The document outlines an instructional plan for a training course called "Change your thoughts, change your life". The training will teach students how to use their mind to change their lives by shifting negative thoughts to positive thoughts. The instructional plan follows the ADDIE model of analysis, design, development, implementation, and evaluation. In the analysis phase, the needs, goals and target audience of the training are identified. The target audience are adults over 18 looking to make positive changes. In the design phase, learning objectives, assessments and content are created. The training will use lectures, videos and hands-on activities over a 2-day course. In the development phase, the training materials and activities are created. The implementation phase will
The document outlines an instructional plan for a training course called "Change your thoughts, change your life". The training will teach students how to use their mind to change their lives by shifting negative thoughts to positive thoughts. The instructional plan follows the ADDIE model of analysis, design, development, implementation, and evaluation. In the analysis phase, the needs, goals and target audience of the training are identified. The target audience are adults over 18 looking to make positive changes. In the design phase, learning objectives, assessments and content are created. The training will use lectures, videos and hands-on activities over a 2-day course. In the development phase, the training materials and activities are created. The implementation phase will
The document outlines an instructional plan for a training course called "Change your thoughts, change your life". The training will teach students how to use their mind to change their lives by shifting negative thoughts to positive thoughts. The instructional plan follows the ADDIE model of analysis, design, development, implementation, and evaluation. In the analysis phase, the needs, goals and target audience of the training are identified. The target audience are adults over 18 looking to make positive changes. In the design phase, learning objectives, assessments and content are created. The training will use lectures, videos and hands-on activities over a 2-day course. In the development phase, the training materials and activities are created. The implementation phase will
Change your thoughts, change your life overview ! The training course will teach the students how to use the power of the mind to change their lives ! They will learn why changing the way they think can change their lives ! The course will give step-by-step instructions, and techniques to achieve the best results ! The students will learn empowerment tools such as, how to use the power of the mind to change personal circumstances, how to use affirmations, how to shift negative thoughts to positive thoughts, how to use manifestation, how to use failure to their advantage, how to navigate through challenges, and how to achieve, and manifest their desired goals. Instructional plan overview ADDIE Model ! Analysis phase ! Design phase ! Development phase ! Evaluation phase ! Implementation schedule phase ! The Addie model will be used for the change your thoughts, change your life instructional design plan. According to Brown & Green (2011), “One of the most commonly used descriptions of instructional design/development is ADDIE. ADDIE is an acronym for Analyze, Design, Develop, Implement, and Evaluate.” Analysis phase ! What is the need of this training course ? ! What is the root cause of the training course ? ! What are the goals of the training course ? ! What information is needed, and how will it be gathered?
! How will the structure, and organization of the training
session be? ! How will the training be delivered? ! When should training be revised? (Hodell, 2011) Analysis phase cont. “The process of analysis is the foundation for any instructional design project.” (Hodell, 2011). In the analysis phase we will determine, assemble, and focus on information that meets the intended outcome. In this phase we will be be able to analyze, and answer all the questions. The need, and root cause of the change your life, change your thoughts training course is many people want to make changes in their lives, simply many people are unhappy. The goal of the training course is to help the learners achieve positive changes in their lives. The information needed is about the learner, and it will be gathered by conducting a learner analysis. The structure will be a training course via a classroom setting, and it will be organized like a junior college class elective. The training will be revised by learner feedback, and volunteers that attend specifically to give suggestions, and give feedback. Learner analysis ! The target audience
! What are the common traits that the learners have?
! What are the differences between the learners?
! What are the evaluation strategies that will determine
the success of the course?
! How will those help improve the evaluation process?
Learner analysis cont. The learner analysis will provide key information, and elements about the intended learner. According to Brown & Green (2011), “Understanding the target audience of learners and determining in advance what they can and will do is an essential element of any instructional plan. In order to gain understanding of the target audience, one must conduct some form of preliminary evaluation of that group. Learner analysis is considered a critically important component of the instructional design process.” The target audience is adults over the age of 18, who want to make positive changes to their lives. What are the common traits that the learners have? Learners whom are looking to make positive changes in their lives. What are the differences between the learners? The differences are the ages, the sex, and backgrounds. What are the evaluation strategies that will determine the success? The evaluation will be determined by how well the learners execute, and practice the information that was taught. How will those help improve the evaluation process? Why some learners were unwilling to participate, and why some of the learners were willing to participate will be evaluated. Evaluating the feedback of the learner’s participation habits will give insight as to why there was lack of practice, and execution of the information. Task Analysis ! Create a detailed list of specific tasks that need to be accomplished, or performed
! Select a subject matter expert
! Determine if any special skills are needed, or required?
! What resources, or special equipment is needed?
! Choose the most appropriate methods for content, training objectives, and the evaluation process Task Analysis cont. ! According to brown & Green (2011), “the task analysis process, and the goal remains the same: to gather information about the content and/or tasks that need to be part of the instruction being developed.”
! For the change your thoughts, change your life training
course the task analysis gathered yielded the following information: subject matter expert Veronica Acevedo, find the location for the class, begin the curriculum design, gather volunteers for feedback, begin marketing materials, and subject matter will be taught via direct learning environment. Design phase ! In the design phase, the information from the analysis is used to create the following:
! Learning goals, and objectives
! Assessment instruments ! Exercises ! Content, and subject matter Design phase Cont. ! The goals are: change the way you think, learn how to use affirmations, and make changes in a positive, and safe manner. Objectives are: learn the proper steps to start making mental changes, creating personal affirmations, and a guide on how to maneuver through the new changes. In class discussion, and test will be used. Assessment instruments will be questionnaires, likert scales, and surveys of before and after.
! The learners will be able to express their own positive
affirmations. Learners will be able to state positive affirmations that they will be able to use to start making positive changes. The subject matter is the power of the mind, and changing the way we think. Design phase cont. • Delivery modality and length of training session
• The delivery modality: Lectures, videos,
presentations, hands-on class activities, simulations, demonstrations, and role-playing
• Length of training course: 2-day training course,
given in 3 hour training sessions Design phase cont. ! "Just as a goal is the intention of the instruction, an objective is the intended outcome of each instructional activity. The intended outcome can be described as what the learner will be able to do upon completing the instruction." (Brown and Green, 2011).
! The objectives will use project-based learning,
collaborative learning, and critical thinking skills. Project-based learning will be utilized by having the students create their own affirmations. Collaborative learning will occur when the students are paired together, or are put in small groups to work on exercises. Critical thinking will occur when open- discussions are initiated. Development phase ! Instructional designers develop, assemble and create the content blueprinted in this phase
! Instructional activities, and strategies are
introduced
! A rough draft is created, and a “dress rehearsal” is
scheduled Development phase Cont. ! The “change your thoughts, change your life” training coarse will be attended, by learners. The understanding will be measured by a questionnaire, likert scale, and survey of before and after. The learners will be able to express their own positive affirmations. Learners will be able to state positive affirmations that they will be able to use to start making positive changes. The method of instruction will be articles, handouts, inspirational videos, open class discussion, class activities, and affirmations. (D), the learners will be able to demonstrate the new behavior by creating their own positive affirmation, and practicing them in the class. Through the use of articles, inspirational videos, and open class discussion/ activities that focus on the benefits of positive thinking and affirmation (C), learners who attend “the change your life, change your thoughts” class (A), will be able to express their understanding and usage of positive thinking and self-created affirmations (B). The learners’ understandings and applications of the learned material will be expressed through pre- and post- questionnaire, likert scale, and in class discussions. Implementation phase ! The implementation phase develops procedures
! For delivery of instruction, methods, and learning
outcomes
! Instructional strategies are chosen, and revised
Implementation phase Cont. The instructional strategies that will be used consist of a direct learning environment. The learning objectives will be directed, and structured by the instructor. The students will have to demonstrate what they learned by successfully completing the learning objectives. The learners will be given the opportunity to observe, practice, and discuss their learning activities through a team exercises. That will ensure that the information, and learning activity is performed, and peers give feedback. This will provide a learner-centered approach, which will give the learners the opportunity to relate to the content, and discus preconceived notions, ideas, and misconceptions.
At that point, the learners will be assisted by the instructor to
help create the appropriate perception of the concepts that have been learned. Instructional technologies that will used in the training session are: lectures, and discussions combined with articles, handouts, inspirational videos, open class discussion, class activities, and affirmations. Formative assessments for the learners: class discussion/ discussion questions, observations, journaling, graphic organizers, and peer/self assessments. Implementation phase cont. ! Timelines for the actual implementation of instruction, and delivery of the instructional plan
! Development of instructional design timeline: 30
days, anticipated start date & end date
! Development of training course, design phase,
testing, and revision: 30 days
! Instructor development training, testing, and
revision: 15 days ! Instructor training: 5 days Implementation phase cont. ! Individuals involved with the implementation: instructional designer, facilitator, subject matter expert (in that field), learners, and volunteers (to give feedback). The estimated monetary resources are $1,500 for marketing materials, classroom rental, design development materials, travel expenses (gas), food (snacks, and beverages), writing material, log, and agendas. The marketing materials will consist of: a meetup.com website page that will be created, flyers, bulletin boards, emails, word of mouth, and target holistic centers as well. ! It is open to all willing participants age 18 and above. The participants must sign up by the designated deadline, and pre-payment is required for the training course. The classroom setting will be already equipped with the following: podium, speakers, video, tables, desks, seating, projector, and a whiteboard. The plan will be implemented by communicating from the beginning phase of the instructional design plan to potential clients, learners, meetup website, holistic centers, bulletin boards, flyers, and word of mouth. Although it will be in the beginning phase, the main ideas, and goals will start the implementation process. Evaluation phase ! The evaluation phase criteria establishes whether the goals, objectives, and overall outcome of the training session was met successfully
! Evaluation instruments were created to measure, and
assess the training
! The evaluation overview will assess the information for
future decisions regarding the efficacy, and additional offerings of the training course Evaluation phase cont. The two evaluation types that will be used are: summative, and formative evaluation. The evaluation instruments that will be created will be: (summative evaluations questions) multiple- choice, true, or false, learner feedback, instructor feedback, and the application of learned objectives. (Formative evaluations) executed through out the training course, will consist of: class discussion/ discussion questions, observations, journaling, graphic organizers, and peer/self assessments.
The evaluation overview that will be utilized will be based on
the work of Gooler (Brown & Green, 2011). Gooler’s approach follows eight steps. Evaluation phase cont. 1. Purpose- Evaluate the purpose while conducting the planning phase of the instructional design. This will help improve the instruction while it is being designed. Conduct an interview with volunteers, and potential learners to assess the purpose.
2. Audience- While in the planning phase, establish
who is the principle learner, and what information needs to be gathered.
3. Issues-Establish, determine, and assess which
issues need to be addressed. Evaluation phase cont. 4. Resources- While in the planning phase, establish the resources that need to be addressed.
5. Evidence-While in the planning phase, establish
what viable evidence needs to be used in order to successfully prove the information.
6. Data-Gathering Techniques-While in the
conducting phase, it will be Evaluation phase cont. 7. Analysis- While in the conducting phase, the analysis methods, and tools will be established. The methods will reflect on the intention of the formative evaluation. That will provide very valuable information to the instructional designer.
8. Reporting-The last phase will provide a report on the
evaluation activities, and it will be address to the instructional design team. The following information will be included: a summary, evaluation purpose, methods used, results, and recommendations. References Brown, A., & Green, T. D. (2011). The essentials of instructional design: Connecting fundamental principles with process and practice (2nd ed.). Boston, MA: Pearson Education.
Hodell, C. (2011). ISD from the ground up: No-
nonsense approach to instructional design (3rd ed.). Alexandria, VA:
Arter, J. & Spandel, V. (1992) - Using Portfolios of Student Work in Instruction and Assessment. Educational Measurement Issues and Practice, Spring, Pp. 36-44.