Instructional Plan


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Instructional Plan

  1. 1. Instructional Plan The following is an instructional plan I created for a University of Phoenix class. The project explores the fictional corporation, William C. Martin Botanical Gardens and the corporate learning environment, Boardman Corporate University. © 2012 All Rights Reserved
  2. 2. Instructional Plan: Tour Guide Basics Danielle Williams© AllRights Reserved
  3. 3. Instructional Plan: Tour Guide Basics A course that should be offered at BoardmanCorporate University should cover fundamentals ofguiding a tour. For example, Baderman Islandshould make the following class mandatory for allemployees of the William C. Martin BotanicalGardens. Tour Guide Basics (F/O combo) This course is a requirement of all-terrain tour guides and covers the basics of terrain navigation, customer service, and emergency procedures. Topics will also includes handicap accessibility, equipment safety, and animal safety. (3 hours) © 2012 All Rights Reserved
  4. 4. Needs Assessment1. What is the learning problem or opportunity? William C. Martin Botanical Gardens does not provide training for tour guides. The Tour Guide Basics course would help improve customer service and revenue for Baderman Island’s botanical garden tours.2. What is currently available? At Boardman Corporate University, a basic orientation course is offered. The course covers customer service. Also, another course covers First Aid training. However, there are currently no courses available at Boardman Corporate University that address the needs of tour guides. © 2012 All Rights Reserved
  5. 5. Needs Assessment3. What should be available? A course covering the fundamentals of guiding tours should be available for the employees of the William C. Martin Botanical Gardens. It should provide training on professionalism and customer service, light terrain navigation, emergency procedures, handicap accessibility, equipment safety, and animal safety.4. Explain the gap analysis between what is available and what should be available. Since a course is already offered on customer service and first aid, only a review should be necessary. Employees would have limited knowledge of various terrain at the Botanical Gardens. Also, since the Botanical Gardens offers tours that are handicap accessible, employees should be aware of the safety precautions as well as animal safety for the horseback riding trails. © 2012 All Rights Reserved
  6. 6. Needs Assessment5. What is your recommended solution for filling the gap? In order to fill the gap between what is available and what is needed, it would be important to mandate training for the employees of the botanical gardens through a 2-3 week course. © 2012 All Rights Reserved
  7. 7. Instructional Goal After successfully completing this instructional plan, the learner will be familiar with the terrain of the Botanical Gardens, how to safely use all navigational equipment, saddle and properly mount a horse, and provide a tour to both the disabled and able bodied guest. © 2012 All Rights Reserved
  8. 8. Performance-Based ObjectivesUsing the “ABCD” approach for performance-based objectives, the learner should be able to complete the following:1. Appropriately saddle a horse to tailor the guest needs: • A – audience – The learner is the employee of William C. Martin Botanical Gardens • B – behavior – The measured behavior is horse saddling. • C – conditions – Students will select the appropriate saddle based upon guest descriptions, weight, and height. Also, students will need to select the appropriate sized horse based upon the guest. • D – degree of accomplishment – Students should have the horse saddled with appropriate equipment based upon the guest needs in 10-15 minutes. © 2012 All Rights Reserved
  9. 9. Performance-Based Objectives2. The learners should be able to conduct a 20 minute walking or horseback tour for 2 guests- a disabled and able bodied person: • A – audience – The learner is the employee of William C. Martin Botanical Gardens • B – behavior – The measured behavior is conducting a tour. • C – conditions – The criteria is that the learner should conduct a tour using the appropriate navigational tools and accommodations for disabled and able bodied tourists. • D – degree of accomplishment – Students should demonstrate competence in equipment knowledge and show guests at least 80% of all points of interest. © 2012 All Rights Reserved
  10. 10. Summative Assessment and LearningOutcomesThe summative multiple choice assessment will assess the knowledgeof appropriate equipment choices for application in simulated customersituations.Two directive tests will assess the learners application knowledge inguest accommodations. -The first will include horsemanship skills by saddling a horse. -The second will include guiding a guest, with or withoutspecial accommodations, through a tour of the Botanical Gardens. © 2012 All Rights Reserved
  11. 11. Learner CharacteristicsThe learner characteristics- The training class will consist of about 5 men and 5 women between 21-27 years old. All students will have a minimum of a high school diploma. Students will have 60% average written and verbal skills while 40% will have above average. Work experience will vary between 1-3 years in outdoor or adventure experience. Most students will have high levels of academic ability with all students presenting a healthy, fitness conscience lifestyle. Majority of the students learn through kinesthetic and visual learning styles. The implications to the instructional plan are that the 80% of the learners will complete the training course with average or above average competence scores. © 2012 All Rights Reserved
  12. 12. Learning ContextThe learning environment will include multiple forms of media- Online Learning environment- including video tutorials of equipment usage, horse safety and saddling, and a brief overview of the terrain of the Botanical Gardens. Some constraints to this will be access to technology, as some students may not have computers. However, this will be remedied based on the availability of Boardman learning computer labs. Field experience- including hands on tutorials and instruction using horses and stable equipment. A few constraints will be the number of horses available for application. However, this will be remedied by putting learners into teams for practice. © 2012 All Rights Reserved
  13. 13. Delivery ModalityThe Web-based tutorial will be a combination of both synchronous andasynchronous learning environments. Synchronous- The instructor will meet with students 1 day aweek for the first 2 weeks to check on progress and provide feedback.During the first meeting, all students will be present via web camera togive an introduction to the course. The second meeting will befeedback for a formative assessment. Asynchronous- Students will be required to respond to studyguide questions relating to First Aide and Customer service during boththe first and second weeks. © 2012 All Rights Reserved
  14. 14. Delivery ModalityVideo Taped Instruction- Students will be required to view a video oncustomer service and first aid. A study guide will accompany theinstruction.Instructor-led- The final two weeks of the course will include aninstructor led portion in order to provide students with information ondisabled customer accommodations and horsemanship. Feedback willbe provided face-to-face. © 2012 All Rights Reserved
  15. 15. Instructional StrategiesThe overall plan will be the syllabus. The syllabus will include information on all instructional materials and links to web materials.During the first two weeks, the information will be taught only via Web- based streaming video. Study guides will accompany the video. – Visual and auditory learners will benefit from the video. – Kinesthetic learners will benefit most from the study guide. © 2012 All Rights Reserved
  16. 16. Instructional Strategies Instructional strategies used to facilitate instruction are: Week 1 & 2: - Direct questioning - Graphic Organizers - Student-led discussions Week 3 & 4: - Modeling - Practice - Application © 2012 All Rights Reserved
  17. 17. Plan for ImplementationWeek 1 Introduction to Tour Guiding- Including Day 1- Course SyllabusWeb- First Aid and Customer Service Review Day 2- Customer Service – Video: Providing exceptionalbased (student led activities) customer service (being polite and accommodating) (teacher led feedback) Day 3- Customer Service – Video: Dealing with Difficult Customers Formative Assessment: Poll Everywhere Day 4- First Aid – Video: Filling out incident reports, minor first aid Formative Assessment: RSQC2 Day 5- First Aid – Video: CPR and dealing with the authorities Synchronous Feedback via webcamWeek 2 Tour Guide Tools and Instruments Day 1- Terrain: Video OverviewWeb- Day 2- Equipment- Video “What type of equipment isbased needed to guide a tour?” Formative Assessment: Poll Everywhere Day 3- Equipment- Video “How to use a compass?” Formative Assessment: 3-2-1 Day 4- Terrain: “Nature’s Navigational Tools” Formative Assessment: Application Card Day 5- Synchronous Feedback via webcam © 2012 All Rights Reserved
  18. 18. Plan for ImplementationWeek 3 Disabled Guest Guides Day 1- ADA Accommodation and Laws (Instructor led lecture and modeling) Day 2- Helping guest in wheelchairs- Formative Assessment- Thumbs Up/Middle/Down Day 3- Assisting guests with walking aids- Formative Assessment- Application Cards Day 4- Instructor Conference and feedback Day 5- Summative Assessment- Conducting a walking tourWeek 4 Horsemanship Day 1- Introduction to Horsemanship (Instructor led lecture and modeling) Day 2- Types of Saddles for Varying Guests- Formative Assessment- Application Cards Day 3- Saddling/Bridling Horses- Formative Assessment- Practice Day 4- Summative Assessment- Saddling a Horse Day 5- Feedback © 2012 All Rights Reserved
  19. 19. Plan for ImplementationThe plan will be communicated through a syllabus. All students will have a schedule of training times. The training will only be 4 hours each day.Participants are interviewed through Baderman’s vetting process and selected by management. Commitment is then agreed upon through a choice of training dates for all participants. © 2012 All Rights Reserved
  20. 20. Instructional ResourcesThe instructor will provide web based materials including fill-in-the-blank study guides to go along with the class video.Other instructional materials will be MS Word, PowerPoint, andassessment rubrics that align with the objectives. © 2012 All Rights Reserved
  21. 21. Formative Assessment1. A thumbs up/middle/down formative assessment can be used after verbally explaining a new skill. This quick assessment can give the instructor an idea of the number of students that need an additional explanation or if the class can move on.2. Poll Everywhere- a poll can be used as a formative assessment during classroom instruction. Since it is anonymous, students will be more likely to express their uncertainties. Also, students can use their cell phones for a synchronous assessment from a distance. © 2012 All Rights Reserved
  22. 22. Formative Assessment3. RSQC2 (Recall, Summarize, Question, Comment, and Connect)- This assessment will give the instructor insight on how well students are remembering information that has been covered in class. It will also give instructors insight on how well the lessons are understood (The University of Texas at Austin, 2007).4. 3-2-1- Students will write down 3 things they learned, 2 questions they have, and 1 skill they think they have mastered (Rowan, 2007).5. Application Card- Students will be given a note card and asked to provide a real-world, situational application for the skill that they have just learned (Clerici-Arias, 1994). © 2012 All Rights Reserved
  23. 23. Evaluation StrategiesThe instructional plan evaluation will exist in 2 parts:Students- 1. Summative Assessment- The summative, multiple choiceassessment will be measured with an answer key. Students will berequired to achieve a 75% or higher to be considered to move on toweeks 3-4. 2. Directive Assessments- Both directive tests will beevaluated based upon a rubric. The rubrics will be given to studentsprior to assessment in order to ensure expectations are clear. 3. Student surveys- Students will be able to take a survey inorder to collect data on student attitudes toward the educational setting,format, and facilitator. This evaluation is important due to a culturallydiverse staff. © 2012 All Rights Reserved
  24. 24. Evaluation StrategiesEmployer- 1. Follow-up with management staff- This method ofevaluation will provide insight on the productiveness of new staffmembers. 2. Customer surveys- This evaluation strategy will provideimportant data to William C. Garden botanical garden on satisfaction. Itwill also give important data on returning customers and provideprojected revenue reports. © 2012 All Rights Reserved
  25. 25. Outcome ReviewDesign goals will be assessed on a variety of factors: -Rubrics (directive assessments)Rubrics that align with course objectives will be created and given tostudents. -Scoring guide (summative, multiple choice assessment)Scoring guides will be answer keys to assess student retention. -Likert scale (student survey)A Likert scale in which “endpoints correspond to disagree strongly oragree strongly” will assess student attitudes (Sclove, 2001). © 2012 All Rights Reserved
  26. 26. Outcome Review -Guttman scale (customer survey)This scale will assess customer satisfaction using a series ofstatements on which the customer can agree (Calhoun, 2002). -Employee evaluation (follow-up with management staff)An evaluation will give both the employee and instructional designerinsight on how effective the instruction and objectives were in creatingrevenue for the company. © 2012 All Rights Reserved
  27. 27. RecommendationsPossible recommendations:Students- Based on the student survey, students might request moreactivities to help practice equipment usage skills. Also, students mightrecommend that more face-to-face classroom time be given.Employers- Employers might put a stress on customer service basedon the analyzed data from customer satisfaction surveys. Also,employers might recommend a unit based on customer service andscheduling tours as well as time management. © 2012 All Rights Reserved
  28. 28. ReferencesClerici-Arias, M. (1994). An integral approach to teaching economics. Available from teachint.pdf.DIIA The University of Texas at Austin. (2007). Assess teaching: Instructional assessment resources. Retrieved October 7, 2009, from teaching/plan/method/cats/technique.php?id=48&task=teaching © 2012 All Rights Reserved
  29. 29. References"Guttman scale"  Dictionary of the Social Sciences. Craig Calhoun, ed. Oxford University Press 2002. Oxford Reference Online. Oxford University Press. Apollo Group.  12 October 2009  http://www. subview=Main&entry=t104.e731Kinuthia, W. (2009). Reflecting on embedding socio-cultural issues into instructional design. Multicultural Education & Technology Journal, 3(4), 1-24. Retrieved October 11, 2009, from Emerald Insight database. © 2012 All Rights Reserved
  30. 30. ReferencesRowan, K. J. (2007). Glossary of instructional strategies. PlasmaLink Web Services. Retrieved October 7, 2009, from http://glossary., S. L. (2001). Notes on Likert scales. University of Illinois at Chicago. Retrieved October 9, 2009, from © 2012 All Rights Reserved