Instructional Plan and Presentation

Heather Holshouser
CUR 516
July 14, 2015
Carrie Miller

Instructional Plan: Phase I

Diversity Course Title: Learning and Knowing: Non Western Perspectives

Description: Learning and Knowing: Non Western Perspectives discusses the
ways different cultures of the world embrace and educate adult learners. The
purpose of this lecture is to enlighten learners of the nonwestern ways of learning
and knowing. Western culture is dedicated to teaching adult learners in the ways of
textbooks, journals, and academic education, more of the formal type of education.
Learners are encouraged to go beyond what we already know, and embrace other
cultures and the way they teach in order to enlarge our understanding of adult
learning.
Target Audience: The target audience is for the adult Learners attending the
Learning in Adulthood course. The general age range for this audience is 25-55 with
a bachelors degree level of education at a minimum. Participants will have a
knowledgeable background in the most common strategies in western instruction
from attending previous courses related to this field of study.
Delivery Modality and Length of Session: This course will be face to face held
in a class or conference room and will last two hours.
Session Goals:
1.

Participants will be able to describe the value of learning other perspectives;

2.

Participants will discuss key concepts involved;

3.
Participants will be able to identify different perspectives on learning from
other cultures;
4.
Participants will compare common perspectives among non-western cultures
that contrast to
the western culture of learning.

Instructional Plan: Phase II

Session Goals:

Aligned to Learning

Objectives (ABCD):
Participants will discuss key concepts
involved

Participants will be able to identify

different perspectives on learning from
other cultures

Participants will compare common

perspectives among non-western
cultures that contrast to the western
culture of learning

Given a presented power point

presentation through a lecture,
participants will be able to describe a
minimum of 2 of the 5 key concepts
involved with 90% accuracy.
Given a presented power point
presentation through lecture and a group
activity, participants will be able to
explain 3 of the 5 perspectives and their
purpose with 95% accuracy.
Given a presented power point
presentation through lecture and an
individual activity, participants will be
able to compare and contrast 4 of the 5
perspectives with 100% accuracy.

These objectives will use collaborative learning as well as encourage critical

thinking skills as the participants work individually and in group settings to study
and gain the ability to teach back the knowledge they have learned.
To support the session goals, power point presentations will be given by the
instructor in a lecture format. In addition there will be several activities, both
individual and group, to enhance the collaborative learning exercises. Participants
will be given a brief pre-activity worksheet to test their current knowledge of the
content. Throughout the lesson, participants will be given activities to enhance their
learning and provide knowledge checks and teach back opportunities.

Instructional Plan: Phase III

Length of course and start date: This course will be two hours in length with a
starting time of 8:00 am and an ending time of 10:00 am. There will be a few ten
minute breaks throughout. The anticipated start date of this course is August 1,
2015.
Individuals involved: Individuals involved in the implementation of this course are
the facilitator, and the learners.
Resources: Resources needed for this course are a computer and projector.
Materials needed to be prepared are the power point slides and handouts, activity
sheets, match up game, quiz and evaluation.
Communication: This course will be communicated through the university course
list and will be a prerequisite for students completing a bachelors degree in
workforce education.
Participants: Participants will be selected based on their status in their chosen
degree and courses still required to complete their degree.
Building interest: To build interest, the following will be the summary of the
course to attract learners:
Why Study Other Ways of Learning and Knowing?
The western perspective can sometimes be dominated by thinking that we know
what we are doing; we have perfected the art of teaching, so we have no need to
look at other systems of learning. This view is considered to be ethnocentric,
meaning that we think that our culture group is superior to others.
Discovering other ways to incorporate cultural learning will enable learners to
broaden their perspectives of what they have been taught in their current cultures.
This lecture will encourage them to embrace other ways of learning from other
cultures that have been proven to be successful and apply them to their future
trainings.

Implementation Details:
In a classroom setting, the instructor will introduce herself and give an overview of
Learning and Knowing: Non Western Perspectives. During the opening of the
presentation, there will be a group get to know you activity. These will be conducted
at each table of participants. Each person will tell their group three things about
themselves, two will be true, one will be false. The group will guess which statement
is false. Each group member will have a chance to participate as well as elaborate
just a bit on their chosen statements. This will be used as the ice breaker and to
provide an informal feel to the session.
The learners will be presented with a guided power point presented by the
instructor. Before the lecture begins, an activity sheet will be handed out for the
students to see what they know about nonwestern cultures in regard to adult
education, when the lecture is complete, the same activity sheet will be handed out
to evaluate what they have learned from the lecture. The activity sheet is a
crossword puzzle containing the definitions as well as other information learners will
be given during the lecture.
The learners will complete these crossword puzzles individually each time. At the
end of the lecture, after the learners complete the crossword puzzle for the second
time, we will then go over the answers as a group.
This activity sheet given to the students will help them become familiar with the
language used, as well as using word definitions, and explanations of language
used. This will also serve as a study guide on the material covered to prepare them
for the quiz. The purpose of the crossword puzzle activity given to them at the
beginning of the training is to get an idea of what the participants already know
about the different cultures and their learning styles. The purpose of them
completing the crossword puzzle a second time at the end of the training is to
measure what they have learned based on the information they were just given and
if their knowledge has increased as a result.
Another activity will be an individual match up game. This game will consist of the
types of learning styles along with the culture they are derived from. The goal is to
match up the correct learning style with the culture. This activity is to enhance and
promote the information they are being given and to understand what they are and
where they come from. Once the match up game is completed, we will discuss the

match ups chosen and why, giving the opportunity for feedback and evaluation of
the activity and what they have learned from it.
The groups teach back activity will be a way for the learners to creatively
brainstorm ways in which they can begin to incorporate the learning styles into
education learning activities. The learners will be divided into groups of 3-4 and
each group will be given a culture. They will have fifteen minutes to discuss among
themselves the cultural learning styles that belong to that specific culture, and ways
that they can incorporate them into their future education learning activities as well
as how to create a buy in to some of the different learning styles from their clients.
During this presentation, the instructor will use lecture and discussion as well as
classroom activities to keep the learners engaged. At the end of this lesson, a test
will be given to the learners in order to ensure they have learned and understood
the material given to them.
To ensure the attendees are engaged in learning, as you will see on the power point
presentation, some of the text is in purple. This is intentional as to bring their
attention to highlights of information that they will need to know for the upcoming
quiz. At the beginning of the lecture, they were informed of these highlights that are
random throughout the presentation. This will help to keep their attention span as
well as stay focused on the lecture.
After the test is complete, we will take a short break. Upon their return, the students
will trade test papers for grading. Answers to the test will be given to the class as a
whole. Grading the tests will conclude the lecture.
At the end of this lecture, the attendees will have learned of other perspectives of
adult learning used in non-western cultures and how to identify where these ways of
learning can be applied to the trainings they provide. They will be required to
complete with ninety percent accuracy the following objectives.
Formative Assessment: An initial evaluation will be conducted at the end of the
lecture that will give an idea of how the attendees reacted to the information
provided; was it helpful to their jobs?; is it easy to understand?; what did the
attendee take away from the training that will help them? In addition there will be a
pre-activity worksheet to assess the learners general knowledge of the subject.

Instructional Plan: Phase IV

Timeline:

Schedule/Timeline: 8:00 am -10:00 am

Timing

Element/Content

Method

Reasoning

15 minutes
8:00 8:15 am

Welcome and Introduction

(Ice-breaker: Two truths and a
lie)

Opening Exercise

Establish connection
between students

10 minutes
8:15 8:25 am

Pre-Activity Worksheet

Individual Activity

Brief review of the

students general
knowledge of the subject
(knowledge check)

10 minutes
8:25 8:35 am

Key Concepts of Learning and

Knowing: Non Western
Perspectives

Lecture

Discuss the value and

impact of learning other
cultures ways of learning

25 minutes
8:35 9:00 am

Match Up Game

Individual Activity

Enable students to apply

and build their knowledge
(Knowledge Check)

10 minutes
9:00 9:10 am

Identify Different Perspectives

on Learning from Other
Cultures

Lecture

Discuss five different

perspectives and their
purpose

15 minutes
9:10 9:25 am

Teach Back Activity

Group Activity

Strategic thinking on how

to apply knowledge

10 minutes
9:25 9:35 am

Compare Common Perspectives Lecture

Among Non-Western Cultures
that Contrast to the Western
Culture of Learning

Compare and Contrast the

five perspectives

10 minutes
9:35 9:45 am

Post Activity Worksheet

Individual Activity

Enable students to apply

and build their knowledge
(Knowledge Check)

10 minutes
9:45 9:55 am

Quiz

Individual Activity

Evaluate what they have

learned

5 minutes
9:55 10:00 am

Grade Quiz

Group Activity

Provide explanatory
feedback by explain the
correct answers and the
reasons they are correct

Learning Materials:

Group Interaction Activity

Power Point presentation
Class Activity Worksheets
Match Up Game
Quiz

Learning Materials Samples

The following samples used to support the lecture are attached:
Power Point Presentation used during the lecture
Crossword Puzzle Activity Sheet
Match Up Game
Session Outline

Evaluation Strategy
An initial evaluation will be conducted at the end of the lecture that will give an idea
of how the attendees reacted to the information provided; was it helpful to their
jobs?; is it easy to understand?; what did the attendee take away from the training
that will help them? This initial evaluation form is attached.
In addition, attendees will be given a short quiz to measure what they have learned.
This is a short ten question quiz that will be completed at the end of the lecture.
This quiz is attached.

To evaluate a change in behavior a follow up questionnaire will need to be

distributed to the attendees. This will include questions that will be asked to the
attendees in an interview format 3 months after the completion of the presentation.
Questions that pertain to what they learned, how they are using the knowledge, do
they have the resources to use the knowledge taught, and what suggestions do you
have to improve the training?
To evaluate results a questionnaire will be provided to supervisors about each of
their attendees. This will ask specific questions about quality improvement in
presentations and trainings they have performed since the attending the lecture.
This questionnaire will be distributed 9 months after the completion of training.