1. Instructional Plan Template | Slide 1 AET/515 Instructional Plan Template (Tiffany Thurber)

2. Instructional Plan Template | Slide 2 Needs Assessment 1.What is the learning problem or opportunity? The learning problem is that Northwest Community College does not offer an English as a Second Language (ESL) course as an option for students pursuing an Associates of Arts degree in Education. The opportunity here is to offer students a more rounded education, and help introduce them to real world issues pertaining to public education. 2.What is currently available? Currently there are 12 EDU courses offered at this college (which more than meets the criteria to earn the degree). However, the closest the program has to an introductory ESL course is EDU 163 Cultural Diversity in Education. This course does not touch on how the much needed awareness of ESL students and how they can affect an educational environment.

3. Instructional Plan Template | Slide 3 Needs Assessment (Continued) 3.What should be available? There should be at least one introductory course offering information on the political issues, cultural issues, and instructional models in current use pertain to ESL students in the classroom. 4.Explain the gap analysis between what is available and what should be available. Currently there is only one course offered at NWCC that even touches on the subject of cultural diversity in the classroom. There should be at least one ESL related courses available to students who are wishing to pursue degrees beyond an AA. 5.What is your recommended solution for filling the gap? To develop a course that will introduce the growing trend of language barriers in public schools, and how it is affecting the American culture as a whole.

4. Instructional Plan Template | Slide 4 Instructional Goal Students will be able to recognize, relate, and actively discuss real world issues pertaining to ESL students, instructors, policies, and the challenges of language barriers in the classroom.

5. Instructional Plan Template | Slide 5 Performance-Based Objectives Students in the AA in Education program will determine their own personal values and morals pertaining to ESL approaches in the classroom progressively throughout this course. Students in the AA in Education program will analyze common platforms currently in use pertaining to ESL instructional models in the classroom, and build a comprehensive analysis of the pros and cons of these approaches throughout the course. (Culatta, 2013)

6. Instructional Plan Template | Slide 6 Summative Assessment and Learning Outcomes As a summative assessment to this course, two crucial assignments will need to be administered. The first assignment should be the very first of the course, and will require the student to present a 500 word personal essay on what they think ESL is and what their opinions are on how policies are affecting public education pertaining to ESL students. The second assignment should be the last assignment of the course asking the same questions.

7. Instructional Plan Template | Slide 7 Learner Characteristics The majority of this class will consist of men and women wanting to pursue a career in K-12 education. At this level, the expected student experience will be low. The expected prerequisite will be at least English Composition 101 and 102, thus making the students average in written communications, and familiar with standard academic citation requirements. (Moore, n.d.)

8. Instructional Plan Template | Slide 8 Instructional Setting: This course can either be delivered in a classroom or online. Resources will include required reading (such as a textbook, and related articles), computer lab privileges, and access to the NWCC online library) (Clark, 2013). Intended Application Setting: The online course format will have a two hour conference once a week (either on campus, or via internet/satellite), an online discussion board with required posts, and access to the NWCC online library. The on campus class will meet twice a week for one and a half hours for discussion, and presentations via the instructor and/or the student. These types of settings will be used to help organize the progress of the instructional plan by allocating how much time is needed for each setting, and what the curriculum will require. Learning Context

9. Instructional Plan Template | Slide 9 Delivery Modality The delivery of this course will be a combination of an instructor-led course, and a Web-based discussion board. Students will attend regular weekly meetings via on campus or via satellite, and participate in class discussion online after reading the materials provided. Students will also have the option of taking this course online or on campus. The online discussion will be required of both forms of classes. This will allow the students online to discuss the course work with the on campus students. (Carmel & Gold, 2007)

10. Instructional Plan Template | Slide 10 Instructional Strategies The overall plan governing the instructional content will be taught using instructional videos, a course text book, and real world issues and situations pertaining to ESL students in the classroom. The instructional strategies in this course will be directing instruction and interactive instruction. The key concepts the students will need to obtain in this course are: how second language learners affect policy and visa versa; statistical research on emersion programs; and potential solutions to issues pertaining to ESL students in the class room. (Saskatoon Public Schools, 2009).

11. Instructional Plan Template | Slide 11 Plan for Implementation The online course format will have a two hour conference once a week (either on campus, or via internet/satellite), an online discussion board with required posts, and access to the NWCC online library. The on campus class will meet twice a week for one and a half hours for discussion, and presentations via the instructor and/or the student. Individuals and Materials: Facilitator, learners, required readings including hand outs of recent articles, access to NWCC. The program will grow interest by encouraging students to recognize the real issues behind ESL students in the classroom and hopefully encourage students to help change the current system.

12. Instructional Plan Template | Slide 12 Instructional Resources Materials needed: computer, internet access, audio/video equipment, printer, and online discussion forum.

13. Instructional Plan Template | Slide 13 Formative Assessment Weekly discussion question to assess student comprehension of material. Mid term and final project presenting research on a current issue with ESL students. Weekly journal entries to assess student development End of course survey Weekly homework assignments

14. Instructional Plan Template | Slide 14 To evaluate this course upon its completion, students will be asked to fill out an end of course survey asking questions like how satisfied the student was with the content, what were the highlights of the course, and suggestions on how to improve the course. A follow-up meeting with involved staff will also be arranged after the surveys are completed to discuss the students responses in the surveys and their final academic achievement in the course is evaluated. (Virginia Commonwealth University, 2013) Evaluation Strategies

15. Instructional Plan Template | Slide 15 Outcome Review A rubric outlining performance-based objectives (categorized by design goals) will be used to asses that the learning outcomes have been achieved. Several of the involved staff will mark on a scale of 1-5, with 1 being poor and 5 being excellent, and an average of the responses to each objective will be recorded, as well as the overall percentage. Depending on the results, adjustments and improvements will be made to the curriculum.

16. Instructional Plan Template | Slide 16 Recommendations Depending on the results of the rubric assessment of the course, priority adjustments should be made to problem areas. After problem areas are adjusted, it would be advisable to make any other adjustments to the design to continue to improve the design.

17. Instructional Plan Template | Slide 17 References Carmel, A., and Gold, G. (2007). The effects of coursedelivery modality on student satisfaction and retention and GPA in on-site vs. hybrid courses. Retrieved Feruary, 2014 from http://tojde.anadolu.edu.tr/tojde26/pdf/article_11.df Clark, D. (2013). Selecting the instructional setting ininstructional design. Retrieved Feburary, 2014 from http://www.nwlink.com/~donclark/hrd/isd/setting.hml Culatta, R. (2013). Instructional Design, Theory in Practice. Retrieved January, 2014 from http://www.instructionaldesign.org/ Moore, C. (n.d.) How to become an instructional designer.Retrieved January, 2014 from http://cathy moore.com/how-to-become-an-instructionaldesigner/ Saskatoon Public Schools (2009) Instructional Strategies Online. Retrieved February, 2013 from http://olc.spsd.sk.ca/DE/pd/instr/index.html Virginia Commonwealth University (2013). Choosing evaluation strategies; an overview. Retrieved February 2014 from http://www.vcu.edu/cte/resources/nfrg/12_01_choosing_evaluation.htm

18. Instructional Plan Template | Slide 18 Template End You have completed the three parts of the instructional plan assignment. To complete your Week Six assignment be sure to submit your entire template reflecting sections I, II, III, and the Reference slide. To finalize your instructional plan, remember to remove slides 2, 3, 10, and 16. Your final presentation should only reflect the three sections of your instructional plan. The instructions within this template should be removed. Note: Students must upload the final completed Instructional Plan (Parts I, II, and III) to their personal Presentation Portfolio in TaskStream. (This is required.)