Instructional Plan -Phase 1V Child, Family and Community...

Instructional Plan - Phase 1V 1

Instructional Plan -Phase 1V

Child, Family and Community for Early Childhood Education

http://champachilddevelopment.weebly.com/

Champa S. Perera

CUR/516

11/07/2016

Prof. Shirley Burnett


Phase 1

Child, Family and Community

Course Description

Learners will analyze role of relationship with child, family and community to encourage

anti-bias and diversity. Effective communication with children, families, and the community is

an important objective of this training session “Child, Family, and Community. This training

course is a requirement by the Community Care Licensing Division for any individual working

in the field of Early Childhood Environment. Regulations are governed by state laws and Title

22. Laws may vary from state to state. Focus will be to support the needs of social emotional,

physical, and intellectual development of children in their early years of life.

Target Audience

Intended audience for this training would be Pre-school Teachers, Directors,

Administrators, and any educators working in the field of Early Childhood Education. Students

enrolling for this course will have some experience working in the field with their own skills,

knowledge, beliefs, and attitudes (Brown and Green, 2011).


Audience Analysis

Age range: 18 years and up (Males and Females)

Nature & range of educational background: Basic requirement - High school diploma

And knowledge of Early Childhood

Education

Reasons for attending this course: To work with children in a pre-school

setting.

Attitudes about the course: To be able to understand and respect the

field of Early Childhood Education, and

working with children, families, and the

community.

Reading ability: Adult learners attending this class should

have the basic reading and writing skills.

Delivery Modality and Length of Training Course

ADDIE model will be used to conduct this training model.

A – Analysis

D – Design

D – Development

I – Implementation

E - Evaluation

This is an accelerated training session, and the length of the training session is two full

days (weekends only) for an 8-hour session on each day with two 15 minutes’ breaks and a one-


hour lunch break. This training course is conducted in a traditional classroom setting for the

learner on a face-to-face interaction.

Goals

1. Goals for this course is to provide the learners to understand the relationship between

the perspectives of child, family, and community, and learn how to promote

socialization, and to promote interaction within these communities.

2. By developing an awareness of their own personal history, experiences, views and

expectations, learners will be encouraged to use their learning experience with the

children in their care and shape these learning experience with their own teaching

styles. Learner will develop a strong. Healthy, and an emotional relationship in the

environment with children.

3. Learners gain experience, and are encouraged to use the community resources and

services available in their demographic areas for the benefit of the children in their

community.


Phase 11

Child, Family & Community

Goals

1. Goals for this course is to provide the learners to understand the relationship between

the perspectives of child, family, and community, and learn how to promote

socialization, and to promote interaction within these communities.

2. By developing an awareness of their own personal history, experiences, views and

expectations, learners will be encouraged to use their learning experience with the

children in their care and shape these learning experience with their own teaching

styles. Learner will develop a strong. Healthy, and an emotional relationship in the

environment with children.

3. Learners gain experience, and are encouraged to use the community resources and

services available in their demographic areas for the benefit of the children in their

community.

Course Objectives

1. Learners will focus on the dynamics between the young child, family, school, and

community, including cultural and social influences, and how they influence the child’s

social and emotional well-being.

2. Students will develop an awareness of their own personal history, experiences, views,

and expectations and how they shape individual perceptions and teaching styles.


3. Discuss the variety of community resources and social services including health care,

welfare, and counselling.

Instructional Strategies and Activities

I will be using both project-based learning, and collaborative learning as well as critical

thinking skills. Project-based learning is reputed to be an appropriate way to activate interactions

among students and to encourage knowledge building through collaborative learning. Project-

based learning is one of the common learning methods used in adult learning environments. This

enhances learning effectiveness in higher education, and has attracted educators that includes

critical thinking skills as well. Also, peer evaluation is an effective way for each student to

participate actively in a team project (Lee & Lim, 2012). Team projects and assignments with in-

class activities helps student to use their knowledge and help each other to achieving goals to

understand the subject matter further.

My instructional strategies would help me to motivate and encourage the learners. This

course is designed in away, that when students enrolled for the class they are given homework

assignments and research to be done before coming to the first day of class. As the audience is

all learners who are already working in the field of Early Childhood Environment learners are

familiar with course objectives and goals. Homework and study assignments includes:


1. Practicum attendance for observations up to 45 hours in an early childhood environment.

2. They are also required to watch a movie and write down the summary of the movie.

Learners will be assigned a movie describing relationship and or family dynamics

between

3. families. An example would be movies such as “Enough”, “When a Man Loves a

Woman”, “Waitress”.

4. Learners are also required to do an autobiography of themselves, and to critically analyze

who you are, how the family has been influential in forming your identity, and the

influences.

5. How has the technology affected the lives of our children and families? Learners are

required to research articles (3) and write a summary on positive and negative impact

from these articles.

6. Media advertising - Learners are required to choose two advertisements that reflects

today’s society and write a one page summary on image or the idea on how the advertiser

has used this advertisement to sell the products.

7. Cultural activity – Personality and character development that represent your culture.

8. Differences Assignment – Do children see differences? An activity that would represent

values such as skin color, hair and eye color, race, disabilities, culture, and values.

9. Community Assignment - Learners are required to contact up to five agencies in their

community that provides a helpful service for families.


Instructional Technologies

Instructional technology that I will be using is power point presentations. I will also be using

DVD’s that are relevant to the subject Child, Family & Community by “Janet Gonzalez-Mena

who has been writing many college books on Early Childhood Education.

Phase 111

Length of Course

Child, Family & Community training session for Early Childhood education will meet

two days, Saturday and Sunday from 8 a.m. – 4 p.m. for one full weekend. Anticipated start date

is November 12 and ends on November 13, 2016. Length of the class for each day is eight our

session with two breaks of fifteen minutes and one hour lunch break.

People Involved in Implementation

Individuals involved in this implementation of the delivery and instructional plan is Ms.

Cynthia Brown, Program Director of Laguna Technical College with the assistance of four

Senior Professors who will be monitoring for implementation. Laguna Tech Administrator, Mr.

Arturo Jimanez will be responsible of scheduling educators for the classes. Laguna Technical

College conducts many other classes related to Early Childhood Education.


Needed Resources

Resources needed for this program such as hands on materials, activities will be prepared

by the educator. Learners will have access to the computers and Internet for research. Learners

are also given a homework packet at the time of registration for the program/course. They are

expected to come prepared with some learning materials. This preparation material would help

learners to be more aware of the expectation from them as learners.

Implementation

To build interest and commitment, student will have an entrance counselling with the

Program Director prior to registration. This will enable the college Program Director to

understand and evaluate the student learner. In return, student learner will gain knowledge of the

expectations and basic qualifications that are required to take this course. Laguna Technical

College also have a website. Student have access for registration, and/or questions they have for

submission prior to registering or taking the class. All text books will be provided online for the

students to review prior to coming for the class. Student learners are required to read and

understand the subject matter. If the learners have any questions, they can submit them online

and the educator will answer the questions.


Formative Assessment

Formative Assessment will be used to gather data during the instructional design

development process, and to collect information that is used to deliver feedback on how the

progression will be successful. As discussed by Brown & Green, 2011 for stages of Design

Review to analyze needs, tasks, and learner analyses will be performed. This will validate the

accurateness of each stage of the design process. This is exclusively valuable at early stages of

the process in instructional design. Feedback on this evaluation allows the educator to formulate

progresses to instructions before the instructional design is entirely developed. This method

would help to ensure that a quality instructional design is developed. Stage two on expert review

will be done by the Program Director. Any revisions or recommendations will be communicated

to the instructional designer. Stage 3 with learner validation is conducted at the time of entrance

counselling. Program director evaluates the student to be qualified with the necessary

educational qualifications for the course. Stage four with ongoing evaluations, students will be

given an evaluation for at the end of each day with instructions and expectations of this course.

On final day, at the end of the class students will be given a formal evaluation of the course

material and the instructor. This statistics and data will be gathered for continuing success.


Phase 1V

Criteria for Determining Outcome of Course

Final steps of this instructional design plan are to clarify the complete product and

outcome of the course, and to determine if the goals and objectives of this instructional plans are

met by the student learners. This method is created when the instructional designer has analyzed,

designed, developed, and implemented a successful instructional Plan. “Determining if a learner

has reached a high level of success is accomplished through learner evaluation” (Brown and

Green, 2011, p. 139).

Evaluation Instruments created

Evaluations will be done in the following manner.

1. True/False

2. Short-answer questions

3. Multiple choices

Evaluations will also be done with the home-work assignments delivered to the learners

prior to starting the course, when the registration is completed. School policy is that students are

required to do several assignments in class, including presentations. All homework is due on

assigned days. Any late homework assignments will be deducted 20% of its point, and there will

be no exceptions. Also, under excruciating circumstances, with the approval of the instructor,


Some assignments may be e-mailed or faxed to the instructor. It is the student’s responsibility to

confirm if they are received by the instructor. Students will still be deducted points.

Evaluation Overview for Efficacy and Additional offerings of this course session, Future

Decision Making

Ongoing assessments are an excellent instructional method for understanding

what adults are learning, how they think, what is the progress of this learning, what major

problems of this learning to be addressed, feedback, and how to improve our teaching

(Wlodkowski and Ginsberg, 2011, p. 145). Conclusions with the evaluation methods used in the

above section any changes can be done to advance delivery methods. As this course is an

intensive and accelerated method, and if the students are performing poorly, changes can be

introduced to the course duration time.

Finally, after completing the course, students will be offered a diploma certificate and

transcripts. Students will earn three semester units. This is a requirement by the Department of

Social Services, Community Care Licensing to be a pre-school teacher. Overall they need twelve

semester units to be a fully qualified pre-school teacher.

In conclusion, students are motivated to continue with the courses required to be a fully

qualified pre-school teacher.


References

1. Brown, A., & Green, T.D. (2011). The essentials of instructional design: Connecting

fundamental principles with process and practice (2nd ed.). Boston, MA: Allyn and

Bacon

2. A Practical Guide" (1995). "Planning and Conducting Needs Assessments. Retrieved

from https://www2.ed.gov/admins/lead/account/compneedsassessment.pdf on October 2,

2016.

3. Lee, H., & Lim, C. (2012). Peer evaluation in blended team project-based learning: What

do students find important? Journal of Educational Technology & Society, 15(4), 214.

Retrieved from http://search.proquest.com/docview/1287025373?accountid=458

4. Wlodkowski, R. J., & Ginsberg, M. B. (2010). Teaching intensive and accelerated

courses: Instruction that motivates learning. John Wiley & Sons Inc.

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