25-9031.00 · Learning planner
Instructional Coordinators: a task-based learning plan
Develop instructional material, coordinate educational content, and incorporate current technology into instruction in order to provide guidelines to educators and instructors for developing curricula and conducting courses. May train and coach teachers. Includes educational consultants and specialists, and instructional material directors.
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Understand the profile before choosing priorities
The table shows the ten highest importance ratings among 30 skills with usable ratings. Skills tied on importance can share a rank. Importance (1–5) and level (0–7) describe different dimensions. A level of 4 is not 4/7 of a course, and neither scale is your personal score. Source dates refer to the underlying rating, not the database release date.
| Skill | Importance / 5 | Level / 7 | Rating date |
|---|---|---|---|
| Learning Strategies | 4.25 | 4.75 | 08/2018 · Analyst |
| Writing | 4.12 | 4.50 | 08/2018 · Analyst |
| Speaking | 4.12 | 4.38 | 08/2018 · Analyst |
| Instructing | 4.12 | 4.25 | 08/2018 · Analyst |
| Reading Comprehension | 4.00 | 4.62 | 08/2018 · Analyst |
| Active Listening | 4.00 | 4.38 | 08/2018 · Analyst |
| Monitoring | 4.00 | 4.25 | 08/2018 · Analyst |
| Critical Thinking | 3.88 | 4.12 | 08/2018 · Analyst |
| Active Learning | 3.88 | 4.12 | 08/2018 · Analyst |
| Social Perceptiveness | 3.88 | 4.00 | 08/2018 · Analyst |
Anchor the plan in an actual task
Choose one reported task you want to understand better. Then choose one to three skills and describe an appropriate learning activity, evidence you will review and a date. For practical work requiring authorization, choose relevant coursework, observation or supervised training.
Learning Strategies
Selecting and using training/instructional methods and procedures appropriate for the situation when learning or teaching new things.
Read the scale examples
These generic examples illustrate the level scale. They are not required activities for instructional coordinators.
Level 4: Identify an alternative approach to help trainees who are having difficulties
Level 6: Apply principles of educational psychology to develop new teaching methods
Which practice activity and feedback would help you learn this task, and how would you check progress?
Writing
Communicating effectively in writing as appropriate for the needs of the audience.
Read the scale examples
These generic examples illustrate the level scale. They are not required activities for instructional coordinators.
Level 4: Write an email to staff outlining new directives
Level 6: Write a novel for publication
What document would another person need, and how would you check that they could act on it?
Speaking
Talking to others to convey information effectively.
Read the scale examples
These generic examples illustrate the level scale. They are not required activities for instructional coordinators.
Level 4: Interview applicants to obtain personal and work history
Level 6: Argue a legal case before the Supreme Court
How would you explain the task, audience needs and next step in a short conversation?
Instructing
Teaching others how to do something.
Read the scale examples
These generic examples illustrate the level scale. They are not required activities for instructional coordinators.
Level 4: Instruct a coworker in how to operate a software program
Level 6: Demonstrate a surgical procedure to interns in a teaching hospital
How would you explain one step, observe a practice attempt and give useful feedback?
Reading Comprehension
Understanding written sentences and paragraphs in work-related documents.
Read the scale examples
These generic examples illustrate the level scale. They are not required activities for instructional coordinators.
Level 4: Understand an email from management describing new personnel policies
Level 6: Read a scientific journal article describing surgical procedures
Which instruction, constraint or exception in a document would you need to explain accurately?
Active Listening
Giving full attention to what other people are saying, taking time to understand the points being made, asking questions as appropriate, and not interrupting at inappropriate times.
Read the scale examples
These generic examples illustrate the level scale. They are not required activities for instructional coordinators.
Level 4: Answer inquiries regarding credit references
Level 6: Serve as a judge in a complex legal disagreement
What would you ask the other person to clarify, and how would you confirm you understood?
Monitoring
Monitoring/Assessing performance of yourself, other individuals, or organizations to make improvements or take corrective action.
Read the scale examples
These generic examples illustrate the level scale. They are not required activities for instructional coordinators.
Level 4: Monitor a meeting and revise the agenda to ensure important topics are discussed
Level 6: Review corporate productivity and develop a plan to increase it
What result or exception would you inspect during the task, and when would you revisit it?
Critical Thinking
Using logic and reasoning to identify the strengths and weaknesses of alternative solutions, conclusions, or approaches to problems.
Read the scale examples
These generic examples illustrate the level scale. They are not required activities for instructional coordinators.
Level 4: Evaluate customer complaints and determine appropriate responses
Level 6: Write legal brief challenging a federal law
What assumption could change your conclusion, and what evidence would you check first?
Active Learning
Understanding the implications of new information for both current and future problem-solving and decision-making.
Read the scale examples
These generic examples illustrate the level scale. They are not required activities for instructional coordinators.
Level 4: Determine the impact of new menu changes on a restaurant's purchasing requirements
Level 6: Identify the implications of a new scientific theory for product design
What new information would change your approach, and how would you record the change?
Social Perceptiveness
Being aware of others' reactions and understanding why they react as they do.
Read the scale examples
These generic examples illustrate the level scale. They are not required activities for instructional coordinators.
Level 4: Be aware of how a coworker's promotion will affect a work group
Level 2: Notice that customers are angry because they have been waiting too long
What perspective or concern might another person bring to this task?
Review the result
Your plan should explain why the selected skills matter for your chosen task, what you will do next and what evidence you will examine. Revisit the plan after that activity. Completing a worksheet or matching an occupation’s ratings does not establish professional competence.
Keep your worksheet
Download before leaving this page. Unsaved writing remains only in the page and is cleared on refresh. Notes and learning actions are not sent to a server. This guide describes an occupation and supports study planning; it does not provide clinical, legal or equipment-operating procedures.
Source and practice material
Occupational context uses the O*NET® 31.0 Database from the U.S. Department of Labor, Employment and Training Administration, under CC BY 4.0. View the occupation.
Skill Workbench selected and adapted the occupational information and added its own fictional cases, calculations, guidance and worksheets. USDOL/ETA has not approved, endorsed or tested these additions. O*NET® is a trademark of USDOL/ETA.