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Meghan McGillvray NUTR 381 | Instructional Plan Project | 40

points
Objectives:
Gain experience in developing an instructional plan for a specified
topic and audience utilizing the guidelines provided in class.
Demonstrate oral and written communication in presenting an
educational session for a group and gain public speaking experience.
Gain experience presenting a nutrition topic to a group of participants
and receive evaluative feedback from participants and perform self-
evaluation.

Instructions:
1. Create an Instructional Plan (IP) and present to a community
group.
a. Review the sample posted in Bb
b. Use the IP template provided for this project.
c. Use following goal for the IP: To recognize how to make
healthy food choices using the nutrition and ingredient
information on the food label. Tailor the objectives for this
goal based on the needs assessment (see below). For example,
if your audience is interested in heart health you will focus on
the nutrients on the food label related to heart health.
d. Select an audience and location.
A minimum of 6-8 adult participants required. Do your best to
select an audience that is not your family or friends.
e. Complete a needs assessment.
Determine the specifics about the audience and location (age,
gender, cultural background, literacy level, prior nutrition
education, location, etc.) and enter this information in section I
on the IP template. Plan your class for 45-60 minutes.
2. 8 points: Complete and submit IP sections I & II in accordance
with the course schedule.
3. Edit objectives as per instructor feedback and complete remainder of IP.
Before presenting, practice, practice, practice before you present. This will
allow you to check for proper timing, organization and logic in your IP.
4. Present IP to the selected audience and obtain participant feedback
through a formal evaluation form that you create refer to the sample IP
in Bb for sample evaluation form. Tally evaluations and provide a written
summary of results along with a written self-evaluation with
recommendations for changes. Be sure to submit all evaluation forms and
tally sheet with your project.
5. 32 points: SUBMIT completed IP along with previously graded
sections II & II, grading sheet and educational handout in
accordance with the course schedule. Using a blank evaluation form,
tally the evaluations and include along with section V of the IP include
your tally/summary, degree to which learning objectives were met, written
self-evaluation w/recommended changes, and all educational resources
and handouts. Inclusion of pictures from your presentation is strongly
encouraged.

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Meghan McGillvray NUTR 381 | Instructional Plan Project | 40
points
In this course, you are developing an instructional plan for a small group. In future
courses you may develop an instructional plan for other purposes, such as, individual
instruction or for an entire program. Differences in the format of these instructional
plans should be expected and you will address these components with the instructor
for that course.

INSTRUCTIONAL PLAN OUTLINE


I. Identification
A. Your name and date
B. Name of organization/agency for whom the class is given
C. Goal Statement in general terms, explain the purpose or the presentation
D. Title or topic of plan
E. Audience description of the learners; known skills and attitudes; learning
situation; room characteristics/setting; number of participants
F. Time allotted

II. Performance Objective(s)


Precise statement(s) of what is to be learned (include the 3 types of objectives);
specifies the learners behavior or degree of competence after instruction is
complete.

III. Content, Sequence and Learning Activities


Explain how the objectives are to be achieved and include all the major
instructional content and/or procedures.
A. An introduction to capture attention and interest and explain the objectives.
B. Pre-assessment questions to be asked or activity to identify learning level of
the participants.
C. Key learning activities planned to achieve objective(s), including questions to
be asked, cooperative planning, demonstrations, illustration, games or group
teaching strategies, projects, etc. Include a narrative/script for each objective.
D. A definite plan to bring instruction to a meaningful conclusion, i.e., a summary
or questions, evaluation.

IV. Materials and Resources


Provide a list of the resources to be used by the instructor and participants.
A. Research for instructional plan list sources of information used
B. Materials needed for learning activities hando uts, supplies, food list, etc.

V. Evaluation
A. Formal and Informal tools that the instructor will use to assess how well
participants have achieved performance objectives. An example of a
formal tool may include written pre- and post-tests. An example of an informal
tool may include oral response from participants to questions about content.

B. Formal and Informal tools that the instructor will use to assess instructional
strengths and weaknesses and performance objectives. An example of
a formal tool is the evaluation form you will develop and use. The evaluation
form will be used to assess teaching style, instructors knowledge and
abilities. An example of an informal tool may include observation of facial
expressions and interactions to determine if audience understands the
presentation.

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Meghan McGillvray NUTR 381 | Instructional Plan Project | 40
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Be sure to also evaluate your performance objectives and describe if they were
met. For example, if your performance objective stated the following: At the end
of the class, participants will identify the 6 out of 8 food sources rich in calcium
on a given list. Then you need to evaluate and state the degree to which this
objective was met.

C. AFTER THE CLASS: Summarize/tally the results of written and verbal feedback
from participants (also consider body language, especially if written tools were
not used). In addition, complete a self-evaluation after the presentation
describing recommended changes.

Grading Form for Instructional Plan


Please SUBMIT this evaluation form to be used for grading your project.

I. Identification
name, organization, title, 2 __ __ __
time
goal statement 2 __ __ __
audience 4 __ __ __
description

II. Performance Objectives


3 types of objectives included correctly 4 __ __ __
written in 3-part system 3 __ __ __
relate to the goal 3 __
clear, concise and well __ __
written 2 __
__ __
Submit part I & II =
________/20
X 0.4
=__________/8

III. Content, Sequence and Learning Activities


introduction is 2 __ __ __
interesting
preassessment is clear and appropriate to 2 __ __ __
audience

learning activities: sufficient and appropriate detail 5 __ __ __


accurate information 5 __ __ __
originality 4 __ __ __
relate to performance 5 __ __ __
objectives
appropriate 5 __ __ __
level
content appropriate for 4 __ __ __
time
mechanism for audience 4 __ __ __
participation

Conclusion is interesting and positive 2 __ __ __

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Meghan McGillvray NUTR 381 | Instructional Plan Project | 40
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IV. Material and Resources
research resources described, referenced and 5 __ __ __
appropriate
materials described or included and 7 __ __ __
appropriate

V. Evaluation

for performance objectives is clear and 5 __ __ __


informative
for instructional strengths is clear and 5 __ __ __
appropriate
recommended 10 __ __ __
changes

Overall
The IP is clear, complete, free of typos and
grammatical errors, word processed and
according to instructions. Another instructor can 10 __ __ __
use it to present the same educational program.

Total Parts III-V =


________/80
X 0.4
__________/32

Comments:

I. Identification
A. Presenters name and date Meghan McGillvray
November 13, 2015

B. Name of Students of Framingham State University


organization/group for (Framingham, Ma)
whom the class is given
and location
C. Goal Statement To understand how to make healthy food
choices using the nutrition and ingredient
information on the food label.
D. Title of Presentation Fat: The Thick and Thin of It

E. Audience description of Audience: 7 college students from


the learners; known skills Framingham State University
and attitudes; learning
situation; room Known skills and attitudes:
characteristics/setting; Understand the basics of how to read
number of participants a food label
Know to avoid trans fat
Do not have a strong understanding of
the characteristics of different types of

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Meghan McGillvray NUTR 381 | Instructional Plan Project | 40
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fats, and hold most fats with a
negative connotation
The participants would like to learn
more about fats, and what fats look
like in a healthy, well-balanced diet

Room characteristics/setting:
Lounge of residence hall
There will be couches forming a semi-
circle around a coffee table
Will need to create physical handouts
of information as there will be no
screen to project information

F. Time allotted 45-60 minutes

II. Performance Objectives (include at least one objective from each


domain)

Participants will:
1. When given a collection of various food labels, the participants will
select the labels that contain healthy fats with 95% accuracy

2. The participants will explore whether given foods contain omega-3


or omega-6 fats using the Eat Right website with 100% accuracy.

3. The participants will consider at least two benefits of including


heart healthy fats in their diet by stating at least one change they
would be willing to make.

III. Content, Sequence and Learning Activities


Introduction Introduce myself-I am Meghan and I am a Food &
Nutrition Student at Framingham State University with a
concentration in Dietetics.
Today we will be talking about fat, and the different
types of fat found in our everyday diet.

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Meghan McGillvray NUTR 381 | Instructional Plan Project | 40
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What does our body use fat for?
Source of energy, as well as energy storage from extra
calorie intake
Protects many vital organs in our body
Needed to maintain proper function of tissues,
hormones, nerves, and brain
What are some different types of fat?
Monounsaturated-liquid at room temperature
Polyunsaturated-liquid at room temperature
Trans fat-solid at room temperature
Saturated fat-solid at room temperature
By the end of this presentation you will hopefully expand
your knowledge of fat in your diet and how to
differentiate between different types of fat, be able to
find foods with healthy fats, and understand the
importance of healthy fats in the diet
Pre- What is the audiences perception of dietary fat?
assessment What do you think of when I say a heart healthy food?
How do you determine what is good fat, and what is bad
fat?

Key learning activities planned to achieve objective(s)


List Each Learning Detailed description and narrative of education
Objective and activities related to each objective
Objective 1: Hand out brochure and go through the three
When given a inside flaps (hand out pens and encourage note
collection of various taking)
food labels, the Discuss importance of fat and why it is
participants will select essential in a healthy diet
the labels that contain Explain the four different types of fat, and
healthy fats with 90% examples of healthy and non-healthy fats in the
accuracy diet.
Hand around 10 food labels and have the group
place them into one or two piles, healthy fats or
non-healthy fats. Quickly grade the
performance and write down the grade.
Can anyone think of any other examples that
were not named?

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Meghan McGillvray NUTR 381 | Instructional Plan Project | 40
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Objective 2: Before moving on, explain the difference
The participants will between omega-3 and omega-6 fats.
explore whether given List 5 foods and have participants use their
foods contain omega-3 laptops or phones to determine if it is a food
or omega-6 fats using with omega-3 or omega-6 fats.
the Eat Right website Do you think you diet consists more of omega-3
with 100% accuracy. or omega-6 foods?

Objective 3: Move onto the back of the brochure, and


The participants will discuss Fat is Not the Enemy!
consider at least two What is the publics connotation around fat?
benefits of heart Has your opinion changed after discussing
healthy fats in their diet the importance and different types of fat
by stating at least one today?
change they would be Re-emphasize what our bodies do with fat,
willing to make. and the importance of eating foods in
balance and moderation.
Have each participant list one change they
would be willing to make after this
presentation

Conclusio Summarize the main points by emphasizing the functions of


n fat, the different types of fat, and foods that those fats can be
found in. Ask if there are any questions and/or comments about
the presentation or the topic. Thank everyone for coming to the
presentation and ask them to fill out the evaluation form.

IV. Materials and Resources to be used by the instructor and participants

Research Pictures:
for Microsoft Clip Art
instruction
al plan Information:
list http://www.heart.org/HEARTORG/GettingHealthy/FatsAndOils/Fa
sources of ts-101_UCM_304494_Article.jsp#

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Meghan McGillvray NUTR 381 | Instructional Plan Project | 40
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informatio http://www.webmd.com/diet/obesity/skinny-fat-good-fats-bad-
n used. fats?page=3
http://www.helpguide.org/articles/healthy-eating/choosing-
healthy-fats.htm
http://www.webmd.com/vitamins-supplements/ingredientmono-
993-omega-3%20(fish%20oil).aspx?
activeingredientid=993&activeingredientname=omega-
3%20(fish%20oil)

Activity:
Food labels provided by me

Materials 7 brochures
neede 6 pens
d for Sheet of paper to record grade on activity
learnin Scrap paper for participants to take notes
g
10 food labels
activiti
es: Have participants bring laptops or cell phones for
hando research
uts,
suppli
es,
food
list,
etc.

V. Evaluation
a. List the Formal:
formal and Keep track of answers from verbal activities and record
informal results on a separate sheet of paper
tools to Evaluation Sheet:
assess if Have participants answer questions regarding the
participants performance objectives and presentation.

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Meghan McGillvray NUTR 381 | Instructional Plan Project | 40
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achieved
the Informal:
performanc Listen to comments and questions to access whether the
e participants achieved the performance objectives.
objectives.
Be sure to
label to
match
objectives.

b. List the Formal:


formal and Hand out evaluation sheet with question on the
informal presentation
tools the to
assess Informal:
instructiona Ask if they enjoyed the presentation?
l strengths How was the delivery of the material?
&
weaknesses

COMPLETE THIS SECTION AFTER YOUR PRESENTATION:


Summary/Tally from evaluation tool and verbal feedback from participants:
Overall, the participants enjoyed the presentation and thought that it
was fun and interactive. They enjoyed the length, and organization of the
information. All the participants were verbal and involved so I believe they
really enjoyed the subject material.
One complaint was that there were not as many visuals as one would
like. Everyone was given a pamphlet, however a power point handout, or
poster board give have been used for added visuals rather than just lecture.

List the degree to which each performance objective was met and whether
the criterion was met:

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Meghan McGillvray NUTR 381 | Instructional Plan Project | 40
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When given a collection of various food labels, the participants will select
the labels that contain healthy fats with 90% accuracy.

The participants worked together in a group to divide the ten labels, there
was some discussion amongst the group, but they were eventually able to
separate the labels into their correct pile with 100%.
The participants will explore whether given foods contain omega-3 or
omega-6 fats using the Eat Right website with 100% accuracy.

Participants were able to identify the correct fat after doing research with
100% accuracy.
The participants will consider at least two benefits of including heart
healthy fats in their diet by stating at least 1 change they would be willing
to make.

Each participant shared one change they were willing to make to their diet
after the presentation with the group.
Self evaluation with recommended changes:
The presentation was about 40 minutes with several group discussions, so
the time of my discussing the material could have been expanded a little
more. I also think I should have created a power point to print off so that
the slides would provide smooth transitions throughout the presentation
instead of my simply lecturing to the group looking back at me.

Evaluation:

How would you rate the length of this presentation (circle one):

Too short Perfect Too long

How did you feel about the way the information was presented to you?

How was the speakers performance (ex. Body language, eye contact, professional
appearance?)

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Meghan McGillvray NUTR 381 | Instructional Plan Project | 40
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Did your view or knowledge on the topic change after the presentation?

Any other comments or suggestions?

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