Instructional Plan Template | Slide 1

AET/515Instructional Plan

Template Sandra Thornton-Rogers

Instructional Plan Template | Slide 2

Needs Assessment (Insert your answers to the questions below.)

1. What is the learning problem or opportunity? The opportunity is to provide a certification for those interested in attaining a certification in fine cuisine in hospitality.

2. What is currently available? The current availability is 25 students per cohort. Their will be 3 cohorts; fall, spring and summer.

3. What should be available? All cohort should be available. Each cohort will begin with the first Intro to the certification and continue with the program together.

4. Explain the gap analysis between what is available and what should be available. The goal set in place is to get more students interested in this new Culinary Arts Program, filling every seat in each cohort. Right now we are only filling an estimate of 17 seats in the fall and spring cohort and only 10 in the summer cohort.

5. What is your recommended solution for filling the gap? The targeted audience is people who are working at Baderman Island. Also we plan to target people who are interested in careers in hospitality services. The plan is to talk to local businesses to gain their attention and also their employees attention.

Instructional Plan Template | Slide 3

Instructional Goal (After reading the information below, delete and insert one instructional goal.)

Upon completion, students should be able to

- demonstrate competency in the basic cooking skills used in the foodservice industry

- apply the concepts and techniques of sanitation to a food service environment

- demonstrate the relation of food to health and well being

Instructional Plan Template | Slide 4

Performance-Based Objectives

Culinary Arts Program Students will demonstrate how to prepare basic fine cuisine orders given in “real time” hospitality restaurant setting.

Culinary Art Students will demonstrate acquired knowledge of sanitation, nutrition, place settings, prepping and other acquired knowledge by taking a certification test that will have lead to certification of completion.

Instructional Plan Template | Slide 5

Summative Assessment and Learning Outcomes

Summative Assessments Throughout the program, each cohort will develop a portfolio to reflect the growth in specific areas.Students will be closely observed by instructors to assure effectiveness throughout the program.Students will take assessments as planned by the instructor, also labs assessments will consist of demonstrating alone with a mid term exam.

Learning ObjectivesStudents will learn about sanitation and safety of a work environment.Students will learn the nutrition facts of cuisines.Students will learn how to utilize the correct utensils.Students will learn how to serve, prep and function in a hospitality environment.

Instructional Plan Template | Slide 6

Learner Characteristics

The learner characteristics include information about your target audience such as:

My targeted audience for the Culinary Arts Program is half women and half men. I would like for them to be over 21 years of age with at least 2 years in serving industry. The prerequisite courses requirement is (9hrs) English Comp I & II, (3hr) College Math and (3hr) Oral Communication.

All learning styles are welcomed but majority of our students typically learn through visual, kinesthetic and verbal.

What are the implications to your instructional plan based on these characteristics? The conclusion drawn is based off the maturity students must posses in this program. Students will be working in a high paced, attention to details, goal oriented classroom/lab setting environment that is going to be very demanding.

Instructional Plan Template | Slide 7

This section includes the following:-The instructional settings will be campus setting whenlabs are schedule.

- Instructors can make the decision to have class via email or in other technology communication forms.

- Some classes such as nutrition will be offered via online.

Explanation of how the information about the learning context will be used in developing the instructional plan.

Learning Context

Instructional Plan Template | Slide 8

Delivery Modality

For the courses that can be done Virtually, there will be a syllabus aligned with all of the course work. The Teacher will be available to guide students when they need help and guide them though assignments that will start and end each week. Videos and other visual aids will be available for assistance with understanding.

There will be classroom learning, that will have instructor/ facilitators guiding students while teaching the hands on learning of culinary arts.

Because working in a culinary arts setting require strong team skills, teams will be assigned to help build team support and strengthen team building skills. This will happen in each cohort, virtual and classroom based.

Instructional Plan Template | Slide 9

Instructional Strategies

• The overall plan is to make sure instructors know the material needed to teach students and to make sure the instructional strategies used will help them to grasp on to every important details as possible. They will be there to guide them properly because instructors will know the courses being taught.

• The instructional strategies that will be used by the teachers will consist of a variety like observation, discussion, activities that will compare and contrast the right/wrong way to handle things. Instructors will build background, use review before and after assignments. Critiquing assignments and if students don’t have it correctly then instructors will reteach if necessary.

Instructional Plan Template | Slide 10

Plan for Implementation

CAU 101 Intro will be a distant learning course. It is a 4wk course and it will take place in the fall (first full wk in Aug), spring (1st full wk in Jan), summer (1st full wk in June).

CAU 102 Nutrition will be distant learning. This course lasts 6wk and will take place in fall, spring and summer after CAU 101 Intro.

CAU 110 Culinary Skills I & Lab will take place in the classroom/lab setting. These courses will be available in the fall, spring, summer at the start of nutrition and last 8wks.

**This course will have multiple times of the day for example, fall will be catered to people who are available during the day. The times will be 8AM & 11AM. The classroom and lab will last 3hr and meet 3 times a week (MWF).

The spring term will cater to learner available in the evening. The times will be 4pm and 6pm and will last 3hrs and meet (T,Th,SAT)

The Summer the courses schedule will be web based. Students will have to do the classroom learning virtual. This is for the students who have limited time. The lab will be complete in a lab that will be available on Saturdays from 8am to 12pm.

Instructional Plan Template | Slide 11

Plan for Implementation

Facilitators will need the appropriate uniforms, demonstration materials, copies of ingredients and other material that will be taught during this time.

They should have the current lesson plan for the day. An array of discussion questions should be prepared. Instructors should arrive 30 minutes early to set up lab and to make sure they have the appropriate material. As the program continues the more intense it will get. The better prepared the instructor is the more time they will have to pay attention to details.

Individuals will need to have on their appropriate uniform, cooking

utensils, note books, writing utensils and great attention to detail mindset.

Instructional Plan Template | Slide 12

Plan for Implementation

I will implement my plan by thoroughly demonstrating to the instructors how to plan properly with each resources needed to teach this program. Time management is very important with culinary art, I will show facilitators how to manage their time properly while paying attention to detail. The classroom and lab will go hand in hand. Assigning reading materials, powerpoints and demonstration first during the classroom setting, will also allow the students as well as the facilitator prep better for lab. Concentration is going to be important because in a real world kitchen, there is a lot of pressure on chefs to have everything perfect. Instructors will learn these concentration techniques so they can teach it to their students during lab and externships. I will hold meetings with instructors 2 weeks before each term began. This will address any questions or concerns they may have. Demonstrations will take place during those meeting.

I will partner with the instructors to see what our criteria should consist of before admittance to the program. Future learners will have to demonstrate high stress tolerance during the interview they will be given a situational survey on how they deal stress. They will have to demonstrate some form of cooking experience (home, beginner or restaurant).

Instructional Plan Template | Slide 13

Instructional Resources

Computer will be needed to communicate with students. Instructors will need to put all of their assignments together for students. Computers can also serve as a white board to show videos and demonstration of the assignment being taught. Manipulative will consist of hands on learning that will be done in the labs, group work, internship and portfolios. Teachers will be sure to demonstrate the matter at hand and assist the students with extra help when needed. Extra materials that students will have to ensure proper instructions are being utilized is uniforms, cooking pots, utensils, cutting boards, containers for oils, spices, ect., and measuring cups. The instructors will provide the mixers and food processors. The instructors will also provide the cookbook.

Instructional Plan Template | Slide 14

Formative Assessment (After reading the information below, delete and insert your

information.) 1. Questioning will demonstrate that all learners are

processing the correct information.2. Observation is when the instructor walks around the

lab/classroom to make sure all learners are paying attention and on task.

3. Learning Journals can be used for students to write down a reflection of what they have learned, already knew and/or what's important to them.

4. Individual demonstration allows students to demonstrate what they have learn. Students will also learn form their peers during this assessment.

5. Discussion allows the class as a whole to ask questions to further understand.

Instructional Plan Template | Slide 15

-Conduct one on one assessments for each one of the faculty members- Discussion assessment with faculty members into a small group-The faculty will demonstrate their understanding of the new course-There will be measurements of how well the faculty members and students understood the objective in the courses.

Evaluation Strategies

Instructional Plan Template | Slide 16

Outcome Review

RubricMeets Expectation Meets Most

Below Expectations

Performance-Based Objectives

Prepare basic fine cuisine orders in a real time setting. Demonstrate knowledge of sanitation, nutrition, place settings, prepping and ect. Pass Certification Test

Prepared basic fine cuisine orders in a real time setting. Demonstrated knowledge of sanitation, nutrition, place settings, prepping and ect.

Struggle to meet most or none of prepping food orders in a real-time setting and the utilization of sanitation, nutrition, place setting, prepping and ect.

Design Goals The changes are user friendly. Needs are met by all faculty staff. Gaps are filled with the right proportions numbers of students. 90% of students have certification in food services.

The changes are user friendly. Needs are met by most faculty members and less than 80% of students have certification in food services. Gaps are not filled with the right proportions.

The changes are not user friendly. Only 50% of the faculty needs are met and only 50% of students have certification. Gap isn’t closing.

Learning Outcomes

Basic cooking skills are acquired and demonstrated by use in the food industry. Demonstrated the relation of food health and well being

Basic skills are acquired but not demonstrated by use in the food industry. Struggled with demonstration of relation of food health.

Struggled with demonstrating in the food industry and poorly demonstrated the relation of food health and well being.

Instructional Plan Template | Slide 17

Recommendations

I will recommend that testing should be done throughout the entire design to ensure all needs are met. This will leave time for improvement of any small details.

Instructional Plan Template | Slide 18

References

Broen, Abbie, Green, Timothy D. (2006). Analyzing the Learners. The Essentials of Instructional Design: Connecting Fundamental

Principles with Process and Practice, 1 e. Retrieved November 7, 2013 from

https://ecampus.phoenix.edu/content/eBookLibrary2/content/eReader.aspx

Gardner, Clark J. The Addie Evaluation Phase. (2011, October 18). You tube. Retrieved on November 17, 2013 from

https://owl.english.purdue.edu/owl/resource/560/10/

Gardner, Clark J. (2011, September 25). The Addie Development Phase. Youtube. Retrieved on October 27, 2013 from

https://www.youtube.com/watch?v=VzYDNWhQWYA

Gardner, Clark J. (2011, September 25). The Addie Design Phase. Youtube. Retrieved on October 27, 2013 from

https://www.youtube.com/watch?v=BhLIiF9QyTo

Kelting-Gibson, L. M. (2005, September). Comparison of Curriculum Development Practices. Educational Research Quarterly.

Retrieved on November 6, 2013 from

http://search.proquest.com.ezproxy.apollolibrary.com/docview/216183788/12DD752914F8784B4F/1

?accountid=35812

Instructional Plan Template | Slide 19

References

7 Steps For Best Practices When Implementing Instructional Design (2013). Training Folks Blog. Retrieved on October 27, 2013

from

http://www.trainingfolks.com/blog/bid/187011/7-Steps-For-Best-Practices-When-Implementing-Instru

ctional-Design