AET/515
Instructional Plan
Template
(Samantha Burd)
Instructional Plan Template | Slide 1
Needs Assessment
1.
What is the learning problem or opportunity?
The learning Problem is not having a class at a community college that provides training
toward Graphic Design. ART/105-Introduction to Graphic Design will help achieving the
learning problem and gives students an opportunity to learn about Graphic Design.
2.
What is currently available?
No Graphic Design classes are available at this time through Northwest Valley Community
College but some basic art classes are.
3.
What should be available?
ART/105-Introduction to Graphic Design
Instructional Plan Template | Slide 2
Needs Assessment (2)
4.
Explain the gap analysis between what is available and what
should be available.
The gap analysis is that art classes are available though through Northwest Valley
Community College but the potential of Graphic Design classes can become some new
classes toward an Art degree.
5.
What is your recommended solution for filling the gap?
My recommended solution for filling the gap is to introduce ART/105-Introduction to
Graphic Design. Students can take another kind of art class and see if he or she is interested
in Graphic Design as a career.
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Instructional Goal
• What should the learners be able to do after successfully completing
this instructional plan?
ART/105-Introduction to Graphic Design will enable students to:
– Learn that he or she can design book covers, illustrations, billboards, etc.
– Learn the history of art from prehistoric art to present day.
– Explore photography.
– Teach students the business of media art.
– Define the difference 2D and 3D art.
– Be familiar that there are laws like copy write and trademark laws in Graphic Design.
– See examples of people who are a Graphic Designer.
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Performance-Based Objectives
Students will create a 5 to 8 slide PowerPoint presentation of a famous Graphic Designer in
American History. The audience is the students, the behavior is a famous Graphic Designer,
the condition is a PowerPoint presentation, and the degree is creating 5 to 8 slides.
Students will create a minimum 600 word essay of why he or she wants to have a career in
Graphic Design. The audience is the students, the behavior is having a career in Graphic
Design, the condition is writing an essay, and the degree is completing a minimum 600 words.
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Summative Assessment and Learning Outcomes
Survey- A survey will show if students would be interested in taking ART/105-Introduction to Graphic
Design and also show once he or she completes the class that he or she would like to have more
advanced Graphic Design classes.
Grades- Grades will show the outcome of each class. If a majority of the class has an A to B average it shows
that ART/105-Introduction to Graphic Design is a good class to keep. If a majority of students has a D to
E average it shows ART/105-Introduction to Graphic Design is not a good class to have available.
Assignments- Assignments should reflect Graphic Design. They should be written and also show his or her
creative side. Once a student will see that his or her creations are Graphic Design material then he or she
will more likely obtain more Graphic Design classes.
Teachers/Instructors- Teachers/instructors will also reflect the Graphic Design class. The teacher/instructor
should be a Graphic Designer in his or her career life so the students get to know from first hand on what
a Graphic Design career can be. A teacher/instructor with a Graphic Design background can also
provided a new class with valuable insight on what the class should discuss about. He or she will also
reflect on how students are learning within ART/105-Introduction to Graphic Design .
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Learner Characteristics
ART/105-Introduction to Graphic Design class will have both men and women within a classroom with
different age groups and different cultural backgrounds. Work experience varies from no experience
in Graphic Design to someone who has a career in Graphic Design. Students can take this class
without taking other classes first. The majority of students will learn though his or her own creative
experiences.
What are the implications to your instructional plan based on these
characteristics?
An implication is “A suggestion that something such as a criticism or accusation is true although it has
not been expressed directly” (Implication, 2007). Based on the characteristics above the implications
of the instructional plan can have different students than described because the class have not been
performed yet so the accusation cannot expressed directly.
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Learning Context
ART/105-Introduction to Graphic Design class will be in a traditional classroom setting. Each class will
be 3 hours a week for 15 weeks. There will be only one class available but may progress into
more than one class during a semester after review. Students will explore the web to research
assignments but it will not be mandatory. Students will use Macintosh computers and programs
of adobe to design an assignment. Students will have field trips and people who are Graphic
Designers to show him or her who a Graphic Designer is and does as a career.
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Delivery Modality
The most effective method delivery of ART/105 will be an instructor-led course. With an
instructor-led course an instructor can see how the student is designing a Graphic Design. An
instructor can also show students the direct way of designing a particular piece and the students
can ask directly any questions that he or she may have. A study was done in 2011 at a college and
“The results of the archived quantitative data from 82 online and 97 face-to-face instructor led
students indicated that there is a statistically significant difference in the number of students who
successfully completed the developmental reading course based on the instructional method, with
69.4% of those students in the face-to-face group successfully completing the course compared to
only 38.8% of students within the online group” (Lattimore, 2012, p. 112). This study shows that
the best delivery is having a traditional classroom for this class with an instructor-led course.
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Instructional Strategies
• The overall plan governing the instructional content will be having the students understand of
who and what a Graphic Designer is and does in the workforce. The information that will be
taught is by local Graphic Designers, textbooks, and of the instructor. Local Graphic Designers
will come in and explain his or her job to the classroom and provide valuable explanations of
what he or she does. The textbooks will show students the variety of designs that he or she can
make within a Graphic Design career. Instructors can give valuable insight of what may to come
in there Graphic Design studies of later on courses.
• An instructional strategies that will be used to facilitate instruction is discussion. “Discussion is
an appropriate strategy for improving student thinking; promoting engagement in academic
content; and learning communication and thinking skills in a social environment” (Guthrie,
2002, p. 1184). Discussions will show his or her opinions of Graphic Design and others can
listen, observe, and discuss those opinions. Students will be learning from each other in an
discussion. The teacher can start with asking a question to the class where the students can
discuss each answers. Each student will understand each views or opinions of Graphic Design
and can learn of what is means to be a Graphic Designer from different viewpoints.
Instructional Plan Template | Slide 10
Plan for Implementation
•
This course will be available one day a week for a three hour session. This course will also
have a break time of ten minutes after the first hour and a half session. This break time is not
included for the three hour session. Students will be able to go to the restrooms, grab a snack
or drink, or do whatever they desire within those ten minutes. Once those then minutes are
done each student is required to be back in class or they will be considered absent for a half a
day. Each assignment will be due on the next day before the course is in session.
•
Instructors, students, Graphic Designers, and once in awhile instructional designers will be
involved within the course. Materials such as textbooks, syllabus, examples of designs will be
involved within the classroom for students to learn outside the classroom.
•
Students and instructors will be part of the implementation. Resources such as Graphic
Designers from a local area will be included in the implementation. The instruction will be
implemented within the classroom and on the syllabus. Each instruction will be implemented
weekly on the day of the class. The plan will be addressed by the instructor to the students. To
build interest and commitment of implementation of a plan, students can make suggestions or
have opinions on each assignment he or she does.
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Instructional Resources
(After reading the information below, delete and insert your information.)
There will be any materials that will be necessary for the course. Textbooks will be necessary
for the course for students to learn in and outside of the classroom. Computers will be
necessary for this course so students can design some designs and instructors can create
PowerPoint presentations. With computers a necessary, many programs will be necessary to
use. For designing a design the students will use Adobe based programs, such as Adobe
Illustrator and Adobe Photoshop. For instructors he or she will need Microsoft programs, such
as Microsoft Word and Microsoft PowerPoint to instruct students of their assignments or of a
learning material. A white screen and projector will be needed for the PowerPoint to be
visible for everyone in the classroom. Printers will also need to be provided so instructors can
print material out such a syllabus, and students can print the design that he or she created.
White boards will also be a necessary material for instructors and students to use within the
classroom.
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Formative Assessment
“A-B-C Summary-Students think of a word related to the topic of study for each letter of the alphabet.
Students can also think of a lesson-related word for each letter of a unit vocabulary word”
(Greenstein, 2010, p. 172). Students can each have a letter and design with only using that letter.
For example, a student has the letter “o.” He or she can design the “o” to look like an orange
(because orange starts with the letter “o”) but still be able to see the letter “o” within the design.
“Color-Coding-Students use color tags to label objects or ideas that belong together” (Greenstein,
2010, p. 172). Students will work with colors everyday in Graphic design. Within this strategy he or
she will learn what colors go well together and what colors do not go well together for future use.
“Critiques-Students analyze, interpret, or evaluate the work of experts, peers, or self. Critiques can be
formal or informal, written or oral, but are most effective when based on a common rubric and
when feedback is descriptive of process and product” (Greenstein, 2010, p. 172). Students will look
at different designs and evaluate the work done and discuss within the classroom of his or her
opinions on the design. This strategy will help students learn that all deigns will have a least one
flaw within a person’s point of view and that no design is perfect but satisfactory to the public.
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Formative Assessment (2)
“Gallery/Graffiti Wall -Students make a display of their knowledge or beliefs. They can create
these individually or make a common display, or graffiti wall” (Greenstein, 2010, p. 172).
This strategy will start students to design. A passion in something will help him or her design
something that they enjoy doing. A passion can be anything, wither it can be from bike riding
or believing he or she can fly. Once a student starts designing something that they are
passionate about, he or she will see that him or her can be a Graphic Designer.
“One Word-Students write one word that summarizes their learning and then explain why they
chose that word” (Greenstein, 2010, p. 172). Students will pick one word that they like about
the course or what they learned from the course. For example, a student picked “colorful” as
there word for the course and explained that they learned about colors and used many
different colors within the design that he or she created.
Instructional Plan Template | Slide 14
Evaluation Strategies
Strategies that would be used within ART/105-Introduction to Graphic Design would be to
“follow-up” upon students and instructors. A data that an instructional designer creates and
collects for the instructional plan would be from the students and instructors voices and actions.
He or she would ask the students on what or how they feel toward this new course. Also collect
the data by seeing the student’s grades. If the student’s grades are low than the course needs to
change to get the students to have an average grade of a higher grading, such as “A’s” or “B’s.”
An instructional designer can also ask the teacher instructing the course on how he or she feels
toward the new course. He or she would also ask if the students seem to be “catching on” to the
things that need to be taught. With collecting all these data’s the instructional plan can change
by the necessary problems shown from the data provided.
Instructional Plan Template | Slide 15
Outcome Review
How to identify criteria for determining that design goals, performance-based objectives, and
learning outcomes are achieved for this course is to use a rating scale. A rating scale would be for the
students and instructors. Various questions will be asked toward the students. For example, on a scale
from 1 to 5 how would you rate your instructor of this course? Another question may be, on a scale
from 1 to 10 how to you rate the course? For the instructor the questions would be, on a scale from 1
to 15 how well did the students speak-up in class? Another question may be, on a scale from 1 to 20
what was did the average student grades? An example of a rating scale is a follows.
“The following rating scale is an example of aLikert-type scale (a scale with five options):
1
2
3
4
5
_________________________________________
Poor Below average Average Above average Excellent”
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(Brown & Green, 2006, Ch. 11)
Recommendations
The data that the instructional designer gained from the students and the instructors will
help offer new changes in the instructional design that needs to be addressed. If a majority
of students rated the teacher as “average” then there may be something to be done with the
instructor teachings to make the rate be “excellent” in the future. With the instructor rating
there could be a change of how students participate. If a rating was done by a teacher
stating that student’s participation in class is “below average” than the instructional
designer will try to change the course a little to make students “speak-up” more in the
class. Gathering data of ART/105-Introduction to Graphic Design will make the class a
success for students, instructors, and for Northwest Valley Community College.
“The findings provide critical information for management decision making to assist universities to
translate the resources at their disposal into learning outcomes” (Moses, 2005, p. 1).
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References
•
Brown, A., & Green, T. (2006). The essentials of instructional design: Connecting fundamental
principles with process and practice. Prentice Hall, Inc.
•
Greenstein, L. (2010). What teachers really need to know about formative assessment. Alexandria,
VA: ASCD.
•
Guthrie, J. W. (2002). Encyclopedia of education. (2 ed., Vol. 6). New York, NY: Macmillan
Reference USA.
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References (2)
•
"Implication." Dictionary of Law. London: A&C Black, 2007. Credo Reference. 10 Mar.
2008. Web. 8 July 2013.
http://www.credoreference.com.ezproxy.apollolibrary.com/entry/acblaw/implication>.
•
Lattimore, T. N. (2012). Reading online: Comparing the student completion frequencies in an
instructor-led face-to-face versus online developmental reading course. (Order No.
3502635, Capella University). ProQuest Dissertations and Theses, , 135. Retrieved
from http://search.proquest.com/docview/992950722?accountid=458.
(prod.academic_MSTAR_992950722).
•
Moses, W. N., & Ndirangu, M. (2005). An improvement in instructional quality: Can
evaluation of teaching effectiveness make a difference? Quality Assurance in
Education, 13(3), 183-201. Retrieved from
http://search.proquest.com/docview/213737973?accountid=35812
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