Chapter 06

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Basic Teaching Skills for Career Education Instructors : 

Basic Teaching Skills for Career Education Instructors Program Review, Development, and Lesson Planning

Planning Concepts and Preliminary Analysis : 

Planning Concepts and Preliminary Analysis A properly developed program will result in an orderly and systematic process of education that ensures students progress satisfactorily and achieve program objectives

Preliminary analysis of the programs, course objectives and goals, lesson plans, and scheduling must be done before teaching can take place : 

Preliminary analysis of the programs, course objectives and goals, lesson plans, and scheduling must be done before teaching can take place

Steps for Developing a Course of Study : 

Steps for Developing a Course of Study Determine resources for course content Obtain review information List essential tasks and topics Sort the topics and tasks

Steps for Developing a Course of Study (cont’d) : 

Sequence the subject categories Allocate time for each subject area Identify units of instruction Allocate time for each unit of instruction Steps for Developing a Course of Study (cont’d)

Steps for Developing a Course of Study (cont’d) : 

Develop a course outline or syllabus Develop lesson plans Develop method of student evaluation Develop a comprehensive schedule Develop an orientation program Steps for Developing a Course of Study (cont’d)

Advisory Council/Curriculum Committee : 

Advisory Council/Curriculum Committee Comprised of school owners, directors, educators, graduates and employers of graduates, representatives of trade organizations or regulatory agencies, and other industry professionals

Purpose of the Committee : 

Purpose of the Committee To identify and assign priority to subject matter and skills that need to be taught To help assign relative importance to subject matter To bring their own experience, education, and additional resources To aid in outcomes assessment and developing plans for improvement

Instructional Outcomes : 

Instructional Outcomes Outcome: goal, aim, objective; result or consequence Goals are established for various levels within the course development process 1. for overall course of study 2. for each subject or category of study 3. for each lesson plan found in a unit of study

Objectives and Examples : 

Objectives and Examples Course Goal To apply learned theory, technical information, and related matter to ensure sound judgments, decisions, and procedures

Objectives and Examples (cont’d) : 

Subject or Category Outcome - Business Management (specific to general subject matter) Enable the student to apply the fundamentals of business management, operations, and laws and regulations governing the business Objectives and Examples (cont’d)

Objectives and Examples (cont’d) : 

Instructional Objective (specific to daily lesson) Instructional Objective (specific to daily lesson) Enable the student to: 1. Identify financial considerations of operating a business 2. Explain the importance of maintaining accurate business records 3. Describe the importance of laws and regulations governing the business Objectives and Examples (cont’d)

The Three Domains : 

The Three Domains Cognitive domain - acquisition of knowledge Affective domain - the development of an attitude or value as it relates to the subject matter Psychomotor domain – skill development as it relates to the performance of a specific task or activity

The Cognitive Domain : 

The Cognitive Domain The acquisition of knowledge. Performances that require specific information such as principles, concepts, and generalizations necessary for problem solving.

The Affective Domain : 

The Affective Domain The demonstration of feelings, attitudes, or sensitivities toward other people, ideas, or things Positive attitudes, values, and feelings are desired in the workplace

Psychomotor Domain : 

Psychomotor Domain Objectives relate to skill performance Students perform physical or psychomotor tasks under supervision Repetition eventually transfers to routine practice in the workplace

Psychomotor Domain (cont’d) : 

Psychomotor Domain (cont’d)

The Course Outline : 

The Course Outline Course name Course description Learning goals and objectives Subjects and topics of instruction Hours, credits, competencies by subject/unit Course format Grading procedures Other pertinent information

Lesson Plan Development : 

Lesson Plan Development The most detailed step in the process of course development The research, review, and planning activities only have value when they come to life in the classroom

Lesson Planning Ensures That: : 

Lesson Planning Ensures That: Course and lesson objectives are met Learners experience effective teaching principles New material is connected to prior learning Educators are prepared Learners receive appropriate summary and review

Lesson Planning Ensures That: (cont’d) : 

Learners know what is expected of them Learners receive follow-up assignments Educators consider a variety of learning styles Educators gather needed teaching materials Educator confidence level soars Lesson Planning Ensures That: (cont’d)

Three Main Parts of a Lesson Plan : 

Three Main Parts of a Lesson Plan The introduction The main body The conclusion

Lesson Plan Components : 

Lesson Plan Components Title Lesson Objectives Implements, Equipment, Supplies Educational Aids Facility Time Allotment Prior Assignment Educator References Notes to Educator Learning Motivation Outline and Notes Activities for Lesson Summary and Review Follow-up Assignment Evaluation

Lesson Objectives : 

Lesson Objectives Indicate the knowledge, skills, and attitudes that students should possess on completion of the lesson

Implements, Equipment, Supplies : 

Implements, Equipment, Supplies Lists the supplies needed to deliver the lesson and address the materials needed by students during the lesson

Educational Aids : 

Educational Aids Overhead projection, transparencies, reference materials, charts, graphs, flip charts, TV, VCR, prizes, and so on

Facility : 

Facility The educator identifies where the presentation or demonstration will take place

Time Allotment : 

Time Allotment The time allocated for the class should be indicated

Prior Student Assignment : 

Prior Student Assignment Also called prerequisites of the learner Ensures that students are prepared and have received appropriate preliminary training required to make this class meaningful

Educator References : 

Educator References List the variety of references available for research and additional preparation You may also identify references for students for independent study

Notes to Educator : 

Notes to Educator This component is generally used in lesson plans that will be used by several educators within the institution

Learning Motivation/Introduction : 

Learning Motivation/Introduction Prepares the student for the upcoming instruction States the purpose of the lesson Addresses the WII-FM

The Anticipatory Set : 

The Anticipatory Set Students do not enter the classroom in the same mind-set Educators need to gain the attention of all learners in a way that will help maintain their attention throughout the lesson

Establishing the “Set” : 

Establishing the “Set” Ask a provocative question Make a shocking statement Tell a related story Use audiovisual aids Incorporate a concept connector

Activities for Lesson : 

Activities for Lesson Experiences, participatory exercises, projects, and assignments that will enable the learners to achieve the objectives of the lesson and retain the key information

Summary and Review : 

Summary and Review Lesson summary brings class to a close and provides an opportunity to summarize the main points or provide an overview of the lesson

Follow-Up Assignment : 

Follow-Up Assignment Assignments are given when students have achieved sufficient knowledge or skills to proceed successfully in an independent environment

Assignments May: : 

Assignments May: Lengthen the time students spend in learning activities Foster initiative, independence, and responsibility Reinforce classroom and practical skills learning Promote self-discipline Allow for differences in learners

Evaluation Procedures : 

Evaluation Procedures This component is used to measure the learner’s success in achieving lesson objectives Evaluation assesses the effectiveness of the teaching and the activities and procedures used to deliver the material contained in the lesson

The Purpose of Orientation : 

The Purpose of Orientation To understand the general objectives of the course of study To identify the various career opportunities within the chosen field To recognize the needed lifestyle changes as a result of becoming a full-time student

The Purpose of Orientation (cont’d) : 

To understand the various rules and policies affecting students enrolled in the course To know the most recent performance outcomes achieved by the institution The Purpose of Orientation (cont’d)

The Purpose of Orientation (cont’d) : 

To understand the requirements of applicable oversight agencies To understand any other policies or standards that are applicable to the student’s enrollment The Purpose of Orientation (cont’d)

Examples of Orientation Topics : 

Examples of Orientation Topics Student and staff introductions An ice-breaker or opening activity that allows new students to bond with continuing students An explanation of the importance of developing people skills as well as the technical skills required for career success

Examples of Orientation Topics (cont’d) : 

An explanation of the importance of student desire, personal commitment, and drive to succeed A history of the applicable field The job outlook for careers in course-related fields Course length and licensure requirements (if applicable) Behavior modification and time management for adding from 20 to 40 hours weekly to existing schedules Examples of Orientation Topics (cont’d)

Examples of Orientation Topics (cont’d) : 

Obstacles to course completion that students may encounter and possible solutions The rules or standards of conduct required of students The policies affecting students Examples of Orientation Topics (cont’d)

Examples of Orientation Topics (cont’d) : 

Emergency evacuation procedures; use of fire extinguishers, first aid OSHA and basic requirements for a safe workplace Financial aid programs Others? Examples of Orientation Topics (cont’d)

Orientation Ice-Breaker : 

Orientation Ice-Breaker Create an orientation ice-breaker that will serve as a dynamic opening to your orientation program and will create an opportunity for all new students to get to know each other

In Review : 

In Review Quality instruction is the result of thoughtful planning and many different activities by many different contributors

Master Educators Will: : 

Master Educators Will: Follow the course outline exactly Prepare teaching activities in advance Establish measurable performance outcomes Respect and follow the curriculum established

Master Educators Will: (cont’d) : 

Make regular notes of what works and what doesn’t Recognize their role in applying assessment and evaluation criteria fairly and uniformly Not mimic or parrot lesson plans prepared by others Bring their own talents, experiences, and personality characteristics to each classroom Master Educators Will: (cont’d)

Master Educators Will: (cont’d) : 

Bring life and excitement into each class Shape lessons to reflect their own strengths and preferences and also address the needs of students Take an active role in lesson plan development Master Educators Will: (cont’d)

The Course Outline and Class Schedule Will Become: : 

The Course Outline and Class Schedule Will Become: The blueprint that enables the educator to know: what is to be taught; when it is to be taught, and how it is to be taught

The Course Outline and Class Schedule Will Become: (cont’d) : 

The course outline combined with the schedule will advise educators and students of: where they are going; how they are going to get there; and why they are to arrive at the outlined destination The Course Outline and Class Schedule Will Become: (cont’d)

Congratulations!You have just completed one unit of study in your Instructor Training Program. : 

Congratulations!You have just completed one unit of study in your Instructor Training Program.

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