Development Schedule:
A. 400 hours over 5 weeks
A.

2 subject matter experts

B. 5 days per week (Monday through Friday) from 8:00 to 4:00 PM

Advisory Committee Review Schedule:
A. 24 hours over 3 weeks
B. 1 day per week (Tuesday) from 8:00 AM to 4:00 PM
Instructional Plan Template | Slide 15

Plan for Implementation (cont)

Course Schedule:
A. 60 hours over 15 weeks (in the Lab)

1 Night per week (Wednesday) from 5:00 to 9:00 PM

1 course per week minimum (self-paced)

B. 15 Online self-study theory classes (simulated)

Lab Session Schedule:
A. 5:00 to 5:45 Review topics from online self-study courses. (if first
session, review Tooling U and Portfolio online interfaces)
B. 5:45 to 6:00 Gather tools and materials need to execute
machining applications
C. 6:00 to 8:00 Complete machining lab assignments
D. 8:00 to 8:30 Instructor demonstration for next week lab
assignments
E. 8:30 to 9:00 Clean up
Instructional Plan Template | Slide 16

Instructional Resources
Materials needed to implement Instructional Plan
i. Machinery
i.
ii.
iii.
iv.

ii.

Hardware
i.
ii.
iii.

iii.

5 Hass CNC Vertical Machining Centers

5 Hass CNC Turning Centers
Machine and Perishable tooling
10 Workbenches
11 Computers (workstations with graphics card)
1 Smart Board and projector
1 Printer

Software
i.
ii.
iii.

Tooling U and Portfolio Accounts

MasterCam (Computer Aided Design)
Microsoft Office
Instructional Plan Template | Slide 17

Formative Assessment
Formative Assessment Strategies for the instructional Plan:

Discussion Instructor will ask questions and informally record student

responses to drive further instructions.
Observation Instructor will walk around the lab while students are
engaged in projects. Instructor will ask specific questions about the skills
being addressed and record notes to drive further instructions.
Projects Students will demonstrate knowledge through a part
performance evaluation. Grade reports will target specific skills with heavy
weight factors to drive further instructions.
Short Quizzes Students answer a few targeted questions. They will
receive feedback promptly with directions of what he student must study as
a result of outcome.
Essay Questions Challenge students to demonstrate higher level thinking
by asking the to explain the rationale behind machining processes.
Instructional Plan Template | Slide 18

Evaluation Strategies
Formative Assessments: Gather data that can be used to determine the
effectiveness of instructions for each lesson. This data will be used as feedback
for improving the design.
Summative Assessments: Gather data at the end of instructions to determine if
the desired goals and objective were met.

Quantitative Evaluations: Formative assessments will have an objective

orientation. All data will be analyzed through reports that identify strengths and
weaknesses of students to determine a pattern in the instructional design.
Qualitative Evaluations: All students will have an exit interview and
questionnaire to collect data on the impact the instructional design has had.
Students will also fill out a survey and have an opportunity to submit
recommendations.
Instructional Plan Template | Slide 19

Outcome Review
Formative/Summative Data Grade Reporting
Performance Evaluations Grade reports will group the part performance
skill requirements into 7 categories. Each category is designated a
percentage weight according to the performance-based objectives. Results
will be graphed to compare the students categorical performance against
the class in the same category. A second graph will compare each students
overall performance against class overall performance.
Qualitative Data Reporting
Interview and questionnaire data will be analyzed in frequency distribution
charts and graphs. Descriptive statistics will be used to review and compare
the impact of instructions against the design goals.

Instructional Plan Template | Slide 20

Recommendations
1. Make all evaluations undergo a peer-review process to ensure
evaluation quality.
2. Create a question pools for each knowledge area. Instructors can
selection questions from pools to quickly create formative
assessments.
3. Require mandatory process plans prior to running a machine
applications as a formative instructor evaluation.
4. Incorporate discussion questions in each class session. Questions
should require students to apply what they have learned in prior
classes and research to substantively answer.
5. Add Group processing as a form of formative evaluation. This will
provide feedback to help the design team make adjustments more
effectively.
Instructional Plan Template | Slide 21

References
Vincini, P. J. (2012). ADDIE instructional design process. Spark Wikis. Retrieved
from https://wikis.uit.tufts.edu/confluence/display/UITKnowledgebase/
ADDIE+Instructional+Design+Process
UT Health. (n.d.). The ADDIE model - Implementation. Retrieved from
https://sph.uth.edu/faculty/instructional-development/addie/
Texas A&M University Corpus Christi. (n.d.). Ed tech interconnect:
Implementation phase ADDIE. Retrieved from
http://interconnect.tamucc.edu/addie/implement.html

Instructional Plan Template | Slide 22

References (cont)
Clark, D. (2013). Development phase in instructional design. Retrieved
from http://www.nwlink.com/%7Edonclark/hrd/sat4.html
Regent University. (2013). Course design: A cyclical process. Retrieved from
http://www.regent.edu/admin/ctl/coursedesign/home.cfm

Instructional Design Expert. (n.d.). Development phase of ADDIE. Retrieved

from
http://www.instructionaldesignexpert.com/development_phase.html

Instructional Plan Template | Slide 23