Instructional Plan Template | Slide 1 AET/515 Instructional Plan Template Denise Matsuno.

Instructional Plan Template | Slide 1

AET/515Instructional Plan

Template Denise Matsuno


Needs Assessment1. The community of Kelsey needs a hospitality program in their community college.2. Hospitality education is not available in the community.3. Hospitality certification courses should be offered in the community.4. Growing need for hospitality workforce in the local community. Hospitality certification classes should be offered local to Kelsey. 5. Create a hospitality and tourism certification program that will attract industry leaders to hire local talent in the community of Kelsey.


Instructional Goal

• Upon successful completion of the Hospitality certification program, the student will be proficient to work in the hospitality industry companies who are expanding their travel agencies in the local community.


Performance-Based Objectives

A. Associate of Arts degree students ages 18-50 who are interested in a career inhospitality will successfully complete a two-year hospitality program at NVCC, Kelsey Campus.

B. Students must pass all final examinations, research projects, and a 240 hour internship and maintain a 3.0 grade point average.

C. Hospitality students who graduate with a 3.5 grade point average or higher will be extended employment opportunities in the community.


Summative Assessment and Learning Outcomes• Students will create a professional proficiency website to

create a resume and list creative works learned in the hospitality program.

• Each lesson will have final exams that will be a mixture of web base simulation, fill in the blank, and multiple choice.

• Four research projects on the subjects of; computer reservation, geography, world history, and hospitality industry trends are published works that must post in the student’s online professional proficiency website, during the first year of the program, and is prerequisite to internship in year two.

• A 240 hour internship will be completed in the second year of the program.

• Students with a 3.5 GPA or higher will gain interview opportunities for hire with local travel agencies.


Learner Characteristics

• “Of the two million people working in the hospitality, leisure, travel, and tourism sector, 56 percent (1,064,700) are women,” (Executive Summary, 2014).

• Because women represent more than 50% of the industry, family dynamics to include on campus daycare during the hours students attend classes on site, and virtual class offerings.

• Prerequisite skills include a high school diploma, GED, or equivalent, basic computer knowledge of Microsoft Windows Word, basic Internet navigational skills, and proficiency in the English language.

• Because many learners are kinesthetic, repetition and opportunity for hands-on learning must be included in the learning program, during class, and accessible outside the classroom.


The hospitality instructional setting includes the following:• 80% classroom offered both on campus and for distance learning.

20% of the learning will come from lab hours working with web base simulations to incorporate hands on learning.

• Classes will be 50% lecture, 30% culmination of team projects and individual assignments, and 20% web base case study simulations.

• A 240 hour internship will be required working at a local travel industry in the community of Kelsey.

• The classroom setting or online portal will reflect the experience of a travel agency computer work station, with geography maps on the walls, posters of exotic destinations, and access to a training and development portal that resembles the look and feel of a travel agency reservation system (Intranet) and website (Internet).

• The instructional plan will focus on a blended classroom context.

Learning Context


Delivery Modality The best delivery method for the hospitality and travel certification program is blended Instructor-Led-Training (ILT) and Virtual-Instructor-Led Training. •Lectures – will develop core classes in world history and geography.•Case study – in the form of web-based-training (WBT) will enable students to apply critical thinking and logic to solution real life travel scenarios. Students will have access to the WBT’s by computer lab on campus, or online through the Kelsey school website portal. •Hands on travel agency system training - will require learners to be onsite to provide student’s with one-on-one coaching, and generate instant feedback of the travel system.


Delivery Modality (Continued) • Video Recording of customer reservation calls – will provide

students a hands-on and customer relationship self-evaluation.

• Training and Customer Satisfaction Surveys –will provide end of course, and customer satisfaction feedback on the effectiveness of the instructional design.


Instructional Strategies

80% of the learning plan will be ILT or VILT.•50% of the learning will be in lecture form or recorded video lectures. •30% of the class is the culmination of team projects, and individual written assignments. •20% of the class will come from real life scenarios in the form of Web-based-tutorials, hands on training with the travel agent reservation system, and a 240 hour internship.


Plan for Implementation • This is a two-year hospitality and travel certification program.

– Students must attend ILT on campus during the first six months of the program for one-hour sessions, three times a week.

– After successfully completing the initial six months of the certification program, students may elect to take the rest of the program online.

• Three instructors with a minimum of 10 years professional hospitality and travel experience will draw on his or her experience, and teach the certification course. – One instructor will teach the world history, geography, travel

and lodging. – The second instructor will teach the hands on learning for guest

reservations and, destination planning.


Plan for Implementation (Continued) – The third instructor will be a cultural translator to teach

interpersonal communication skills. This will expand the student’s knowledge of world history, cultural development, and diversity courses previously taken to build effective communication skills, and awareness of domestic and international travelers.

• 20 students will be city of Kelsey residents who are interested in building a professional career in the hospitality and travel industry.

• Pre-requisite for the course will obligate students to pre-register 30 days prior to class commencement.

• Pre-requisites include high school diploma, or equivalent, basic computer navigational skills, competency of Microsoft Windows Word, proficiency to read and write in the English language.

• College partnership with City of Kelsey will build a 240 hour internship program with local hospitality, and travel agencies to provide a richer learning experience, and promote student potential employment in the community.


Instructional Resources

• A classroom designated on campus that can occupy 21 people and computers, and Internet connectivity.

• On site daycare during on site campus class hours.• Five textbooks are required for the certification program.

20 Student and instructor textbook must include an interactive DVD-ROM. These textbooks will support the core subjects of the program for hospitality, lodging, reservations, guest relations, world history, geography, domestic, and international cultural diversity.

• Training and development reservation system must be built or pay rental and licensing fees from a local vendor source.

• The classroom environment will include a white board, computer, Internet, projector screen, LCD machine, world map, and posters of popular travel destinations.


Instructional Resources

• Online student portal access for distance learning. – Student must have access to college virtual classroom,

materials, library, and writing resources. – Student must have access to upload assignments, and

access WBT’s, and assessments by Internet. – E-mail, login user name, password, and student privacy

must meet current online student access standards, and apply to the new hospitality and travel certification program.

• The instructors and students are required to have a personal computer, with Microsoft Office (MS) 2007 or newer version to access the certification program.– Instructor and students must have internet connection

using a browser that will support MS 2007, and personal fax and printer.


Formative Assessment • Examination Assessment

– A rubric criteria scoring model will provide student and curriculum feedback and certification program progress.

– Program certification requires an 80% or higher passing final grade. Students with 85% or higher final grade will benefit from employment opportunities.

– The grading scale:• A = 100 – 95, A- = 94 – 91, B+ = 90 – 85, B = 84 – 81, B- = 80

• Rapid Prototyping– Requires a team of content designers, instructors, and students to

quickly examine curricula. The team will review and reconstruct the curriculum, and then repeats the process several times to achieve the final syllabus design, (Brown and Green, 2006).


Formative Assessment • Ongoing Evaluation

– This process will put in place a permanent design element to continuously review the collection of course curriculum data. This data will compare results with historical data to identify success, failure, and program improvements (Brown and Green,2006).

• Learner Validation– This formative evaluation system helps the instructional designer to

determine if the students can learn from the teaching modality and strategy (Brown and Green, 2006). Learner validation may include one-on-one coaching, on the job training, or involve a small group of learners to evaluate by observing.

• Issues, Resources and Evidence– Examination of curriculum by questioning the program content success of

achieving the learning objectives. – Detect the lack of resources from learning evaluation feedback that cause

learning objectives to fail, and provide new approaches to satisfy learning evaluation arguments, (Brown and Green, 2006).


The evaluation strategies for the hospitality and travel certification program will include:•Quantitative and qualitative analysis of L1 surveys given to students before, during, and after instruction.

• Survey will use Marzano’s 4 point levels of understanding to quantify results.

•Instructor observations will gather first-hand data on programs, processes or behaviors,(The Board of Regents of the University of Wisconsin System, 2011).

• Instructor observations will provide details on how students interact with specific systems, tools, and technology.

Evaluation Strategies


• Monitoring of the certification program will require instructors to provide class summary , analysis, and student assessment scores at the end of each program.• Monthly assessment evaluation will identify how many

students are achieving 85% and higher success rates, and any missed learning targets.

• Missed learning targets follow up• Follow-up team comprises of 3 hotel and travel

management executives, students who recently completed the course, two instructors, instructional designer, and college senior administrator.

• Rapid prototype will use evaluation results to perform revision, reconstruction, add, and delete courses on a quarterly basis (Derosier, 2011).

Evaluation Strategies

Outcome Review

The criteria for examining that design goals, performance-based objectives, and learning outcomes are met by using Marzano’s 4 point scale,(Marzano four point rating scale, 2006).

0 1 2 3 4


Even with help little to no demonstration of recall of learning.

With help, there is a partial understanding of some of the simpler details and processes

No major errors or omissions regarding the simpler details or processes, but major errors or omissions regarding the complex processes

No major errors or omissions regarding any of the information and/or the processes that were explicitly taught.

No major errors or omissionsregarding the simpler details or processes, major errors or omissions regarding the complex processes.

Rubric Level Rubric Descriptor4 Excellent3 Proficient2 Adequate1 Limited0 Incomplete

Outcome Review

The criteria for examining that design goals, performance-based objectives, and learning outcomes are met by using Marzano’s 4 point scale,(Marzano four point rating scale, 2006).

0 1 2 3 4


I don’t know or can’t complete any of the tasks.

(can do) some of (can do) some of what was taught.

I know (can do) all of the easy parts, but I don’t know (can’t do) the hard parts.

I know (can do) everything that was taught without making mistakes.

I know (can do) it well enough to make connections that were not taught.

Student Version of the four point scale.


Outcome Review• Has 80% or more of students employed within the hospitality or

travel industry?• Are students progressing the program at 80% grade point

average?• Are students who achieved an 85% grade point average or

higher successfully employed?• Did students successfully pass all assessments and the

certification final?• How successful are students with using technology for the online

portion of training?• How successful are the instructors with delivering learning goals,

tracking student progress, and providing feedback online?• Did all students that completed the first year of certification

successfully complete the 200 hours on-the-job-training?


Outcome ReviewThe criteria for examining that design goals, performance-based objectives, and learning outcomes are met will use the following:•Marzano teacher evaluation model

• Tracks four domains,(The Marzano teacher evaluation model, 2013)

• Domain 1: Classroom Strategies and Behaviors• Domain 2: Preparing and Planning• Domain 3: Reflecting on Teaching• Domain 4: Collegiality and Professionalism

•Rapid Prototyping• Instructional designs missing learning targets will be

reviewed, vetted, recreated, deleted, or replace.


Recommendations • Based on the rubric review outcome the following

recommendations will enhance the program for future use.• Student learning styles identify and curriculum customize to

fit student characteristics.• Revise, add, or delete current course curricula.• Low assessment scores will help to indicate what changes

are necessary to keep with industry standards and student successful passing grade of 80% or higher.

• Review the on-the-job-training and certification final to ensure both are meeting up-to-date industry employment criteria to develop students with problem solving skills, practical, and technical skills in demand.


References • Brown, A., & Green, T. D. (2006). The essentials of instructional

design: Connecting fundamental principles with process and practice. Upper Saddle River, NJ: Pearson Education.

• Derosier, J. (2011). Rapid Prototyping Reconsidered. Retrieved February 21, 2014, from The Journal of Continuing Higher Education: http://www.hastac.org/files/ujch_a_614881.pdf

• Executive Summary. (November,2010). The case for change; women working in hospitality, leisure, travel, and tourism. Retrieved February 2, 2014, from Women 1st: http://www.women1st.co.uk/system/assets/files/000/000/004/original/Women_1st_Case_For_Change_Executive_Summary_November_2010.pdf?1342707875

• Marzano 4 point rating scale. (2006). Retrieved from Douglas County Foreign Language.


References

• The Board of Regents of the University of Wisconsin System. (2011). Technology solutions for teaching and research. Retrieved February 21, 2014, from University of Wisconsin-Madison: https://academictech.doit.wisc.edu/evaluate

• The Marzano teacher evaluation model. (2013). Retrieved February 20, 2014, from Washington State Teacher/Principal Evaluation Project: http://tpep-wa.org/the-model/framework-and-rubrics/instructional-frameworks/marzano/

• Tips from Dr. Marzano. (2014). Retrieved February 21, 2014, from Marzano Research Laboratory: http://www.marzanoresearch.com/resources/tips/fasbg_tips_archive

Instructional Plan Template | Slide 1 AET/515 Instructional Plan Template Denise Matsuno.

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