Instructional Plan I, II, III 1

Running head: INSTRUCTIONAL MODULE/TRAINING PLAN I, II, III

Instructional Module/Training Plan I, II, III

Jeanine Jenkins

University of Phoenix

Instructor: Leo Giglio

August 25, 2008


Instructional Module/Training Plan I, II & III
PART I: VITAL INFORMATION
Author
Instructional Topic
Instructional
Module/Training Plan Title
Learning Setting
Audience
Delivery Modality (Online,
hybrid, face-to-face, etc.)
Total Time Allotment
Instructional
Module/Training Plan Goal
Instructional Plan I, II, III 2
Jeanine Jenkins
Math
Basic Steps to Approach Math Problems
Educational setting will be conducted in classroom with a
white board and a project using transparencies. The
classroom will be setup more like a conference room
setting. It will be located in the rural area of Chicago.
School will be accessible by public transportation.
Students that will consist of male and female ages 17 to 55.
The students will be a range of graduated high school to
retirees to working professionals. Most of the students will
be coming from mainly the Chicago area, but the small
percentage will be students who primarily be coming from
suburban areas outside of Chicago city limits.
Face-to-face approach will be used. In addition, students
will be required to access www.aaamath.com in working
out various math problems for homework and email results
after completing 10 problems for various math sets. The
traditional approach is chosen because of the high number
of students preferred this setting to be easier to internalize
information and to get direct feedback from the instructor
automatically.
Course will be four hours a day for four weeks which will
be Monday through Thursday at 9am to 1pm.
 To use problem solving techniques in working out
problems on a step-by-step approach
 To learn and understand and learn mathematical
fundamentals and concepts
 Instructional Plan I, II, III 3

 To use reasoning skills in approaching math problems

 To learn and speak the mathematical language
 To see the important role mathematics plays in everyday
life.
Two Performance-based  Students will be able to demonstrate, understand and
Objectives learn how to apply steps to algebra basics
 By the end of the course, students will be able to read
charts, tables and graphs to mean, median, mode and
range to turning decimals to percents to steps in doing
order of operations. All of these basics will allow
students to score well on job placement test as well as in
higher academics.
Summative Assessment Students will be required to put together a portfolio
Description assessment (Rotenberg, 2005, p.110). In the portfolio
students will need the following content: quizzes, tests, the
final and graded homework. Students grades and evaluated
work will be used in determining what they have and have
not learned and understood.
 Instructional Plan I, II, III 4

PART II:
DEVELOPMENT
Attention Getter The whole class will answer a few questions without speaking or making a sound.
As the questioning starts, students must close their eyes while seating in their seats.
In order to answer yes they must raised their hands and hold them up until I finish
counting they will be instructed to put their hands down. Once their hands go down
they can began to open their eyes until the question starts again.

The questions that are used in this activity is basically on selected food preferences
such as:

 How many of you would prefer pizza over hamburger?

 How many of you would rather eat a salad over fruit?
 How many would prefer tacos over nachos?
 How many would rather have a home-cooked meal over eating at a restaurant?
Here is an ideal sample of how the above information can be represented in a chart.
This information will be displayed to the class in the data that was collected during
the activity. We will take time in discussing our in class data from the overhead
projector which is connected to the laptop computer. In examining this visual aid,
students will be able to determine what the class selected the most as well as
preference. After evaluating the chart, I would engage my students in the discussion
of the same questions mentioned previously. In looking at this chart 20 students
preferred pizza over hamburgers. Next, 19 students voted salad over fruit. Third,
15 students selected tacos over nachos. Last, 18 students preferred the restaurant of
home-cooked meals.
 Instructional Plan I, II, III 5

Restaurant
Home cooked meal

Student Choices
Fruit
Salad
Nachos
Tacos Series1
Pizza Series2
Hamburger
Series3
0
5
10
15
20
# of Students

Study guide handouts will be given to students as a guide in approaching, and

answering charts, graphs and tables. Within the study guide there will be coverage
on tables, bar graphs and double bar graphs. Each visual aid will always express
information or data that has been collected as was done in class. The handout will
be an aid for students in steps to understanding graphs, charts and tables. In
addition, the study guide will have steps to determining the best solution. These are
the steps students will use in handling visual aids:

 Step 1: Examine the visual aid to determine what it is about

 Step 2: Read over the questions in connection to the visual aid
 Step 3: Look for any additional information that may be around the visual aid
Here is an example of a visual aid in which steps can be applied before determining
an answer.

Detailed Input of Visual aids such as tables, bar graphs, and charts are used in delivering data that can
Content be used to generated personal and professional results. Students will be using prior
knowledge, skills and expertise in interpreting the current data being presented.
Students will work in groups in creating their own visual aid and made-up data.
Students will spend 30 minutes in their groups putting together a visual aid of their
choice during class time. Each group will need to select a method, question and
answer for their particular visual aid. The method choices that can be used is
addition, multiplication, division and multiplication. Below is an example of a
 Instructional Plan I, II, III 6

visual aid that follows the described information previously mentioned.

The table below displays different prices on stickers, ink pads, and stamps at three
different stores which are: Store A, Store B, and Store C.

First, we have three different items and stores with various prices

Second, we are determining the cost of one ink pad from Store C?

Third, after to looking over the visual aid, we can conclude there is no additional
information to be examined. We now can proceed with answering the question.

Using the table above, how much would it cost for one ink pad from Store C?

Solution:

Select the item (ink pad) from the top row and the store (Store C) from the left first
column. Then, follow the ink pad column down and the store row across until the
two meet. The information that you will find is “4 for $9.00”. In order to determine
the cost for one ink pad, you must divide $9.00 by 4.

Answer: $2.25

The overall layout of the instructional content will consist of the following
breakdown:

 30 minutes of homework review

 1 hour of instructor-led lecturing
 1hour of class discussion, question, answer session
 20 minutes of class break
 30 minutes of group in class activity
 30 minutes of individual seat work
 10 minutes of delivering homework assignment
In essence, each segment combined will total to 4 hours of class time and its part.

PART III:
IMPLEMENTATION
Instructional Under the big five instructions direct, indirect, interactive, individual study and
Strategies experimental will be used in helping students to further build upon previous
knowledge. The different type of graphs all represent surveyed information that has
 Instructional Plan I, II, III 7

been condensed into sections to give a clear picture of what the data actually
represents. In order for students to get a better handle on understanding graphs and
charts is through practice and drill (Lang & Evans, 2006). After the instructor-led
lecture, students will be able to use the discussion, question and answer session to
confirm what they do or do not understand. Practice and drill is basically doing
repetitive work over and over again until learners are basically comfortable in
applying the needed steps to answering any questions related to the graph. As was
previously stated, knowing and using the steps to answering charts or graphs help
learners to understand what the data represents and what it is about. Below is the
following to re-enforce what has been covered.

 Step 1: Examine the visual aid to determine what it is about

 Step 2: Evaluate the information and determine (if any) missing elements
 Step 3: Look for any additional information that may be around the visual aid
 Instructional Plan I, II, III 8

In distributing these printed materials such as the charts and graphs to the class,
students will practice looking over information and recording what they see and
know from the data that has been provided (Lang & Evans, 2006).

Next, students while at their seats will do a brainstorming activity in listing the
information that they notice from the 2nd chart “Per Capita Consumption of Turkey”
following a mapping chart as demonstrated below (Lang & Evans, 2006, p.338):

#1 U.S
#4 Poland

Countries that
consume the most
Turkey

#2
Hungary #3 Canada

**Note** The information in the chart is from (Per Capita Consumption of Turkey, 2003),
 Instructional Plan I, II, III 9

Third, students that demonstrate their full understanding through checked

homework assignments will be selected in role playing as the instructor and
demonstrate through example one of the assignments on the smart board in teaching
others how to interpret data from charts and the approach they may have used (Lang
& Evans, 2006).

Fourth, students will be given assigned questions in which students will be in

groups of four to five in examining the first graph labeled “Number of
Postsecondary Institutions”. Students will use the K-W-L Chart in listing the
following: The first roll has been done as an example.

K W L

What do I Know? What do I Want to What have I Learned?

know?

Number of Postsecondary Institutions

(**Note** See page 7 for the graph)

1. It deals with both 1. What is the difference 1. There is a large

private and public between private and concentration of public
institutions public institutions? institutions in all four
states: Arizona,
Colorado, New Mexico,
and Utah.

2. Group Response 2. Group Response 2. Group Response

3. Group Response 3. Group Response 3. Group Response

(Substitute Teacher Handbook, 2006, p.45-46)

All the various instructional strategies play a major role in allowing students ways
to approach a problem or delivering more than one answer. Visual aids such as the
charts and graphs help the learner to brainstorm ways of finding more information
as well as stating what is missing. The crucial part to basic math whether it be
graphs, charts or algebra is the constant use of practice and drill. The more a
student practice and go over math the more the students becomes perfected in it
(Lang & Evans, 2006, p.347).

Formative This level of assessment is a critical component for both the educator and student.
Assessment “The ultimate goal of the formative assessment is to gain understanding into what
the student does and does not know” (Boston, 2002, p.1). A few of the formative
strategies that can help in gathering enough information pertaining students’ level of
 Instructional Plan I, II, III 10

knowledge and understanding regarding mathematical material such as “on-the-fly

assessment, planned-for interaction, and curriculum embedded assessments”
(Heritage, 2007, p.141).

 “On-the-fly assessment – an assessment that can happen anytime during a

lesson.” (Heritage, 2007, p.141).

“Example: Instructor is engaging students into a lesson and hears some

students expressing their misconception pertaining to a particular math concept.
During the lesson, the instructor automatically shift gears and switch to a
practice and drill moment session in which students will work their problem on
the white board. Therefore, an instructor can easily clear up and
misunderstanding in regards to the math lesson.” (Heritage, 2007, p.141).

 “Planned-for interaction – Educators think beforehand how they will elicit

students’ thinking during the course of instruction.” (Heritage, 2007, p.141).

“Example: Instructors can plan the necessary questions that allow them to ask
students during the course of the lesson in order for students to explore ideas,
while the same questions can provide valuable assessment information for the
instructors.” (Heritage, 2007, p.141).

 “Curriculum-embedded assessments – there are two types, those that instructors

and curriculum developers embed in the ongoing curriculum to generate
feedback at key points in a learning sequence and those that are part of ongoing
classroom activities.” (Heritage, 2007, p.141).

“Example: Student mathematical representations created during lessons can

function as formative assessments, as can students’ science notebooks that are
also part of students’ regular classroom activity.” (Heritage, 2007, p.141).

Closure Students that come from various backgrounds and expertise will take away
necessary skill sets in which they will find useful on-the-job or in another course.
Having that face-to-face traditional setting is very beneficial to those students that
are taking this course for the very first time or those who need to brush-up on their
math skills. Students who have been out-of-school for any length of time usually
need help in recalling to relearning information all over again. Some of these
students will need this basic math course in order to move to the next math course
while others may need it for a requirement in their particular major. Meanwhile, the
other students could be taking this course to fulfill a professional requirement such
as preparing for a job opportunity or work program.

Attention getter activities are a way of getting students to feel comfortable during
 Instructional Plan I, II, III 11

their time in class. By the instructor using various ice breaker techniques, students
will also get an opportunity in knowing and working with each other. Tangible aids
such as charts, graphs and tables enable a student to have visual picture of what to
expect when engaging in active activities that increase their learning abilities
(Fredericks, 2007).

In order for students to successfully take charge of their learning, an educator must
provide the necessary detailed content that gives the information that will be
covered such as how to read charts, graphs and tables to the reasonable amount of
time for students to engage in their learning environment such as 15 to 30 minutes
in class. Plus, the detailed content will need to state what order of operations will
students be expected to know in answering information on charts, graphs, and
tables. Sometimes the order of operations can include basic math such as addition,
subtraction, multiplication and division (Substitute Teacher Handbook, 2006).

After emphasis on detailed content, instructional strategies will need to be

incorporated in order to produce an environment for active learning to students
sharing a role in playing a part in their own education. Under the big five
instructions direct, indirect, interactive, individual study and experimental will be
used as a tool in providing or increasing skill sets in developing independent
learning for students. Students will continue receiving lectures to handouts and any
printed materials which will give a description in how to answer basic math
questions. Meanwhile, students will actively get involved through group work to
role playing and participating in instructor-led questions that will led to
brainstormed solutions (Lang & Evans, 2006)

Aside from all the instructional strategies, educators have a duty in doing a proper
assessment on students to determine what they may or may not know. Formative
assessments will help an instructor to focus in on those students who are low
performers to those who may constantly look to their peers in understanding certain
math content. Delivering proper feedback to students will enable them to reach
necessary learning objectives through knowledge, understanding and guidance
through the help of the instructor (Boston, 2002).

Materials and Materials for successful assignment completion can range from handouts, printed
Resources materials such as graphs, charts and tables, text books, workbooks, calculators,
rulers and graphing paper (Lang & Evans, 2006).

Additional resources that could be used in helping students to get a better grasp on
math basics are through websites such as www.aaamath.com and www.math.com.
 Instructional Plan I, II, III 12

References

AAA Math website http://www.aaamath.com

Boston, C. (2002). The Concept of Formative Assessment. Eric Digest, 1-4. Retrieved

August 24, 2008, from http://www.vtaide.com/png/ERIC/Formative-

Assessment.htm database.

Fredericks, A.D (2007). The Complete Idiot’s Guide to Teaching College. New York, NY:

Penguin Group, Inc.

Heritage, M. (2007). Formative Assessment: What Do Teachers Need to Know and Do?

Retrieved August 20, 2008 Phi Delta Kappan,, 140-145.

Kids's Zone Learning with NCES. (Unknown). National Center for Education

Statistics. Retrieved August 20, 2008, from http://nces.ed.gov/nceskids/

Lang, H.R., Evans, D.E., (2006). Models, Strategies, and Methods for Effective Teaching.

Pearson Education, Inc.

Number of Postsecondary Institutions Graph (2002). National Center for Education

Statistics. Retrieved August 20, 2008,

from http://nces.ed.gov/nceskids/createagraph/default.aspx?ID=0428f0818469430e86b

86c5982fbb752

Per Capita Consumption of Turkey Chart (2003). USDA Estimates. National Center for

Education Statistics. Retrieved August 20, 2008, from

http://nces.ed.gov/nceskids/createagraph/default.aspx?ID=8f1378e9f1414b1f8e7017274

965a27e
 Instructional Plan I, II, III 13

Rotenberg, R (2005). The Art & Craft of College Teaching. Walnut Creek, CA: Left Coast Press,

Inc..

Substitute Teacher Handbook (2006). Logan, Utah: Substitute Teaching Institute Utah State

University(6th ed.).

The World of Math Online (2000-2005) website http://www.math.com