Basic Teaching Skills for Career Education Instructors

1. Basic Teaching Skills for Career Education Instructors Chapter 10 Program Development and Lesson Planning

2. Critical Concept Experience has proven that the time spent in planning significantly reduces the time spent in execution. Plan your educational programs carefully.

3. Desired Performance Goals List the steps in the curriculum development process. Explain the purpose of the use of an advisory council in the curriculum development process. Define the 3 domains for instructional outcomes and write learning objectives for each. Conduct a sound orientation program for new students. Explain the value and advantages of lesson planning. Describe each component of a lesson plan.

4. The Master Educator Uses lesson plans as a guide but makes them their own. Brings their own talents, experiences, and personal characteristics to each classroom. Follows the program outline and ensures all educational objectives are met.

5. 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. Planning Concepts and Preliminary Analysis

6. Curriculum Development Curriculum: A set of courses constituting an area of specialization. Effort must be put into curriculum development, including a number of key steps.

7. Steps for Developing a Courseof Study Determine resources for course content. Obtain review information. List essential tasks and topics. Sort the topics and tasks. Sequence the subject categories. Allocate time for each subject area. (continues)

8. Identify units of instruction. Allocate time for each unit of instruction. 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 Courseof Study (continues)

9. Steps for Developing a Courseof Study

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

11. 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.

12. Organizing Material Subjects must be organized and sequenced in a logical manner to ensure maximum learning and retention.

13. 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

14. Objectives and Examples Business 101 – Program Goal To apply learned theory, technical information, and related matter to assure sound judgments, decisions, and procedures. (continues)

15. Objectives and Examples • Subject or Category Objective – Business Administration (specific to general subject matter) • To apply the fundamentals of business management, operations, and laws and regulations governing the business. (continues)

16. Instructional Objective (specific to daily lesson): Business Finance and Laws 1. To identify financial considerations of operating a business. To explain the importance of maintaining accurate business records. To summarize the laws and regulations governing the business. Objectives and Examples

17. 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 – skilldevelopment as it relates to the performance of a specific task or activity.

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

19. 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.

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

21. The Program Outline Program name Program description Learning goals and objectives Subjects and topics of instruction Hours, credits, competencies by subject/unit Instructional methods Grading procedures Other pertinent information (continues)

22. The Program Outline Hours, credits, competencies by subject/unit Instructional methods Grading procedures Other pertinent information

23. 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. (continues)

24. The Purpose of Orientation To understand the various rules and policies affecting students enrolled in the course. To know the most recent performance outcomes achieved by the institution.

25. Examples of Orientation Topics Student and staff introductions. An icebreaker 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. (continues)

26. Examples of Orientation Topics 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). (continues)

27. 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 (continues)

28. 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

29. Orientation Icebreaker Create an orientation icebreaker 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.

30. 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.

31. Lesson Planning Advantages 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. (continues)

32. Lesson Planning Advantages 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.

33. Three Main Parts of a Lesson Plan The Introduction The Main Body The Conclusion

34. 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

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

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

37. Educational Aids Overhead projection, transparencies, reference materials, charts, graphs, flip charts, TV, VCR, prizes….

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

39. Time Allotment The time allocated for the class should be indicated.

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

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

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

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

44. 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 maintaintheir attention throughout the lesson.

45. Establishing the “Set” Ask a provocative question. Make a shocking statement. Tell a related story. Use audio/visual aids. Incorporate a concept connector.

46. Presentation Outline and Notes Most substantive part of the lesson. Represents the formal part of the class. Topic is outlined and presented in a sequenced format. Detailed notes are provided to support the outline to ensure that both new and seasoned educators can follow it.

47. 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.

48. 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.

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

50. 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.