1. AET/515 Instructional Plan Template Talisha Bunkley
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2. Needs Assessment What is the learning problem or opportunity?
After completing Spanish I, the student will be able to communicate
( read, write, and comprehend) using the Spanish language.
2. What is currently available?
There is no foreign language class available.
What should be available?
Foreign language classes should be available.
4. Explain the gap analysis between what is available and what should be available.
Since there is no foreign language class available the students are not being able to welcome diversity within their jobs.
What is your recommended solution for filling the gap?
The University should make sure the Hispanic culture is represented through the faculty, staff, and student body.
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3. Instructional Goal
After completing Spanish I, the student will be able to communicate
( read, write, and comprehend) using the Spanish language.
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4. Performance-Based Objectives
By the time a student ( adult age 18 or older) finishes this course, he or she should be able to:
Read a paragraph or more written in the Spanish language.
Write an essay/letter using the Spanish language.
Comprehend a conversation spoken in the Spanish language.
Respond to anyone using the Spanish language.
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5. Summative Assessment and Learning Outcomes
Students will be expected to:
Read various information that has been written in Spanish.
Complete all homework and classwork in Spanish.
Initiate Spanish conversations between instructor and other students.
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6. Learner Characteristics
A college Spanish class with 10 men and 15 women. Test scores of the class range from 5% below average, 15% average, and 15% above average. Majority of students learn through auditory learning.
What are the implications to your instructional plan based on these characteristics?
The implication is that majority of the students are motivated learners and will be able to hear and identify phonemes of the Spanish language.
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7. Learning Context
Spanish I is only offered in the traditional classroom setting. The information learned in this course will allow the student to work with a company that wants to welcome diversity within the company and among the customers.
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8. Delivery Modality
Spanish I is an instructor led course. The instructor will lead an individual/group to learn the Spanish language and culture. The instructor is knowledgeable of the Spanish language and culture. In this ILC the students will be able to ask questions and receive feedback immediately and the facilitator will be able to accommodate students as needed.
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9. Instructional Strategies
The students of Spanish I will begin the course with learning the pronunciation of the Spanish alphabet. Then, the students will be required to learn nouns, numbers, adjectives and verbs. The lessons for this course will be taught through interactive instruction. Students will learn from the instructor and their peers.
The interactive instruction strategies that will be used in Spanish I includes peer discussion, peer interviews, and role playing. These strategies will help the learner understand the pronunciation of the Spanish Alphabet. If the students do not master this, the remaining of the lessons will be difficult.
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10. Plan for Implementation
Spanish I will begin January 6, 2014 and end April 14, On the main campus; building 3 room 2. The class will meet three times a week: Mondays, Wednesdays, Fridays for an hour ( 10:00 am-11:00 am).
There will be one facilitator for the course. The following materials will be provided for the instructor: speakers for the smart board, teacher edition of the textbook Spanish 101, copies of the pronunciation of the Spanish Alphabet, and the list of useful websites.
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11. Plan for Implementation II
I will meet with the instructors prior to class to discuss the expectations for the course. I will meet them in the same room the class will be held. All materials and equipment will be used to demonstrate my expectations and to make sure everything is working correctly. I will meet with the instructors again March 4 and after class ends.
I will always make sure my participants ( chosen through the regular admission process) are apart of any future decision made concerning the course.
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12. Instructional Resources (After reading the information below, delete and insert your information.)
Spanish 101 textbook and a smart board with speakers will be needed to teach the course.
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13. Formative Assessment
Questioning: asking questions in Spanish and expecting a response in Spanish will demonstrate the knowledge of the student.
Visual Representations: allowing the students to draw a comic strip with characters having a conversation in Spanish.
Exit Ticket: students have to share/write what they learned in the class that day.
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14. Formative Assessment
4. Interactive Whiteboard: students could match English words with Spanish words using the whiteboard. 5. Translate Worksheet: Students will be given a paragraph written in Spanish and have to translate into the English language or vice versa.
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15. Evaluation Strategies
I will evaluate Spanish I three times using student surveys. The surveys will be given on the first day of class, 7th week of class, and the last day of class. The students will have to bubble in “yes”, or “no”. Example questions will include: Did the instructor meet your expectations? Would like to be part of a committee to implement new instructional ideas. Did you find the information meaningful?
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16. Outcome Review I will use a rubric as a scoring guide.
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17. Recommendations
I expect for the students to suggest that Spanish I is offered twice week, but for an hour and a half. I expect for this to be an issue because most students prefer not to attend class on Friday.
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18. References Retrieved on November 11, 2014: www.studyspanish.com
Retrieved on November 11, 2014:
Bloom, M. (2007). Tensions in a non-traditional spanish classroom. Language Teaching Research, 11(1),
Hubert, M. D. (2013). The development of speaking and writing proficiencies in the Spanish language classroom: A case study. Foreign Language Annals, 46(1),
Sio-Castineira, B. (1997). Disequilibrium in the classroom: Spanish and American settings. English Journal, 86(2),
Teaching reading and writing in Spanish bilingual classroom. (1998). Harvard Educational Review, 68(1),
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