Instructional planning is at the heart of being an effective teacher. It is a tool that helps in envisioning the desired learning. Additionally, preparing an instructional plan allows one to analyze how all the aspects of the learning experiences should fit together to make the vision a reality in the classroom. Essentially, instructional planning helps in the development of more unified lessons for learners. The plans enable the teachers to effectively conceptualize their choice of lesson objectives, the types of activities that will help in meeting the objectives, the order of the activities, the length of each activity, as well as the materials needed. The primary objective of the instructional plan is to ensure that learners achieve their learning goals. The instructional plan proposal will outline several activities that will be utilized to achieve the learning objectives.
Instruction Plan
Welcome and Introduction
The activity will take approximately 30 minutes and it will involve introducing oneself and asking participants to do the same. The participants will be asked to give their name and share what they expect to learn from the class. The session will be the most important part of the plan as it will help loosen the participants up and make them comfortable to share knowledge (Petty & Thomas, 2014). The participants will be asked to write their expectations on a white board. It is from the expectations that the participants will be asked to list their learning goals.
Delegate your assignment to our experts and they will do the rest.
Designing the Module
I will divide my material into individual modules of 50 minutes each. Each and every module will comprise a warm up, a presentation, an activity, and debriefing. The final activity will be a break. The various modules will contain clear goals and objectives for each participant and the whole class.
Warm Up
The warm ups will be short exercises aimed at getting the participants to keep thinking about the topic set to be covered. The brief activities that will be carried out may include games or question and answer sessions. Self-assessments are good warm up. It is important to always prepare learners for a learning activity (Wolfson et al., 2014). The strategy helps in managing anxiety among the participants.
Presentation
The presentations will take up to 20 minutes. The shorter periods are aimed at ensuring maximum concentration from the participants. Adults generally stop retaining information after approximately 20 minutes. Although adults can listen with understanding for up to 90 minutes, they can retain information up to 20 minutes. The learners will be provided with the primary learning points of the presentation. The presentations will include;
English
Math
Importance of Diversity
Activity
The activities will be designed to help the learners practice what they learn. Activities that involve breaking into small groups to complete a task will be utilized to make learning interesting. Additionally, the adult learners will be asked to discuss current issue, ensuring that they get engaged and moving. The instructor will provide opportunities for the learners to take advantage of their wealth of relevant information. The activities will be generally chosen based on what is known about the learners. For instance, quiet writing activity can be utilized to teach a writing skill.
Debriefing
Debriefing will generally involve bring the participants back together by having a generally discussion regarding what was learnt during the activity. Volunteers will also be asked to share their reactions. Debriefing provides an opportunity for ensuring that the learners understood the material well. The activity should take more than 5 minutes.
Break
The break will take exactly 10 minutes. The break will help keep the adult learners up and moving every single hour.
Evaluation
Evaluation is important for determining the effectiveness of learning activities (Chen, 2014). It is important to end every course with a brief evaluation. The evaluation will involve asking learning important questions based on the objectives of the learning process. The learners will be asked whether their expectations were met.
References
Wolfson, N. E., Cavanagh, T. M., & Kraiger, K. (2014). Older adults and technology-based instruction: Optimizing learning outcomes and transfer. Academy of Management Learning & Education , 13 (1), 26-44.
Petty, T., & Thomas, C. (2014). Approaches to a successful adult education program. College Student Journal , 48 (3), 473-480.
Chen, J. C. (2014). Teaching nontraditional adult students: Adult learning theories in practice. Teaching in Higher Education , 19 (4), 406-418.
