UNIVERSITY OF CRAWFORDBURG
(January 14 – 25, 2013)
Lesson Title: Work Plan
Name: CRAWFORD, Tazhmoye
Lesson # Two Date: 2013: January 4
Subject: Developing a Work Plan
Rationale:
Work Plans are often mistaken for job descriptions and are usually not properly constructed. Work Plans are very essential, as it determines aspects of one performance evaluation, the organization’s operational and corporate plans, budgeting and others. An overall lack of understanding of the principles of Work Plan calls for instructions in the discipline, hence this course.
Objectives:
•
To understand the purpose of developing a work plan
•
To develop an example of a work plan at the end of the module.
• To be able to link an individual’s (teacher) work plan with that of the institution.
•
To note the Instructional Design Models of Development as a key component for developing work plan to execute course deliveries.
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•
To identify the key domain of learning how to develop a work plan, and the approaches and theories that are most applicable.
Instructional Objectives:
To enable students (through role play and group work) to demonstrate proper application of developing a work plan.
Prescribed Learning Outcomes:
1.
Students being able to understand the purpose of developing a work plan
2.
Students being able to develop examples of work plans and link same where necessary
Prerequisite Concepts and Skills:
Students should possess the skills of basic planning and thorough understanding of the steps to be taking in drafting a proper work plan.
Time-Frame:
This module will be delivered in 2 weeks, divided in 2 phases accordingly:
Phase 1 (January 14 - 18, 2013) - Face-to-face and virtual.
Phase 2 (January 21 – 25, 2013) – virtual.
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Materials and Resources:
Teacher Students
1.
The students
2.
Student’s profile prior to class, so as to
1.
Internet for communication, virtual classroom, community of practice, etc.) help in the designing of instructions, given 2.
Resource materials/literature on developing a work plan (Refer to link/information that people learn differently
3.
Lesson Plan under Resource Material)
4.
Course Outline
5.
Introductory questions
6.
Internet for dissemination of material,
3.
Course Outline
4.
Introductory Questions
5.
Pre-assignment virtual classroom, community of practice 6.
Activity Sheets and other means of communication (skype, 7.
Physical classroom (proper environment conducive to effective learning) for contact email, etc).
7.
Physical classroom (proper environment conducive to effective delivery and learning) for face-to-face contact hours
8.
Ruberic
9.
Wireless connection.
8.
Ruberic
9.
Multi-media projector with laptop, and wireless connections to deliver face-to-face lecture via power-point and yutube/video respectively.
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Learning Resources:
45% classroom setting for course delivery o Includes guest lecture with work plan expertise.
-
≥65% participation in virtual campus for discussion and consultation of relevant reading materials.
Email and telephone for verifications, as per student-teacher preference.
Lesson Activities:
Teacher
Introduction (anticipatory set):
1.
Introductory questions
2.
Pre-assignment
3.
Lecture
4.
Assignments
5.
Activity sheets with directions
6.
Match the appropriate Instructional
Design elements to the delivery of the
1.
Information for group work
2.
Information for assignment
3.
Draft Work Plan
4.
Case Studies
5.
Scaffolding
Students lesson.
Closure:
The lesson will be closed with oral presentation and demonstrations by the students; assessment of each other via prescribed structured rubric which is consonant with the objectives of the lesson/course offerings; and assessment of whether the objectives were met.
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Organisational and/or Behavioural Management Strategies:
The class will begin with an introductory session (teacher and students), followed by persons stating their expectations of the course and what they hope to achieve and why. The lecturer will re-iterate the objectives, as stated on the course outline which was disseminated to the students prior to the official class session; materials will be distributed; volunteered student help from among the group will be used to help with dissemination of materials in the physical classroom. For the virtual classroom, students will be directed to the link to achieving the materials, or same may be sent via email. The importance of participation/involvement of all students will be stressed and encouraged, using various motivational mechanisms (eg. Scavenger hunt) if necessary.
In addition, the following questions will be asked:

What is your understanding of a Work Plan?

What is the relevance or purpose of a Work Plan to an individual and his/her organization?
Assessment and Evaluation:
There will be assessment of whether the objectives of the course were met; note whether the students obtained full understanding of what was taught and if they are able to apply same.
Determine whether the teacher’s/lecturer’s Instructional Design for the course was ideal, given diversity in learning. Assess course delivery, using the appropriate model (eg. ADDIE
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Process), with consideration to Constructivism and cognitivism.
1 Analysis, Design, Development, Implementation or Delivery and Evaluation (according to Van Merriënboer, cited in Clark, 2010, pp. 2).
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Extensions:
This lesson is linked to previous course on Corporate Planning ( Note the attached under the link
‘
Resource Material
’). The knowledge and skills obtained from the delivery of this course will help students to be able to note the distinct difference between a job description and a work plan, feed the organisation’s macro planning element (corporate planning) into its micro element
(work plan) as well as budgeting.
Reflections:
Depending on how well the objectives were met (or not), as well as the level of understanding (as demonstrated by the students) gleaned from lesson taught, aspects of the course/lesson may need to be revised, or additional information provided within the physical or virtual classroom and/or through the community of practice.
Do gap analysis on Instructional Design, with a view to the fact that people learn differently (taking into consideration Benjamin Bloom’s Influential Toxonomy, and Edgar
Dale’s theory).
Note: This template was adapted from Website : http://www.google.com.jm/url?sa=t&rct=j&q=&esrc=s&frm=1&source=web&cd=9&ved=0CFMQFjAI&url
=http%3A%2F%2Fwww.indiana.edu%2F~west%2Fdocuments%2FCurriculum%2FCulture%2FFrench_D iversity%2FWhoaretheFrenchKarenBryan.doc&ei=TpH9UKLFDJHI9QSPhoCACA&usg=AFQjCNHzttbkj
-N8Y-sGJHih2oqmCuWqig (and has been modified for the purpose of this assignment).
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Reference
Clark, D. (2010). What is Instructional Design? http://www.nwlink.com/~donclark/hrd/learning/development/html.
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