Related Instruction

1. Related Instruction CTE 4923

2. Program Components • Related instruction • On-the-job training • Student organization activities

3. Related Instruction • In-school instruction students receive • In conjunction with OTJ training • Provides theory, background, and technical skills • Serves as basis for other activities • Ensures all experiences are interrelated • Minimum 200 minutes per week required

4. Your Responsibilities • Supervising OTJ instruction • Planning and conducting in-school instruction related to OTJ experiences and in the student organization • Serving as advisor to student organization

5. Types of Related Instruction • General – basic skills and general occupational information • Technical – skills, attitudes, and concepts • Specific – individualized for each student’s needs, interests, and abilities

6. General Related Instruction • All students need to succeed in achieving career goals • Examples: • Improving reading, writing, and math skills • Basic occupational skills – typing, making change, accurately measuring • General skills, information, and attitudes – interpersonal relations, payroll, benefits, locating jobs, interviewing, selecting jobs

7. Technical Related Instruction • Needed by two or more students • Generally grouped by specific occupations • Prepared separately for students in different occupational areas • Example: dental terminology

8. Specific Related Instruction • Totally individualized • Identified when developing training plan • Training specially geared to student’s specific situation and needs • Skills necessary for specific occupational field • Includes specific skills, knowledge, and attitudes required to progress in field

9. Specific Related Instruction Examples • Manipulating tools and equipment • Gathering, processing, communicating, or applying technical information • Constructing, assembling, or combining elements • Performing a service

10. Determining Topics • Training plans • Advisory committee • State’s/school’s suggested curriculum • Occupational analyses • Student organization activities • Coordination visits • Students

11. General Topics What topics would fit the general category???

12. Activity • Read and analyze the training plans. • List at least 3 general related topics. • Divide the students into occupational groups. List at least 3 topics for technical related instruction. • List at least 3 topics for specific related instruction for each student. • What further input would you need to determine additional topics to cover?

13. Units of Instruction • Orientation to Cooperative Education • Entering the World of Work • Using Safety on the Job • Understanding the Company where You Work • Developing Human Relations Skills • Developing Communication Skills

14. Units of Instruction (cont.) • Understanding the Law • Developing Individual Potential • Coping with Stress and Conflict • Meeting Your Adult Responsibilities • Using Job Related Math • Understanding Taxation • Preparing for the Future

15. Units of Instruction (cont.) • Analyzing Employment Possibilities • Understanding Economic Systems • Conserving Resources

16. Instructional Methods What instructional methods would you utilize???

17. Instructional Methods • Large group presentations (general) • Individually or in small groups (general) • Projects (technical and specific) • Prepare students for planning and conducting the projects • Ensure that their planning is clear and thorough • Monitor their progress on a regular basis

18. Instructional Methods • Role playing • Reading assignments • Practice/application • Case studies • Observations/interviews • Oral reports • Guest speakers!!!

19. Instructional Materials What materials would you use???

20. Instructional Materials • Textbooks • Journals • Films • Workbooks • Modules or learning activity packages • Training manuals • Computer-assisted instruction

21. Locating Instructional Materials • Advisory committee • Employers and/or OTJ instructors • Other educators • Commercial publishers • Curriculum guides – reference list • Illinois Office of Educational Services

22. Scheduling Related Instruction • Certain days of week = type of instruction • Early in year – more time on general • Later in year – more time on specific • Specific included when needed • Be flexible to meet students’ changing needs Specific General Start of term End of term

23. Scheduling Suggestions • Early class session topics • Orientation to program – forms, policies, etc. • Function of student organization • Safety • Correlate OTJ with classroom instruction • Foster ability to work independently • Consider immediacy of student need in structuring topics

24. Evaluating Instruction • General – frequently utilize traditional • Specific • Quantity and quality of work • Related to objectives, standards, or outcomes • Assessing growth in meeting outcomes

25. Facilities, Equipment, Supplies • Classroom close to building entrance • Adjoining teacher-coordinator office • Individual storage bins/drawers • Storage cabinets for materials, references • Magazine racks • Tables for learning activities • Career development materials

26. Individualized Instruction • Needs, abilities, and interests are priority • Become more active, involved, and responsible for own instruction • Teacher becomes manager and/or guide • Clear objectives direct students • Alternative and optional experiences

27. Individualized Instruction (cont.) • Strategies reach individuals • Games, role-playing, simulations, case studies, projects, modules, peer instruction, research, computerized modules • Variety of media and resources • Environment is flexible • Evaluated on individual performance

28. Limitations of Individualized Instruction • Lack of suitable materials • Additional work and complex planning • Not all students adapt well • Evaluation might not fit school’s grade report timeline

29. Success with Individualized Instruction • Identify student goals • Carefully develop objectives to reach goals • Provide remedial instruction when needed • Be flexible – allow students to make more educational decisions • Research materials • Address differences of II with students

30. Orientation to Individualized Instruction • Outline basic idea • Show location and use of materials and equipment • Define role of teacher and student • Review objectives, activities, & due dates • Discuss self-evaluation & final evaluation • Review classroom procedures • Encourage response/reaction/questions

31. Teacher Conditions for Success • You must be: • Able to rely on students to choose best activities • Confident and competent in subject matter • Tolerant of activity and noise • Tolerant of apparent inactivity (reflection) • Able to trust the students

32. Student Organization Activities • Professional • Civic • Service • Social • Financial • Properly conducted educational activities will strengthen classroom and OTJ instruction and provide some real-life learning experiences What are your ideas???

33. Professional Activities • Contribute to professional improvement • Professional meetings with guest speakers, demonstrations, panel discussions, films • Field trips connected to class topics • Annual banquet participation • Contests – stimulate student interest and emphasize importance of learning

34. Civic Activities • Serve school and community • Campus improvement campaigns • Participation in community wide events • Conducted in cooperation with local business and industrial organizations, school organizations, and civic groups

35. Service Activities • Emphasize need for sharing with others • Frequently designed to coincide with holidays • Involve student participation as well as gifts and contributions

36. Social Activities • Enough said • Integrate with professional activities • Important finishing touch to professional meetings with community leaders

37. Financial Activities • Raising funds to support obligations • Obligations include travel, field trips, expenses for meetings and communications • Membership dues • Other activities and projects

38. Integrating Organization Activities • Leadership • Citizenship responsibilities • Character development • Social development • Occupational knowledge • Recognition • Communication skills • Cooperation

39. Leadership • Essential traits for future responsibilities • Qualities of leadership must be developed • Through participation in projects/activities • Officers for one semester to rotate • Emphasize committee activities and individual responsibilities

40. Citizenship Responsibilities • Competent citizen in the community • Voting in student campaigns • Participating in projects with adult counterparts • Improvement projects can teach respect for property • Committee meetings – learn rights and responsibilities of individuals

41. Character Development • Develop desirable traits • Ceremonies and initiations make permanent impressions • Code of ethics • Role-playing situations with desirable and undesirable personal traits • Guest speakers – become acquainted with qualities leaders possess

42. Social Development • Meet with others and focus on obligations to society • Experience acceptable social behavior • Responsibilities of future citizens

43. Occupational Knowledge • Supplement instruction with incentives to apply themselves • Panel discussions, speeches, films • Competitions

44. Recognition • Builds morale • Given to student officers, committee chairpersons, contest winners • Recognize behind-the-scenes contributors too

45. Communication Skills • Must be effective in organization • Convey information and ideas to individuals and groups involved in projects • Reporting activities to publications • Should exist in almost every activity

46. Cooperation • Enables students to work with each other • Planning and programming activities • Develop sense of human relations essential for success in chosen careers

47. Communication Activity • Need a volunteer • One-way communication • Two-way communication

48. Ethical Decisions Activity