Unit 1 Assignment: PLE Blog Post- Needs Assessment and Analysis
Part 1
INSTRUCTIONAL DESIGN PROJECT INTAKE FORM
Date: 1/18/26 Client: N. R. Burger School
Instructional Designer: Connie Stapleton Project Name: ELA 101
PROJECT OVERVIEW
1. What is the purpose of the project (instructional need)?
The purpose of the project is to design an instructional unit that supports elementary and middle school students in English Language Arts.
2. What is the scope of the project?
To provide an instructional environment with resources that enrich skill-building in English Language Arts.
3. Learning platform (i.e., face-to-face, blended, online)
hybrid & blended
4. Overarching course goal:
The overarching course goal is to provide extra practice and support to students who have been identified as having low test scores and have not reached the English Language Arts skill level.
5. Learning objectives
The learning objective is to provide skill-building lessons and practice for learners in ELA, centered on their grade level and identified areas of weakness.
6. What level of importance is the training? (i.e., severe, moderate, mild) Moderate to severe.
LEARNING AUDIENCE
1. Who is the intended learning audience?
Elementary and Middle school students
2. What are the learners’ experiences with the project topic?
All learners are enrolled in a regular school-based Reading/ELA course that provides daily instruction.
3. What challenges do learners typically experience with this topic?
Most learners have challenges with reading, including not reading on grade level and low test scores on basic skill assessments.
4. What are the learners’ overall attitudes toward training?
Some learners are hesitant about taking the course because it adds an extra workload to their daily school assignments.
5. What information will the instructional designer have access to regarding the learning audience? (i.e., job observations, meetings with learners, work products, interviews, etc.)
The instructional designer will have access to learners’ daily lesson plans, test scores, and observations of the new program implemented within the instructional unit.
INSTRUCTIONAL ENVIRONMENT
1. How will the instruction be delivered?
Instructions will be delivered via video assignments and daily lesson plans.
2. How will learners access the material?
Material will be provided online for online and hybrid-based students.
3. What is the length of the course?
The course will last from the beginning of the school year to the end of the year.
4. What are the learners’ roles during instruction?
To complete all coursework and testing within the scheduled timeframe.
5. What is the instructor’s role during instruction?
To guide learners through daily work routines and provide instruction when needed.
6. What types of assessment need to be included in the instruction?
Daily practices, skill-building lessons, and weekly skill testing.
TRANSFER (APPLICATION CONTEXT)
1. How soon after the training will learners apply their newly acquired skills? Learners will have testing weekly
2. What are the anticipated challenges with applying these new skills in a real-world environment?
The skill environment consists of learners, elementary to middle school students. The new skills these participants acquire will provide a better understanding of the subject area and, in turn, raise scores on basic skills and testing levels in English Language Arts.
3. What resources are available to support learners during this transfer phase (i.e., job aids)?
Reading Material, skill-building lessons, and daily test practices.
4. Who is responsible for monitoring learners with transference?
Instructor/ Teacher
EVALUATION
1. How and when will the instructional training be evaluated for effectiveness? At the end of every school term.
2. Who will be responsible for conducting an evaluation?
Instructor/Teacher
3. What methods of evaluation will be used to determine the efficiency and effectiveness of the instruction?
Data from test scoring and daily work scores.
Unit 1 Assignment: PLE Blog Post- Needs Assessment and Analysis
Part 2
Persona Worksheet
Name: Mekhi Stapleton
Age: 14
Grade: 8th
Interest: Music & theater
Bio: Mekhi Stapleton attends N.R. Burger Middle School. Mekhi is in the 8th grade and loves all things relating to music and Theater. He attends Ms. Brackett’s first-period ELA skill-building class for extra practice to raise his reading scores.
Goals: To raise reading scores by the end of the school term.
Daily routines: Attend school at N.R. Burger from 7 am to 2:30 pm Monday through Friday. On Tuesdays and Thursdays, there is an after-school tutoring program from 2:30 pm until 5:30 pm.
Likes/Dislikes: Mekhi likes spending time with his friends and family, playing his saxophone, and watching plays. Mekhi is shy when meeting someone for the first time. Speaking in public is his least favorite thing to do.
Motivation: Mekhi hopes to attend college and major in theater and creative arts. He knows that his grade will have to be good to be accepted into a good college.
Unit 1 Assignment: PLE Blog Post- Needs Assessment and Analysis
Part 3
What are the most important takeaways/what have you learned from your Needs Assessment?
One important takeaway from my Needs Assessment is the importance of accessibility options for learners. My instructional environment will offer blended, online, and hybrid learning. Blended learning combines traditional in-person classroom instruction with online, technology-driven learning activities. Online learning delivers instruction via the internet, allowing students to access course materials and instruction remotely using digital tools. Hybrid learning blends traditional in-person classroom instruction with online learning activities. Hybrid learning allows students to attend some classes in person while participating in others remotely. The options of blended, hybrid, and online learning extend instruction to a variety of learners. To reach a diverse group of learners equally, there would need to be multiple ways to receive instruction.
What have you learned that may help you to better understand and empathize with your learners in such a way that the instruction you create is meaningful and meets their needs?
I have learned that no two learners are the same. Each has a unique way of learning. In knowing this, my instructional design will be constructed to meet the needs of a diverse group of students. The ELA instructional unit will offer multiple ways for learners to access lesson plans, including video instruction, a mobile app, and textbook instruction. Canvas is my LMS of choice. It includes several features that will enhance the learning experience. in my instructional unit. Some Canvas features include a mobile app for on-the-go access. This feature can be beneficial for students with limited access to a home computer. Students can access the course, submit assignments, and participate from any device. My instructional unit will consist of online, blended, and hybrid students. Canvas course navigation provides a structured way to organize course materials, making learning paths clear and easy for all learners to access. One way to create meaningful instructions and better understand learners’ needs would be to maintain consistent observation of growing changes in your learning environment.
References:
Robertson, A. (n.d.). Reclaim Your Time: 10 Time saving features every canvas LMS Educator should know. Instructure. http://nstructure.com/resources/blog/reclaim-your-time-10-time-saving-features-every-canvas-lms-educator-should-know
Hidden Treasure: Spotlight on Canvas Features. (2020, July 8). Digital Learning Blog. http://www.fgcu.edu/digitallearning/digital-learning-blog/2020-july-hidden-treasures
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