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Instructional Module/Training Plan Parts I, II & III
M. Sue Fuentes
AET/520
Dr. Philomena McPhee
University of Phoenix
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Instructional Module/Training Plan Template I & II
PART I:
VITAL INFORMATION
Author
Sue Fuentes
Instructional Topic
Excel
Instructional Module/Training Plan
Title
Microsoft Excel 2010
Learning Setting
Audience
Delivery Modality (online, hybrid, faceto-face, and so forth)
The learning setting is a classroom with white boards, a
large display/monitor at the front of class, and 3 rows of
computer desks.
Students range in age from 18 to 60, predominately male, of
mixed education status and their profession is that of
military, contractor or civilian.
The delivery is Face to Face in a classroom setting.
Total Time Allotment
The course will be conducted in three hour modules (13001600), on Monday, Wednesday and Friday for three weeks.
Instructional Module/Training Plan
Goal
Excel students will learn how to create and edit Excel
workbooks using formatting, formulas, functions and other
tools learned in class.
Given an EXCEL spreadsheet and the tools gained in class,
students should be able to format cells to reflect currency
with two decimal places without error.
Two Performance-Based Objectives
Summative Assessment Description
Given an Excel spreadsheet and the tools gained in class,
students should be able to use the correct Formula to find
the percentage of a given set of numbers without error.
Students will demonstrate their knowledge by completing a
practical exercise that encompasses tools and skills taught
throughout the course.
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PART II:
DEVELOPMENT
Attention Getter
The whole class will look at a chart in PowerPoint.
Knowing that this is an Excel class, the students may seem
puzzled at first. I will open the chart’s data for editing
(which opens Excel) and I revel the magic behind the chart
in PowerPoint. The data is formatted to show currency and
the cells are formatted as a table. The data contains
formulas from which the numbers in the chart are derived.
Not only does this get the class’s attention, but shows how
Excel and PowerPoint work together to get a job done.
When I close the chart’s data without saving, I know the
students will ask me why I didn’t save it. I have gained
interest.
Gain Attention - A chart was created, modified, formatted
and inserted in the PowerPoint slide for the benefit of this
class. Data was added that was interesting and the chart
was formatted to make it appealing.
Inform Learner of Objective – The students are told this
course will teach them how to format cells to
reflect
currency with two decimal places and how to use the
correct Formula to find the percentage of a given set of
numbers.
Detailed Input of Content
Stimulate Recall of Prior Knowledge – The students have
used Excel before to some degree or another, I will ask
questions that may stimulate their prior knowledge about
some tools or formatting in Excel.
Present the Material/Provide Guidance for Learning –
Present the course content to the students. Tell, show and
do. Tell the students about the material, show them how
what I said works and then let then do it.
Elicit Performance – Have the student practice the skill
they just learned.
Provide Feedback – Walk around the room and give the
students immediate feedback on their performance; either
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correction or kudos.
Assess Performance – Have the students complete a
practical exercise that encompasses material taught during
this session to see if they can apply the skills learned.
Enhance Retention and Transfer – Perform a quick
review material that students had trouble and provide them
with reference materials to aid their continued learning.
Part III:
IMPLEMENTATION
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
Instructional Strategies
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Formative Assessment
Closure
Materials and Resources
The instruction will begin with a short lecture using
different worksheets in Excel as talking points.
Instruction will mainly be hands-on learning.
Students will watch and listen as I explain the tools
and capabilities in Excel and then they will try it on
their own. I will walk around and ensure they have
the concept down.
Questions will also be used in a scaffolding way
when lecturing to keep the information fresh and
used.
Questions will be asked at the end of each module to
assess student’s knowledge.
 Labs/Practical Exercises will be used to have
students demonstrate learned concepts.
 Quizzes will be used to gauge the pace of the class.
Students will leave this course with a much better
understanding of Excel and its capabilities. They will learn
how to use Excel’s tools to compete their work more
efficiently. Students will feel empowered to try new things
and explore Excel more than before. Excel students will
know how to create and edit Excel workbooks using
formatting, formulas, functions and other tools learned in
class.
Materials and Resources used during class consist of a
printed Excel workbook, an Excel file shared to students,
the classroom, computers and displays.
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