Holmes AET515 InstructionalPlan

AET/515
Instructional Plan
Template
Nicole L. Holmes

Instructional Plan Template | Slide 1

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


Performance-Based Objectives
1.
2.

The employee will verbally identify five resort
locations correctly.
The employee will verbally reply to three basic
greetings and/or questions correctly.


Summative Assessment and Learning
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 Learning
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
•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
•
•
•
•

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.


Delivery 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
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
•

•
•

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 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 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
•
•
•
•
•

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 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. PostSurvey 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.


Formative 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
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
•

•

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 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
Cannot relay
Can relay information orally with
information clearly information orally
few mistakes. Original message
(3 points)
without numerous
to clear to understand.
mistakes that makes the
original message
unclear.

Can clearly and effectively
relay oral information with no
mistakes.

Respond
appropriately to
oral information
received
(3 points)

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

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

(Adult ESL Blended Learning Course, 2012)

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


Outcome 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


Recommendations
•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
Adult ESL Blended Learning Course. (2012, November
30). Rubric: Listening and speaking. Adult ESL Blended
Learning Course.
https://sites.google.com/site/adulteslblendedlearningcour
se/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
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)


References
Newton, 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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