Student/Client Instruction Plan Form

Demographics Section
This first section of the student/client instructional plan project assignment is to give you the opportunity to explore the demographics
and characteristics of a district, school, or other work environment in relation to the learners in their respective learning environments.

Major Components of this section:

• Identify a school/district. If you work in a non-educational setting, identify your work environment.
• Describe a variety of community, school, media center, and classroom factors that might impact student/client learning. These
could include geographic location, community demographics, socioeconomic profile, physical features of school or work
setting, media center, or classroom setting, availability of equipment/technology and other resources, etc. If you are in a non-
educational setting, describe the work environment, workers in the environment, clients/customers, and other characteristics
that could impact learning.
• Describe the characteristics of the students, such as age, gender, race/ethnicity, exceptionalities (disability and giftedness),
developmental levels, culture, language, interests, learning styles or skill levels. If you are in a non-educational setting,
describe the range of workers in the environment and the clients/customers.
• Describe how the various demographics and characteristics would help determine the type of assessments you would use
before, during, and after instruction.
• Describe how the various demographics and characteristics would help determine the types of instructional activities most
appropriate for the situation.

Demographic information can be found at the Georgia Department of Education website, district, school websites, business or
institution websites. You may create a table to record your information or you may write it up in a narrative format. Keep in mind that
the focus of this project is for you to explore demographics/characteristics and make determinations regarding the impact of those
differences on instruction.

(There are times when the Georgia Department of Education website links to the Report Cards [demographic info] do not work.)

Enter your demographic information in the table below:

Name of School/District/Worksite
School/District/Worksite Demographics
Private College - XXXXXX University
Regional Academic Center for Adult Learners
55 Faculty are part of the learning environment, of those 3.64% are Asian, 20.0% are
African American, 65.45% are Caucasian, and 5.45% are of other ethnicity. Faculty
consists of both adjunct part time professors with limited experience and seasoned full
time professors with advanced experience.
Four staff members manage the daily activities within the facility, which include a
director, co-director, coordinator, and co-coordinator. All of which are subsidiaries of
higher authority within the main college structure. There facility also has both full and
part time employees who handle the daily functions in the office, maintenance of the
facility, part time tutoring associates, and part time student workers.
This course of instruction will last 8 weeks and consist of 14 students ethnicity:
• 14% Caucasian
• 36% African American
• 29% Other (did not state specifically their ethnicity)
• 21% Unknown (did not wish to state – left blank)
This course of instruction will last 8 weeks and consist of 14 students employment
status:
• 14% Full Time Student ONLY
• 50% Employed
• 14% Self-Employed
• 22% Unknown (did not wish to state)
The students also consist of 14% unmarried, 44% married/domestic partner, 21%
divorced, and 21% unknown (did not wish to state – left blank).
Learner Characteristics * A multiple choice survey was conducted to determine each students information.
This course of instruction will last 8 weeks and consist of 14 students ages:

• 7% under 21
• 43% 21-30 years of age
• 29% 31-40 years of age
• 0% 41-50 years of age
• 21% over 50

A questionnaire was given to the students of this course to determine type of learner.
Results conclude:

• 58% spatial(visual)
• 0% aural(auditory)
• 14% linguistic(verbal)
• 14% kinesthetic(physical)
• 0% logical(mathematical)
• 7% interpersonal(social)
• 7% intrapersonal(solitary)

Potential Demographic Impact on
Assessment
Potential Demographic Impact on
Instructional Strategies/Activities
Students who attend the Academic Resource Center are often working adult learners.
This type of environment could exude potential distractions from concerns of financial
independence, employment distractions and family matters during the session. The
length of time in a session also poses a strenuous environment with an accelerated
timeframe to complete certain tasks.
The strategy will be:
• Consistency in expectations with clearly defined timelines for due dates
• Reasonable timelines for assignments for a working adult learner
• Self-directed learning resources to assist if student needs additional help
 Standards Identification Section
Grade Level/Client Group Selected Entry Level College Course
Content or Information Area Selected FDLS 130 Language and Communication - Sessions include an 8 week block of
instruction for an entry level course to assist students in improving writing skills
necessary for higher level courses.
Specific Georgia Performance Standards or Course objectives are to develop necessary skills to:
Common Core Curriculum Standards • Effectively communicate and comprehend academic arguments
(include the actual standards, not just the • Understand various writing formats and compositions
number/letter designations) • Identify and develop a proper thesis statement
• Expand one’s visual and language communication skills
st
Correlation of AASL Standards for 21 Think Critically
Century Learner Standards that could Skills
support the specified Georgia Performance 1.1.2 Use prior knowledge as context for new learning.
Standards or Common Core Standards: 1.1.3 Develop and refine a questions to frame the search for new understanding.
(include the actual standards and indicators, 1.1.7 Make sense of information gathered by identifying misconceptions,
not just the number designations) main and supporting ideas, conflicting information, and point of view or bias.
1.1.8 Demonstrate mastery of technology tools for accessing information and pursuing
inquiry.
Responsibilities
1.3.1 Respect copyright/ intellectual property rights of creators and producers.
Self-Assessment Strategies
1.4.3 Monitor gathered information, and assess for gaps or weaknesses.
1.4.4 Seek appropriate help when it is needed.
Draw Conclusions, and Make Informed Decisions
Skills
2.1.2 Organize knowledge so that it is useful.
2.1.3 Use strategies to draw conclusions from information and apply knowledge to
curricular areas, real- world situations, and further investigations.
2.1.4 Use technology and other information tools to analyze and organize information.
Self Assessment Strategies
2.4.2 Reflect on systematic process, and assess for completeness of investigation.
2.4.4 Develop directions for future investigations.

Correlation of ISTE Technology Standards
that could support the specified Georgia
Performance Standards or Common Core
Standards: (include the actual standards
and indicators, not just the number
designations)
Share Knowledge and Participate Ethically and Productively
Skills
3.1.4 Use technology and other information tools to organize and display knowledge and
understanding in ways that others can view, use, and assess.
Dispositions in Actions
3.2.2 Show social responsibility by participating actively with others in learning
situations and by contributing questions and ideas during group discussions.
3.2.3 Demonstrate teamwork by working productively with others.
Responsibilities
3.3.4 Create products that apply to authentic, real-world contexts.
Self-Assessment Strategies
3.4.3 Assess own ability to work with others in a group setting by evaluating varied
roles, leadership, and demonstrations of respect for other viewpoints.
Pursue Personal Growth and Aesthetic Growth
Skills
4.1.5 Connect ideas to own interests and previous knowledge and experience.
Responsibilities
4.3.2 Recognize that resources are created for a variety of purposes.
4.3.4 Practice safe and ethical behaviors in personal electronic communication and
interaction.
ISTE 1: Creativity and Innovation
C. Use models and simulations to identify proper formatting in compositions
ISTE 2: Communication and Collaboration
A. Use digital media to communicate and comprehend academic arguments.
ISTE 3: Research and Information Fluency
A. Plan strategies to developing a proper thesis statement.
ISTE 4: Critical Thinking, Problem Solving and Decision Making
A. Identify and develop strategies to develop academic writing skills.
ISTE 5: Digital Citizenship
A. Advocate safe, legal, responsible use of information and technology.
ISTE 6: Technology Operations and Concepts
C. Troubleshoot various technologies and resources for writing papers.
 Content Analysis

To complete a content analysis you will review the content you plan to cover in your lesson/activity. In the box below you can list or
outline a summary of the most important content ideas, concepts, facts the students/clients will work with during the lesson/activity
you plan. Instead of typing in the box you can create a visual representation of the content.
Now you are ready to begin planning the lesson/activity:

Step 1 Needs Assessment

The needs assessment step is the first step in the instructional design process. Basically in the needs assessment process the instructor
is trying to find out what the students/clients already know so the instructor can plan appropriate instruction. The purpose of this step
is to establish the content around which the instruction is to be designed. Typically content is derived from curriculum guides and
textbooks but even then, decisions must be made in order for the curriculum to match the students. The Georgia Performance
Standards and Common Core Standards make it even more critical that this step be included in the planning process because most
schools are not using textbooks – they are relying on the media center and on-line materials. Needs assessment is important in order
for curriculum to move students forward from where they are. A needs assessment is a process that consists of the determination of
gaps in results between what is and what should be. Three important points make the needs assessment process unique, powerful, and
different from the typical process in determining content:
• The needs assessment process concentrates on results rather than on means.
• The content that is determined by using the needs assessment procedure is content that has not been mastered by the student/
clients.
• The needs assessment procedure recognizes that a value judgment is involved.
A needs assessment procedure is used as the first step in the instructional design process because it is desirable that the content is
seen in terms of student/client learning outcomes, is systematically and carefully selected, and has not been previously mastered.
There are five sources and procedures for determining what ought to be taught based on:
• established standards.
• what is being taught somewhere else.
• what will be needed in the future.
• asking the population to be taught.
• requests from students/clients.
Step or Phase Task to be Considered This column is where you will type your information
Phase 1 Generate Goals - Goals List some general goals for Students will identify with their own type of learning style.
are generated with respect to the the content area and grade Student will adapt to a variety of instructional strategies.
subject matter that ought to be level selected. Student will demonstrate basic skills in computer literacy.
mastered. These goals can result Student will adapt to a variety of instructional strategies.
from studying course syllabi, Student will identify the course objectives for this course.
processing survey results, Students will develop writing skills to effectively communicate.
responding to requests from
students, or reviewing many other
input categories.
Phase 2 Rank Goals – Whoever is
involved should be asked to rank
the goals statements as to
perceived importance.
Phase 3 Determine Extent to
Which Goals have already been
met –
Assess Prior Knowledge – the
result of this determination is a
discrepancy statement describing
the difference between what ought
to be and what is – that is, the
need.
Phase 4 Prioritize Needs – this
step is a needs analysis. Questions
are asked regarding the probability
of obtaining a particular goal
given the resources available and
the existing learning environment.
The ranking that from this step
might differ from Phase 2.
Although a goal may have
received high priority in the initial
listing, resources required and
realization of the goal might result
in a lower priority for actual
implementation.
Students will foster an understanding of writing formats.
Students will improve in understanding writing compositions.
Students will demonstrate individual communication skills.
Rank the goals generated, Student will correctly demonstrate their ability to identify and
listing the most important correctly use the parts of a speech and vocabulary.
goal first. Student will demonstrate the proper use of grammar.
Describe the types of Student will correctly create one of each of the kinds of essays
information and how that including a comparison/contrast, descriptive, persuasive, process,
information could be narrative, argumentative, critical, cause, effective, and definition.
gathered that would help
determine which goals the Each essay will be evaluated on proper use of punctuation, verb
students have already met tenses, conjunction, interjections, nouns pronouns, verbs,
through previous adjectives, adverbs, prepositions, and subject verb agreement.
instruction.
Student will demonstrate active participation in the writing process
with a required visit to the tutoring lab for assistance three times
on one of the example papers actively demonstrating the three
steps in the writing process.
After prior knowledge has Student will demonstrate proper usage of citations and references
been assessed describe to substantiate their research and supporting their arguments
which instructional needs contained within their writing submissions.
or concepts need the most Students will acquire reasonable mastery of the conventions of
attention. college-level writing.
 Step 2 Learner Analysis
The learner analysis step is extremely important in the instructional design process. Many instructional designers place this step at the
same level as the instructional objectives step. Together these two steps provide the foundation for all that transpires in the
instructional process. Once it has been determined what successful students are expected to be able to do, and the unique ways in
which each student/client learns, the probability that appropriate materials and activities will be used is greatly enhanced. Learner
analysis is the identification of characteristics of the learner that will influence the selection of instructional materials and activities.
Step or Phase Task to be Considered This column is where you will type your information
Student Learning Styles Describe process used to Student will complete Diagnostic Test A from Easy Writer.
The text describes both determine the learning
unidimensional procedures and styles of the students and Students will complete a survey to determine their learning style.
multidimensional procedures to the information gained. The survey includes questions related to what learning style the
identify learner characteristics. student considers their self to be:

• spatial (visual)
• aural (auditory)
• linguistic (verbal)
• kinesthetic (physical)
• logical (mathematical)
• interpersonal (social)
• intrapersonal (solitary)

Learning Tools Inventory
The text presents the philosophy
that successful learners possess a
variety of learning tools that
enable them to acquire and
process information successfully.
These tools are often thought of
as critical thinking skills or as
metacognitive abilities.
Describe process used to
determine the most
effective learning
tools/strategies to be used
in the instructional unit.
After reviewing the questionnaire and test results, the tools will be
selected for course instruction and incorporated into the teaching
strategy.
As this class will cover a variety of degree requirements as an
entry level course, students will also need to be assessed on
various levels of critical thinking skills, problem solving skills,
and cognitive abilities.
 Step 3 Instructional Objectives
In the first step of the instructional design process, needs assessment, the instructional content was determined and broad goals were
identified. Usually goals are very broad and are not written in measurable terms. The purpose of the instructional objectives step is to
translate the instructional goals into instructional objectives. For a particular instructional goal, the instructional objectives answer the
question, “What will a learner be able to do when the goal has been met?”
Step or Phase Task to be Considered This column is where you will type your information
Primary Objectives typically have Develop at least five 1. Student will engage in skit style exercises in-class that foster an
four components: primary understanding of the differences between descriptive and
* Description of the learner measurable/observable prescriptive languages. This will benefit the aural (auditory),
* Description of the behavior that instructional objectives for linguistic (verbal), and kinesthetic (physical), interpersonal(social)
will demonstrate that the goal has the instructional unit based learners. *
been reached on the goals developed in
* Description of the conditions Step 1. Indicate the 2. Students will maintain an online journal entry each week on the
under which the behavior will be Georgia Performance goals and objectives they learned and why it is important to them.
performed Standards or Common Papers have a 50 word minimum requirement. This will benefit
* Description of the degree to Core Standards and AASL the intrapersonal (solitary) learners.
which the stated behavior must Standards for 21st Century
occur for the instruction to be Learner and ISTE 3. Students will take a quiz each week on the material that was
judged successful Technology Standards that presented from the week prior’s block of instruction. This will
support the objectives. benefit the intrapersonal (solitary) learners.

4. Student will submit papers submitted online through education

software such as Blackboard or CourseDen. This will benefit the
intrapersonal (solitary) learners.

5. Student will create a 5-10 minute video presentation online

about the steps necessary to create the perfect paper. Students may
use PowerPoint, Prezi, or YouTube to create the project. Videos
must contain voice over or background music that coincides with
the presentations theme. This will benefit the aural (auditory),
linguistic (verbal), and kinesthetic (physical), interpersonal(social)
learners. *
 * Peers and professor will complete a simple rubric structured
evaluation of each student’s video or oral presentation. These
results will be used to determine successful completion of each
presentation.

Step 4 Assessment of Student/Client Performance

This fourth step in the instructional design process is planning the assessment of student performance. Many educators augment or
replace traditional testing with what is referred to as authentic assessment, which is ongoing, open ended, and in real-life contexts.
Assessment must measure how well students have mastered the objectives; assessment must be reliable; assessment must allow
students to demonstrate what they know rather than what they do not know; assessment must provide feedback on the effectiveness
of instructional techniques, materials, and activities. Authentic assessment must be based on authentic content. Material should be
based on important concepts and assessment should be directly related to those concepts. Material should be consistent with state,
district, and school curriculum guidelines to provide continuity for students. Real-life experience should serve as a base for the
material. The developmental progression of students must be taken into account. When background is missing, that information must
be included in the material. Material should require higher level of thinking. The appropriateness of the assessment for the content
being taught and the effectiveness of the activities and instructional strategies will both reflect the successfulness of teaching and
learning.
Step or Phase Task to be Considered This column is where you will type your information
Assessment Strategies Describe the variety of Students will participate in class participation projects to evaluate
Four questions can guide the assessment strategies to be communication skills.
development of assessments: used throughout the Students will be provided with a rubric on criteria of evaluation.
* What do you want students to instructional unit to Students will be tested on the basic instructional strategies and
know and be able to do? determine the extent to how to identify them, ways to effectively communicate, how to
* What will count as acceptable which the students properly format writing in APA style, and demonstrate ability to
performance? achieved the primary create a writing composition.
* How can you ensure expert objectives indicated in Step Student will be given daily assignments that will require the ability
judgments? 3. to demonstrate basic skills in computer literacy.
How can you provide feedback? Students will receive feedback on graded assignments describing
ways to improve their skills.
 Step 5 Strategies and Activities Development
At some point in the planning process, decisions must be made regarding strategies that will facilitate learning and the activities the
students will be involved in during instruction. Usually these strategies and activities are determined after instructional objectives are
selected and after the learner analysis is conducted. The development of instructional objectives and information gathered through the
learner analysis are the foundation for the selection of strategies and activities.
Learning strategies are employed to assist the learner in acquiring, interpreting, broadening, retaining, and using knowledge.
Learning strategies help students get ready to learn, obtain information, learn information, and manage their learning process.
Learning activities consist of the action to be taken by the students, the social configurations of the learning situations, and the source
of guidance available to them.
The instructional team should plan strategies and activities based upon the level of learning specified in the instructional objectives,
the learner characteristics, and the teacher’s judgment as to the range of instructional activities feasible.

Step or Phase
Resources/Materials
There are endless resources available
today to assist in the selection of
appropriate learning strategies and
activities for a specific group of
learners and in support of specified
content. These resources include but
are not limited to:
* Teacher Editions of textbooks
* Professional resources – journals,
planning materials
* Grade level, school, and district
developed resources
* Resources available from state DOE
* Internet resources
Activities and Strategies
In order for students to develop a
repertoire of learning strategies there
are times when they have to actually
Task to be This column is where you will type your information
Considered
List the resources to Lunsford, A. (2014) Easy Writer. (Fifth Edition). Bedford/St.
be used by the teacher Martin’s
and media specialist/
technology specialist Tutorial Website - a reputable website containing tutorial videos
in the development of such as www.Lynda.com
the instructional unit.
These are the Tutoring Center - will work collaboratively with the campus-tutoring
resources you use for center to assist students with their papers. Encourage students to
planning – not participate.
materials students
would use. Anti-Plagiarism Checker Software - Downloadable software
designed to effectively detect plagiarism such as Turn-it-In.
Proofreading Software - Online proofreading software designed to
effectively detect grammar and spelling errors such as Paper Rater.
Briefly describe five 1. Students will participate in a communication exercise that
potential activities for will demonstrate effective and ineffective forms of
the instructional unit. communication to broaden their ability to effectively
Indicate one activity communicate in their writing.
have to be taught those strategies
(page 164)
Activities will be teacher-oriented,
group-oriented, or student-oriented.
The source of guidance for the
students, and the cognitive and
physical environments must also be
taken into consideration as the most
appropriate strategies and activities are
identified.
that will be the focus
of the detailed lesson
plan. This one activity
is the only one for
which you will
develop a detailed
plan in Step 7.
2. Students conduct an in-class infomercial presentation
lasting between 5-10 minutes to demonstrate their ability to
persuade.
3. Student will create a 5-10 minute video presentation online
about the steps necessary to create the perfect paper.
Students may use PowerPoint, Prezi, or YouTube to create
the project. Videos must contain voice over or background
music that coincides with the presentations theme.

Step 6 Materials Selection

Instructional materials are an essential part of the teaching and learning process. Students/clients spend a large amount of time
viewing, listening to, and otherwise interacting with instructional materials. Despite the wide variety of available materials and the
pressure to purchase materials, there is still great discontent with the actual effectiveness of materials. Many materials are purchased,
used once and then put on a shelf to gather dust. Decisions regarding the selection of instructional materials should be made only
after considering several sources of information – this information is available only as a result of the instructional objectives step, the
learner analysis step, and the assessment of student performance step in this instructional design process (steps 2, 3, 4). Considering
these three sources of information will prevent the waste of funds used to purchase materials and will prevent disastrous learning
situations. After materials have actually been used with students/clients it is critical to reflect on the effectiveness of the materials. If
the materials were considered to be ineffective was it because of the materials or because of the way in which they were used. It is
important to determine if changes would need to be made in the planning for future use of the materials.
Step or Phase Task to be Considered This column is where you will type your information
Materials to Used List all of the materials Materials needed for Student:
The selection of materials needed by the instructor Flash Drive or other portable storage device, Paper, Pen or Pencil,
involves 5 tasks: and students/clients in Computer with Microsoft Word 2011, access to use either
* Selecting the format of the order to successfully PowerPoint, YouTube, or Prezi software, Color Printer, access to
material implement and participate Galileo, access to Library
* Identifying the specific in the lesson. These are the
materials materials that will actually Materials needed for Professor:
* Locating reviews of the be used during the Paper, Pen or Pencil, Computer with Microsoft Word 2011, access
materials activities described in to use either PowerPoint, YouTube, or Prezi software, Color
* Previewing the materials Step 5. Printer
* Evaluating the materials with Classroom Lecture Materials:
actual learners White board, erasable markers, eraser, whiteboard cleaner,
Projector, Computer with access to display all of the following
Turn-it-in, PowerPoint, YouTube, and Prezi software

Step 7 Implementation Plan

The Implementation Step is one in which specific plans are detailed for the actual implementation of strategies and activities with
students. Many times instructional projects look promising in the design stage but fail in the actual implementation. It is critical that
all people involved in the planning process work together to make sure the implementation is something they are all willing and able
to carry out. When designing instruction it is very important that the resource limitations be taken into consideration so that the
instruction is not viewed as something that cannot ever be done again. Some questions to consider include:
• What facilities and equipment are required?
• Is there special lighting, space, or ventilation required?
• What support staff are required to implement the instruction?
• Is the administrator aware of the costs of implementation, and has this person’s support been gained? Are resources available
for the inevitable revisions that must be made before implementation occurs again?
Almost all instruction requires some involvement of the instructor as facilitator. In implementing instruction, part of the instructor’s
role is to compensate for student learning tools that may be missing or are inadequate. Strengthening these learning tools is an
ongoing goal of any instruction.
For this step of the project you are going to develop a detailed plan for one of the activities you described in Step 5.
Step or Phase Task to be Considered This column is where you will type your information
Primary Instructional Objectives List the primary observable 1. Students will participate in class participation projects to
You will be able to pull these instructional objectives for evaluate communication skills.
objectives from Step 3 or at least the selected activity.
be able to take objectives from Indicate the Georgia 2. Students will participate in a communication exercise that will
Step 3 and make them even more Common Core demonstrate effective and ineffective forms of communication to
specific for this particular Standards/Georgia broaden their ability to effectively communicate in their writing.
activity. Performance Standards,
Information Literacy 3.2.2 Show social responsibility by participating actively with
Standards/Technology others in learning situations and by contributing questions and
Standards that support ideas during group discussions.
those objectives. 3.2.3 Demonstrate teamwork by working productively with others.
Briefly Describe Learner Group
This description can be developed
based on the information gathered
from the Demographic section,
Needs Assessment (Step 1) and
the Learner Analysis (Step 2)
Pretest/Assess Prior Knowledge
This description can also be
derived from information
gathered in the Needs Assessment
(Step 1)
Motivating Activity/Launch
This type of activity can include
strategies to prepare the learners
for the activity; advance
organizers; etc.
Description of Lesson
Presentation
Describe the
students/clients who would
participate in the activity
including the learning
styles and preferred
learning tools/strategies of
the students/clients.
Describe the process used
to assess student/client
prior knowledge as it
relates to the specific
content of this lesson.
Describe how the
information gathered
would impact the
continued development of
and implementation of the
lesson plan.
Describe the strategy to be
used to gain student/client
attention and develop
interest in the content of
the lesson. This activity
must be connected to the
content of the lesson. How
you will start the lesson to
engage and motivate
learners.
Describe the content and
procedures of the lesson.
A questionnaire was given to the students of this course to
determine type of learner. Survey indicates 58% of the students
are spatial (visual) learners, 14% linguistic (verbal), 14%
kinesthetic (physical), 7% interpersonal (social), and 7%
intrapersonal (solitary). All of these could benefit from visually
enhanced lectures with graphical representations of content such
as diagrams as well as both independent study and group
interactive projects.
Each student will be given a pretest on the first night of class to
assess their independent knowledge base in order to make a proper
assessment of the learning environment necessary to build upon.
Each week there will be a quiz on the week prior information to
determine if learning is actually occurring and allow opportunity
to modify any instruction that is lost during the teaching
interaction.
Introduction of professor. Introductory video of a graduation from
the particular college they attend. An explanation of the
importance of writing in achieving this success.
Quiz over last weeks lesson.
Review of Week prior Quiz.
This section will include the
procedures for the activity – what
is going to take place; who is
going to do what; etc.
Provisions for Participation
Instructors always need to be
prepared for those times when an
activity does not go as intended;
be prepared to ask probing
questions to keep the activity
progressing; etc.
What you will say and do.
Questions you will ask.
Describe how the lesson
would be structured so that
all students would be able
to successfully participate
in the lesson. What
students will do.
Graded assignments from week prior will be distributed.
Lecture with handouts reinforcing material being taught.
Video Reinforcing points of the lecture and materials taught.
Assignment due next week that coincides with current week’s
lesson and material being taught.
Reminder of online submissions and online journal.
Professor - Instruction and handout about description and
prescriptive languages in writing.
Student - Assignment: skit style exercises in-class about
descriptive and prescriptive languages.
Professor - Instruction and handout on Goals and Objectives
of course.
Student - Assignment: weekly online journal entry covering
importance of goals and objectives of course. 50 word
minimum requirement.
Professor - Instruction weekly with handouts and worksheets
on content listed in syllabus for that week’s block of
instruction.
Student - Student should observe, take notes, and complete on
material being taught. Assignment: weekly quiz material from
prior week’s instruction.
Student - will need to familiarize themselves with submission
of papers online. Assignments will be submitted online
through education software such as Blackboard or CourseDen.
Professor - Instruction on the steps to a perfect paper.
Professor - Additional resources will be provided on
Blackboard or CourseDen with video or written instruction on
how to complete this assignment. Additional hours for support
to assist students may be necessary.

Closure
Post test/Assessment of Learning
In Step 4 you described the main
assessment strategies for the unit.
In this section you will describe
what the students will do at the
end of the lesson to demonstrate
they have met the specific
objective for this one activity.
Results of Learning
Since you are not able to
implement the actual activity this
semester, you only need to briefly
describe what you expect the
students to be like as a result of
the activity.
Summary of Instruction
Again, since you are not able to
implement the activity this
semester, simply briefly describe
the kinds of things you think you
would need to be very observant
Student - 5. 5-10 minute video presentation steps to a perfect
paper. PowerPoint, Prezi, or YouTube to create the project.
Videos must contain voice over or background music that
coincides with the presentations theme.
How you will end the A survey will be completed at the end of the course for
lesson. Summary of the suggestions of improvement or reinforcement of the courses
content of the lesson. success of delivering the objectives of this course.
Describe the assessment Weekly quizzes will be given. Questions will be generated from
strategies/activities to be the professor’s notes for instruction, the resources and materials
used to determine and such as books given to students.
document student/client
achievement of the A midterm will be given mid semester to determine the students
instructional objectives of level of understanding of the material. A review of all tests will be
the lesson. made the class after all students have taken the exam.
A final exam constructed of the material taught will be given. It
will be generated from the database of questions given in the
weekly quizzes and midterm exam. Questions may be slightly
reworded as to ensure students understanding of the question and
not just memorizing the answers.
Describe the progress made Students should leave this course with a clear understanding of the
by students/clients as a foundational methods and interpretation skills necessary for
result of the lesson – academic writing.
knowledge they gained,
skills they attained or Students should have a college level of expertise in the proper use
improved, etc. of grammar, syntax, and writing styles necessary to obtain a
college degree.
Describe the strengths and Active participation in classroom discussions, active participation
weaknesses of the in classroom activities, respect and encouragement of peers,
implementation of the supporting answers with valid resources, ability to demonstrate
lesson – what worked, positive feedback during interactions with other students and
what did not work, what professor, and classroom attendance will contribute a huge factor
would need to be changed in the student’s ability to succeed in this course.
of throughout the implantation in for future implementation
order to make notes about what of the lesson. Documentation to support proper coherence or lack of any of the
might need to be done differently prior paragraph will be kept.
in future implantations.

Step 8 Evaluation of the Plan

Formative evaluation involves assessing the results of each step in the instructional design process to improve the results of the
process. Although this step is the last in this model it actually is an ongoing process. The following questions need to be asked about
all of the steps:
• Did carrying out the step collaboratively lead to effective instruction?
• How could the step be carried out better in the future?
• Were all the instructional objectives met?
• Are the students ready to learn more?
• If problems occurred during instruction, at which step did the problems arise and how could the step be improved?
This type of evaluation allows for the instructional design process to continually be improved based on feedback gathered through
evaluation. Three types of formative evaluation that can lead to more informed decisions regarding continued instructional design:
• Evaluation that will result in changes for current students/clients.
• Evaluation that will result in changes for the next group of students/clients that will participate in the instruction.
• Evaluation that will result in changes in the way future instruction is designed.
Step or Phase Task to be Discussed This column is where you will type your information
Describe the planning and Since you are not actually Strengths - Class meets the criteria of the potential goals expected
implementation processes – going to implement your for this course.
strengths, weaknesses, and plan this semester, think
changes for future collaborative about questions you might Weakenesses - Some students may have difficulty speaking before a
planning and instruction. need to ask yourself in the group of peers. Alternative to assignment is to create a video
event you were able to presentation of the assignment as though they are presenting to the
implement your plan. class. The video will be shown in place of standing before the class
during class while they are present in the room.