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Instructional Plan Template | Slide 1

AET/515Instructional Plan

Template (Catherine Bayers)


Needs Assessment

1. What is the learning problem or opportunity?The learning opportunity of intercultural language skills would benefit the Baderman Island Resort Corporation. 2. What is currently available?Neither the Northwest Valley Community College or Boardman Corporate University provides no courses for intercultural language greeting skills.

3. What should be available?A intercultural language greeting skills course should be available to the employees of Baderman Island Resort.


Gap Analysis

4. Explain the gap analysis between what is available and what should be available.Currently the employees cannot communicate well with the international quests; therefore skills in communicating with international quests would benefit both the employees and the quests.

5. What is your recommended solution for filling the gap? Recommendations would include designing and developing a language communication greeting skills course.


Instructional Goal

The instructional goal of the Intercultural Language Greeting Communication Skills course will provide the students the basic skills of speaking greetings in different cultural languages, which will help to communicate better with Baderman’s international guests.


Performance-Based Objectives

• After completion of COM 270, the student will show his or her learning accuracy by scoring above 70% in the language lab at Northwest Valley Community College, allowing the student to appropriately speak different cultural greetings.

• After completion of COM 270, the employees of Baderman Island Resort will complete a final examination, in which they must receive a passing grade of 70% plus, which will determine how accurate they can speak different language greetings to Baderman’s international guests.


Summative Assessment and Learning Outcomes

•Using the language skills lab at Northwest Valley Community College will evaluate the students language speaking learning outcome.

•Taking a final examination after completion of COM 270 will determine how much the student has learned, and if the course successfully and accurately accomplish what it set out to accomplish.


Learner Characteristics

The learner characteristics include information about your target

audience such as:

• A college language class with 15 men and 15 women.• Test scores range from 5% below average, 5% above

average in language usage, intercultural language development, and grammar.

• The majority of students learn through audio conferencing and recordings.

Implications based on these characteristics determine the lessons were accessible to all students and each student was challenged appropriately.


• The intended instructional setting is in a traditional classroom.

• The instructional plan for the learning language context will be developed for the learner to be exposed to language input, which is in suitably informative contexts.

Learning Context


Delivery Modality

Based on the learning context and learner characteristics, the most effective method of delivery would recommend an instructor-led course with the help of audio conferencing and recordings in a language lab situated on campus.


Instructional Strategies

• The information to be taught will include intercultural speaking skills, especially greetings in different languages. The instructor will use an audio device in the different languages to help the students learn the different intercultural greetings.

• Instructional strategies will include workbooks, audio devices, pictures, and a language lab. The learner will need to understand the different language dialects associated with different cultures.


Plan for Implementation

• The course will take place in a classroom two days per week for one hour, for six weeks, after which the sixth week will include a readiness check involving all six weeks of the course.

• Instructors and learners will be involved in this course. Each week will include lab assignments, workbook assignments, questions and answers, and communication skills between the instructor and students.

• The plan will be implemented by an intercultural language

skills instructor. The class is an instructor-centered environment.


Instructional Resources

Instructional Resources would include:

•Whiteboards•Overhead Projector•Computer, Internet Enabled•Language Lab•Photographs•Audio and Video Equipment•Texts


Formative Assessment

Five formative assessment strategies incorporated into the implementation to an intercultural language speaking skills instructional plan:

•Student self-reflections•Readiness checks•Progress checklist•Mid-project survey•Quizzes


• Informal Interviews• Midterm Evaluation Survey• Pre- and Posttests• Program Evaluation Survey• Follow-up Management Staff Survey• Academic Achievement

Evaluation Strategies


Outcome Review

A Likert Scale determined the following:

•Learners competence and comprehension matches with the instructional goal

•Learners follow procedures when complying feedback information

•Learners illustrated the ability to use intercultural language skills set forth within the course materials

•Learners openly participated in classroom activities and discussions


Recommendations

The outcome review indicated the participants gained understanding and comprehension of the learning materials at an average level. In reflection associated with the learners academic level, the possibility has been established that course materials and training will coincide with instructional goals, performance objectives, and learner outcome.


Recommendations (continued)

Recommendations for future course instructional design:

•Encourage group discussion and classroom activities

•Increase learner and facilitator feedback

•Apply a higher degree of learning materials

•Allow the learners more flexibility in lab accessibility


References

• Becker, A., & Nekrasova-Becker (2013). Evaluating a project-based activity: Suggestions for content language integrated learning courses. Retrieved March 16, 2013 fromhttp://nclrc.org/about_teaching/heritage_learners.html

• California State Board of Education (2003). Foreign language framework for California public schools. Retrieved March 22, 2013 from http://www.cde.ca.gov/ci/cr/cf/documents/foreignlangfrmwrk.pdf

• Information Technology Services (2013). SPSS Techniques Series: Statistics on Likert scale surveys. Retrieved March 22, 2013 fromhttp://www.uni.edu/its/support/article/604

http://nclrc.org/about_teaching/heritage_learners.html




References (Continued)

• Jackson, F., & Malone, M. (2009). Building the foreign language capacity we need: Toward a comprehensive strategy for a national language framework. Washington, DC: Center for Applied Linguistics

• Humphrey, D. (2013). Intercultural communication: A teaching and learning framework. Retrieved March 15, 2013 from http://www.llas.ac.uk/resources/paper/1303#toc_4

• McGraw-Hill (2011). Instructional resources. Retrieved March 23, 2013 fromhttp://acuityforschool.com/details/instructional_resources.shtml

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