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Part I - Training Plan When and How to Care for House Plants Part II - Learning Module Development Repotting House Plants

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TABLE OF CONTENTS Part I - Training Plan - When and How to Care for House Plants Title A B B1 B2 B3 B4 B5 C D Design Decisions from Front-End Analysis and Instructional Goal for Re-potting House Plants Goal Analysis of the Instructional Goal for Psychomotor Skill Subordinate Skill Analysis for Identifying Pot Bound Plant Portion of Instructional Goal Subordinate Skill Analysis for Crocking New Pot Portion of Instructional Goal Subordinate Skill Analysis for Adding Potting Soil Portion of Instructional Goal Subordinate Skill Analysis for Preparing Plant for Repotting Portion of Instructional Goal Subordinate Skill Analysis for Repotting Plant Portion of Instructional Goal Analysis of Learner Characteristics, Performance and Learning Contexts Design Evaluation Chart for Subordinate Skills, Performance Objectives, Assessment Strategy and Parallel Test Items E F G H Instructional Strategy for Psychomotor Instruction Formative Evaluation Plan for Psychomotor Instruction Summative Evaluation Plan for Psychomotor Instruction Schedule, Budget, Personnel 24 31 36 42 Page 5 6 7 8 9 10 11 12 14

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TABLE OF CONTENTS Part II - Learning Module Development - Repotting House Plants Title A B C D E F G I Introduction Performance Objectives Instructor Guide Learner Handout Information Presentation, Learning Activities and Summary Evaluation Assessment Rubric References Page 44 44 45 46 47 49 50 52

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Part I - Training Plan When and How to Care for House Plants

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A. Design Decisions from Front-End Analysis and Instructional Goal for Re-potting House Plants Front-End Analysis I. Needs Assessment Design Decisions Having faced with a problem of 5% decline in sales over the last six months, the owners of Morrison Plants were asked to participate in an interview to conduct needs assessment. They reported that there has been drop in the sales of shrubs and outside plants with the opening of a superstore in the neighborhood. Since Morrison Plants sell better quality house plants, they want to please customers by providing complimentary customer care programs. The owners want to turnaround their sales decline within the next three months by offering education to their customers about care for house plants, especially, re-potting house plants. Given a pot-bound plant, the customers of Morrison Plants will be able to efficiently prune, water and re-pot the plant in five simple steps to prevent withering of their high quality house plant and flowers by taking When and How to Care for House Plants course from the Morrisons customer support resources. The learners are customers who are lovers of house plants. They live in within a 15-mile radius from the store. Their average age group is 40. They have good educational background, basic skills and experience to complete this training. The performance context is the house, office or yard, where the customers place their plants and flowers. The learning context is Morrison Plants sales outlets green house area for lecture/workshop and demonstration/hands-on experience. The customers will need a pot-bound plant, new pot, pebbles, potting soil, a pair of gloves, pruning and watering tools, Lysol and water.

II. Instructional Goal and relationship to needs III. Clarifying the instructional Goal

IV. General description of the intended learners

V. General description of the performance context VI. General description of the learning context, if context VII. Description of any tools the learners will need to accomplish the goals

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B. Goal Analysis of the Instructional Goal for Psychomotor Skill

INSTRUCTIONAL GOAL - The customers of Morrison Plants will be able to efficiently water, prune and repot root bound house plants to prevent withering for their high quality house plants and flowers by taking How to Care for House Plants course from the Morrisons customer support resources.

Identify pot bound plant

1

Crock new pot

2

Add potting soil

3

Prepare plant for repotting

4

Repot plant
5

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B.1. Subordinate Skill Analysis for Identifying Pot Bound Plant Portion of Instructional Goal

Identify pot bound plant

1

Crock new pot

2

Add potting soil

3

Prepare plant for repotting

4

Repot plant
5

YES YES Does this type of plant require repotting? Examine roots
1.2

YES Do roots look like solid mass with little soil to be seen?

NO Is it the best time of year to repot plant?

Do not disturb plant

Recognize symptoms for pot bound plant

1.2.1

NO
1.1 1.3

NO

1.4

Classify plants that prefer being pot bound

1.1.1

Do not disturb plant

Name the plant growing season

1.4.1

Leave plant root bound

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B.2. Subordinate Skill Analysis for Crocking New Pot Portion of Instructional Goal

Identify pot bound plant

1

Crock new pot

2

Add potting soil

3

Prepare plant for repotting

4

Repot plant
5

Select new pot

2.1

Gather pebbles
2.2

Cover drainage hole by an inch

2.3

Select pot size and shape

2.1.1 Entry skill line

Select pot type

2.1.2

Recognize pot sizes and shapes

2.1.1.1

Recognize pot types

2.1.2.1

State purpose of pot types

2.1.2.2

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B.3. Subordinate Skill Analysis for Adding Potting Soil Portion of Instructional Goal

Identify pot bound plant

1

Crock new pot

2

Add potting soil

3

Prepare plant for repotting

4

Repot plant
5

Make potting soil mix

3.1

Mix soil ingredients thoroughly

3.1.1

Moist mix with water

3.1.2

Store in a sheltered spot

3.1.3

Select potting soil ingredients

3.1.1.1 Entry skill line

Recognize potting soil ingredients

3.1.1.1.1

State purpose of different ingredients

3.1.1.1.2

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B.4. Subordinate Skill Analysis for Preparing Plant for Repotting Portion of Instructional Goal

Identify pot bound plant

1

Crock new pot

2

Add potting soil

3

Prepare plant for repotting

4

Repot plant
5

Prune plant
4.1

Water plant
4.2

Remove plant
4.3

Invert pot

Knock pot rim on the surface

4.3.2

Keep root ball intact

4.3.3

4.3.1

Select plant with dried soil

4.2.1

Select watering method

4.2.2

Name watering methods

4.2.3

Describe watering procedure

4.2.4

Inspect plant for pests and diseases

4.1.1

Cut infected plant parts

4.1.2

Sterilize tools

4.1.3

Remove dirt off tool

4.1.3.1

Pour Lysol on tool

4.1.3.2

Wipe edges with clean cloth

4.1.3.3

Describe pruning methods

4.1.2.1

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B.5. Subordinate Skill Analysis for Repotting Plant Portion of Instructional Goal

Identify pot bound plant

1

Crock new pot

2

Add potting soil

3

Prepare plant for repotting

4

Repot plant
5

Gently crumble old soil ball away

5.1

Set plant into center of potting soil

5.2

Fill in tightly around plant with potting soil

5.3

Water plant

Move pot gradually to sunlit position

5.5

5.4

Settle medium by gentle press

5.3.1

Finish filling inch from top

5.3.2

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C. Analysis of Learner Characteristics, Performance and Learning Contexts Learner Abilities I. Entry Skills II. Prior Knowledge of Topic Area III. Educational and ability levels IV. General learning preferences Learner Attitudes I. Attitude towards content and potential delivery system II. Motivation for instruction III. Attitude towards training organization Learner Group Characteristics Learners love plants and are positive about learning the new skill to prevent their plants from withering. Learners like to have a blended learning. They would like to have the instructor teach the skills in the Plant location and instructional materials online for access from home for future reference. Learners are keen to pursue the course and confident that they can save their plants by utilizing their skill learnt through expert teaching. Learners have been loyal customers of Morrison plants for at least 3 years and they would like to spend time at Morrisons to use their support services to learn about plant care. There will a total of 10 learners per training session to maximize learning efficiency. Learners belong to the same neighborhood. They are diverse in that they have different areas of expertise. Their average age is 40. Learners have adequate experience working with plants to begin the instruction. Learners have general knowledge about root-bound plants and the need for repotting. Some learners do not have successful repotting experience while others have not tried repotting before. All learners have at least a college degree and about 30% of them have a graduate degree. They have adequate plant handling experience. They have watered plants and added fresh soil. Learners prefer lectures and discussions with ample opportunities to learn from hands-on training.

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Performance Context I. Managerial/ Supervisor support II. Physical aspects of the site III. Social aspects of the site IV. Relevance of skills to workplace Learning Context I. Number/ Nature of Sites II. Site compatibility with instructional needs The training site has most of the facilities needed for instruction, expect for a projector. The Plant has a large table at the green house area to accommodate the learners. The instructional strategies that will be suited for the training site will be lecture/discussion and handson training. The store employees can provide extra assistance for learners. The owner of the store and 2 other employees can teach a class of 10 learners. The training can take place at any time the store is open. The learners live with a 5-mile radius from the store and hence, they can commute easily. They can either repot a plant that belongs to the shop; bring one from home for which they will need to buy the new pot; or buy a plant from the shop at a reduced rate that need to be repotted. They can use the printer to print lecture materials. They can borrow tools and plant supplies while learning in the Plant location. The greenhouse area of the Plant is suitable to simulate the workspace of the learners. Learners are intrinsically motivated to learn the skill. They will receive support on repotting from the store employees. They will have no supervision in their performance location. Learners have computers at home for independent learning. Learners know people in their circle of family and friends who can repot successfully. Learners have plants that are root-bound. Some learners do not have the tools and plant supplies for repotting.

III. Site compatibility with learner needs

IV. Feasibility for simulating workspace

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D. Design Evaluation Chart for Subordinate Skills, Performance Objectives, Assessment Strategy and Parallel Test Items Instructional Goal Given a pot-bound plant, the customers of Morrison Plants will be able to efficiently prune, water and re-pot the plant in five simple steps to prevent withering of their high quality house plant and flowers by taking When and How to Care for House Plants course from the Morrisons customer support resources. Given a pot-bound plant, prune, water and repot the plant by following the five simple steps exactly as taught in When and How to Care for House Plants course from the Morrisons customer support resources. 1. Given a plant, identify verbally if the plant is suitable for repotting by a) assessing if the plant type prefers repotting, b) examining the roots to check for root-bound symptoms and c) ensuring if the current season supports plant growth. 2. Given a new pot, crock the pot up to an inch using pebbles such that potting soil does not escape through the bottom of the pot. 3. Given a crocked pot, add a little potting soil mixture in the pot till it covers the bottom of the pot. 4. Given the pot-bound plant, prepare the plant for re-potting by a) pruning so that there is no plant part to be seen that is affected by insects and diseases, b) watering the plant so that the soil is not very stubborn to prevent the plant from being removed and b) removing the plant with root ball intact. 5. Given a root bound plant and a pot that are prepared for re-potting, a) gently crumble old soil around the plant without disturbing the root ball, b) re-pot the plant into the center of the pot, c) fill the pot tightly around the plant with potting soil till half an inch from the top, d) water the plant till the soil is well-settled and e) move the re-potted plant to a sunlit position where the temperature is between 60 and 80 degree F. Assessment Strategy Since the owner of Morrison Plants has stated that her customers do not have practical knowledge about repotting, the assessment will not include a pretest to test the customers prior knowledge on the subject. The customers will be evaluated based on class participation during skill review and observation of their performing the skill. Since the customers will not be certified for acquiring the skill, they will not have high stakes assessments or fail the course. The practice test will be based on casually observing them during class participation and hands-on sessions throughout the training period. They would receive help from fellow learners and instructors if they do not accomplish the performance criteria. They will not be required to

Terminal Objective Performance Objectives

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formally demonstrate the skill for evaluation. Once they start to perform the skill independently and confidently, they will be given a choice to take part in a repotting contest conducted by Morrisons Plants. This will serve as their posttest where they will be evaluated based on the terminal objective criteria. Successful customers will be rewarded by the owner with a free plant of their choice. For the evaluator response format, the customers individual performance will be judged on a rating scale with 3 quality leve l judgments. Instead of assigning numbers to each element, the specific box will be ticked after performance analysis. Except during the posttest, this format will also be used by the customers during their training sessions for self-evaluation. Format example: Needs improvement 1. Topic Sentence 2. Topic Sentence 3. Topic Sentence Notes: The class participation will be evaluated by the instructor using frequency count format. Each customer will receive a point for a correct answer and a good question. Besides knowing if the learners have understood the content, this will also provide insight into the effectiveness of the instruction. The instructor can choose to note down some valuable and relevant questions to develop new modules during future course revision. Format example: Answered right Asked question Jane |||| || Maria |||| ||| Instructor Notes: After the days session and independent evaluation by both the instructor and the customer, the customers will be asked to turn in their self-evaluation ratings to the instructor. The instructor will (1) compare his rating with that of the customer, (2) understand the gaps, (3) translate the ratings and both their comments on the notes section into constructive feedback and (4) send a timely email to the customer about successful achievement or suggestions for improvement. The following test items and assessment tasks are created in consideration with four categories of criteria goal-centered criteria, learner-centered criteria, context-centered criteria and assessment-centered criteria Meets expectations Exceptional Performance

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Rubric for Performance Evaluation - Since the customers will receive help at every stage of repotting, they will be administered an overall evaluation. Name: Test Item 1. 2. 3. 4. 5. Notes: Identified pot bound plant Crocked new pot Added potting soil Prepared plant for repotting Repotted plant Date: Exceptional Performance

Needs improvement

Meets expectations

Subordinate Skills Terminal Objective

Performance Objectives Given a pot-bound plant, prune, water and repot the plant by following the five simple steps exactly as taught in When and How to Care for House Plants course from the Morrisons customer support resources. Given a plant, identify verbally if the plant is suitable for repotting by a) assessing if the plant type prefers repotting, b) examining the roots to check for root-bound symptoms and c) ensuring if the current season supports plant growth.

Parallel Test Items Prune, water and repot a given plant by following the five simple procedures exactly as taught in When and How to Care for House Plants course from the Morrisons customer support resources.

1.

Identify pot bound plant

1.1.

Does this type of

Given any plant, classify the type of plant verbally Taking a look at the 5 plants on display,

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plant require repotting? 1.1.1. Classify plants that prefer being pot-bound Examine roots

based on its preference for growing root-bound and classify each type of plant verbally based on requirement for repotting for its survival. its preference for growing root-bound and requirement for repotting for its survival. When asked to classify plants verbally based on its preference for growing root-bound and requirement for repotting for its survival, name at least 5 plants in each category. Given a root-bound plant, show a minimum of two symptoms for repotting. Look at the roots of five plants that are passed around the table. Think of 2 symptoms that suggest the need for repotting. Take turns for each plant and say at least one new symptom that has not been already said. Look at the roots of five plants that are passed around the table. Pair up with your neighbor and determine whether the plant is severely root-bound. We will then collectively provide recommendations for repotting.

1.2. 1.2.1.

Recognize the When asked for symptoms of root-bound plants, list symptoms for root- verbally at least 2 symptoms that suggest the need bound plants for repotting.

1.3.

Do roots look like solid mass with little soil to be seen? Is it the best time of the year to repot plants? Crock new pot

Given a root-bound plant, determine whether the plant is severely root-bound by examining the root mass.

1.4.

On a given month, state verbally if that time of the year is suitable for repotting. Given a new pot, crock the pot up to an inch using pebbles such that potting soil does not escape through the bottom of the pot. Given a pot-bound plant, select a new pot for repotting such that the plant will not be overpotted. Take a look at the pot-bound plant in front of each one of you. There are several new pots of

2.

2.1.

Select new pot

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different sizes, shapes and types arranged on the shelves behind your table. Pick one pot that you think will be ideal for repotting the given plant. If you want to take another shot, feel free to pair up with your neighbors and work on their plants. 2.1.1. Select pot size and shape Recognize pot sizes and shapes Select pot type Given a pot-bound plant, select an appropriate size and shape of pot for repotting such that the plant will not be over-potted. Given a pot, identify verbally the size and shape of the pot in one attempt. Given a pot-bound plant, select an appropriate type of pot for repotting that suit plant characteristics such as moisture content, water and weight and pot characteristics like aesthetics, porosity, drip saucers, use with furniture, breakage and drainage. Given a pot, name verbally the type of pot in one attempt. Given a plant and a pot type, state verbally at least 3 reasons to select the pot in consideration with both plant and pot characteristics. When asked to perform the first step in preparing the new pot, gather small pebbles such that they can fill the pot up to an inch from the bottom. When asked to perform the second step in preparing In the pot you correctly selected for the given the new pot, fill the pot with small pebbles such that root-bound plant, individually fill the pot (1) they cover the drainage hole to prevent soil leakage with pebbles such that they cover the drainage

2.1.1.1. 2.1.2.

2.1.2.1. 2.1.2.2.

Recognize pot types State purpose of pot types Gather pebbles

2.2.

2.3.

Cover drainage hole by an inch

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and fill the pot by an inch from the bottom. 3. Add potting soil

hole to prevent soil leakage and (2) by an inch from the bottom.

Given a crocked pot, add a little potting soil mixture Use the same pot that you crocked to add a in the pot till it covers the bottom of the pot. little potting soil mixture till it covers the bottom of the pot. Given the soil ingredients, mix the soil thoroughly by adding water as needed until there is enough moist soil to pot the plant. Given the soil ingredients, mix the soil thoroughly using flat shovel or garden rake until there is enough to pot the plant. When asked to prepare potting soil for a given plant, select the appropriate potting soil ingredients required for good plant nourishment. When shown soil ingredients, ingredient verbally in one attempt. identify each

3.1.

Make potting soil mix Mix soil ingredients thoroughly Select potting soil ingredients

3.1.1.

3.1.1.1.

3.1.1.1.1. Recognize potting soil ingredients 3.1.1.1.2. State the purpose of different ingredients 3.1.2. Moist mix with water Store in a sheltered spot

Given a known soil ingredient, state at least one purpose of the ingredient verbally. Given a thoroughly mixed soil, add warm water as needed while mixing till the mix is slightly moistened. Given a moist potting soil that is made in excess, dry out the soil under the sun and store in a sheltered spot so that the bag is not affected by excess heat or rain.

3.1.3.

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4.

Prepare plant for repotting

Given the pot-bound plant, prepare the plant for repotting by a) pruning so that there is no plant part to be seen that is affected by insects and diseases, b) watering the plant so that the soil is not very stubborn to prevent the plant from being removed and b) removing the plant with root ball intact. Given a plant, identify verbally the parts that need to In front of each pair are 2 plants of the same be pruned and prune the plant so that the plant is kind that have some infected leaves and free of diseases and insects. stems. Identify verbally all the parts that need to be pruned. Using the gloves and appropriate pruning tools available on the shelves behind you and adopting the best pruning technique, prune the plant individually so that the plant is free of diseases and insects. Given a plant, identify verbally if the plant is affected by pests and diseases so that all the affected parts can be cleared. Given an infected plant and required pruning tools, cut the infected part such that the healthy parts are untouched while all affected parts are cleaned. When asked different methods of pruning, verbally describe at least 2 methods that will support plant growth. Given unclean plant tools, sterilize the tools such that they look safe to be used on healthy plants. Given unclean plant tool, remove dirt off tool till

4.1.

Prune plant

4.1.1.

Inspect plants for pests and diseases Cut infected plant parts Describe pruning methods Sterilize tools Remove dirt off

4.1.2.

4.1.2.1.

4.1.3. 4.1.3.1.

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tool 4.1.3.2. Pour Lysol on tool

there is no dirt to be seen on the tool. Given a tool to be sterilized, demonstrate how to pour Lysol on the tool so that the solution wets all the edges. Given a wet tool and clean cloth, wipe edges with clean cloth till the tool looks safe to be used on healthy plants. Given a plant, state verbally the need to water and In front of each pair are 2 plants that have demonstrate the watering method that will be been nicely pruned by you and your partner. suitable for the particular plant. Identify verbally the best watering method. Using the appropriate watering tools available on the shelves behind you, water the plant. Given a plant, identify verbally if there is a need to water the plant. Given a plant type, identify verbally the watering method that will promote the growth of the specific plant. When asked different methods of watering, name verbally at least 2 watering methods. When asked the procedure for a watering method, verbally describe the complete procedure. Given a root-bound plant, remove the plant carefully This is the same root-bound plant which was such that the root ball is intact. already assigned for your practice. You identified appropriate pot to repot and nicely filled it in with pebbles and potting soil. Remove the pot-bound plant carefully for

4.1.3.3.

Wipe edges with clean cloth Water plant

4.2.

4.2.1. 4.2.2.

Select plant with dried soil Select watering method Name watering methods Describe watering procedure Remove plant

4.2.3. 4.2.4. 4.3.

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transfer to the new pot. Keep the root ball intact. 4.3.1. Invert pot Given a root-bound plant that needs to be removed from the pot, demonstrate how to invert the pot carefully without dropping the root ball on the surface. Given an inverted pot holding tightly a root-bound plant, knock the pot rim on the surface carefully such that the plant is removed while the root ball is still intact. Given a root-bound plant that needs to be repotted, hold the plant carefully such that the root ball does not crumble entirely. Given a root bound plant and a pot that are prepared for re-potting, a) gently crumble old soil around the plant without disturbing the root ball, b) re-pot the plant into the center of the pot, c) fill the pot tightly around the plant with potting soil till half an inch from the top, d) water the plant till the soil is wellsettled and e) move the re-potted plant to a sunlit position where the temperature is well between 60 and 80 degree F.

4.3.2.

Knock pot rim on the surface

4.3.3.

Keep root ball intact Repot plant

5.

5.1.

Gently crumble old Given a root-bound plant, crumble and remove the This is the same root-bound plant which you soil ball away old soil such that the root ball is intact. carefully removed from the old pot. Crumble and remove the old soil around your rootbound plant such that the root ball is intact. Set plant into center of potting Given a plant and pot that are prepared for repotting, Set the plant exactly into the center of the set the plant exactly into the center of the potting potting soil in the new pot that you already

5.2.

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soil 5.3. Fill in tightly around plant with potting soil Settle the medium by gentle press

soil.

crocked and filled with potting soil.

Given a plant that is just repotted, fill in tightly Fill in tightly around the plant with potting around the plant with potting soil to the height it soil to the height it came up to when the plant came up to when the plant was in its old pot. was in its old pot. Given a plant that is just filled in tightly around the plant with potting soil, press the medium and outer edges of the pot gently until the soil comes up to the base of the plant. Given a pot that is filled in tightly around the plant with potting soil, stop filling about an inch from the top so that watering the pot will not lead to overflowing. Given a plant that is just repotted successfully, water Water the plant gently with warm water till the plant gently with warm water till the soil is well- the soil is well-settled. settled. Given a plant that is just repotted successfully, place Place the pot in a spot where the temperature the pot in a spot where the temperature due to due to sunlight will be maintained between 60 sunlight will be maintained between 60 and 80 and 80 degree F. degree F.

5.3.1.

5.3.2.

Finish filling inch from the top

5.4.

Water plant

5.5.

Move pot gradually to sunlit position

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E. Instructional Strategy for Psychomotor Instruction The instructional strategy contains the following materials: Performance objectives sequenced and tentatively clustered for lessons; time allocations per session Learning components for pre-instructional activities, assessment activities, follow-through activities, content presentation and learner participation Specification for student groupings Specifications for media selections and delivery system

Performance Objective Sequences and Clusters Six lessons (each column below) with objectives clustered by lesson and sequenced within and across lessons. Clusters and Day 1 2 3 4 5 6 Pre-instructional Activities Motivation The customers will be notified about the repotting course by mail and as they visit Morrisons Plants. Fliers will be sent to all households in the neighborhood. They will be explained (1) why they should repot house plants, (2) how they will benefit from taking the repotting course at Morrisons Plants by showing video of house plants before and after repotting, (3) who can successfully repot plants and (4) Morrisons Plants promotion of free plant to customers who successfully repot in the contest to be held at the end of the training. Duration 75 min 60 min 45 min 90 min 90 min 30 min Main Steps Identify pot bound plant (and all related steps) Crock new pot (and all related steps) Add potting soil (and all related steps) Prepare plant for repotting (and all related steps) Repot plant (and all related steps) Posttest over main steps 1 5

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When the customers visit the site, they will be shown a quick and clear demonstration of repotting in five simple steps so that they can feel confident about their ability to do the same at the end of the course. The customers will be asked about (1) their gardening interests, (2) how they perceive this course to be relevant to them and (3) what are their future training needs.

Objectives The overall objective along with the five major steps of repotting will be explained to the customers. They will learn the purpose of repotting their house plants. Pre-requisite skills/ knowledge It will be assumed that all customers have plant-handling experience. Assessment Entry Skills/ Pretest Since the owner of Morrison Plants has stated that her customers do not have practical knowledge about repotting, the assessment will not include a pretest to test the customers prior knowledge on the subject. Embedded Tests Since the customers will not be certified for acquiring the skill, they will not have high stakes assessments or fail the course. The practice test will be based on casually observing them during class participation and hands-on sessions throughout the training period. They would receive help from fellow learners and instructors if they do not accomplish the performance criteria. Posttest They will not be required to formally demonstrate the skill for evaluation. Once they start to perform the skill independently and confidently, they will be given a choice to take part in a repotting contest conducted by Morrisons Plants. This will serve as their posttest where they will be evaluated based on the terminal objective criteria. Successful customers will be rewarded by the owner with a free plant of their choice.

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Follow-through Activities Memory Aid At the beginning of each session, the customers will be given a well-constructed rubric containing the lecture topics and activities planned for the day. This will later serve as a summary that will aid in the recollection of skills learnt. They will also use a checklist during training sessions for self-evaluation. Transfer Strategy The learners have the option of bringing their own plants when learning to repot. If they do not feel confident to work on their own pots, they can use pot-bound plants from the store to try repotting during practice sessions. By simulating the repotting procedure stepby-step in the learning environment, repeating the same technique independently by learners at a different place is made quite easy. Content Presentation and Learner Participation for Main Steps 1 and 5 Subordinate Skills 1. 1.1. Content Presentation Learner Participation

Identify pot bound plant Does this type of plant require repotting? Content: Show plant samples and ask Practice Item: Direct the learners to take a look at the 5 plants on learners if the plants require repotting. display and classify each type of plant verbally based on its preference for growing root-bound and requirement for repotting for its survival. Feedback: Provide correct answer after each response from the learner. Explain why the answer is right.

1.1.1. Classify plants that prefer being pot-bound

Content: Describe the general characteristics of plants that require repotting and others that survive being pot-bound. Present a list of plants in each plant type.

Practice Item: Ask the learners to contribute from their experience to the characteristics and list of plants in each type. Allow them to ask for classification of a specific plant that they are curious to know about. Feedback: Identify the relevance and accuracy of learner inputs

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and approve their contributions. Example: Show 3 plant samples in each type. 1.2. Examine roots Content: Demonstrate how to reach the Practice Item: Direct the learners to practice independent roots for close examination. Explain how examination of roots. Provide each learner an opportunity to to assess the roots. discuss their findings. Example: Show images of root Feedback: Identify the relevance and accuracy of learner inputs conditions ranging from normal to and approve their contributions. severely pot-pound. 1.2.1. Recognize the symptoms for root-bound plants Content: Provide a list of at least 5 Practice Item: Direct the learners to look at the roots of five symptoms that indicate the need for plants that are passed around the table and ask them to think of 2 repotting. symptoms that suggest the need for repotting. Ask them to take turns for each plant and say at least one new symptom that has Example: Show the symptoms in plant not been already said. samples. Feedback: Identify the relevance and accuracy of learner inputs and approve their contributions. At the end of discussion, list other symptoms that have not been identified in the plants. Content: Show plant samples and ask Practice Item: Direct the learners to look at the roots of five learners to assess the root condition. plants that are passed around the table. Pair them up with their neighbor and ask them to determine whether the plant is severely Non-example: Show plant samples that root-bound. are moderately pot-bound and do not require repotting. Feedback: At the end of discussion, provide repotting recommendations for each plant. Content: Name the appropriate season, Practice Item: Ask the learners to share their outcomes of temperature and plant conditions working with plants in different seasons, temperature and plant (example: flowering or non-flowering) to conditions. repot plants.

1.3.

Do roots look like solid mass with little soil to be seen?

1.4.

Is it the best time of the year to repot plants?

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Non-example: List the seasons, Feedback: Summarize learner inputs based on the relevance to temperature range and plant conditions repotting. that are not ideal for plant growth. 5. 5.1. Repot plant Gently crumble old soil ball away Content: Show a video that clearly explains the step through a close-up shot. Demonstrate how to gently disturb the root system with or without knife to loosen the root ball while still keeping the roots intact. Example: Show an image in action. 5.2. Set plant into center of potting soil Content: Show a video that clearly Practice Item: Direct the learners to demonstrate how to set the explains the step through a close-up shot. plant exactly into the center of the potting soil in the new pot that Demonstrate how to set plant into center they already crocked and filled with potting soil. of potting soil. Feedback: Tell if the learner has got it right. And if not, suggest Example: Show an image in action. how to improve and allow the learner to repeat the procedure. Content: Show a video that clearly Practice Item: Direct the learners to demonstrate how to fill in explains the step through a close-up shot. tightly around the plant with potting soil to the height it came up Demonstrate how to fill in tightly around to when the plant was in its old pot. plant with potting soil. Feedback: Tell if the learner has got it right. And if not, suggest Example: Show an image in action. how to improve and allow the learner to repeat the procedure. Content: Show a video that clearly Practice Item: Direct the learners to demonstrate how to settle the explains the step through a close-up shot. medium by gentle press. Demonstrate how to settle the medium by gentle press. Explain what happens to Feedback: Tell if the learner has got it right. And if not, suggest Practice Item: Direct the learners to demonstrate how to crumble and remove the old soil around their root-bound plant such that the root ball is intact. Feedback: Tell if the learner has got it right. And if not, suggest how to improve and allow the learner to repeat the procedure.

5.3.

Fill in tightly around plant with potting soil

5.3.1. Settle the medium by gentle press

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plant growth when this step is overdone. Example: Show an image in action. 5.3.2. Finish filling inch from the top Content: Show a video that clearly explains the step through a close-up shot. Demonstrate how to fill the pot with potting soil till inch from the top. Explain why this is done. Example: Show an image in action. Non-Example: Show how lack of space on top affects water retention. 5.4. Water plant

how to improve and allow the learner to repeat the procedure.

Practice Item: Direct the learners to demonstrate how to fill the pot with potting soil till inch from the top. Feedback: Tell if the learner has got it right. And if not, suggest how to improve and allow the learner to repeat the procedure.

Content: Show a video that clearly Practice Item: Direct the learners to demonstrate how to water explains the step through a close-up shot. the plant gently with warm water till the soil is well-settled. Demonstrate how to water plant. Feedback: Tell if the learner has got it right. And if not, suggest Example: Show an image in action. how to improve and allow the learner to repeat the procedure. Content: Explain how to select an ideal Practice Item: Direct the learners to find a spot to place the plant spot for plant growth. where the temperature due to sunlight will be maintained between 60 and 80 degree F. Example: Show an image in action. Feedback: Tell if the learner has got it right. And if not, suggest Non-Example: Show plants that suffer how to improve and allow the learner to repeat the procedure. from poor positioning.

5.5.

Move pot gradually to sunlit position

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Student Groupings Learners will work both independently and in pairs during question/ answer and practice sessions. Once the individuals and groups finish their assigned tasks, the pace of learning will be maintained by allowing them to learn from troubleshooting the work of other learners and their groups in need of help. Instructors will facilitate the entire practice session. The learners will receive individual and group feedback from each other and the instructor immediately following the participation besides receiving customized email feedback from the instructor later during the day about overall performance in the session. Consolidation of Media Selection and Choice of Delivery System for Main Steps The course will be delivered through a combination of lecture-cum-demonstration method, small group work and independent practice sessions. The instructor will conduct lectures using multimedia PowerPoint presentation and reinforce the newly learnt skills through live demonstrations. The multimedia presentation will be shared with learners for taking notes and serving as memory aid for recollection of the skill during actual performance. The students will also receive a copy of a rubric prior to instruction to gain a big picture understanding of the days lesson. The visual elements like flowcharts, images and videos will be integrated into the PowerPoint presentation to create a visually engaging learning experience. The multimedia component is adopted in the instructional delivery to accommodate learners with different learning styles. The selection and use of these elements will diversify instruction, harness creative redundancy a nd support better learning outcomes. Flowcharts will be used to help learners construct a big picture of the steps involved in learning the skill and also, inform the progress of learning. Images will be inserted appropriately within the texts to show examples and non-examples depicting how-to and how-not-to steps, respectively for performing the skill. Video. During live demonstrations, the instructor performs the skill at his own pace. Learners with different processing abilities have insufficient time to follow concepts and record observation. Their understanding is further limited as they fail to notice finer details when observing from a distance. So, close-up videos of the instructor performing the steps will be used to compensate for the limitations of live demonstrations.

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F. Formative Evaluation Plan for Psychomotor Instruction The following formative evaluation plan is based on the instructional analysis and strategy of main step 5, Repotting House Plants. The target population is the customers of Morrison Plants whose average age group is 40 and have good educational background, basic skills and experience with plants to complete this training. The first step in the formative evaluation process is to design an informal trial of instructional materials with three customers on a oneto-one basis. The data collected from this evaluation will be analyzed, prioritized and accordingly, the instructional strategy and materials will be modified. Since there are only a handful of learners in each learning group and there is lack of space in the Green House area to accommodate a large number of customers, conducting both a small group trial and a field trial is not feasible in this instructional design. According to Dick and Carey model, small group trial and field trial have a lot of similarities in selecting learners, procedures and data collection. So this instructional design will adopt a combination of both trials as the second and final step in the formative evaluation. Here, the instruction revised using results from three one-to-one trials will be evaluated by just about eight actual customers in a formal instructional setting. Because the performance context is closely similar to the learning context, the impact of instruction in the performance context will not be assessed. One-to-one Formative Evaluation Through owners friendly association with few loyal customers, she will request three of them to participate in the one-to-one evaluation. The sample will include one customer who has tried repotting without much success, another one who has plant-handling experience but never repotted before and third one who speaks English with limited proficiency. The customer will be personally greeted and thanked by the owner for attending the evaluation. The store representative will serve refreshments and explain the purpose of the session. The participant will be clearly informed that her abilities will not be evaluated but will only help in evaluating the instructional materials. The materials for the learner will consist of videos and illustrations in the form of PowerPoint storyboards and lesson objectives as handouts. The designer will walk-through activities (developed in the pre-instructional activities section) that stimulate motivation and provide brief lecture/visuals guided by the objectives for repotting house plants. The learner will be asked to comment on whether initial motivational materials were interesting, objectives were clear and relevant and she already possessed any of the skills in the objectives. The learner will also summarize her understanding and comment on relevance, examples and vocabulary of instruction; choice and clarity of media; pacing and segment size. The learner will express her level of confidence to repot plants if she watched a live demonstration and received expert guidance. The learner, at this point of evaluation, will not be assessed for demonstrating how to repot plants. She will instead orally describe her new learning, answer questions asked by the designer, identify flaws and suggest improvements. Throughout the evaluation, the learner will only be interviewed and not be asked to spend her valuable time in filling out questionnaires. The designer will note the observation and paraphrase learners comments and understanding in an evaluation form.

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Steps 5. Repot plant

Rating Interesting 1 2 3 Relevance of Objectives 1 2 3 Clarity of Objectives 1 2 3 Usefulness of Objectives 1 2 3 Confidence 1 2 3 Satisfaction 1 2 3 Vocabulary 1 2 3 Relevance of Non-Example 1 2 3 Pacing 1 2 3 Relevance of media 1 2 3 Clarity of steps 1 2 3 Segment Size 1 2 3 Vocabulary 1 2 3 Pacing 1 2 3 Relevance of media 1 2 3 Clarity of steps 1 2 3 Segment Size 1 2 3 Vocabulary 1 2 3 Pacing 1 2 3 Relevance of media 1 2 3 Clarity of steps 1 2 3 Segment Size 1 2 3 Vocabulary 1 2 3 Pacing 1 2 3 Relevance of media 1 2 3 Clarity of steps 1 2 3

Designer Observation

Learner Comments

Learner Suggestions

5.1. Visual Elements, lecture, example and demonstration to gently crumble old soil ball away

5.2

Visual Elements, lecture, example and demonstration to set plant into center of potting soil

5.3. Visual Elements, lecture, example and demonstration to fill in tightly around plant with potting soil

5.3.1.Visual Elements, lecture, example and demonstration to settle the medium by gentle press

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Segment Size 1 2 3 5.3.2.Visual Elements, lecture, example and demonstration to finish filling inch from the top Vocabulary 1 2 3 Relevance of Non-Example 1 2 3 Pacing 1 2 3 Relevance of media 1 2 3 Clarity of steps 1 2 3 Segment Size 1 2 3 Vocabulary 1 2 3 Pacing 1 2 3 Relevance of media 1 2 3 Clarity of steps 1 2 3 Segment Size 1 2 3 Vocabulary 1 2 3 Relevance of Non-Example 1 2 3 Pacing 1 2 3 Relevance of media 1 2 3 Clarity of steps 1 2 3 Segment Size 1 2 3

5.4. Visual Elements, lecture, example and demonstration to water plant

5.5. Visual Elements, lecture, example and demonstration to move pot gradually to sunlit position

Small group/ Field Trial Formative Evaluation Through owners friendly association with few loyal customers, she will request eight of them to participate in this evaluati on. The sample will include those customers who have tried repotting without much success, those who have plant-handling experience but never repotted before and those who speak English with limited proficiency. The customers will be greeted and thanked by the owner for attending the evaluation. The store representative will guide them to the Green House area, serve refreshments and explain the purpose of the session. The participants will be clearly informed that their abilities will not be evaluated but they will only help in evaluating the instructional materials. The instruction will be completely developed to the intended level of sophistication, including the instructor guide, pre-instructional activities, learner handouts, PowerPoint presentation with visual elements, instructor-led sessions, live demonstration and assessments in order to identify instructional problems. The learners will watch live demonstration on how to repot plants and receive expert guidance as they try it themselves. Their understanding will be assessed as they individually

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practice repotting of house plants. Instead of filling out questionnaires, the learners will later participate in a poll as the instructor reads out loud each item from the questionnaire. The learners will support their disagreements with reasoning and provide suggestions to improve the instruction. They will answer questions on whether initial motivational activities were interesting, objectives were clear and relevant to them and they already possessed any of the skills in the objectives. Questions will also seek their perspective on relevance, examples and vocabulary of instruction, choice and clarity of media, pacing and segment size. The designer will note the observation, tally counts of poll results and paraphrase learners understanding and comments in an evaluation form. Steps Rating Poll Count Agree/Disagree High/Low High/Low High/Low High/Low High/Low Easy/Hard High/Low Normal/Fast/Slow High/Low High/Low Small/Long Easy/Hard Normal/Fast/Slow High/Low High/Low Small/Long Easy/Hard Normal/Fast/Slow Designer Observations Learners Comments Learners Suggestions

5.

Repot plant

Interesting Relevance of Objectives Clarity of Objectives Usefulness of Objectives Confidence Satisfaction Vocabulary Relevance of Non-Example Pacing Relevance of media Clarity of steps Segment Size Vocabulary Pacing Relevance of media Clarity of steps Segment Size Vocabulary Pacing

5.1. Visual Elements, lecture, example and demonstration to gently crumble old soil ball away

5.2

Visual Elements, lecture, example and demonstration to set plant into center of potting soil Visual Elements, lecture, example

5.3.

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and demonstration to fill in tightly around plant with potting soil 5.3.1.Visual Elements, lecture, example and demonstration to settle the medium by gentle press 5.3.2.Visual Elements, lecture, example and demonstration to finish filling inch from the top

Relevance of media Clarity of steps Segment Size

High/Low High/Low Small/Long

Vocabulary Pacing Relevance of media Clarity of steps Segment Size Vocabulary Relevance of Non-Example Pacing Relevance of media Clarity of steps Segment Size Vocabulary Pacing Relevance of media Clarity of steps Segment Size Vocabulary Relevance of Non-Example Pacing Relevance of media Clarity of steps Segment Size

Easy/Hard Normal/Fast/Slow High/Low High/Low Small/Long Easy/Hard High/Low Normal/Fast/Slow High/Low High/Low Small/Long Easy/Hard Normal/Fast/Slow High/Low High/Low Small/Long Easy/Hard High/Low Normal/Fast/Slow High/Low High/Low Small/Long

5.4. Visual Elements, lecture, example and demonstration to water plant

5.5. Visual Elements, lecture, example and demonstration to move pot gradually to sunlit position

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G. Summative Evaluation Plan for Psychomotor Instruction Morrison Plants has initiated customer care program to turnaround 5% lost sales. The store aims to increase sales within the next 3 months by drawing existing and new customers to attend free training on repotting house plants and allowing them to experience satisfaction with the results achieved by employing skills learnt in the training. The Level 1 and 2 evaluations will be performed during the training. The Level 3 and 4 of evaluating the training program will be measured 3 months after the start of the training program. The following will be the summative evaluation plan for instruction on When and How to Care for House Plants. LEVEL 1 Reaction In order to receive 100% immediate response, the learners will be requested to complete few survey questions as part of the selfevaluation rubric in the final training session. The following is the self-evaluation rubric of Day 5 Repotting House Plants, followed by reaction questions. *******************************************Start of Self-Evaluation Rubric************************************** Welcome Back to Day 5 Repotting House Plants! We encourage you to complete the following self-evaluation form as you practice your skills today. This will help you to identify areas for improvement and also inform us about how to help you better. The instructor will send you timely feedback to your email. Name: Email: Day 5 Repotting House Plants Test Item Gently crumble old soil ball away Set plant into center of potting soil Fill in tightly around plant with potting soil Settle the medium by gentle press I need help I am good I am confident

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Finish filling inch from the top Water plant Move pot gradually to sunlit position Notes

As we conclude our training, please help us evaluate the course by responding to the questions below. Since we value your time, the following survey will not exceed two minutes for completion. 1/4) Are you satisfied with your training on how to repot plants? o Very satisfied o Moderately satisfied o Not satisfied 2/4) How was the training experience? o I am glad that I attended o It was not bad, could have been better o I wasted my time 3/4) Please check the components that met your expectations. o Teaching by Instructor o Quality of training materials o Scope of learning and practice

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4/4) In the space below, please write your comments/suggestions to help us improve the plant care training.

Thanks for your participation! Please return this form to the instructor at the end of the session. *******************************************End of Self-evaluation Rubric*************************************** LEVEL 2 Learning The learning will be evaluated based on the instructor casually observing the learners during class participation and hands-on sessions throughout the training period. The following table shows how the instructor will provide guidance to observe them practice the skill. Subordinate Skills 6. 6.1. 6.2. 6.3. 6.4. 6.5. Repot plant Gently crumble old soil ball away Set plant into center of potting soil Fill in tightly around plant with potting soil Water plant Move pot gradually to sunlit position This is the same root-bound plant which you carefully removed from the old pot. Crumble and remove the old soil around your root-bound plant such that the root ball is intact. Set the plant exactly into the center of the potting soil in the new pot that you already crocked and filled with potting soil. Fill in tightly around the plant with potting soil to the height it came up to when the plant was in its old pot. Water the plant gently with warm water till the soil is well-settled. Place the pot in a spot where the temperature due to sunlight will be maintained between 60 and 80 degree F. Parallel Test Items

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LEVEL 3 Behavior The 6-day course with 10 seats per training will be repeatedly offered at least twice a month for 3 months to serve many customers with tight schedules. The store, thus, expects to train around 50-60 customers during the entire 3-month period. The store will followup with the learners by sending an email questionnaire to each learner group 3 months after the completion of their course to study the usefulness of the training in growing house plants. Even if 20 customers reply back, it will assist the instructional designer in identifying the strengths and weaknesses of the instruction and deciding whether to maintain or revise the instruction. The questionnaire will be very short in length and easy to complete to encourage all customers to participate in the evaluation. Please find the questionnaire below: *****************************************Start of Email to Customers******************************************* Dear customer, Morrison Plants thanks you once again for participating in the training on When and How to Care for House Plants. We hope y ou found our training useful in growing your house plants healthy, this summer. Our team requests you to participate in a short evaluation to help us understand how you feel about the usefulness of the training. We assure you that this survey will take no more than two minutes of your time. Please click on the link below and provide us your feedback to help us serve you better in the future. Thanks in advance for your time and participation, Morrison Plants *****************************************End of Email to Customers******************************************* The link will direct to a questionnaire on Google Form. The following questions will be included. *****************************************Start of Google Form************************************************ 1/7) Have you tried to repot a plant since the completion of your training at Morrison Plants? o Yes o No (Skip to Question 4/9)

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2/7) If you answered YES to question 1, were you successful? o Very successful o Had to overcome problems while repotting o Not successful 3/7) Did repotting your plant help to restore normal growth? o The plant looks rejuvenated o It is too early to tell as I just repotted o The plant is still dying (Skip to Question 5/9) 4/7) If you answered NO to question 1, why have you not tried to repot? o I do not have plants that require repotting o I did not find time to repot o I am not confident to repot 5/7) Was the training on repotting useful to provide care for your plants? o Very useful o Slightly useful o Not useful 6/7) Will you attend trainings and shop at Morrison Plants in the future? o Definitely o May be o Never 7/7) Will you recommend Morrison Plants to all the plant lovers you know?

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o I always do o I might sometime o I dont think so You have completed the form! Thank you for your timely feedback! *****************************************End of Google Form************************************************ LEVEL 4 Results Morrison Plants will monitor the figures of increase/decrease in sales for 3 months starting from the first month of offering their training program to the customers. Since there are only 2 employees in the store, any positive factor during this period that might lead to increase in sales will be easily identified. This will help to eliminate other variables that contribute to the results and measure the value of training to the business. For example: Month 0 Sales -5% Month 1 Sales -2% Month 2 Sales +1% Month 3 Sales +4% Variables impacting Sales 1) Training 2) New employee 3) New assortment of plants

Morrison Plants, in the above example, would turnaround their sales decline by 9%. Even if other variables are involved, the objective of increasing sales in 3 months will be reached. Two methods will be adopted in order to verify if training made direct impact on sales, 1) a combination of increased sales and positive customer response from above questionnaires will help to conclude that the training paid off, 2) General information (name, date of purchase, email ID, address and telephone) of all buyers will be recorded starting from a week after the implementation of the training, which will be used to cross-reference against the list of trainees who attended the workshop. If the response to Level 1& 3 evaluations from customers are not positive, the management will decide whether the training should be continued, modified or removed.

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H. Schedule, Budget, Personnel Descriptions Schedule It will require 1) 1 day to compile instructional content into presentation for each training module 2) 1 day to develop visual elements for each training module 3) 2 days to set up online collaboration and create instructor guide, assessment rubrics and other supplementary student handouts 4) 2 days to develop formative and summative evaluation forms and procedures The training will be completely developed and ready to implement in 14 days (2 weeks). Budget Category Personnel Equipments Items Instructional Designer Instructor Computer, Speakers, Projector Tables, Chairs Books Sample plants 10 sets of Pot-bound plant, new pot, pebbles, potting soil, a pair of gloves, pruning and watering tools, Lysol and water Morrison Plants Green House area Total Initial Investment Recurring Costs $ 3,000 $ 1,000/ training $ 1,000 $ 500 $ 500 $ 100/ training $ 500/ training 0 $ 5,000

Space

$ 1,600/training

Initial Investment + Recurring costs = $ 5,000 + ($ 1,600 * 6 trainings in 3 months) = $ 14,600 Personnel Instructional designer will design and develop instruction by working closely with the SME who is also the instructor. Instructor will implement the 6-day course developed by the Instructional Designer. He will teach the modules, demonstrate the skills and facilitate learner practice sessions.

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Part II - Learning Module Development Repotting House Plants

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A. Introduction For the learning module development, step 5 of the instructional goal analyses, Repotting House Plants, is developed. This skill will be taught on Day 5 of the training. It will take 90 minutes for the instructor to teach, demonstrate the skill and allow the learners to practice. Included in this learning module are performance objectives, instructor guide, learner handout, information presentation, learning activities and summary, evaluation and assessment rubric. B. Performance Objectives 5. Repot plant Given a root bound plant and a pot that are prepared for re-potting, a) gently crumble old soil around the plant without disturbing the root ball, b) re-pot the plant into the center of the pot, c) fill the pot tightly around the plant with potting soil till half an inch from the top, d) water the plant till the soil is well-settled and e) move the re-potted plant to a sunlit position where the temperature is well between 60 and 80 degree F. Given a root-bound plant, crumble and remove the old soil such that the root ball is intact. Given a plant and pot that are prepared for repotting, set the plant exactly into the center of the potting soil. Given a plant that is just repotted, fill in tightly around the plant with potting soil to the height it came up to when the plant was in its old pot. Given a plant that is just filled in tightly around the plant with potting soil, press the medium and outer edges of the pot gently until the soil comes up to the base of the plant. Given a pot that is filled in tightly around the plant with potting soil, stop filling about an inch from the top so that watering the pot will not lead to overflowing. Given a plant that is just repotted successfully, water the plant gently with warm water till the soil is well-settled. Given a plant that is just repotted successfully, place the pot in a spot where the temperature due to sunlight will be maintained between 60 and 80 degree F.

5.1. 5.2. 5.3.

Gently crumble old soil ball away Set plant into center of potting soil Fill in tightly around plant with potting soil

5.3.1. Settle the medium by gentle press 5.3.2. Finish filling inch from the top 5.4. 5.5. Water plants Move pot gradually to sunlit position

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C. Instructor Guide Please see below in italics. This will serve as job aid to effectively use the prescribed instruction. It will include lesson title, performance objectives, time allocation and step-by-step procedure to 1) direct the lesson, 2) demonstrate the skill, 3) ask practice questions, 4) provide feedback and 5) observe and evaluate learner performance. It will also contain copies of assessment rubrics to record learner performance (please see Page 51 of this document for Instructor Rubric). *******************************************Start of Instructor Guide******************************************* Day 5 Repotting House Plants Performance Objective Given a root bound plant and a pot that are prepared for re-potting, the learners should be able to a) gently crumble old soil around the plant without disturbing the root ball, b) re-pot the plant into the center of the pot, c) fill the pot tightly around the plant with potting soil till half an inch from the top, d) water the plant till the soil is well-settled and e) move the re-potted plant to a sunlit position where the temperature is well between 60 and 80 degree F. Time Allocation 90 minutes 1 2 3 4 5 6 7 Welcome learners Provide short recap of skills learnt Learner questions and clarifications Introduce todays topic Lecture Demonstration Practice and learner participation Summary Refreshments Legend 5 5 5 25 15 30 5 minutes minutes minutes minutes* minutes* minutes* minutes *items 4, 5 and 6 are combined and presented together as guided by the multimedia presentation. It could be difficult to manage time for each component separately. Be sure to provide reasonable time for learner practice.

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Session 1. Prepare the Green House area with all equipments, tools and materials for lecture, demonstration and practice sessions prior to the start of instruction 2. Greet learners 3. Summarize lessons previously learnt in the training 4. Allow learners to ask questions and clarify issues 5. Distribute learner handouts and instruct them to take notes as they wish 6. Ask learners to fill the self-evaluation rubric and hand it in at the end of the session 7. Introduce todays topic on repotting house plants 8. Explain performance objectives 9. Using the PowerPoint presentation, give lecture on skills required to perform repotting 10. Demonstrate each skill at appropriate time as guided by the presentation 11. Ask practice questions at appropriate time as guided by the presentation 12. Observe learner performance as they practice 13. Answer individual questions as you walk around during practice time 14. Provide feedback to practice questions 15. Evaluate learner performance when time permits during the session 16. Summarize todays lesson towards the end of the session 17. Collect filled-out self-evaluation rubrics 18. Provide refreshments 19. Spend time after class to assist learners who need extra help ******************************************End of Instructor Guide********************************************* D. Learner Handout Please see below in italics. This will be distributed to all learners prior to instruction. It will also serve as memory aid for future reference. The handout with include 3 sections 1) a page about lesson title and learning objectives as below, 2) MadhavanD_RepottingHousePlants presentation printed in handout format with section for taking notes and 3) self-evaluation rubric (please see Page 36 of this document for self-evaluation rubric).

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*******************************************Start of Learner Handout****************************************** Welcome to Day 5 Repotting House Plants Performance Objective By the end of this lesson, when given a root bound plant and a pot that are prepared for re-potting, you will be able to a) Gently crumble old soil around the plant without disturbing the root ball, b) Re-pot the plant into the center of the pot, c) Fill the pot tightly around the plant with potting soil till half an inch from the top, d) Water the plant till the soil is well-settled and e) Move the re-potted plant to a sunlit position where the temperature is well between 60 and 80 degree F Please see attached with this package presentation handout and self-evaluation rubric. Please write your questions and concerns to training@morrison.com. *******************************************End of Learner Handout******************************************* E. Information Presentation, Learning Activities & Summary The following table provides an outline of content presentation, examples and practice items that have been developed in the attached presentation document, MadhavanD_RepottingHousePlants. The multimedia presentation will be used by the instructor during lecture as supplementary instructional material to show text content, images, videos and flowcharts. The learning activities are embedded into the instruction. The summary of all the learning points is also provided at the end of the presentation. 5. 5.1. Repot plant Gently crumble old soil ball away Content: Show a video that clearly explains the step through a close-up shot. Demonstrate how to gently disturb the root system with or without knife to loosen the root ball while still keeping the roots intact. Practice Item: Direct the learners to demonstrate how to crumble and remove the old soil around their root-bound plant such that the root ball is intact.

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Example: Show an image in action 5.2. Set plant into center of potting soil Content: Show a video that clearly explains the step Practice Item: Direct the learners to demonstrate through a close-up shot. Demonstrate how to set plant how to set the plant exactly into the center of the into center of potting soil. potting soil in the new pot that they already crocked and filled with potting soil. Example: Show an image in action. Content: Show a video that clearly explains the step Practice Item: Direct the learners to demonstrate through a close-up shot. Demonstrate how to fill in how to fill in tightly around the plant with potting tightly around plant with potting soil. soil to the height it came up to when the plant was in its old pot. Example: Show an image in action. Content: Show a video that clearly explains the step Practice Item: Direct the learners to demonstrate through a close-up shot. Demonstrate how to settle the how to settle the medium by gentle press. medium by gentle press. Explain what happens to plant growth when this step is overdone. Example: Show an image in action. 5.3.2. Finish filling inch from the top Content: Show a video that clearly explains the step Practice Item: Direct the learners to demonstrate through a close-up shot. Demonstrate how to fill the how to fill the pot with potting soil till inch pot with potting soil till inch from the top. Explain from the top. why this is done. Example: Show an image in action. Non-Example: Show how lack of space on top affects water retention. 5.4. Water plant Content: Show a video that clearly explains the step Practice Item: Direct the learners to demonstrate through a close-up shot. Demonstrate how to water how to water the plant gently with warm water till plant. the soil is well-settled.

5.3.

Fill in tightly around plant with potting soil

5.3.1. Settle the medium by gentle press

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Example: Show an image in action. 5.5. Move pot gradually to sunlit position Content: Explain how to select an ideal spot for plant Practice Item: Direct the learners to find a spot to growth. place the plant where the temperature due to sunlight will be maintained between 60 and 80 Example: Show an image in action. degree F. Non-Example: Show plants that suffer from poor positioning. F. Evaluation Embedded Test - Since the customers will not be certified for acquiring the skill, they will not have high stakes assessments or fail the course. The practice test will be based on casually observing them during class participation and hands-on sessions throughout the training period. They would receive help from fellow learners and instructors if they do not accomplish the performance criteria. The following table provides an outline of practice and feedback items for all objectives. 5. 5.1. Repot plant Gently Practice Item: Direct the learners to demonstrate how to crumble and remove the old soil around their root-bound crumble plant such that the root ball is intact. old soil ball Feedback: Tell if the learner has got it right. And if not, suggest how to improve and allow the learner to repeat away the procedure. Set plant into center of potting soil Fill in Practice Item: Direct the learners to demonstrate how to set the plant exactly into the center of the potting soil in the new pot that they already crocked and filled with potting soil. Feedback: Tell if the learner has got it right. And if not, suggest how to improve and allow the learner to repeat the procedure. Practice Item: Direct the learners to demonstrate how to fill in tightly around the plant with potting soil to the

5.2.

5.3.

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tightly around plant with potting soil

height it came up to when the plant was in its old pot. Feedback: Tell if the learner has got it right. And if not, suggest how to improve and allow the learner to repeat the procedure.

5.3.1. Settle the Practice Item: Direct the learners to demonstrate how to settle the medium by gentle press. medium by gentle press Feedback: Tell if the learner has got it right. And if not, suggest how to improve and allow the learner to repeat the procedure. 5.3.2. Finish filling inch from the top 5.4. Water plant Practice Item: Direct the learners to demonstrate how to fill the pot with potting soil till inch from the top. Feedback: Tell if the learner has got it right. And if not, suggest how to improve and allow the learner to repeat the procedure. Practice Item: Direct the learners to demonstrate how to water the plant gently with warm water till the soil is well-settled. Feedback: Tell if the learner has got it right. And if not, suggest how to improve and allow the learner to repeat the procedure. 5.5. Move pot gradually to sunlit position Practice Item: Direct the learners to find a spot to place the plant where the temperature due to sunlight will be maintained between 60 and 80 degree F. Feedback: Tell if the learner has got it right. And if not, suggest how to improve and allow the learner to repeat the procedure.

H. Assessment Rubric Please see below in italics the rubric that will be used by instructor for evaluating individual learner performance. The learners will be asked to do a self-evaluation as they practice the skill. Please see Page 36 of this document for self-evaluation rubric. After the session and independent evaluation by both the instructor and the learner, the learners will be asked to turn in their self-evaluation rubric to the instructor. The instructor will (1) compare his rating with that of the learner, (2) understand the gaps, (3) translate ratings and

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comments into constructive feedback and (4) send a timely email to the learner about successful achievement or suggestions for improvement. *******************************************Start of Instructor Rubric****************************************** Name: Date: Day 5 Repotting House Plants Test Item 5.1. 5.2. 5.3. Gently crumbles old soil ball away Sets plant into center of potting soil Fills in tightly around plant with potting soil Needs Meets Exceptional improvement expectations Performance

5.3.1. Settles the medium by gentle press 5.3.2. Finishes filling inch from the top 5.4. 5.5. Notes Waters plant Moves pot gradually to sunlit position

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Please follow the steps below:

1. Collect the self-evaluation rubric from the learner at the end of the session

2. 3. 4. 5.

Compare your rating with that of the learner Analyze the performance gaps Translate ratings and comments into constructive feedback Send timely email to the learner about successful achievement or suggestions for improvement

*******************************************End of Instructor Rubric******************************************* I. References Dick, W.O., Carey, L. & Carey, J.O. (2008). Systematic Design of Instruction (7th Edition). Publisher: Merrill Kirkpatrick, D.L. & Kirkpatrick, J.D. (2006). Evaluating Training Programs: The four levels (3rd Edition). Publisher: Evaluating Training Programs Berrett-Koehler Publishers, Inc. Morrison, G.R., Ross, S.M., & Kemp, J.E., (2010). Designing Effective Instruction (6th Edition). Publisher: John Wiley & Sons, Inc. Sisakhti, R. (1998). Effective Learning Environments: Creating a successful strategy for your organization. Publisher: American Society for Training and Development.