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Running Head: SIGNATURE ASSIGNMENT PHASE II

Signature Assignment: Instructional Plan and Presentation Phase II

Jerry Benetatos
CUR/516 Curriculum Theory and Instructional Design
September 26th 2016
Professor Frances Fulcher

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SIGNATURE ASSIGNMENT PHASE II

Abstract
The Signature Assignment: Instructional Plan and Presentation project includes the following
components; goals, objectives, instructional strategies, activities, timeline with details for
implementation, and an evaluation overview. This paper is phase II of the instructional program
that I have chosen to be responsible for at a two year college located in Miami-Dade County,
Florida. This paper builds on the information obtained in phase I to include course name, title,
goals, learning objectives for each goal written in the A-B-C-D format, and an explanation as to
whether the objectives for the course use project-based learning, collaborative, learning, or
encourage critical thinking skills and why. Also included in this paper are descriptions of
instructional strategies, activities, and technologies that will be implemented in the course.

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SIGNATURE ASSIGNMENT PHASE II
PTA 100 Introduction to The Physical Therapist Assistant
Goal #1

The learner, will be able to describe the role and scope of practice of the physical

Objectives

therapist assistant in the delivery of healthcare in todays environment.

A) Given one week, classroom discussion, handouts, APTA core documents and
position statements that relate to the physical therapist assistant, students enrolled in
PTA 100, will be assigned to a group by the instructor to create a presentation each of
whom contributes at least one section of the completed work that describes the role and
scope of practice of the physical therapist assistant in the delivery of healthcare in
todays environment in a sufficient manner as determined by a standardized class rubric
created for PTA 100.
B) Given one week, classroom discussion, handouts, APTA core documents and
position statements that relate to the physical therapist assistant, students enrolled in
PTA 100, will provided an essay describing how the APTA has developed, defined, and
regulated the role of the PTA in a sufficient manner as determined by a standardized
class rubric created for PTA 100.
C) Given classroom discussion, handouts, APTA core documents and position
statements that relate to the physical therapist assistant, students enrolled in PTA 100
will identify the preferred components of the physical therapist / physical therapist
assistant relationship in a sufficient manner as determined by a standardized class rubric

created for PTA 100.

Objective (A) utilizes collaborative learning as a method of teaching and learning in which the students in
PTA 100 will team together to explore key events and create a meaningful project describing the role of the
physical therapist assistant (Brown, A., & Green, T. D., 2011).

Objective (B) and (C) utilizes problem-based learning in which the students are given instructional materials,
handouts and position statements to demonstrate knowledge of the subject matter, which is the role and scope
of practice of the physical therapist assistant in the delivery of health care (Brown, A., & Green, T. D., 2011).

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SIGNATURE ASSIGNMENT PHASE II

Goal #2

PTA 100 Introduction to The Physical Therapist Assistant

The learner, will be able to describe key components of ethical behavior as identified by the
document titled Code of Ethics and Standards of Ethical Conduct for the Physical Therapist

Objectives

Assistant.
A) Given one week, classroom discussion, handouts, and the document titled Code of Ethics
and Standards of Ethical Conduct for the Physical Therapist Assistant, students enrolled in
PTA 100, will be assigned to a group by the instructor to create a presentation each of whom
contributes at least one section of the completed work that describes the key components of
ethical behavior in a sufficient manner as determined by a standardized class rubric created for
PTA 100.
B) Give classroom discussion, handouts, a short presentation, and the document Code of Ethics
and Standards of Ethical Conduct for the Physical Therapist Assistant, students enrolled in
PTA 100, will list key components of ethical conduct in a sufficient manner as determined by a

standardized class rubric created for PTA 100.

Objective (A) utilizes collaborative learning as a method of teaching and learning in which the students in PTA 100
will team together to explore APTA documents to create a meaningful project describing the key components of
ethical behavior (Brown, A., & Green, T. D. 2011).

Objective(B) utilizes problem-based learning in which the students are given instructional materials, handouts and
position statements to demonstrate knowledge of ethical conduct for the physical therapist assistant ( Brown, A., &
Green, T. D., 2011).
Description of
Lecture; A direct instructional method. The teacher talks with the purpose of transmitting
instructional
strategies and
activities you will
use in the course

information. Lectures may include visual aids or notes.

Summarize and note-taking; Ten and Two direct instruction variation where the teacher
presents for ten minutes, students share and reflect for two minutes, then the cycle repeats.
Cooperative / collaborative learning; Any kind of work that involves two or more students as a
learning activity.
Problem-based learning (PBL); Inductive teaching method. No direct instruction. Teacher

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SIGNATURE ASSIGNMENT PHASE II
poses authentic (real-world) problem. Students learn particular content and skills as they work
cooperatively to solve the problem.
Role playing; An activity in which someone shows, describes, or explains something as a
learning activity,
Group discussion; A forums for open-ended, collaborative exchange of ideas among students
for the purpose of furthering students thinking, learning, problem solving, and understanding.
Students present multiple points of view, respond to the ideas of others, and reflect on their
own ideas in an effort to build their knowledge, understanding, or interpretation as a learning
activity.
Reinforcing effort and providing recognition; Finding ways to recognize and reward effort to
increase the efficiency and effectiveness of instruction.
Non-linguistic representation; Use of pictographs to represent knowledge or having students
engage in kinesthetic representations.
Rewards and symbols of recognition; Students may receive small prizes or receive recognition
for a job well done as a method to increase efficiency and effectiveness of instruction.
Simulations and instructional games; Are evolving case studies that allow students to examine
issues and problems that arise in a specific situation.
Identifying similarities and differences; Providing examples and non-examples as a method to
facilitate learning, as it is important to not only know what something is but also what it is not.
Presentations; an activity in which someone shows, describes, or explains something to a group
of people.
Handouts; A paper based tool to support learning to free the student from excessive notetaking.
Classifying; Identifying the rules that govern a category or relationship to facilitate learning.
homework and practice; Research indicates that homework and practice
(Glossary of Instructional Strategies) (Brown, A., & Green, T. D., 2011).
Description of instructional technologies you will use in the course:
Textbooks, computers, internet access, PowerPoint, video files, and websites.

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SIGNATURE ASSIGNMENT PHASE II

References
Brown, A., & Green, T. D. (2011). The essentials of instructional design: Connecting
fundamental principles with process and practice (2nd ed.). Boston, MA: Allyn & Bacon.
Glossary of Instructional Strategies. Retrieved August 30, 2016, from
http://www.beesburg.com/edtools/glossary.html#C