Portfolio Project

EDUC 765: Trends and Issues in Instructional Design

By: Marilyn Fassett
Submitted January 16, 2016

Project Title
Learn English With Us!

Sponsoring Organization
SEPA Mujer
Mission Statement- They stand for the well-being and development of Latina immigrant
women on Long Island. Their mission is to raise and unite their voices to be heard and
recognized in social, governmental and political systems.

Project Description
Members of SEPA have expressed a need to pursue their personal goals by improving their
ability to understand, speak, read and write basic English.

Aim
To provide instructional interventions that will assist learners in improving their ability to
understand, speak, read and write Basic English based on their placement.
Group 1-Beginning Speaker
Group 2-Intermediate Speaker
Group 3-Advanced Speaking-Intermediate Reader

Target Audience
The majority are Latina immigrant women on Long Island who are single or married from
Central American countries and are between the ages of thirty-forty. These women want to
improve their self-esteem, physical and emotional security, legal status and economic
independence.

Delivery Options
Face to Face instruction is given in a classroom setting utilizing a whiteboard, flashcards and
other instructional resources. Mobile technology is sometimes used by learners and instructors
to share visuals or translate words or sentences.

Instructional Need
Identifying Need:
Members of SEPA Mujer do not work for the organization, however, the
members are needed to create a support group and spread the mission of
the organization.
I also see Need as responding to an existing performance problem a gap
between what is expected and the existing conditions.
Need has been identified by the organization.
Types of Needs identified for members of SEPA Mujer
Felt needs- gap between current performance or skill level and desired
performance or skill level. Members have difficulty communicating outside
of their cultural/ethnic group
in the primary language, English, and have expressed a need to improve.
Expressed Needs-Felt need turned into action. Members are willing to pay
a fee to enroll in tutoring classes.
Anticipated or Future Needs- identifying changes that will occur in the
future. Members may want to apply for citizenship which will require more
than a basic level of English in the future to past the citizenship test.
Needs assessment-to assess the basic level of English performance in the
areas of speaking, reading and writing.
Writing, Reading and Speaking assessments to qualify for one of
three levels.
1. Beginner- (First grade level)
2. Intermediate-(Second/Third grade)
3. Advanced- (Fourth through seventh grade)

Learner Analysis
Primary Audience
Latina women who are employed in the labor force.
Latina mothers
Latina grandmothers
General Learner Characteristics
Age: Thirty-five to sixty
Gender: female
Education: Learners have completed high school in their native
country. One has a nursing certification from her native country.
Native countries: Majority are from Central American countries of
Guatemala, Honduras, and Nicaragua. One from Mexico.
Entry into the United States: All have been here for several
years.
Work Experience: Few employed for four or more years. Others
unemployed.
Entry Characteristics
Have little or no speaking, reading or writing ability in English
Have simple speaking ability in English. simple reading ability, no
writing.
Advanced speaking ability. Conversational but not sophisticated
reading and writing ability.

Contextual Analysis
Orienting Context
What goals do the learners have for taking or attending this
course or instruction?
Personal/Economic goal to improve their ability to understand, speak,
read and write Basic English.
What is the learners perceived utility of the instruction?
Improved communications with supervisor and co-workers.
Communicate with school personnel, teachers, other parents or
relatives.
Communicate with health professionals.
Read and speak with grandchildren.
Pass the citizenship test.
What is the learners perception of accountability?
Attending tutoring sessions and paying the registration fee.
What are the learners potential misconceptions towards the
subject of the instruction?

The amount of time the learner needs to practice and review own their
own at home.

Instructional Context

Scheduling- Sundays for two hours. Fall season eight sessions.

Winter/Spring seventeen sessions.
Lighting- can be controlled by tutors.
Noise- building is used on Sundays. Employees are not in the building.
Temperature- can be controlled by tutors.
Seating- one rectangular table. Not conducive for small group work.
Accommodations- no food/drinks or snacks. Bathroom available.
Equipment-Dry erase board with markers. One room for three groups.
Transportation- learners provide their own transportation.

Technology Inventory
Learners and tutors have their own cell phones for limited use.
Transfer Context
Transferability- speaking, reading and writing skills.
Opportunities for Using Learned Information-Several will use at
work but some work where little to know English is spoken daily.
Watching English television programs or music. Reading English
newspapers, books or magazines.
Support- I see this as a problem. Two members have children who
encourage their parents but even SEPA Mujer meetings are
conducted in Spanish! They are living in communities which support
them mostly in Spanish.

Application of Learning Theories

Although I lean toward cognitive theories of learning, I recognize the need to
be able to apply multiple paradigms (behavior and social learning included)
to instructional design based on instructional problems, learner
characteristics, instructional objectives and content in order to provide the
best learning environment for the members of SEPA Mujer.

Application of Motivational Theories

How will you apply motivational theories to your target audience?
Attention
Using flip cards, word bingo, dry erase, board, newspapers, magazines
Relevance
Have learners give examples of how new learning/skills can/will be used
today/future. Have learners model/tutor others.
Confidence
Give constructive feedback and assessments.
Satisfaction
Roleplay situations. Use learning at work, home etc.

Impact of a Diverse Audience on Instruction

The members of SEPA Mujer hail from a similar geographic region and share
some basic characteristics such as language and gender, but, there are still
cultural differences which impact learning. There are specific differences in
ethnicity, religion and socioeconomic back grounds to be considered.
With no singular way to address broad educational outcomes, variety of
approaches and tools must be carefully matched to theories in order for
learners to be successful.

Goal Analysis Tool and Template

Instructional Need/Aim
SEPA Mujer is an organization that was created to advise and support Latina women
coming to the United States from Central and South American countries.
Members of SEPA Mujer do not work for the organization. However, the members
are needed to create a support group that will spread the mission. of the
organization.
Members have difficulty communicating outside of their cultural/ethnic group in the
primary language, English and have expressed a need to improve their English
skills. SEPA Mujer offers ELL classes in English for two hours once a week.

Goal Analysis
Step 1 - Write down the goals.
Original goals:
To provide instructional interventions that will assist learners in improving their
ability to understand, speak, read and write Basic English based on their placement.
Group 1-Beginning Speaker
Group 2-Intermediate Speaker
Group 3-Advanced Speaking-Intermediate Reader
Step 2 - Write down everything a learner would have to say or do for you
to agree that the learner has achieved the goal.
Reading:

Reads foods and drinks on a menu.

Reads familiar names, words, and very basic phrases on notices.

Reads and follows written directions.

Reads short written notices, signs, and instructions with visual supports.

Reads and finds information in everyday materials.

Reads and identifies specific information in letters, brochures and short

articles found in local newspapers.

Reads written instructions for taking medication.

Reads information in a description of jobs and services.

Read and analyze print materials.

Speaking:
Ask someone for their name.

Greet people using a few basic fixed expressions.

Name a few everyday objects

Develop effective speaking skills.

Spell out loud their name and address.

Tell the time of the day in full hours.

Use very basic words to ask for food and drink.

Say their own age and ask someone about their age.

Ask for and give the day and date.

Ask someone about their job.

Establish basic social contacts with simple, polite greetings and farewells.

Ask for and give a date of birth.

Ask and answer questions about family and friends.

Ask for and give basic information about their home.

Indicate time by using phrases such as next week, last Wednesday, in

November, four o.'clock.

Describe where they live.

Writing:

Completes simple forms with personal details.

Copies short sentences on everyday subjects.

Uses basic punctuation( commas, periods, question marks)

Writes sentences about their family and where they live.

Writes sentences about personal interests.

Write a range of standard greetings.

Writes a simple description of a room, house or apartment.

List personal details in writing.

Produce efective written work.

Writes very precise directions.

Write sentences about personal skills.

Writes short, notes, emails, and messages relating to everyday matters.

Writes short descriptions of places, people or things,

Writes sentences about someones work and duties.

Writes sentences about someones life and routines.

Listening

Recognizes a speakers informal and formal greetings.

Recognizes a speakers phrases and content words related to basic personal

and family information.

Recognizes when speakers agree or disagree in a conversation conducted

slowly and clearly.

Responds to speakers direct requests.

Responds to standard speech on familiar matters.

Recognizes enough to manage routine exchanges without much effort.

Follows by listening to the main points of an extended discussion in everyday

speech.

Recognizes a speakers medical advice.

Listen to and dicuss various listening contexts.

Listens to a short narrative and predicts what will happen next.

Follow questions addressed carefully and slowly.

Step 3 - Sort the items listed in step 2.

Reading

Learners will critically read and analyze print materials.

Speaking

Learners will demonstrate effective speaking skills.

Writing

Learners will demonstrate their ability to produce effective written work.

Listening

Learners will listen to and discuss listening contexts.

Step 4 - Write a complete statement for each performance, describing the

nature, quality or amount you will consider acceptable.
Reading: Learners will critically read and analyze print( newspaper, magazine,
book, poem, letter)
materials to discuss a current event and main idea.
Speaking: Learners will demonstrate effective speaking skills for social purposes
by having a one-minute
discussion(conversation) with a native English speaker.
Writing: Learners will demonstrate their ability to produce actual written work with
fewer than ten
grammar, spelling and punctuation errors.
Listening: Learners will listen to listening contexts and correctly identify each who,
what, where, when
and how questions.
Goal
Combine the statements into a goal statement (a very brief paragraph).

Learners in each group, Beginning Speaker, Intermediate Speaker and Advanced

Speaking-Intermediate Reader, will demonstrate their ability to critically read and
analyze print or nonprint materials, develop effective speaking skills for social
purposes, and demonstrate their ability to produce effective written work.

Objectives-Break the Goal down into Terminal Objectives (T.O). Then break each
T.O. down into enabling, performance-based objectives. List the domain (Cognitive,
psychomotor, affective) after the objectives. How many you have depends on how
big your goal is.

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Project (Instructional) Goal

Learners in each group, Beginning Speaker, Intermediate Speaker and Advanced
Speaking-Intermediate Reader, will demonstrate their ability to critically read and
analyze print materials, develop effective speaking skills for social purposes, and
demonstrate their ability to produce effective written work.

Terminal Objectives and Enabling Objectives

Reading
T.O.
Learners will critically read and analyze print materials in order to discuss a
current event or main idea.(analysis, comprehension-cognitive)

Given an English language newspaper, read one two hundred word article
aloud and correctly identify a current event and main idea with no more than
two instructor assists. (comprehension-cognitive)

Speaking
T.O. Learners will develop effective speaking skills for social purposes by
having a oneminute discussion(conversation) with a native English speaker.
(application-cognitive)

Create and participate in a two minute conversation on work activities

with a native English speaker with not more than two instructor
prompts.(synthesis-cognitive)
Writing
T.O. Learners will demonstrate their ability to produce effective written work
with fewer
than ten grammar, spelling and punctuation errors. (applicationcognitive)

Using a list of provided topics, write a five hundred word journal entry
with less than ten grammar, spelling and punctuation errors.
(synthesis-cognitive)
Listening
T.O. Learners will listen to listening contexts and correctly identify each who,
what, where,
when and how question without errors. (comprehension-cognitive)

While listening to a recordered story, learners will fill in the answers for
their who, what, where, when, and how questions with out any errors.
(knowledge-cognitive)

ENABLING OBJECTIVES MATRIX

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Title of the unit/module: Investigating Print Materials

List Terminal Objective Here: Learners will critically read and analyze print
materials in order to discuss
a current event or main idea with no more than two instructor assists.

List Pre-instructional Strategy: Pretest

Enabling
Objective

Given an
English
language
newspaper,
read one
two
hundred
word article
aloud and
correctly
identify a
current
event and
main idea
with no
more than
two
instructor
assists.

Level on
Blooms
Taxonomy*

Fact,
concept,
principle,
rule,
procedure,
interpersona
l, or
attitude?

Learner Activity

Delivery Method

(What would
learners do to
master this
objective?)

(Group
presentation/lecture,
self-paced, or small
group)

Comprehensio
n-cognitive

concept

Identify a
current event
and main idea
with less than
two assist.

Self-paced

References

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Anchored Instruction. Instructional Design.org http://www.instructionaldesign.org/theories/anchoredinstruction.html

CTGV (1993). Anchored instruction and situated cognition revisited. Educational Technology, 33 (3), 52- 70.

Roe, Erin. (2014) http://im404504.wikidot.com/the-situated-learning-theory-andanchored-instruction

Stein, David. (1998) Situated Learning in Adult Education (ERIC Digest NO. 195) Retrieved from ERIC database
(ED418250) http://www.ericdigests.org/1998-3/adult-education.html
Situated Learning. Instructional Design.org http://www.instructionaldesign.org/theories/situated-learning.html

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