- 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
- General information – time and date, title, location
- Objectives – course aim and objectives
- Resources for the instructor and participants, including room arrangement
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?