INSTRUCTIONAL PLAN / SIGNATURE ASSIGNMENT

English language workshop for Spanish-speaking high school instructors focusing on soccer vocabulary
Robert Leaverton
CUR/516
December 19, 2016
Dr. Carrie Miller

Implementation Workshop
Projected Schedule
Two Month Rollout
Planning

January 2nd, 2017 January 15th, 2017

Creation of Assessments and Materials 2017

Development -

January 9th, 2017 January 22nd,

January 9th, 2017 February 26th , 2017

Testing of Design and PlanImplementation and Training-

February 6th, 2017 February 26th, 2017

February 13th, 2017 February 26th, 2017

Phase I
Colegio Mayor, Pealoln,
Santiago, Chile
Need for Spanish-speaking
instructors to use English in
courses for bilingual education
Soccer was chosen for the first
workshop
Any subject can be used with
this plan with little design
changes

Fig. 1 [Colego Mayor].

Course Title
Description
English language workshop for Spanish-speaking high school instructors focusing
on soccer vocabulary.
Course
Description:
This course will develop skills for Spanish-speaking physical education instructors
in a bilingual school to communicate in English with the high-school learners. The
physical education instructors will practice/use English in a real setting, first with
other instructors then with high-school-aged learners. This is not meant to be the
only instructional workshop in English for the instructors; it is meant to jump start
the English language process for the instructors to become bilingual in the future.

Target Audience
Workshop Timeline
High School Physical Education Instructors at Colego Mayor
Aged 21-60
Bachelor Degree minimum
Prior English not necessary
Two-day workshop
90 minutes each
One week after start of semester

Workshop Goals
The Physical Education Instructors will learn
English vocabulary for teaching soccer in high
school.
The Physical Education Instructors will
participate in a role play soccer course taught in
English.

Fig. 2 [Kids in Soccer].

Phase II
Workshop Objectives
Instructional Technology
Instructional Strategies
Spaced Learning

Workshop Objectives
Given the Google Translator, the training videos and
presentations, the physical education instructors will be able to
use English to role play a soccer course to high-school learners
with little or no error.
Given the opportunity to practice in groups, the physical
education instructors will positively demonstrate confidence in
speaking English to explain to a high-school-aged soccer course,
using only English and no translator.

Instructional Technology
Duolingo
Fig. 3 [Duolingo symbol ].

Google Translator
Instructional Video
Fig. 4 [Google Translator].

Collaborative / Critical Thinking

Collaboration
Critical Thinking

Spaced Learning
An idea where knowledge can be given and retained
for longer periods of time.

Three 15 minutes mini-training sessions

Two 10 minute breaks in between the three
sessions
Repeating the same knowledge in each of the
three mini-training sessions

Phase III
Timeline of workshop
Resources

Prior Learning
Assessment
The prior learning vocabulary
assessment will be made using
an English soccer assessment
grades 9-12

Fig. 5. [Prior Learning].

Formative Assessments
Peer/Self-assessment
Group Role Play
Individual practice session with live learners

Phase IV
Evaluations
Goals
Objectives
Overall outcome

Conclusion
Implementation will be eight weeks
Start date will be second week of March, one week after the start of the
2017 school year.
The workshop will be two 90 minutes sessions given on different days.
Instructors from Colegio Mayors physical education department will be the
first to use the workshop
Workshop will prepare current instructors in the use of English in the physical
education courses to help with the growing bilingual learner population.
The objectives are to have the instructors demonstrate the use of English
vocabulary in a simulated classroom setting

Conclusion 2
Using technology, Google Translator, Duolingo, and instructional
video to instruct the workshop learners
Collaborative / Critical thinking
Spaced Learning
Prior Learning Assessments
Formative Assessments

References
Fig. 1 [Colego Mayor]. (n.d.). Retrieved December 19, 2016, from Colegio
http://static.panoramio.com/photos/original/31883449.jpg
Fig. 2 [Kids in Soccer]. (n.d.). Retrieved December 19, 2016, from Soccer
http://img.emol.elmercurio.com/2009/05/11/10008_179_109613.jpg
Fig. 3 [Duolingo symbol]. (n.d.). Retrieved December 19, 2016, from
http://www.manrepeller.com/wp-content/uploads/2015/01/duolingo-app-toknow.jpg
Fig. 4 [Google Translator]. (n.d.). Retrieved December 19, 2016, from
http://www.sassyjanegenealogy.com/wpcontent/uploads/2014/01/GoogleTranslate2.jpg
Fig. 5. [Prior Learning]. (n.d.). Retrieved December 19, 2016, from
http://www.academyone.com/Portals/2/WebSitesCreative_PostIt/1193/d85af
05e-0889-43fe-b503-4ae0838dbc61.jpg

References 2
Brown, A., & Green, T. D. (2011). The Essentials of Instructional Design: Connecting Fundamental Principles
with Process and Practice (2nd

ed., eBook). Boston, MA: Allyn and Bacon.

Kelley, P., & Whatson, T. (2013). Making long-term memories in minutes: A spaced learning pattern from
memory research in

education. Frontiers in Human Neuroscience, 7, 589.

doi:10.3389/fnhum.2013.00589