Week 8 – Creating instructional plans

  • Describe the difference between a program planner, instructional designer and facilitator

It is good to finally arrive at an answer to my question that I posed at the beginning of the course
in relation to the difference between a program planner, an instructional designer and a teacher. It turns out, in many cases, if not most, all of the three roles are embraced by one person. The sequence of tasks between
the three roles is: from Program Planner to Instructional Designer to Instructor.

A program planner does the needs assessment and creates a profile of the learner group. Next, he/she makes a list of objectives for the course based on the needs of all stakeholders. An instructional designer takes over and creates an instructional plan of the training, a series of lessons and activities for the potential learners. This would likely be a general outline (not a minute-by-minute lesson plan) and would include information about handouts, equipment and general teaching approach. Finally, an instructor creates specific lesson
plans outlining the exact timelines and activities for the day, makes handouts and supplementary teaching resources, finds suitable readings and multi-media, invites guest speakers, and possibly scripts the lesson. The instructor would have a much more precise idea of who the actual learners were going to be, and would adapt and adjust the more general activities of the instructional plan accordingly.

  • List eight components of an instructional plan
  1. General information – time and date, title, location
  2. Objectives – course aim and objectives
  3. Assessment
  4. Content/topics
  5. Activities
  6. Resources for the instructor and participants, including room arrangement
  7. Transfer-of-learning
  8. Budgetary
    and other considerations
  • Describe a process for creating instructional plans

First, I need an instructional plan template, which will help me organize my work. It is absolutely vital to have a good template in hand because it allows for analysis and documentation of what happened. Being a reflective practitioner, I always go back to my instructional plans to evaluate what took place and determine what might need to be changed. Next, I write down 3-5 learning objectives, depending on the length of a program, using Bloom’s taxonomy, which is indispensible in creating specific, relevant and measurable goals. Once the objectives are ready, I start thinking about how I will assess that the participants have achieved the objectives. After I have nailed down the assessment part of my plan, I start working on activities that will help the participants to achieve the objectives. I keep the objectives in mind at all times. The final step of creating instructional plans is always going back to the beginning and analyzing every single item on it and linking it to the objectives and the program aim.

  • List and apply two criteria to an instructional plan to determine its likely effectiveness

a)   Participants’ reflection on the workshop outcomes.

b)  Transfer of learning

  • Create an instructional plan for a two-day workshop

Done and submitted by email.

As to the video of how not to teach, it was hysterical…anyone, anyone?

3 thoughts on “Week 8 – Creating instructional plans

  1. jermanuel says:

    Great post as usual! I don’ t know about you, but I found this section to be the most difficult one of all the sections we’ve gone through. It puts everything that we’ve read into play. After completing the assignment, I really felt like a program planner… well, a novice one.

  2. Terry Tomasiewicz - pformyfuture says:

    Good comments. I liked the videos connected to this week and yes the last one on how not to teach was good. I have a similar video from the internet on how not to teach an in-class driver ed class (which is what I do) so I always think of that. I apologize to my students for the dry content of the class but tell that that it can be interesting and I will do my best but I need them to work with me to make it a good learning experience – some try, many don’t (they are teens with lots of other things to do and think about and sleep to catch up on!) It is a challenge – now I can remember this example too when I am up there and see kids glazing over and nodding off – I can ask myself, what do I need to do to bring them back?? Not all material is good and easy to present in an inspiring way and I envy people who are really talented at doing just that.

    I liked a video I found on-line by Bill Wilder on Bloom’s Taxonomy in the shape of a pyramid with remembering at the bottom and creating at the top and then overlaid with an inverse pyramid that represents the time involved in learning. He suggests that it takes less time to learn the more basic knowledge that is at the bottom of the pyramid and a longer time and more effort to learn what is the top of the pyramid as is represented by the shape of the inverse pyramid. It was cool – check it out if you get a chance.

    Good luck on the rest of the class.

  3. jsaunders113 says:

    I’m glad you were able to have your question answered about the difference between the terms program planner, instructional designer, and teacher. Your description of the three roles was clear and concise. I was initially confused about these three terms as well, but now I understand it better. I also realize now that the three roles may be carried out by three separate individuals, or one individual may play all three roles, depending on the situation. However, in either case, it’s important for the program planner to be aware of what’s taking place at all three levels, and of course communication between the roles is key to a successful program.

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