AET/515 Instructional Plan Template

(Eboni Anderson)

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Needs Assessment
1. What is the learning problem or opportunity? The City of Kelsey has a population of 625,000 and prides itself on its organic farms, quality of life, environmental awareness and its business-friendly environment. Northwest Valley Community College does not offer classes in hospitality management, or how to manage a hotel and its employees. What is currently available? The college offers basic courses in business, finance, management, and advertising. What should be available? A class or group of classes specifically designed to help people focus on the aspect of the starting their own business. Explain the gap analysis between what is available and what should be available. Most small businesses make up 96% of businesses in America. Most are started by people with little or no experience and 90% will fail within three years of start-up (Bureau of Labor Statistics, 2010). The classes that are offered give a good foundation for the ones wanting to work for someone else, but do not help with those wanting to start their own business.

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What is your recommended solution for filling the gap? I recommend four, one quarter classes in Entrepreneurship.

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Instructional Goal
(

What should the learners be able to do after successfully completing this instructional plan?

students will learn the necessary skills to operate, manage, and own their own small or medium businesses.

- The

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Performance-Based Objectives

(After reading the information below, delete and insert your information.)

Identify two PBOs following the below guidelines: The student will demonstrate the importance of setting SMART personal and financial goals worksheet. The weekly reading will be about goal setting, the discussion questions about the difference between dreams and goals. The student will be broken up into teams of 4-5 students. They will demonstrate their ability to correctly enter financial information into the books. The students will be graded with a grading rubric based on content, organization, and format.
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Summative Assessment and Learning Outcomes

The students will understand the difference between a dream and a goal and how an action plan works. The students will present a completed worksheet of short-term, median range and long term goals. The students will present their findings on a preformatted powerpoint presentation.

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Learner Characteristics
The City of Kelsey is a mid-sized town in the United States. Its median household income is $33,512 (University of Phoenix, 2009, pp. Kelsey U.S. Census Date 2000 pdf) compared to the national median household income of $50,233 (U.S. Department of Commerce, 2008). Of all families 17.6% live below the poverty level and the unemployment rate is 9.1% . The unemployment rate is 9.1% compared to 9.9% nationwide (Bureau of Labor Statistics, 2010)

The anticipated student will be unemployed or underemployed and between the ages of 25-55 years old. There will be some who have skilled or professional jobs and are looking to fulfill a dream. The male to female ratio should be approximately 70% male to 30% female (Bureau of Labor Statistics, 2010)

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Learning Context

(After reading the information below, delete and insert your information.)

This section includes the following:

The setting for the class would be online distance learning setting. The type of learner anticipated to attend this class, this allows the most flexibility. The student can access their weekly reading material from the materials section, answer and participate in the weekly question and answers section. The weekly assignments are real-time using the online interactive systems to access the parameters of the problem within the company and the student can work out a solution. The obstacle in this learning context is developing and debugging the interactive, virtual company. The performance based objective would be timeconsuming but once completed would be invaluable learning tool.

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Delivery Modality
The most effective method of delivering instruction to the students will be through demonstration and questioning within an instructor led classroom. Instructor led classroom can be used to incorporate learning through games, problem based learning, cooperative learning and be able to provide instructor feedback to the student. The instructor will stand before the students and provide real world examples in regards to the learning course. Students will be able to participate in the discussion, demonstration, and be able to emulate business or household simulations. Instructor will allow the students to express on their personal skills and experiences as it relates to the learning environment.
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Instructional Strategies
Critical Thinking Cooperative Learning Individual/Group Instruction Link new information and/or skills to prior knowledge Demonstrate learning activities Provide examples to help transfer learning Evaluate & Summarize The strategies should be practiced on a consistent basis to assist students in mastering the concepts of learning in a particular course.
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Plan for Implementation

Instructional Plan 2/01/2012 3/20/2012 Course start date: 4/04/2012 5/06/2012 Class session: Tuesdays and Thursday, 11:00 am 12:30 pm Resources: Instructors Classroom facility Lab Facility Computer system Student enrollment Marketing strategies such as advertising, posting flyers, radio advertisement, local churches can all be used as a source of communicating the plan and building interest around the community.
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Instructional Resources

Classroom materials Smart board display written material, lecture notes and provide examples Internet Usage looking up needed information for course concept Lab Materials Computers internet accessibility to provide students with training of the course materials

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Formative Assessment
Asking students to summarize the ideas theyve taken away

from the lecture, assignment, or discussion. Conduct weekly quizzes access students proficiency in the classroom course. Engage students in instruction and the learning process. Conduct follow-ups on course activity and agendas. Execute a question and answer session to evaluate what the students have learned.

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Evaluation Strategies
Submit survey to students inquiring about effectiveness of applying course materials to everyday situations Use qualitative data of student completion to measure areas of improvement Conduct follow-up measures with faculty and administration regarding relevance of course

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Outcome Review
Beginning 1 Developing 2 Accomplished 3 Mastered 4 Score

Action #1 Students competence and comprehension matches the instructional goal Action #2 Students will be able to follow procedures when complying feedback information Action #3 Students are illustrating their abilities to perform tasks set in course materials Action #4 Students are openly participating in classroom activities and discussions

Reflect beginning level of performance

Reflecting movement toward mastery level of performance

Reflecting achievement of mastery level of performance

Reflecting highest level of performance

Reflect beginning level of performance

Reflecting movement toward mastery level of performance

Reflecting achievement of mastery level of performance

Reflecting highest level of performance

Reflect beginning level of performance

Reflecting movement toward mastery level of performance

Reflecting achievement of mastery level of performance

Reflecting highest level of performance

Reflect beginning level of performance

Reflecting movement toward mastery level of performance

Reflecting achievement of mastery level of performance

Reflecting highest level of performance

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Total 11

Recommendations
The outcome review indicates that students are gaining understanding and comprehension of the learning materials at an average level. The reflection of a students academic level still provides a possibility that course materials and training will coincide with instructional goals and performance objective. Apply more problem based activities Group discussion/classroom activities
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Recommendations (continued)
Encourage group discussion/classroom activities Increase instructor/student feedback Increase lab/instructor accessibility

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References
Brown, A., & Green, T.D. (2006). The essentials of instructional design: Connecting fundamental principles with process and practice. Upper Saddle River, NJ: Pearson Education. Exploring Formative Assessment Assessment for Learning (2008). Retrieved February 15, 2009 from http;//www.fwps.orf/cur/assess/formative/Formative%20Assessment%20RTI.pdf Instructional Strategies (1999). Retrieved February 7, 2009 from http://www.kent.k12.wa.us/KSD/IS/tools_for_planning/instructional strategies.htm http://www.instructionaldesign.org/copyright.html Reference Guide for Instructional Design: Develop Materials Concept Outline (2009). Retrieved February 1, 2009 from http://www.ieee.org/web/education/Reference_Guide_For_ID Reiser, R.A., & Dempsey, J. V. (2007). Trends and issues in instructional design (3rd ed.). Upper Saddle River, NJ: Pearson Education
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