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AET/515

Instructional Plan
Michael Lovely
Needs Assessment
1. The learning problem based upon records, reports, or
other written material is that other institutions offer a
wider category of course selections.
2. Currently only the basic B.A, degrees are available. Ex)
Business Education and Criminal Justice
3. They are lacking humanities course as well as a
philosophy.
4. The gap analysis between course are small.
5. Recommended of adding a course under the
supervision of a school committee.

Instructional Goal

After completing this instructional plan students should be
able to understand and identify and relay the subject at hand
Confirm that the problem can be solved with instruction
Discover the nature of what is to be learned
Learn more about the target learners
Understand the instructional context, such as the major
physical features of the instructional setting and the factors
that support this setting
Explore the issues surrounding the instructional problem and
proposed solution
Generate goals that will guide the design effort


Performance-Based Objectives


Identify two PBOs following the below guidelines:
Use ABCD for creating objectives
A audience Student
B behavior learn the instructional design
context
C conditions Understanding the instructional
context, such as the major physical features of the
instructional setting and the factors that support
this setting
D degree of accomplishment full knowledge
able to understand and relay the message.
Summative Assessment and Learning
Outcomes


Identify/list the goals of the student.
Determine how well the identified goals are already
being achieved.
Determine the gaps between what is and what
should be.
Prioritize the needs according to agreed-upon criteria.
Determine which needs are instructional

Learner Characteristics


A college Philosophy class with 10 men and 10 women. Test
scores of the class range from 10% below average, 10%
above average in understanding some of the early
metaphysical and epistemological ideas of philosophers.

Majority of students learn through kinesthetic learning.

Based on the instructional plan, the method is comparative,
simply taking other statistic and matching them with the
characteristics
This section includes the following:
101 Philosophy: The purpose of this subject is to enable you to
gain a critical understanding of some of the metaphysical
and epistemological ideas of some of the most important
philosophers of the early modern period, between the
1630s and the 1780s.This period saw a great flowering of
philosophy in Europe. Descartes, Spinoza and Leibniz,
often collectively referred to as "the rationalists", placed
the new "corpuscular an" science within grand
metaphysical systems which certified our God-given
capacity to reason our way to the laws of nature (as well
as to many other, often astonishing conclusions about the
world).. 3 credits.

Learning Context

Delivery Modality


Instructor-led training provides the following advantages:

1. Combination of visual, aural, reading, writing and kinesthetic
components
2. Fewer distractions allow for increased concentration on material
3. Valuable insight, stories and real-world examples from
our instructors
4. Completion rate of instructor-led classes is almost 5x higher than
that of e learning or self-pace
5. Familiarity of a traditional classroom creates a comfortable
environment allowing for more focus on complex material



Instructional Strategies

Instructor-led training is any kind of training that occurs in
a training room, typically in an office, classroom, or
conference room. This form of training can have one or
more instructors; and they teach skills or material to
another person or group through lectures, presentations,
demonstrations, and discussions. Most often, it's used to
instruct a group: this allows you to deliver many trainee-
hours of training for each hour of the instructor's time.
Training can also be one-on-one, however, this can be
expensive. Instructor-led training is particularly beneficial
when the material is new or complex: here, having an
instructor on-hand to answer questions and demonstrate
concepts can greatly enhance a trainee's learning
experience.
Plan for Implementation

Instructional plan
Course start date
Class session
lab session
Resources
Facilitators mentors
Classroom faculty
Instructional Resources

Classroom materials
Whiteboard
Internet accessibility
Lab materials
Computers
Workbooks
Formative Assessment

Student summarizing main ideas
Engaging students learning process
Implementing questions
Use data
Conduct follow ups

Use quantitative data
Conduct follow up measure of course material
Ask students about applying course material.
Evaluation Strategies

Outcome Review

. Instructional Event
Relation to Learning Process
1. Gaining attention
Reception of patterns of neural impulses
2. Informing learner of objectives
Activating a process of executive control
3. Stimulating recall of prior learning
Retrieval of prior learning to working memory
4. Presenting the stimulus material
Emphasizing features for selective perception

Outcome Review (cont)

5. Providing learning guidance
Semantic encoding; cues for retrieval
6. Eliciting the performance
Activating response organization
7. Providing feedback about performance correctness
Establishing reinforcement
8. Assessing the performance
Activating retrieval; making reinforcement possible
9. Enhancing retention and transfer
Providing cues and strategies for retrieval

Recommendations

The outcome indicate that students understand the content
material given to them.
Implementation of the following:
more activities
group decision
classroom activities
positive feedback
content accessibility


References

Magliaro, S. G., & Shambaugh, N. (2006). Student models of instructional
design. Educational Technology, Research and Development, 54(1),
83-106. Retrieved from
http://search.proquest.com/docview/218028139?accountid=458

Springs, J. (1889). What Is an Instructional Plan for Classroom Teachers?
Retrieved from eHOW.com:
http://www.ehow.com/info_8270946_instructional-plan-classroom-
teachers.html