Implementation Plan and Facilitator Guide
Using the template below to guide your response, complete the section of the document that corresponds to your role on the team. The outline below serves as a suggestion of the components to include in you Implementation Plan and Facilitation Guide. You may adapt or modify the elements included in each of the five sections based on the design needs of your instructional module. The audience for this guide is the instructor, teacher, or facilitator that will deliver the instruction to students, and should be written with this in mind. The suggested length for each section of this guide is the equivalent of 1 to 2 pages.
Team Member A
Section I: Unit Overview

Provide the background and context for this instructional module, including the overall goals this unit should fulfill. Briefly describe the intended learner audience, and provide an overview of what students will learn during this unit. Modify the table of contents to reflect your completed document and include a brief paragraph about the intention and structure of this guide.
Suggested sections:

  • Background and goals of instructional module
  • Introduction to the unit
  • Learning Objectives
  • Structure of this guide (table of contents and an “about this guide”)

Team Member D1
Section II: Pre-workshop Planning

Describe any preparations that need to be made by the facilitator or students prior to implementing this instructional module. Also include any pre-requisite skills or knowledge that students need in order to participate.
Suggested sections:
  • Preparing participants
  • Student Groupings
  • Giving participants advance information

Team Member D2
Section III: Instructional environment, equipment, and materials

Describe the types of learning environments in which this unit could be delivered. Provide an annotated list of materials, handouts, and equipment that are needed throughout the lesson. Describe any logistical considerations the facilitator should be aware of.
Suggested sections:
  • Considerations for the delivery environment
  • Equipment and materials
  • Handouts and media support
Team Member E
Section VI: Instructional delivery and sequencing

Describe all activities from both the facilitator and student perspectives. What will the facilitator and students do during each activity or event?
Suggested sections:
  • Overview of lesson
  • Sequence of activities
  • Step-by-step process

Team Member I: Project Leader
EVALUATION
“Successful learning is enhanced when individuals receive feedback on how well they are learning as instruction takes place” (Morrison, 1991).

Evaluation Design is an essential component of instructional design and is a continuous process that should occur early in the design process and be repeated at different levels. It is used to provide information about the success of a course or unit of instruction.

Prior to learning: Pre-tests are used to assess a learner’s “entry skills” for a course or unit
  • By measuring the preparation level prior to taking the course and
  • Determining which competencies have already been mastered by the learner.
  • Measure degree of improvement or proficiency after the instruction is completed
Examples: Pre-test, Self-Evaluation, Questionnaire, Review, Interviews

  • Ensure that learners have sufficient readiness and understand why the pretest is being given.

During the learning process Formative Assessmentsfocus on instructional processes and outcomes during development and progression of the course.
  • Assess Knowledge using objective testes (completion, multiple choice, true/false, matching)
  • Assess skills and behavior by directly testing behaviors, analysis of naturally occurring events, rating scales, and checklists of behavior and performance
  • Assess attitudes by observation during instruction, surveys, and interviews

After the learning process Summative Assessments are used to measure the specific trait of the instructional objectives
  • Relative standards(norm-referenced
  • Absolute standards (criterion referenced).
  • Alternative standards(Standards based) These assessments demonstrate the application of knowledge and skills by performing authentic real-world tasks.

  • Consider designing all evaluations so that they yield data for improving the instruction.
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Phase/Time (Checkpoint) Is the project worthy Project Manager
After initial meeting of client
Completion of Task Is project on target Project Manger
Analysis and Objectives

Phase/Time (Checkpoint) Is instructional SME (Content expert)
Completion of prototype content accurate
Draft of website an posttest

Formative Evaluation Are test items Designer/Evaluator
Are instructional
Strategies effective Test subjects; Designer or
Evaluator
Does instruction
Motivate the learner? SME
Is instruction effective? SME

Confirmative Evaluation Do technology advances Instructor
require instr. Modification? Training Department
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References

Morrison, G.R., & Ross, S.M. (1991, October). Evaluation report for presentation skills: Final report for Dow Chemical USA. Memphis, TN: Memphis State University.

Morrison, G. R., Ross, S. M., Kalman, H. K., & Kemp, J. E. (2011). Designing effective instruction. (6th ed.). Hoboken, NJ: John Wiley & Sons, Inc.