Design

Last updated: December 7, 2004 12:50 PM

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This phase in the process will describe the instructional solution to the problem identified in the analysis phase. This is information that the client/SME needs to validate before moving forward to the development phase.

This section, you will take the goal content and create:

Write this section of the document as if you were writing to the client and/or subject matter expert (SME). You are confirming what the learner will be able to do once the instruction is complete. This confirmation will drive which content and strategies will be used. You are also describing what your general approach will be to delivering the instruction. The general approach will set the stage for the types of strategies you will actually use.

Instructional Objectives

Terminal Objective(s)

What will the learner be expect to do or know at the end of the learning experience. The terminal objective(s) must be consistent with the goal(s) set in the goal statement.

Given the recipe for Sara Moulton's Lemon Vinaigrette, the learner will be able to prepare the vinaigrette.

Enabling Objectives for each Terminal Objective

Enabling objectives are those objectives that enable a higher level (e.g., terminal) objective to be met. For example, in order to meet the terminal objective, what will the learner have to be able to do or know at the end of the learning experience. Review the levels of learning that you proposed in the analysis phase. What objective verbs would meet those requirements.

Given pencil and paper, the learner will be able to define the following terms:  vinaigrette, emulsion, yield.

Given pencil and paper, the learner will be able to describe or explain the following concepts:

Given the opportunity to make Sara Moulton's Lemon Vinaigrette, the learner will be able to use the following rules:
Given the opportunity to make Sara Moulton's Lemon Vinaigrette, the learner will be able to illustrate the correct procedure to make the vinaigrette.

Given the opportunity to communicate his observations, the learner will be able to describe how others were pleased by the vinaigrette.

Given the opportunity to communicate his feelings, the learner will be able to describe or explain how he/she feels about creating the vinaigrette in terms of pride of accomplishment.

Given the equipment and materials required, the learner will be able to illustrate the following psychomotor skills:

Entry Level Prerequisite Skills

Prerequisites come in two forms: 1. building blocks of a learning task and 2. entry skills, skill and knowledge that the learner brings to instruction. In this section, discuss the entry skills prerequisites. "What will the learner need to be able do or know before the learning experience? If you are going to use a pretest as part of your strategy, this is a good place for it.

The learner should already have the  following declarative knowledge:
Clean hands
Soap
Water
Lemon
Lemon juice
Lemon seeds
2-quart glass or plastic bowl
Knife
Cutting board
Extra-virgin olive oil
Liquid measuring cup
Pepper grinder
Pinch
Salt
Pepper
Whisk
Time
Refrigeration
Tablespoon
Serve

The learner should already be aware of the following concepts:
Clean hands and workspace prevent food contamination.
Juice can be extracted from lemons.
A sharp paring knife is a good tool to cut lemons.
Cutting boards protect the work surface.
"To taste" is what tastes good to the preparer.
Varieties of salt include table, iodized table, kosher, and sea.
"Sprinkle" is amount expelled from the salt shaker when shaken one time.
Varieties of pepper include black, red, green, white, pink and mixed.
Pepper grinds include ground, whole and freshly ground.
Pepper grinders come in many types.
Pepper grinders can grind the pepper in different textures, coarse to fine.
"Grind" is one twist of pepper grinder.
Use measure indicator marks on measuring cups to get accurate amounts.
Refrigeration keeps food fresh.

The learner should already be familiar with the following principles and rules:
If a lemon is soft, it is ripe.
If a lemon is ripe, it is juicy.
If you have a liquid to measure, use a liquid measuring cup.
If you need to whisk ingredients, use a bowl large enough to accommodate the whisk.
If you want to save it for later cover the bowl with lid or plastic wrap.

The learner should already be able to complete the following skills:
Measuring liquid ingredients
Squeezing lemon
Lifting bowl
Twisting pepper grinder with hand
Shaking salt shaker with hand
Tearing off paper towel
Cleaning work space
Washing hands

Learning Assessment Techniques (Kirkpatrick Level 2) 

Create an assessment that measures if the objectives have been met. This could be a quiz, project, scenario, etc. Include how you will determine if learning has occurred once the assessment is complete.  Complete the table below. If you need more rows, feel free to add them. 

Because actual learners will be completing the lesson in the privacy of their own homes and assessing their learning will be difficult, a test audience will be used with the initial lesson. The assessment will include a written component (featuring a constructed response test and a survey), which can be completed independently, and a demonstration component, which will be completed with a facilitator, who will also sample the finished product and provide feedback.

Objective(s)

Assessment Method

Assessment

Success Indicator
The objectives listed here must match the objects listed above. The type of assessment that you will use to test this objective. A description of the assessment or the actual questions you will ask to assess learner performance for this objective. At what level must the assessment be accurate or complete? How will you know if it is right or wrong?
Terminal Objective:  Given the recipe for Sara Moulton's Lemon Vinaigrette, the learner will be able to prepare the vinaigrette. Checklist during direct observation







and
All of the items below		 Items for facilitator's checklist:
  1. The learner appraised the recipe.
  2. The learner organized the equipment.
  3. The learner organized the ingredients.
  4. The learner prepared the recipe.
  5. The learner evaluated the vinaigrette and made adjustments, if necessary.
  6. The learner constructed the vinaigrette independently.
and
Complete all of the items below:

All must be accurate

Accuracy is reflected in a "yes" answer





and
Accuracy as indicated below.
Given pencil and paper, the learner will be able to define the following terms:  vinaigrette, emulsion, yield. Constructed-response test:
short answer
  1. Write out the definition of the term vinaigrette.
  2. Write out the definition of the term emulsion.
  3. Write out the definition of the term yield.
 2 out of 3 must be accurate according to the answer key, which is based upon the definitions provided in
the cooking lesson and in the Web site glossary.
Given pencil and paper, the learner will be able to describe or explain the following concepts:
  • Extra virgin olive oil is lighter than regular olive oil in terms of color and taste.
  • Lemon juice is acidic.
  • Acidic ingredients react with metal bowls.
  • Lemon juice and olive oil can be used to create an emulsion.
  • The finished vinaigrette should be as thick as bottled Italian salad dressing.
  • Fresh vinaigrette can be refrigerated up to 3 hours.
 Constructed-response test:
short essay
  1. Explain how virgin olive oil differs from regular olive oil.
  2. Explain what is meant when it is said that lemon juice is acidic.
  3. Explain why metal bowls should not be used with acidic ingredients.
  4. Explain how lemon juice and olive oil can be used to create an emulsion.
  5. Explain how thick the finished vinaigrette should be.
  6. Explain how long a fresh vinaigrette can be refrigerated.

#4, 5 & 6 and one other must be accurate according to the answer key
Given the opportunity to make Sara Moulton's Lemon Vinaigrette, the learner will be able to use the following rules:
  • If a lemon is rolled on a hard surface, more juice will be released.
  • If using an acidic ingredient like lemon juice, use a glass or plastic bowl, as opposed to metal.
  • If you want to make an emulsion, you need to rotate the whisk quickly to mix air into the vinaigrette.
  • If you want to make an emulsion, slowly pour in the oil in a thin stream while whisking vigorously.

Checklist during observation by facilitator

 Items for facilitator's checklist:
  1. Was the lemon rolled on a hard surface, to release more juice?
  2. Was a glass or plastic bowl used as opposed to metal because an acidic ingredient like lemon juice was used?
  3. Was the whisk rotated quickly to mix air into the vinaigrette to make an emulsion?
  4. Did the learner slowly pour in the oil in a thin stream while whisking vigorously to create a proper emulsion?

# 3 & 4 and one other must be accurate

Accuracy is reflected in a "yes" answer.

Given the opportunity to make Sara Moulton's Lemon Vinaigrette, the learner will be able to illustrate the correct procedure to make the vinaigrette.

Checklist during observation by facilitator

Items for facilitator's checklist:

  1. Obtain and assemble equipment
  2. Obtain and assemble ingredients
  3. Wash hands with soapy hot water
  4. Roll lemon between hand and cutting board
  5. Cut lemon in half
  6. Ensure lemon is free of seeds
  7. Squeeze each half lemon into the bowl
  8. Wipe off hands
  9. Add salt
  10. Taste mixture
  11. Add more salt if needed
  12. Add pepper
  13. Taste mixture
  14. Add more pepper if needed
  15. Hold whisk at 45 degree angle
  16. Vigorously stir mixture in bowl
  17. Slowly add oil in with a thin stream while whisking
  18. Continue to whisk until vinaigrette is thick as bottled Italian salad dressing
  19. Cover bowl with lid or plastic wrap if not using immediately
  20. Or pour over salad and serve

#1, 2, 5, 7, 16, 17, 18 and another eight items must be accurate

Accuracy is reflected in a "yes" answer.
Given the opportunity to communicate his observations, the learner will be able to describe how others were pleased by the vinaigrette. Survey: open-ended question
 Describe the positive reactions of the facilitator who ate the vinaigrette you made.

100%

If the learner can describe positive reactions, the learner has succeeded.
Given the opportunity to communicate his feelings, the learner will be able to describe or explain how he/she feels about creating the vinaigrette in terms of pride of accomplishment. Survey: open-ended question
 Write a paragraph explaining how you felt after making the vinaigrette and serving it.

100%

If the learner feels like he/she has learned a new skill and feels proud of his/her work, the learner has succeeded.

Given the equipment and materials required, the learner will be able to illustrate the following psychomotor skills:

  • The whisk must be held at a 45 degree angle.
  • Whisking needs to be a rapid and constant stirring motion with the whisk.
  • The olive oil must be poured in a slow, steady stream.
 Checklist during observation by facilitator

Items for facilitator's checklist:

  1. Was the whisk held at a 45 degree angle?
  2. Did the cook whisk using a rapid and constant stirring motion?
  3. Was the olive oil poured in a slow, steady stream?

# 2 and 3 must be accurate

Accuracy is reflected in a "yes" answer

 

Instructional Strategy

This section will briefly address the organizational and delivery strategies associated with the objectives. This is not the actual lesson plan. That will be conveyed in the development section of this document. You are simply telling your client the overall approach you will take.

Objective(s)

Applicable Learning Outcomes / Structures

Delivery Strategy

Again, the same objectives should be carried through. Look back to the content analysis. Which content structure does this objective match to? If there is more than one, list all of them. Taking into consideration the level of learning and the content to be learned, what strategy will you use to deliver the instruction that meets the objective?
Terminal Objective: Given the recipe for Sara Moulton's Lemon Vinaigrette, the learner will be able to prepare the vinaigrette. Problem solving
 Organization: expository organizational strategy
Grouping: individual
Media: Web-based with print options and video
Online: Glossary of terms
Given pencil and paper, the learner will be able to define the following terms:  vinaigrette, emulsion, yield.  Facts

Organization: expository organizational strategy
Grouping: individual
Media: Web-based with print options and video
Online: Glossary of terms
Given pencil and paper, the learner will be able to describe or explain the following concepts:
  • Extra virgin olive oil is lighter than regular olive oil in terms of color and taste.
  • Lemon juice is acidic.
  • Acidic ingredients react with metal bowls.
  • Lemon juice and olive oil can be used to create an emulsion.
  • The finished vinaigrette should be as thick as bottled Italian salad dressing.
  • Fresh vinaigrette can be refrigerated up to 3 hours.
  Concepts Organization: expository organizational strategy
Grouping: individual
Media: Web-based with print options and video
Given the opportunity to make Sara Moulton's Lemon Vinaigrette, the learner will be able to use the following rules:
  • If a lemon is rolled on a hard surface, more juice will be released.
  • If using an acidic ingredient like lemon juice, use a glass or plastic bowl, as opposed to metal.
  • If you want to make an emulsion, you need to rotate the whisk quickly to mix air into the vinaigrette.
  • If you want to make an emulsion, slowly pour in the oil in a thin stream while whisking vigorously.
  Principles/Rules Organization: expository organizational strategy
Grouping: individual
Media: Web-based with print options and video
Given the opportunity to make Sara Moulton's Lemon Vinaigrette, the learner will be able to illustrate the correct procedure to make the vinaigrette. Procedures
 Organization: expository organizational strategy
Grouping: individual
Media: Web-based with print options and video
Given a recipe for another vinaigrette, the learner will be able to plan the procedure for making the vinaigrette.. Problem Solving
 Organization: expository organizational strategy
Grouping: individual
Media: Web-based with print options and video
Given the opportunity to communicate his observations, the learner will be able to describe how others were pleased by the vinaigrette. Interpersonal Skills
 Organization: expository organizational strategy
Grouping: individual
Media: Web-based with print options and video
Given the opportunity to communicate his feelings, the learner will be able to describe or explain how he/she feels about creating the vinaigrette in terms of pride of accomplishment. Attitude
 Organization: expository organizational strategy
Grouping: individual
Media: Web-based with print options and video
Given the equipment and materials required, the learner will be able to illustrate the following psychomotor skills:
  • The whisk must be held at a 45 degree angle.
  • Whisking needs to be a rapid and constant stirring motion with the whisk.
  • The olive oil must be poured in a slow, steady stream.
  Psychomotor Skills
 Organization: expository organizational strategy
Grouping: individual
Media: Web-based with print options and video