Running head: INSTRUCTIONAL MODULE OR TRAINING PLAN: PART I:

Instructional Module or Training Plan: Part I: Vital Information

AET 520 February 24, 2014. Dr. Philomena McPhee

INSTRUCTIONAL MODULE OR TRAINING PLAN: PART I:

Instructional Module or Training Plan: Part I: Vital Information

PART I: VITAL INFORMATION

Your Content Point Value .25

Author your name Instructional Topic the subject which you will be teaching

Berlinda Juste

.25

English

Instructional Module/Training Plan Title linked to the instructional topic

.25

Introduction to English for English Language Learners

Learning Setting business, educational setting, etc

Audience describe the intended audience of the educational experience or training session

Learning will take place in a classroom, at a community college, individually and in small groups 2x a week in a 12 week semester. Each class will be 1 hour and 50 minutes. 1. An introductory English course with 10 men and 10 women from various countries, age groups, race, and socioeconomic status. 2. All students have scores below average on TOEFL (Test of English as a Foreign Language). 3. Students have a combination of learning styles: visual, auditory, and kinesthetic 1. First, lesson will be instructor led to introduce topic 2. Afterwards, students will be assigned individual activities to complete 3. Students will then be placed in small groups for collaboration and interaction ( studentcentered) Instructor will implement lesson to English Language Learners (ELL) in a classroom 2X a week for 1 hour and 50 minutes for 2 weeks of the 12 week semester. Even though its a 12 week semester, I am devoting 2 weeks to teaching action and linking verbs. Students will understand and use basic grammar concepts of the English language.

Delivery Modality (Online, hybrid, face-toface, etc.) instructor-led course, Web-based tutorial, asynchronous learning environment, synchronous learning environment, podcasts, Web-based conference, video taped instruction, etc.

25

Total Time Allotment for the delivery of the instructional module/training plan

.25

Instructional Module/Training Plan Goal Instructional module/training plan goals are broad, generalized statements about what is to be learned. Think of each goal as a target to be reached or to "hit." It is the content/skills the instructor will deliver/model.

2.25

INSTRUCTIONAL MODULE OR TRAINING PLAN: PART I:

Generally limited to one per instructional

module/training plan period

Two Performance-based Objectives (1) Instructional objectives are specific, measurable, short-term, observable, participant behaviors. What will the learner be able to do or know after instruction. (2) Instructional objectives are the foundation upon which you build lessons and assessments that meet your overall course or lesson goals (3) Think of instructional objectives as tools that you use to reach your goals. They are the arrows you shoot towards your target (goal). (4) The purpose of instructional objectives is not to restrict spontaneity or to constrain the vision of education in the discipline, but to ensure that learning is focused clearly enough for both learners and teacher. This alignment allows the measurement of learning to occur. (5) ABCD approach to writing objectives b. Audience identify and describe the learners c. Behavior describe what is expected of the learners after they have received instruction d. Conditions describe the setting and the circumstances in which learners performance will occur e. Degree explain the standard for acceptable performance

2.25

1. Upon completing the lesson, English Language Learners will be able to apply action verbs in sentences using correct conjugations with at least 80% accuracy. 2. Upon completing the lesson, English Language Learners will be able to apply linking verbs in sentences with correct conjugations with at least 80% accuracy.

Summative Assessment Description The purpose of summative assessment is to measure how well learners have learned key content and skills as defined by the learning segment's goal and objectives, and it occurs at the end of a learning unit. What does the learner know or is able to do at the end of instruction. Summative assessments are designed to measure learners understanding following a sustained period of instruction. They focus on identifying the level of learner mastery and the effectiveness of instruction. Summative assessments are outcome measures that emphasize learner achievement. From a learners perspective, summative assessments are primarily utilized to determine final course

2.25

1. Upon completing the unit, students will be assessed by using a 50 multiple choice test with short answers. 2. 25 of the questions will be multiple choice and the other 25 will be short answers 3. Students will show mastery if they achieve a score of 80% or better on the assessment.

INSTRUCTIONAL MODULE OR TRAINING PLAN: PART I:

grades; from an instructor perspective, they are a means of accountability. Assessment tasks should match the tasks/activities completed throughout the learning segment. Summative assessments can take many forms ranging from traditional or selected response tests like multiple choice, short answer, and essay to constructed response or performance-based tests

TOTAL 10 pts

INSTRUCTIONAL MODULE OR TRAINING PLAN: PART I:

PART II: DEVELOPMENT Attention Getter

Detailed Input of Content

PART III: IMPLEMENTATION Instructional Strategies

Formative Assessment

Closure

Materials and Resources