Holmes AET515 InstructionalPlan

AET/515AET/515Instructional Plan Instructional Plan

Template Template Nicole L. HolmesNicole L. Holmes

Instructional Plan Template | Slide 1

Needs AssessmentNeeds AssessmentThe resort attracts guest and visitors from around the world. It is important to make them feel at home. The resort’s native language is English. Many of the guest and visitors speak little or none of the native language. Without proper assistance the language barrier can cause significant problems in communication.

The resort is currently offering Listening Skills as a course. This is a good course but it only covers one part of communication, listening.

There should be a course offering that would provide employees with the skills to assist guest and visitors with basic information such as explaining a bill, giving directions or general greetings in their native language.


Needs AssessmentNeeds AssessmentCurrently there is no training or bi-lingual employees set in place to assist guest and visitors in their native language. Guest and visitors should have the option of getting general information, directions and greetings in their native language.

Recommendation

The resort should develop a basic conversational Spanish course for employees at all levels. This course would be designed to address the communication needs of the guest and visitors, with the intent of helping them feel more at home.


Instructional Goal Instructional Goal

Learners will identify, retain, store and retrieve basic verbal directions, instructions and greetings in Spanish.


Performance-Based Performance-Based Objectives Objectives

1. The employee will verbally identify five resort locations correctly.

2. The employee will verbally reply to three basic greetings and/or questions correctly.


Summative Assessment and Summative Assessment and Learning OutcomesLearning Outcomes

Assessments and learning outcomes are used to help the employee display greater effort to learn and use the target language (Cohen, 2000). The assessments will show that the employee is able to retrieve, store and communicate in the target language.


Summative Assessment and Summative Assessment and Learning OutcomesLearning Outcomes

Assessment will be done by:1. Instructor-student communication:

Instructor will engage student in active and motivated response to learning situation, through simple questions & answers or identify the word or phrase.

2. Peer-to-peer communication, such as role playing. Students will work with each other on speaking and identifying given words or phrases in Spanish.

3. Listening Comprehension Test: Students will be given oral words in Spanish and will be required to identify them in English.


Learner Characteristics Learner Characteristics

•The class will be multi-generational, males and females with diverse educational backgrounds. Learners will have a variable subject matter experience. Workshop can be taken after required 30 day new employee classes.•To facilitate learning a brief assessment will combine learners with similar skill level.


Learning Context Learning Context

• For language courses related to the workplace environment, the best educational location is work based (Newton & Kusmierczyk, 2011).

• In the workplace learners will have regular interaction with guest and visitors from Spanish speaking countries.

• Some learner may be required to take course a second time to help them retain information (Newton & Kusmierczyk, 2011).

• Workplace application and instruction setting may allow learners to apply their learning immediately (Lacina, Levine & Sowa,2010). In addition, using the workplace will provide opportunities for short field trips during the workshop.


jlkey

This is well stated.

Delivery ModalityDelivery Modality

• Recommended delivery modality is instructor face to face.

• Studies have found that seeing, speaking, touching, and especially by doing help facilitate learning a new language (Reed, 2008).

• A classroom environment will provide the learner with needed face to face instruction.


Instructional Strategies Instructional Strategies By the following means the learner will be able to recognize, store, retain and retrieve information on the target language.•Drawing - Learners will be asked to draw pictures representing words or statements in the target language.•Music - Students will learn simple tunes to reinforce words and statements in the target language.


Instructional Strategies Instructional Strategies • Flash cards/Pictures - Students will identify

words or statements appearing on flash cards. They will also be required to display the appropriate flash card that corresponds with the spoken word.

• Role playing - Students will role play with instructor and peers workplace situations for the target language.

• Hide n seek - Students will be given 5-6 items to find


Plan for ImplementationPlan for Implementation

• Classroom delivery date February 1, 2013.• Hire facilitator, recommendation for native

speaking facilitator (8-6 weeks out)• Facilitator will need prepare of courses (7-5 weeks

out).• Classrooms scheduled (2 weeks out)• Employee will need to be notified of course and

how to register for it. (2-weeks out)• Handout completed and printed (1-2 weeks out)• Classroom set up (7 days out)• Learners will complete the course in 4 hours.• Learner follow-up interview (2-4 weeks after)


Plan for ImplementationPlan for Implementation

• Four classes offered monthly.• Only offered to employees who have completed

30 day employment courses.• Suggestion is that course be first offered to front

line people e.g. front desk and management.


Instructional Resources Instructional Resources

• Computer and/or Laptop - use to display video clips

• LCD Projector - used along with laptop or computer to illustrate concepts

• Audio Equipment; to relay sound for video and audio clips.

• Language Audio tracks - used to demonstrate native target language

• Course Handouts - will cover information presented in the course as well as review and at-home exercises.


Formative AssessmentFormative Assessment

Formative Assessments will provide feedback on the progress of each student. (Green & Brown, 2006) Suggested assessments are:

•Survey (pre and post) - short 5-6 questions to assess the level of knowledge for each student. Pre-Survey information will be used to plan class activities. Post-Survey information will be used to plan future classes.

•Student Interviews - done during and after the course to get more detailed information. Questions will be from predetermined outline.


jlkey

Very comprehenisve and thoroughly described.

Formative AssessmentFormative Assessment

• Oral Questioning - done during class, similar to questions response activities

• Observation - watching students during peer interaction as well as individual time.

• Peer / Self Assessment - tools will be developed and students will work together identifying gaps in target language.


Evaluation Strategies Evaluation Strategies

Did Basic Conversational Spanish course meet the goals and objectives set?The following instruments will be used to determine if :

•Post-Survey of students - this survey will be conducted 4- 6 weeks after completion of the course. Items addressed will be if the course has been helpful in the employees day to day interaction with Spanish speaking guest and visitors.


Evaluation Strategies Evaluation Strategies • Post Survey of Management - this

survey will be conducted 4-6 weeks after the employee completes the course. It will address whether the supervisor has had opportunity to see employee interact with Spanish speaking guest and visitors.

• Survey of Spanish speaking guest and visitors - Added to the current survey card will be acknowledgement of native language and if the guest or visitor was assisted in his or her native tongue during the visit.


Outcome ReviewOutcome Review

•.


“Does not meet Expectations

Meets Expectations Exceeds Expectations

Give oral instructions(3 points)

Has a hard time giving oral instructions that are clear, concise and easy to understand. Many mistakes made.

Can give oral instructions with confidence. Some mistakes, but does not take away from comprehension.

Can clearly and effectively give oral instructions with no mistakes. Comprehension and understanding is excellent.

Communicate effectively in social interactions(3 points)

Does not have the skills or understanding to effectively communicate in an oral situation. Mistakes are numerous, comprehension in lacking.

Can communicate effectively in social interactions. Some mistakes are made, but overall are understood and show comprehension and understanding of situation.

Can clearly with confidence communicate effectively in social interactions. Little to no mistakes are made. Comprehension and understanding of the situation is excellent.

Relay oral information clearly(3 points)

Cannot relay information orally without numerous mistakes that makes the original message unclear.

Can relay information orally with few mistakes. Original message to clear to understand.

Can clearly and effectively relay oral information with no mistakes.

Respond appropriately to oral information received(3 points)

Has a hard time responding appropriately to oral information received. Comprehension is low, mistakes are numerous.

Can respond appropriately to oral information received. Mistakes are few and do not take away from overall comprehension.

Can clearly with confidence respond appropriately to oral information received. No mistakes, comprehension is excellent.

(Adult ESL Blended Learning Course, 2012)

Outcome ReviewOutcome Review


Score Assessment Level

12-11 Demonstrates Excellence

10-9 Demonstrated Competence

8-7 Demonstrated Some Competency

6-5 Demonstrated Minimal Competency

4-0 Demonstrated Lack of Competency

RecommendationsRecommendations

•Based on the resorts popularity with foreign language guest and visitors it is recommended that this course be expanded to a two part training. This will add for greater competency among employees.•It is also recommended that additional languages be added based on native language selection of customer surveys.


References References Adult ESL Blended Learning Course. (2012,

November 30). Rubric: Listening and speaking. Adult ESL Blended Learning Course. https://sites.google.com/site/adulteslblendedlearningcourse/course-materials/rubric---listening-speaking

Brown, A., & Greene, T. D. (2006). The Essentials of Instructional Design: Connecting Fundamental Principles with Process and Practice, 1e. Retrieved from The University of Phoenix eBook Collection.


References References Cohen, A. D. (2000). Strategies-based

instruction for learners of a second language. National Association of Secondary School Principals. NASSP Bulletin, 84(612), 10-18. Retrieved from ProQuest (216042357)

Lacina, J., Levine, L. N., & Sowa, P. (2010). LEARNING A SECOND LANGUAGE: Program models in texas, florida, and the united arab emirates. Childhood Education, 87(2), 106-112. Retrieved from ProQuest (845516837)


ReferencesReferencesNewton, J., & Kusmierczyk, E. (2011). Teaching

second languages for the workplace. Annual Review of Applied Linguistics,31, 74-92. doi: 10.1017/S0267190511000080A

Reid, D. A. (2008, Aug 01). Create an effective climate for learning language. Telegraph-Journal, Retrieved from ProQuest (423312739)


Holmes AET515 InstructionalPlan

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