Running head: INSTRUCTIONAL PLAN / SIGNATURE ASSIGNMENT

Instructional Plan/ Signature Assignment

Robert Leaverton
CUR/516
December 19, 2016
Dr. Carrie Miller

INSTRUCTIONAL PLAN / SIGNATURE ASSIGNMENT

Instructional Plan/ Signature Assignment

This is an Instructional plan for a basic English language workshop for high-school
physical education instructors who will give soccer classes. There is a need to start training
Spanish-speaking physical educators from Colegio Mayor, Pealoln, Santiago, Chile, in basic
English as the learners in the high school are becoming bilingual, and the current instructors do
not have the necessary vocabulary to work with the learners at the high school level. The plan is
to train these instructors with basic English vocabulary, for soccer, during a two-day workshop
that will include a bilingual application for a smartphone, video instruction, and hands-on
practice with real learners from the high school. While the English vocabulary for soccer will not
be learned thoroughly in a two-day workshop, it will give the physical education instructors the
experience and tools to communicate with the bilingual learners. This workshop is designed for
soccer. However, it can be modified for any other sport with very little effort. This will all be
explained in the following four phases.
Phase I
Title of course
English language workshop for Spanish-speaking high school instructors focusing on
soccer vocabulary.
Description
This course will develop skills for Spanish-speaking physical education instructors in a
bilingual school to communicate in English with the high-school learners. The physical
education instructors will practice English in a real setting, first with other instructors then with
high-school-aged learners. This is not meant to be the only instructional workshop in English for

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the instructors; it is meant to jump start the English language process for the instructors to
become bilingual in the future.
Target Audience
As defined above, the intended audience for this workshop is instructors at Colegio
Mayor, Pealoln, Santiago. The general age should be 21-60 with a minimum of a bachelor's
level of education. Prior knowledge of English is not required but is helpful.
Delivery and Length of Session
This will be a face-to-face course with video, presentational material, and group
discussions. The video can be made from previous workshops showing the activities, application
use, and hands-on demonstrations. A prior knowledge self-assessment will be available to
identify, to the workshop instructor and the learner, what vocabulary is already known and to
start the learner's mind to think in English. This will be a two-day workshop; each day will be 90
minutes.
Goals

Learners in this workshop will learn English vocabulary for teaching soccer.

Learners in this workshop will participate in a role play soccer course taught in
English.
Phase II

This will focus on the goals that were created in Phase I and explain the instructional
strategies and activities that they will be working with in this workshop. The technology utilized
in the workshop will be given here as well. It is important to note that the objectives in this
section will be written out in A-B-C-D format, which Brown and Green (2011) describe as a

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process that outlines the audience (learner), behavior (what is expected), condition (setting) and
degree (acceptable performance).
Objectives
Given the Google Translator, the training videos and presentations, the physical education
instructors will be able to use English to role play a soccer course to high-school learners with
little or no error.
Given the opportunity to practice in groups, the physical education instructors will
positively demonstrate confidence in speaking English to explain to a high-school-aged soccer
course, using only English and no translator.
Instructional Technology
Two applications, Duolingo and Google Translator, for Smartphones and tablets will be
used in the workshop; the applications are available on iOS, Android and Windows 8 and 10
platforms. The Goggle Translator allows the learner to translate English/Spanish as well as
allowing the learner to speak English into the applications to demonstrate whether the correct
word and pronunciation were used. Duolingo will maintain English in the mind of the learner
with 10/15-minute practice sessions daily to extend the learning process into English.
Collaboration and Critical Thinking
During these two sessions, collaboration and critical thinking will be encouraged for the
learners to express in groups as well as individually in the final assessment. Using groups of
three to five learners a prior learning assessment in the form of a 30 question English vocabulary
quiz on the topic of soccer. This prior learning assessment will provide knowledge to the learners
that they already know some vocabulary and ease them into the process of thinking in English.
Giving the two applications, Google Translator and Duolingo, and allowing the group to explore

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the possibilities will allow for collaboration and critical thinking within the group. Discussing
questions and ideas on the English vocabulary compared to the Spanish is a great way to help
find answers and solutions in a quick and effective manner (Brown, & Green, 2011).
Space learning techniques (Kelley, & Whatson, 2013) will challenge the learners to show
the desired vocabulary that will stay with them longer than traditional methods. The theory of
spaced learning is to give 30 minutes of instruction and practice with a 10-minute break then
repeat this step two more times. The repetition and breaks allow for the information to be
retained longer.
Phase III
This part of the instructional design will set the timeline and resources for
implementation of this workshop. While it is hoped to start at the first of the school year in 2017,
it can be started at any time, and repeated sessions can be done with minimal setup time.
Timeline and Instructor
This workshop will be two 90-minute sessions. Each session will have three 15-minute
instruction session followed by a 10-minute break where English will still be required to be
spoken. The idea is to expose the learners to knowledge three times with two breaks between;
this is how the long-term memory is activated for accelerated. The last 20 minutes of each
session will be assessment; each group, the first session will role play a physical education class
focused on soccer vocabulary. The plan is to implement this at the start of the new school year in
March 2017, with the workshop on consecutive days. One instructor for each workshop with one
assistant instructor for every ten learners to assist learners as they apply the knowledge and
encounter issues and questions.

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Resources
Materials for this workshop are nominal, the two applications, used on a smartphone or
tablet, which are free to use. A video of the role play and final assessment to be used as training
material; for the first class this will be made with the use of several instructors, after the first
class a recording or a previous workshop will be used as training material. The prior learning
vocabulary assessment will be made using an English soccer assessment grades 9-12 (2016) web
site. The workshop will be held on the soccer field at the university during normal class hours
accordingly to the schedule of the learners. The plan for this workshop and links to download the
applications will be communicated through email. The workshop will be posted on the teacher's
resource page on the university platform (Universidad Mayor Santiago, 2016) and after it will be
self-promoted as the university is moving toward bilingual courses and all of the current
instructors are interested in learning and using English. The first workshop will choose the
participants by means of a lottery after which it will be implemented to grade 9 and 10
instructors, then grades 11 and 12 to follow.
Formative assessments will be given through the 90-minute workshop session using
peer/self-assessment and final hands-on demonstration; the first session will have the group role
play and the second session will be individual practice session with actual learners from the high
school
Phase IV
The criteria for determining whether the goals, objectives, and overall outcomes of the
workshop will be seen when the final assessment demonstrates the learner's ability to use English
in a role play and real setting with few and minor errors. English is a new process for many of

INSTRUCTIONAL PLAN / SIGNATURE ASSIGNMENT

the instructors, and with a workshop of three hours in total time the final objective is to get the
instructors open to using English, in this case in a physical education class focused on soccer.
This workshop, with few changes, can be made for any other sport. The true measure of the
success of the workshop will be the instructors demonstrating the desire to learn more English.
The assessment scores will not be 100% by the end of the two-day sessions but using the spaced
learning techniques a lot of knowledge will be recognized by the learners and will create future
learning.
Evaluations

Prior learning assessment (English soccer assessment grades 9-12, 2016).

Surveys for peer/self-assessment.

Rubric for group/individual role play and practice assessments and feedback.

The prior learning assessment can be made quickly for free at the resource listed; there is
a large bank of questions for many different subjects and grade levels as well as types of
questions such as multiple choice, fill-in, true/false, and open-ended. This evaluation will allow
the learner to relax, switch his or her thinking to English and demonstrate to the individual that
they have some knowledge of English vocabulary.
The peer survey will feel out each learner's outward appearance of knowledge and
comfortability in English, and the self-survey will sow doubts and perceived weaknesses in the
learner
The rubric will allow for both objective and subjective assessment of the learner. The
feedback form will allow the learner to understand his or her learned knowledge from varies
sources.

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References
Brown, A., & Green, T. D. (2011). The Essentials of Instructional Design: Connecting
Fundamental Principles with Process and Practice (2nd ed., eBook). Boston, MA: Allyn
and Bacon.
English soccer assessment grades 9-12. (2016). Retrieved December 19, 2016, from
http://www.helpteaching.com/search/index.htm?grade=106&%3Bgrade=108&
%3Bquestion_type=4&%3Bkeyword=soccer
This is the annotation of the above source; this can be created quickly and freely using a base of
68 questions from a bank of Fill-In-The-Blank, Multiple-Choice, True or False questions. It is
very helpful to make a different prior learning assessment before each workshop.
Kelley, P., & Whatson, T. (2013). Making long-term memories in minutes: A spaced learning
pattern from memory research in education. Frontiers in Human Neuroscience, 7, 589.
doi:10.3389/fnhum.2013.00589
Universidad Mayor Santiago. (2016). Retrieved December 19, 2016, from http://www.umayor.cl/