INSTRUCTIONAL PLAN

FUNDAMENTALS OF SECONDARY EDUCATION

Stephanie E Hall

Part I: Analysis and Design of Instruction

Needs Assessment Instructional Goal Performance-Based Objectives Summative Assessment and Learning Outcomes Learner Characteristics Learning Context

Needs Assessment

Northwest Valley Community College- Kelsey Campus Education degree program does not currently offer any classes for students who want to teach adults. Currently there are no courses available regarding secondary education. Northwest Valley Community College- Kelsey Campus should have courses available on Secondary Education To finalize the development of this course is to hire an instructor who is qualified to teach this class. It is recommended that Northwest Valley Community College- Kelsey Campus hire an instructor to expand the capability of the Education degree program.

INSTRUCTIONAL GOALS AND OBJECTIVES

GOALS Upon completion of this course students will have the necessary skills to establish an open, effective, and positive learning environment for the traditional and non-traditional adult student.

OBJECTIVES
To receive a Satisfactory grade, students are required to earn a grade level C or above on all course work. To understand the fundamentals of teaching adults of various ages and learning styles. At the end of the course students will have the knowledge and skills to successfully pass the National Teachers Examination.

Summative Assessment and Learning Outcomes

Class Discussions and Activities Tests Weekly Quizzes and Final Exam Standardized Tests to learn the necessary skills to successfully pass the National Teachers Examination Student Portfolios to support achievement of course objectives

Learner Characteristics

Class of 15-25 students Adults ages 18-65 No prior experience necessary Prerequisites: English 101, Reading Proficiency, and Education 201 Learning styles: Visual and Kinesthetic

Learning Context

Classroom and Web-Based Instructional Setting Resources eBooks and Handouts related to course Class lectures, discussions, and group activities will relate to real world situations and government policies.

Delivery Modality
Instructor-led course Asynchronous learning environment Web-based conference Video taped instruction

Part II Development and Implementation of Instruction

Delivery Modality Instructional Strategies Plan for Implementation Instructional Resources Formative Assessment

Instructional Strategies
To build teamwork skills To build online communication skills To build problem solving skills To build real world skills

Plan for Implementation

Class-led Instruction: Plan Start Date 9/27/13 10/2/13 Course start date: 12/4/13 3/16/14 Class session: Mondays & Wednesdays Class time: 9 am 11 am Resources: Facilitators: 10/9/13 Mentors: 10/9/13 Classroom facility: 10/23/13 Computer system: 11/30/13 Simulation software: 11/30/13 Student enrollment: 11/6/13 11/23/13 Web-based Instruction: Plan Start Date 9/27/13 10/2/13 Course start date: 12/4/13 3/16/14 Class session: Tuesdays Resources: Facilitators: 10/9/13 Mentors: 10/9/13 Classroom facility: 10/23/13 Computer system: 11/30/13 Simulation software: 11/30/13 Student enrollment: 11/6/13 11/23/13

Plan for Implementation

Individuals to be involved include:

Department chair Technical support End users (instructor, students)

Materials to be prepared in addition to syllabus include:

Rubrics DQs/case studies/scenarios/ assignments Digital copies of Textbook and additional readings CATs/learning style inventories Virtual world

Instructional Resources

Class instruction: Blackboard Web-Based instruction: Computer PowerPoint Presentation Class Handouts: Syllabus Instructor Policies Homework Exercises

Formative Assessment
Class Assessment Tests Learning style inventories Class Rubrics Discussion Questions Portfolios Quizzes

Part III: Evaluation of Instruction

Evaluation Strategies Outcome Review Recommendations

Evaluation Strategies

Student Surveys Qualitative data of Student Completion Follow-up Measures on relevance of course materials

Outcome Review

Outcome Review

Recommendations

Ask students to voluntarily submit anonymous feedback via student surveys throughout the class to measure their engagement with the class and the content. Use the multi-purpose e-portfolios to measure what students viewed as significant learning and that their selection of material met my learning objectives, which are informed by departmental and institutional goals. I would measure their major authentic assignment, which would be worth 50% of their final grade, as the culmination of their learning in the class. I would follow-up with the chair and faculty committee about the class and solicit additional feedback.

References
Apollo Group, Inc. (2013). Education Degree Program. Virtual Portal Organizations: Northwest Valley Community College. Brown, A., & Green, T. D. (2006). The essentials of instructional design: Connecting fundamental principles with process and practice. Upper Saddle River, NJ: Pearson Education. Cross, K. P., & Angelo, T. A. (n. d.). Classroom assessment techniques: A handbook for faculty. Retrieved from http://eric.ed.gov/?id=ED317097 The Hanover Research Council. (2009). Best Practices in Online Teaching Strategies. Retrieved from http://www.uwec.edu/AcadAff/resources/edtech/upload/Best-Practicesin-Online-Teaching-Strategies-Membership.pdf Library Assessment Guide. (2013). Sample Education Course Assessment on TaskStream. Retrieved from http://www.libguides.indstate.edu Middle Tennessee State University. (2013). Evaluating Forum Responses. Retrieved from http://blogs.elon.edu/technology/files/2012/02/Moodle_rubric_forum.png