instructional plan template | slide 1 aet/515 instructional plan misty lunsford

Instructional Plan Template | Slide 1

AET/515Instructional Plan

Misty Lunsford


Needs Assessment 1. What is the learning problem or opportunity? To become a

certified Paramedic or Emergency Medical Technician (EMT)

2. What is currently available? Nothing is currently available.

3. What should be available? The course for students to take to become a certified Paramedic or Emergency Medical Technician ( EMT)

4. Explain the gap analysis between what is available and what should be available. The gap analysis would be that the course is not available.

5. What is your recommended solution for filling the gap? To create a program and course that can be taken by students to become a certified Paramedic or EMT


Instructional Goal

• Assess and recognize illness or injury related to medical and traumatic causes.


Performance-Based Objectives

A – audience –•This program is for individuals that want to further their career in emergency medical services at the Paramedic level. B – behavior – •Paramedics are expected to be excellent clinicians making decisions in a variety of patient presentations often based on a limited amount of information. Paramedics provide advanced clinical assessments and advanced interventions in trauma, cardiology, pulmonology, general medicine, pharmacology, general medicine, pharmacology, and other austere conditions.C – conditions –•Following completion of the paramedic program students are eligible to sit for certification exams through the National Registry of Emergency Medical Technicians (NREMT) as well as state certifying authorities. D – degree of accomplishment – • A 2.0 grade or better must be maintained in all classes.


Summative Assessment and Learning Outcomes

•Written tests will be given. A written test will be given after each model is completed in the program.•Hands on Skills tests will be given. Hands on skills test will be given after each models is completed.•Role play will be incorporated into the skills tests for situational scenarios. Roles will be acted out to test the students’ knowledge on real life situations to make sure they have grasped the concepts of the model. •A final exam will be given at the end of the course that covers all models of the course.


Learner Characteristics

•A paramedic/EMT class with 10 men and 5 women. Test scores of the class range from 5% below average, 5% above average in word definitions, medical terms and skills tests. Majority of students learn through kinesthetic learning. •Based on the instructional plan the implications would be that the instructor would need to focus on the learning style of the students and teach according to the learning styles.


• The intended instructional setting would be 50% in the classroom and 50% in the field of study.

• The intended application setting would be at a fire department, hospital or a private ambulance company.

• The information about the learning context will be used in developing the instructional plan by using the experience of the students and the instructor.

Learning Context


Delivery Modality

The course will use multiple methods of delivery•Instructor-led•Video taped instruction• Online course delivery


Instructional Strategies

• The instructional content will be taught by an instructor, online resources, Hands on learning in the field and videos and DVD resources.

• The main concepts that the learner will need to understand and master are basis first aid, CPR, medical terminology, driver safety, and patient care.


Plan for Implementation • This course will take a total of 18 months to complete. The first 9

months will be classroom instruction which will be instructor led with the use of online materials, visual presentations and lectures. The second 9 months will be hands on training in the field with the use of volunteers for role play scenarios and an ambulance for driver safety instruction.

• All students that pass the classroom material with a final exam will proceed to the second half of the course. All materials for the course are prepared in advance for the distribution at the beginning of the course.

• The plan will be implemented by distributing the course materials to the students. The facilitator, students and volunteers will be involved in the implementation. A textbook will be used in the implementation and the course will be implemented in the classroom, and in the field. The students are chosen according to their past education and their grade point average (GPA). To gain commitment the students will be asked to sign a contract at the beginning of the course that states that they are committed to learning and completing the course in it’s entirety.


Instructional Resources

The materials necessary to implement the instructional plan are:• Computers • Whiteboards• Microsoft Word• First aid materials• CPR materials• An ambulance for driver safety• Volunteers to help with the hands on role play and scenarios.


Formative Assessment

Five formative assessment strategies that can be incorporated into the implementation of the instructional plan are:•Written Exam•Oral Exam•Practice Presentations•Peer Assessments•Discussion/Questioning


• Use qualitative data of student completion to measure areas of improvement

• Conduct follow-up measures with faculty and administration regarding relevance of course material

• Submit surveys to students inquiring about the effectiveness of applying course materials to everyday life

• Use pre and post test to understand where the students’ knowledge stands before and after the course.

Evaluation Strategies


Outcome Review


Recommendations

The outcome review indicates that students are gaining understanding and comprehension of the learning materials at an average level. The reflection of their academic level still provides a possibility that course materials and training will coincide with instructional goals and performance objectives. Apply more problem based activities, encourage group discussion, increase instructor and student feedback, and lab and instructor accessibility.


References

Common Formative Assessments (n.d) Retrieved March 9, 2014 from http://www.rcsk12.tn.us/rc/RCS_New/Instruction/plc/common_formative_assessments.html

Community Colleges of Spokane. (2014). Retrieved from http://catalog.spokane.edu/CoursesAndPrograms/?ID=267

elearners.com. (2014). Retrieved from http://www.elearners.com/online-education-resources/online-learning/synchronous-vs-asynchronous-classes/

Exploring Formative Assessment-Assessment for Learning (2008). Retrieved March 9, 2014 from http://www.fwps.org/cur/assess/formative/Fprmative%20Assessment%20RTI.pdf

Scoring guide samples. Retrieved March 9, 2014 from http://www.edteck.com/rigor/guides/rubrics.pdf

West Virginia Department of Education. (2014). Retrieved from http://wvde.state.wv.us/teach21/ExamplesofFormativeAssessment.html

http://www.rcsk12.tn.us/rc/RCS_New/Instruction/plc/common_formative_assessments.html

http://www.rcsk12.tn.us/rc/RCS_New/Instruction/plc/common_formative_assessments.html

instructional plan template | slide 1 aet/515 instructional plan misty lunsford

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