AET/515 Instructional Plan Template (Kristy Cotton)

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AET/515Instructional Plan Template (Kristy
Cotton)
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Needs Assessment

• What is the learning problem or opportunity? The
  learning need is Emergency Medical Technician
  (EMT)
• 2. What is currently available? Class that are
  not apart of the medical field
• What should be available? Classes that will help
  students go into the medical field whether it be
  EMT or nursing.
• 4. Explain the gap analysis between what is
  available and what should be available. The only
  classes offered that could be used are sciences
  classes, but nothing to do with the human body
• What is your recommended solution for filling the
  gap? I recommend adding classes about the human
  body to the science classes and offer courses for
  students who would like to go into the medical
  field

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Instructional Goal

• Provide students with courses designed to help
  learn basic functions and structures of the human
  body and to know when to make basic decisions
  about emergency pre-hospital patient care.

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Performance-Based Objectives

• When given a picture of the human body, the
  students will be able to identify all body parts
  listed on the human body.
• At the end of this instructional plan the
  students will be able recall important
  information and provide hands on care for
  patients who are in need of emergency care.

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Summative Assessment and Learning Outcomes

• Diagrams of human body
• Field Lessons and Lab (Hands-on care in a
  pre-hospital or hospital setting)
• Multiple Choice test
• Patient simulators

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Learner Characteristics

• A college class for EMT with 9 men and 11 women
  ages ranging from 19-40. Test scores for the
  class range from 30 below average and 60 above
  average in true/false, multiple choice, and
  essay. Majority of the students are visual
  learners.
• Prerequisites CPR and First Aid, Biology
• Provide students with visual aid and hands-on
  materials for students so they can be successful
  in the classroom.

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Learning Context

• The instructional setting will be three days a
  week in classroom for lecture and tests. The
  other two days will be reserved for lab and field
  lessons.
• The application setting will be split up between
  classroom and online. Tests will be taken in the
  classroom along with some in classroom work and
  group work, other homework and reinforcement
  practice will be done online.
• While developing this instructional plan
  information on each course will show a
  description of the course as well as where the
  class will take place. Field lessons will be
  shown depending on when the lessons are scheduled.

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Delivery Modality

• The major modality would be a instructor-led face
  to face course with the use of the virtual web
  healthcare software program.
• Students will also have access to Web-based
  tutorials as well as field lessons in order to
  understand the depth of being an EMT.

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Instructional Strategies

• The overall plan is to instruct the learners on
  the human body and how and what EMT workers do.
  The course will also teach the learners the
  foundations of being an EMT(Emergency Medical
  Technician)
• This course will use lectures, homework, reading
  assignments, and group work and quizzes and
  tests. The learners need to be able to show their
  understanding of the history of the medical field
  and EMT workers through field lessons, essay and
  multiple choice questions. The learners will also
  have to show they know the parts of the human
  body through patient simulators. This will occur
  throughout the program on a weekly basis as well
  as have provided support from EMT workers around
  the city.

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Plan for Implementation

• It is estimated that it will take about 6 months
  to a year to get the course design done and ready
  for the classroom.
• This includes obtaining the contract with the
  medical company
• for the patient simulators and also the off duty
  EMT workers
• will help with the learners in the course.
• The delivery will be designed for a regular
  semester of 16 weeks face to face or online or
  110 hours whichever one comes first.
• The course can be adapted for a fast track 6
  or 8 week course
• in either modality.
• The classroom would be designed for a 5 day a
  week meeting for a hour and thirty minute
  session.
• The classroom would be 3 days a week for face
  to face sessions and 2
• days a week will be for lab and patient
  simulators.
• The online classroom would have a minimum
  requirement of posting online 4 out of 7 days a
  week in their discussion forum to discussion and
  to peers.

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Plan for Implementation-Continued

• Individuals and materials involved
• Facilitator handbook, textbook, software program
  for patient simulators, inflatable dolls,
• EMT experts, lesson plans, quizzes, exams and
  answer keys, KWL charts, beginning and
• end program assessments, syllabus. Emergency
  care equipment and supplies, Educational
• aids (flip chart, projection, screens, film,
  video, slides), study guides, reference books,
• children and adult dummies for students to work
  on.
• The plan will first be sent to the Course
  Coordinator t to look over to ensure all parts of
  the curriculum has been met. Then it would be
  brought to the Program Director for approval and
  then to Course Medical Director. Next it would go
  the chain of command for the board to approve and
  move forward for funding the design the course.
• After the plan has gone through the chain of
  command the department will let me know when I am
  allowed to begin the instructional design phase
  and contact the software program and patient
  simulator office at the hospital for negotiation
  of the contract

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Plan for Implementation-Continued

• After already completing the needs assessment and
  sold the idea received funding the course can now
  come together. To ensure the interest of the
  course I would speak with the two major hospitals
  and EMSA offices about the EMT workers and find
  out what they think about the program. It is
  possible to talk with other colleges within the
  city that do not offer the EMT program to see if
  they would be interested in getting the program
  at their college. The time of the instruction
  implemented in the classroom would be 6 months to
  a year from when everything is approved and the
  funds have been received to design and implement
  the courses.

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Instructional Resources

• Whiteboards
• Computer/Laptops
• Internet access in classroom
• Online classroom access (for online classroom)
• Projector
• Patient Simulator Software and license agreement
• Child and Adult Dummies to work/practice on

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Formative Assessment

• Homework, Quizzes, Test (easiest form of
  information to collect or analyze students
  learning)
• Q A Sessions (start lessons with 5 minute
  session of key words and concepts from the
  previous day)
• One-Minute Papers (provide students with an
  open-ended question and give them one to three
  minutes to write the answer.
• Questioning with Whiteboards (every learner gets
  a chance to write answers at the same time each
  answer which maybe different. Gives teacher
  opportunity to quickly see what students are
  grasping the concepts
• Anecdotal Records (ongoing observations, teachers
  jot down notes as to how students are processing
  information)

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Evaluation Strategies

• Use qualitative data of student completion to
  measure where students have improved.
• Conduct follow-up measures with faculty and
  administrators with regard on the significance of
  course materials.
• Provide surveys to students to find out how they
  felt about the effectiveness of applying course
  materials to everyday life.

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Outcome Review
Strongly Disagree 1 Disagree 2 Sometimes 3 Agree 4 Strongly Agree 5 Score
Criteria 1 Students competence matches with instructional goal Description reflecting beginning level performance Description reflecting movement toward mastery level performance Description reflecting achievement of mastery level of performance Description moving toward highest level of performance Description reflecting highest level of performance 3
Criteria 2 Students will be able to follow techniques when understanding feedback information Description reflecting beginning level performance Description reflecting movement toward mastery level performance Description reflecting achievement of mastery level of performance Description reflecting highest level of performance Description reflecting highest level of performance 4
Criteria 3 Students are showing their ability to perform tasks set within the course materials. Description reflecting beginning level performance Description reflecting movement toward mastery level performance Description reflecting achievement of mastery level of performance Description reflecting highest level of performance Description reflecting highest level of performance 4
Criteria 4 Students are openly participating in group classroom activities and discussions. Description reflecting beginning level performance Description reflecting movement toward mastery level performance Description reflecting achievement of mastery level of performance Description reflecting highest level of performance Description reflecting highest level of performance 4
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Recommendations

• The outcome reviewed showed that the students are
  beginning to understand and comprehend the
  materials provided for them on average. As we
  reflect on students academic level is still shows
  possible that course materials and training
  coincide with the instructional goals and
  performance objectives. My recommendations are as
  follows
• Apply and provide problem based activities
• Continue to encourage group and classroom
  discussion and activities
• Provide more instructor/student feedback
• Provide more opportunities for lab/instructor
  availability.

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References

• Brown, A., Green, T.D. (2006). The essentials
  of instructional design Connecting fundamental
  principles with process and practice. Upper
  Saddle River, NJ Pearson Education.
• Emergency medical technician-basic National
  Standard Curriculum (2011). Retrieved from
  www.nhtsa.gov/people/injury/ems/pub/emtbnsc.pdf
  
• Formative assessment strategies (2011). Retrieved
  from http//www.littlehoop.edu/content/images/Docu
  ments/assessment/form_assess_strat.pdf
• McLeod, S (2008). Likert scale. Retrieved from
  http//www.simplypsychology.org/likert-scale.html
  
• Strategies formative assessments (2011). Coach
  Resources Retrieved from https//sites.google.com
  /a/eusd.org/kjosephson/home/formative-assessment/q
  --a-session
• Tulsa Technology Center (2012) retrieved from
  www.tulsatech.edu