1. Instructional Plan Template | Slide 1 AET/515 Instructional Plan Template (Ryan Zaro)

2. Instructional Plan Template | Slide 2 Needs Assessment 1.What is the learning problem or opportunity? The learning problem is there are no medical training opportunities at NVCC. With the recent construction of a hospital and a successful ambulance company, there is a community need for nurses, EMT (Emergency Medical Technician), and other healthcare-related jobs. 2.What is currently available? There are currently no courses offered at NVCC that deal with the training of EMTs or other healthcare-centered jobs. 3.What should be available? There should be courses available to train quality and certified healthcare providers (nurses, EMTs, CNAs, medical transcriptionists, etc.)

3. Needs Assessment 4. Explain the gap analysis between what is available and what should be available. The gap analysis between what is available and what should be available is quite large since there are currently no programs offered in healthcare. There is a clear community need for these types of programs in Kelsey. This is due to the building of a new hospital and a successful ambulance company. By offering these programs, the community can hire from within and students will be offered different programs that better suit their programs of study. 5.What is your recommended solution for filling the gap? My recommended solution for filling the gap is to offer various types of medical-related programs of study at NVCC. by offering those programs and courses of study, students can study a widely-growing and fast-paced career in the medical industry. Instructional Plan Template | Slide 3

4. Course Description EMS 112- Emergency Medical Service This course is designed to introduce and train students in the field of Emergency Medical Services. Students will become state certified Emergency Medical Technicians (EMT) and will be able to provide basic life support and patient care. Areas of study include basic concepts of emergency care, basic life support care for critically ill patients, airway management, injury assessment, wounds and bleeding, and CPR. 12 credits. Instructional Plan Template | Slide 4

5. Instructional Plan Template | Slide 5 Instructional Goal What should the learners be able to do after successfully completing this instructional plan? Students will become state certified Emergency Medical Technicians (EMT) and will be able to provide basic life support and patient care

6. Instructional Plan Template | Slide 6 Performance-Based Objectives The students will be able to successfully administer CPR according to state and national standards. The students will be able to care for wounds according to state laws and regulations.

7. Instructional Plan Template | Slide 7 Summative Assessment and Learning Outcomes I will use summative assessments for my course. I will use written tests as well as hands-on tests to prove competency in the various areas. For example, when becoming CPR certified, the students will pass a written and hands-on exam to prove competency. When it comes to wound care, the students will take a written test ensuring they understand the regulations when it comes to caring for wounds. I will also administer a hands-on exam to determine if they know how to properly care for wounds in a real-life situation.

8. Instructional Plan Template | Slide 8 Learner Characteristics The class should be no larger than 20 and be an even number, due to the nature of the hands-on training provided. There is no specification for number of men to women, as long as the class number is even. There is no prerequisite for the course, since it is an entry-level course. The students should be proficient in reading and writing. The majority of the class will learn kinesthetically, due to the nature of the course. What are the implications to your instructional plan based on these characteristics? There are no implications to my instructional plan based on the learner characteristics.

9. Instructional Plan Template | Slide 9 The intended instructional setting would be a classroom as well as field experience. Since this is a medical-centered course, there will be a need for classroom instruction with an space to do hands-on activities. There will need to be a classroom with computers and desks. There will also need to be all of the necessary medical supplies and equipment to train with. Along with the classroom, there will need to be a partnership with the hospital and local ambulance company to do field experience and trainings. The learning context will help with the course and future courses. With a classroom, direct instruction can be given, as well as examinations. With a partnership with the local hospital and ambulance service, there will be opportunities for the students to gain hands-on experience and knowledge. Learning Context

10. Instructional Plan Template | Slide 10 Delivery Modality The delivery method of this course will be primarily face-to-face instruction from the instructor. There will also be hands-on instruction between the instructor and the students. There will also be various videos for the students to access and review.

11. Instructional Plan Template | Slide 11 Instructional Strategies Direct instruction will be used the majority of the time to facilitate instruction. This is where the teacher directly gives information to the students and gives the students step-by-step skills. This strategy will be used to directly give information about CPR, wound and burn care, giving vital signs, the correct placement of I.V.s, and how to give birth. The students will receive the information directly for the instructor via notes, textbook, and videos. There will also be Problem-Based learning in this course. This is where the instructor gives the students a scenario and the students must solve the problem using the skills they have learned in the course. All of the above listed skills will be used in the various scenarios. The instructor will model how these skills are done and ensure the students know how to do the skills in various situations.

12. Instructional Plan Template | Slide 12 Plan for Implementation This course is a semester-long course with a blend of classroom and hands-on instruction. The class will meet twice a week for four hours each class. There will also be required classes that meet on select weekends. The dates will be provided on the first day of class. The course will be split into classroom instruction and a hands-on lab where the students will learn how to properly administer the skills needed to become a state-certified EMT. The instructor will be a certified, experienced EMT and will have a partnership with the hospital and ambulance company to aid in the instruction of the course. With those partnerships, the students will learn hands-on from experienced personnel in the medical community. The class will use state-of-the-art medical equipment and the students will be required to use a textbook with supplemental materials. The 20 course participants for the course will be selected on a first-come, first-serve basis. The selection will depend on who signed up for the course. The implementation plan will be communicated via a syllabus (both on paper and electronically, via the class website).

13. Instructional Plan Template | Slide 13 Instructional Resources The materials needed for this course will be the required textbook and supplemental materials. There will also be state-of-the-art medical supplies and equipment available for the students to use and learn from. Various equipment will be used for wound care, taking vital signs, CPR administration and automated defibrillators. The instructor will need a computer with video-showing capabilities, projector, whiteboard, videos (with transcripts for ADA students) and supplemental materials (also ADA appropriate) to implement the instructional plan.

14. Instructional Plan Template | Slide 14 Formative Assessment Observations: The instructor can walk around the room during a hands-on activity with a slip of paper to provide constructive feedback to the students and then give the students the feedback for improvement of the certain skill. Exit slips: The instructor can ask a question that the students must answer on a slip of paper and give to the instructor before he/she leaves class. This way, the instructor can assess if the students understood the key concepts of the lesson or not.

15. Instructional Plan Template | Slide 15 Formative Assessment Polling: The instructor can ask a series of questions and have the students answer anonymously using a polling website. The questions can be answered from a smart phone or a computer (if accessible). This way the instructor can see where improvement is needed. Summarization: With this strategy, the instructor can ask students to write a summarization of what they learned from class. The instructor can give a word length ranging from 10-100 words and determine what level of understanding based on the word length. Doodle it: With this strategy the instructor can ask the students to draw what they learned instead of writing it down. This gives different students a way of expressing how they learned the information.

16. Instructional Plan Template | Slide 16 I will evaluate my instructional plan by using student surveys. I will have the students take an anonymous survey online, in which I will review the results and make adjustments as needed. I will also ask my community partners to take a survey online (anonymously) to help improve that part of my course as well. I will also examine all quizzes, and tests, and search for any information that the students are not learning well. In doing that, I will review those categories in the design and make changes as necessary. Students will receive pre and post tests to see how much was learned throughout the course. Evaluation Strategies

17. Instructional Plan Template | Slide 17 Outcome Review The primary criteria used for examining performance-based objectives and learning outcomes will be the use of a rubric. Since the nature of the course is hands-on and depends on instructor feedback, a rubric is the best for evaluating student learning. The rubrics will be based upon the state’s standards and guidelines for EMTs. The rubrics will answer the following questions on a four point scale. 1= criteria not met, 2=some criteria was met, 3=most criteria met, 4=all criteria met.

18. Instructional Plan Template | Slide 18 Recommendations Create a pre-program test to ensure this is the right program for the learner. Ensure the courses are using state-of-the-art medical supplies and equipment. Ensure the courses are aligned with the state’s EMT standards. Review the state’s EMT exam to make certain that the course material and content are aligned to ensure students can pass the exam.

19. Instructional Plan Template | Slide 19 References Bunson, S. (2012, April 09). How to evaluate instruction, including elearning. Retrieved from http://www.learningsolutionsmag.com/articles/881/how-to-evaluate-instruction-including- elearning Emergency medical technician. (2014). Retrieved from http://www.cowley.edu/departments/allied/ems/emt-b.html Emergency medical technician-basic. (2014). Retrieved from http://www.med-ed- systems.com/emtb.htm Examples of formative assessments. (2014). Retrieved from http://wvde.state.wv.us/teach21/ExamplesofFormativeAssessment.html Wees, D. (2012, December 12). Different examples of formative assessment. Retrieved from http://www.edutopia.org/groups/assessment/250941