Transcript Related Instruction

Related Instruction
CTE 4923
Three Program Components

Related classroom instruction

On-the-job training

Student organization activities
Related Instruction
In-school instruction of students
 Based on the training plan of each student
 In conjunction with OJT training

– Provides theory, background, and technical
skills
– Serves as basis for other activities
– Ensures all experiences are interrelated

Minimum 200 minutes per week required
Your Responsibilities
Supervising OJT instruction
 Planning and conducting in-school
instruction related to OJT experiences and
in the student organization
 Serving as advisor to student organization
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Types of Related Instruction
General – basic skills, general occupational
information, and safety
 Technical – skills, attitudes, and concepts
 Specific – individualized for each student’s
needs, interests, and abilities

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
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
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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
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Specific Related Instruction
Examples
Manipulating tools and equipment
 Gathering, processing, communicating, or
applying technical information
 Constructing, assembling, or combining
elements
 Performing a service
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How do you know what to teach?

Let’s brainstorm…in groups
– Take 10 minutes to list all of the
sources/resources you would use to identify
instructional topics.
– Discuss with rest of class.
Determining Topics
Training plans
 Advisory committee
 State’s/school’s suggested curriculum
 Occupational analyses
 Student organization activities
 Coordination visits
 Students
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General Topics
What topics would fit the general category?
Activity
Analyze training plans.
 List at least 3 general related topics.
 Divide students into occupational groups.
List at least 3 topics for technical related
instruction.
 List at least 3 topics for specific related
instruction for each group.
 What further input would you need to
determine additional topics to cover?
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Units of Instruction
– Orientation to Work-Based Learning
– Entering the World of Work
– Using Safety on the Job
– Understanding the Company where You Work
– Developing Human Relations Skills
– Developing Communication Skills
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
Units of Instruction (cont.)
– Analyzing Employment Possibilities
– Understanding Economic Systems
– Conserving Resources
Instructional Methods
What instructional methods
would you utilize?
Instructional Methods
Large group presentations (general)
 Individually or in small groups (general)
 Projects (technical and specific)
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– Prepare students for planning and conducting
the projects
– Ensure that their planning is clear and
thorough
– Monitor their progress on a regular basis
Instructional Methods
Role playing
 Reading assignments
 Practice/application
 Case studies
 Observations/interviews
 Oral reports
 Guest speakers
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Instructional Materials
What materials would you use???
Instructional Materials
Textbooks
 Journals
 Films
 Workbooks
 Modules or learning activity packages
 Training manuals
 Computer-assisted instruction
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Locating Instructional Materials
Advisory committee
 Employers and/or OJT instructors
 Other educators
 Commercial publishers
 Curriculum guides
 Illinois Office of Educational Services
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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
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Specific
General
Start of term
End of term
Scheduling Suggestions
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Early class session topics
– Orientation to program – forms, policies, etc.
– Function of student organization
– Safety
Correlate OJT with classroom instruction
 Foster ability to work independently
 Consider immediacy of student need in
structuring topics
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Evaluating Instruction
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General – frequently utilize traditional
evaluative processes
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Specific
– Quantity and quality of work
– Related to objectives, standards, or outcomes
– Assessing growth in meeting outcomes
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
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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
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Individualized Instruction (cont.)
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Strategies to reach individuals
– Games, role-playing, simulations, case
studies, projects, modules, peer instruction,
research, computerized activities
Variety of media and resources
 Environment is flexible
 Evaluated on individual performance
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Limitations of
Individualized Instruction
Possible lack of suitable materials
 Additional work and complex planning
 Not all students adapt well
 Evaluation might not fit school’s grade
report timeline
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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 I/I with students
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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
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Teacher Conditions for Success
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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
Student Organization Activities
Professional
 Civic
 Service
 Social
 Financial
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What are your
ideas?
– Properly conducted educational activities will
strengthen classroom and OJT instruction and
provide some real-life learning experiences
Professional Activities
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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
Civic Activities
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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
Service Activities
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Emphasize need for sharing with others
– Frequently designed to coincide with holidays
– Involve student participation as well as gifts
and contributions
Social Activities
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Enough said
– Integrate with professional activities
– Important finishing touch to professional
meetings with community leaders
Financial Activities
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Raising funds to support obligations
– Obligations include travel, field trips, expenses
for meetings, and communications
– Membership dues
– Other activities and projects
Integrating Organization Activities
Leadership
 Citizenship responsibilities
 Character development
 Social development
 Occupational knowledge
 Recognition
 Communication skills
 Cooperation
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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
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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
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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
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Social Development
Meet with others and focus on obligations
to society
 Experience acceptable social behavior
 Responsibilities of future citizens
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Occupational Knowledge
Supplement instruction with incentives to
apply themselves
 Panel discussions, speeches, films
 Competitions
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Recognition
Builds morale
 Given to student officers, committee
chairpersons, contest winners
 Recognize behind-the-scenes contributors
too
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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
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Cooperation
Enables students to work with each other
 Planning and programming activities
 Develop sense of human relations
essential for success in chosen careers
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