Jeanine Jenkins
University of Phoenix
Audience Students that will consist of male and female ages 17 to 55.
The students will be a range of graduated high school to
retirees to working professionals. Most of the students will
be coming from mainly the Chicago area, but the small
percentage will be students who primarily be coming from
suburban areas outside of Chicago city limits.
Total Time Allotment Course will be four hours a day for four weeks which will
be Monday through Thursday at 9am to 1pm.
PART II:
DEVELOPMENT
Attention Getter The whole class will answer a few questions without speaking or making a sound.
As the questioning starts, students must close their eyes while seating in their seats.
In order to answer yes they must raised their hands and hold them up until I finish
counting they will be instructed to put their hands down. Once their hands go down
they can began to open their eyes until the question starts again.
The questions that are used in this activity is basically on selected food preferences
such as:
Restaurant
Home cooked meal
Student Choices
Fruit
Salad
Nachos
Tacos Series1
Pizza Series2
Hamburger
Series3
0
5
10
15
20
# of Students
Detailed Input of Visual aids such as tables, bar graphs, and charts are used in delivering data that can
Content be used to generated personal and professional results. Students will be using prior
knowledge, skills and expertise in interpreting the current data being presented.
Students will work in groups in creating their own visual aid and made-up data.
Students will spend 30 minutes in their groups putting together a visual aid of their
choice during class time. Each group will need to select a method, question and
answer for their particular visual aid. The method choices that can be used is
addition, multiplication, division and multiplication. Below is an example of a
Instructional Plan I, II, III 6
The table below displays different prices on stickers, ink pads, and stamps at three
different stores which are: Store A, Store B, and Store C.
First, we have three different items and stores with various prices
Second, we are determining the cost of one ink pad from Store C?
Third, after to looking over the visual aid, we can conclude there is no additional
information to be examined. We now can proceed with answering the question.
Using the table above, how much would it cost for one ink pad from Store C?
Solution:
Select the item (ink pad) from the top row and the store (Store C) from the left first
column. Then, follow the ink pad column down and the store row across until the
two meet. The information that you will find is “4 for $9.00”. In order to determine
the cost for one ink pad, you must divide $9.00 by 4.
Answer: $2.25
The overall layout of the instructional content will consist of the following
breakdown:
PART III:
IMPLEMENTATION
Instructional Under the big five instructions direct, indirect, interactive, individual study and
Strategies experimental will be used in helping students to further build upon previous
knowledge. The different type of graphs all represent surveyed information that has
Instructional Plan I, II, III 7
been condensed into sections to give a clear picture of what the data actually
represents. In order for students to get a better handle on understanding graphs and
charts is through practice and drill (Lang & Evans, 2006). After the instructor-led
lecture, students will be able to use the discussion, question and answer session to
confirm what they do or do not understand. Practice and drill is basically doing
repetitive work over and over again until learners are basically comfortable in
applying the needed steps to answering any questions related to the graph. As was
previously stated, knowing and using the steps to answering charts or graphs help
learners to understand what the data represents and what it is about. Below is the
following to re-enforce what has been covered.
In distributing these printed materials such as the charts and graphs to the class,
students will practice looking over information and recording what they see and
know from the data that has been provided (Lang & Evans, 2006).
Next, students while at their seats will do a brainstorming activity in listing the
information that they notice from the 2nd chart “Per Capita Consumption of Turkey”
following a mapping chart as demonstrated below (Lang & Evans, 2006, p.338):
#1 U.S
#4 Poland
Countries that
consume the most
Turkey
#2
Hungary #3 Canada
**Note** The information in the chart is from (Per Capita Consumption of Turkey, 2003),
Instructional Plan I, II, III 9
K W L
All the various instructional strategies play a major role in allowing students ways
to approach a problem or delivering more than one answer. Visual aids such as the
charts and graphs help the learner to brainstorm ways of finding more information
as well as stating what is missing. The crucial part to basic math whether it be
graphs, charts or algebra is the constant use of practice and drill. The more a
student practice and go over math the more the students becomes perfected in it
(Lang & Evans, 2006, p.347).
Formative This level of assessment is a critical component for both the educator and student.
Assessment “The ultimate goal of the formative assessment is to gain understanding into what
the student does and does not know” (Boston, 2002, p.1). A few of the formative
strategies that can help in gathering enough information pertaining students’ level of
Instructional Plan I, II, III 10
“Example: Instructors can plan the necessary questions that allow them to ask
students during the course of the lesson in order for students to explore ideas,
while the same questions can provide valuable assessment information for the
instructors.” (Heritage, 2007, p.141).
Closure Students that come from various backgrounds and expertise will take away
necessary skill sets in which they will find useful on-the-job or in another course.
Having that face-to-face traditional setting is very beneficial to those students that
are taking this course for the very first time or those who need to brush-up on their
math skills. Students who have been out-of-school for any length of time usually
need help in recalling to relearning information all over again. Some of these
students will need this basic math course in order to move to the next math course
while others may need it for a requirement in their particular major. Meanwhile, the
other students could be taking this course to fulfill a professional requirement such
as preparing for a job opportunity or work program.
Attention getter activities are a way of getting students to feel comfortable during
Instructional Plan I, II, III 11
their time in class. By the instructor using various ice breaker techniques, students
will also get an opportunity in knowing and working with each other. Tangible aids
such as charts, graphs and tables enable a student to have visual picture of what to
expect when engaging in active activities that increase their learning abilities
(Fredericks, 2007).
In order for students to successfully take charge of their learning, an educator must
provide the necessary detailed content that gives the information that will be
covered such as how to read charts, graphs and tables to the reasonable amount of
time for students to engage in their learning environment such as 15 to 30 minutes
in class. Plus, the detailed content will need to state what order of operations will
students be expected to know in answering information on charts, graphs, and
tables. Sometimes the order of operations can include basic math such as addition,
subtraction, multiplication and division (Substitute Teacher Handbook, 2006).
Aside from all the instructional strategies, educators have a duty in doing a proper
assessment on students to determine what they may or may not know. Formative
assessments will help an instructor to focus in on those students who are low
performers to those who may constantly look to their peers in understanding certain
math content. Delivering proper feedback to students will enable them to reach
necessary learning objectives through knowledge, understanding and guidance
through the help of the instructor (Boston, 2002).
Materials and Materials for successful assignment completion can range from handouts, printed
Resources materials such as graphs, charts and tables, text books, workbooks, calculators,
rulers and graphing paper (Lang & Evans, 2006).
Additional resources that could be used in helping students to get a better grasp on
math basics are through websites such as www.aaamath.com and www.math.com.
Instructional Plan I, II, III 12
References
Boston, C. (2002). The Concept of Formative Assessment. Eric Digest, 1-4. Retrieved
Assessment.htm database.
Fredericks, A.D (2007). The Complete Idiot’s Guide to Teaching College. New York, NY:
Heritage, M. (2007). Formative Assessment: What Do Teachers Need to Know and Do?
Kids's Zone Learning with NCES. (Unknown). National Center for Education
Lang, H.R., Evans, D.E., (2006). Models, Strategies, and Methods for Effective Teaching.
from http://nces.ed.gov/nceskids/createagraph/default.aspx?ID=0428f0818469430e86b
86c5982fbb752
Per Capita Consumption of Turkey Chart (2003). USDA Estimates. National Center for
http://nces.ed.gov/nceskids/createagraph/default.aspx?ID=8f1378e9f1414b1f8e7017274
965a27e
Instructional Plan I, II, III 13
Rotenberg, R (2005). The Art & Craft of College Teaching. Walnut Creek, CA: Left Coast Press,
Inc..
Substitute Teacher Handbook (2006). Logan, Utah: Substitute Teaching Institute Utah State
University(6th ed.).