Write a 2–3 page lesson plan for a Standard Operating Procedure.
Note: The assessments in this course build upon each other,
so you are strongly encouraged to complete them in sequence.
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Learning objectives can be modified for a specific outcome
and aligned to instructional activities and techniques to meet the
objectives.
By successfully completing this assessment, you will
demonstrate your proficiency in the following course competencies
and assessment criteria:
Competency 4: Describe principles of learning to create
appropriate instruction and instructional material consistent with
learners and the learning context.
Modify learning objectives to a more advanced level of
Bloom’s Taxonomy.
Describe an instructional activity that could be used to
teach the concepts of the learning objective.
Justify an instructional technique that aligns to the revised
objective, with support from the literature.
Competency 5: Explain how educational psychology models
enhance learner engagement and mediate issues of learning and
performance.
Explain how learning and performance are enhanced by applying
models from educational psychology.
Competency 7: Communicate in a manner that is scholarly,
professional, and consistent with university expectations for
graduate education, including discipline knowledge and current APA
formatting standards.
Write clearly and logically, with correct use of spelling,
grammar, punctuation, and mechanics, and correctly format citations
using APA style.
Information storage and retrieval is an important part of
intelligence. According to Schunk (2012), information processing
theorists have challenged the idea that “learning involves forming
associations between stimuli and responses” (p. 165). This
assessment covers information processing from a human perspective
and is based on the assumption that learners are active seekers of
information. Learning is an internal process, not a reaction to a
stimulus; it is the acquisition of mental representations.
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The beginning of the end of behaviorism as a leading theory
of learning came as the information-processing theorists challenged
behaviorism’s basic tenets. Information processing is more
concerned with internal than external stimuli.
Reference
Schunk, D. H. (2012). Learning theories: An educational
perspective (6th ed.). Boston, MA: Pearson.
To deepen your understanding, you are encouraged to consider
the questions below and discuss them with a fellow learner, a work
associate, an interested friend, or a member of the business
community.
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How you would use schemas to increase learning?
How you would use self-regulation and motivation to teach a
concept?
In what ways have computer technology and neuroscience
impacted learning and memory?
How do the major components of the two store memory
model—attention, perception, STM or WM, and LTM—influence the
cognitive information processing system?
How would you teach self-efficacy for a specific task to a
student whose perceived self-efficacy was low?
Preparation
Learning objectives can be developed for any curriculum and
adjusted for any instructional situation by modifying the level of
Bloom’s Taxonomy of Learning Domains. You may wish to refer to
Bloom’s Taxonomy, linked in Resources, before beginning this
assessment.
Scenario
Imagine that you are hired to create a Standard Operating
Procedure (SOP) for a group of flight instructors. Your audience
has been introduced to the content, but they would like a more
in-depth understanding of the topics. Your job is to revise the
existing learning objectives for the SOP and answer questions for
each learning objective, so that the corporate representatives can
understand the curriculum plan and rationale.
Deliverable
Develop a lesson plan for teaching a Standard Operating
Procedure (SOP), using the scenario above. Use the lesson plan
format of your choice to complete this assessment.
Note: This assessment is designed to allow you demonstrate
that you know how to revise objectives for a specific outcome and
align the instructional activities and techniques to meet the
objectives. You do not need to know anything about a Boeing 747 to
complete this assignment. Do not write about a 747 or the meaning
of Bloom’s Taxonomy.
Use these hypothetical objectives for your lesson plan:
LO4: Explain what the different flight instruments in the
cockpit of a Boeing 747 tell the pilot.
LO6: Explain the items in the Normal Procedures Checklist for
preflight in a Boeing 747–400.
In your lesson plan, complete the following for each of the
two objectives above:
Upgrade the learning objectives to a more comprehensive level
in Bloom’s Taxonomy.
Identify the objective’s level (cognitive domain) on Bloom’s
Taxonomy.
Explain how learning and performance are enhanced by applying
models from educational psychology.
Describe an instructional activity that could be used to help
teach the concepts of the learning objective.
Describe your instructional technique: This might include
guided instruction, constructivist theory, discovery learning,
experiential learning, problem-based learning, or inquiry-based
teaching techniques.
Justify your choice of instructional technique that aligns to
the revised objective, with support from the literature.
Elaborate on the technique and explain why you chose it.
Additional Requirements
Written communication: Writing is free of errors that detract
from the overall message.
Length: 2–3 pages. Include a reference page.
References: Include a final page of scholarly references.
Font and font size: Times New Roman, 12 point.
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