New Vocational Technical Education Teachers




НазваниеNew Vocational Technical Education Teachers
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Example of Procedural Steps

Procedural steps are the steps of a task broken down to allow students to follow a sequential procedure that will help them to complete the stated objective. New teachers will find it helpful to write down these steps when planning the lesson.

The following example is an integrated English/Auto Body lesson used by a teacher from Minuteman Regional Technical High School.


The performance objective is:

The student will write a Damage Report on the repair cost on a front-end collision. The report should include the replacement of a major welded-on panel with new parts, repairing small dents, and refinishing with a base/clear coat system.


The procedural steps are as follows:

  1. Meet with the customer to define repairs and write a sequential report using an OEM parts manual.

  2. Review with the customer and instructor to determine scheduling dates available for repairs to be completed.

  3. Order parts and materials needed to do all repairs, verify when parts will be delivered.

  4. Review the damage report with your teacher and your team and delegate each student member’s responsibility along with the time schedule and methods that will be used for repairs.

  5. Determine the extent of direct and indirect damage, the direction of impact and the order of repair.

  6. Remove damaged, non-structural body panels and electrical components that may interfere with or be damaged during repairs.

  7. Analyze frame and align to manufacturer’s recommended tolerances.

  8. Apply corrosion protection.

  9. Mix and apply the correct number of coats of primers to ensure adhesion and filling capabilities.

  10. Mask and prepare panel or base/clear coat finish.

  11. Apply sealer.

  12. Mix and apply base/clear finish as recommended.

  13. Prepare car for customer.

  14. Review repairs with your team and your instructor.

  15. Inspect car with customer.

  16. Complete a follow-up phone call to your customer after two weeks and verify satisfaction.

  17. Write a thank you card to the customer.



Examples of Assessments

Assessment is much more than testing. Assessment should be a continuous process of gathering and examining information about what and how well students are learning.

Examining student work is at the core of assessment. Teachers need to gather a variety of pieces of evidence of student learning. Tangible products i.e., pieces of writing, written tests, and projects are obvious pieces of evidence. However, contribution to problem solving, group work, discussion and critical thinking also provide information that support evidence of learning and should be included when collecting data.

To assume that students actually understand the material, teachers need to create activities that provide evidence of depth of understanding. Requiring students to explain and apply knowledge will bring them to greater understanding.

Assessment must be focused on students and their individual learning needs, their learning styles and their learning strengths. Because of the diversity of student learning strengths and challenges, learning must be measured in a variety of ways.

Students should be provided with more than one opportunity to demonstrate what they have learned. Tests are certainly an important means of collecting assessment data. However, test questions should be varied. Certain types of test items are far better than others. For example, the guessing factor in true/false items.

Some popular assessment strategies are:

  • Multiple choice test items

  • Essay questions

  • Open response questions

  • Research papers/projects

  • Experiments/lab reports

  • Observations

  • Presentations

  • Performances

  • Demonstrations

  • Projects

  • Portfolios


In addition to the various types of assessment strategies to utilize in gathering information on how well students are learning, it is important to consider other factors that influence assessment.

Factors influencing assessment:

  • Out of class assignments

  • Long term projects

  • Fixed tests/un-timed tests

  • Independent work

  • Group work

  • On-demand assignments

  • Retesting and revising work

  • Self evaluation

  • Peer review of work




Teachers must keep in mind the following facts about how people learn:


We learn...

10% of what we read

20% of what we hear

30% of what we see

50% of what we both see and hear

70% of what is discussed

80% of what we experience personally

95% of what we teach someone else

William Glasser


Examples of Accommodations for Students with Disabilities

Special education specialists will communicate with teachers regarding the learning accommodations that must be afforded to students on Individualized Educational Programs (IEP’s). Note the portion of the IEP that is entitled “Present Levels of Educational Performance”. An example of this document appears after the listing of standard accommodations that follows.


Standard Accommodations


I Timing

1. Administer test in short periods

2. Administer test at a specific time of day


II. Changes In Test Setting


        1. Small group setting

        2. Different room from rest of class

        3. Administer test individually (routine administration procedures)

        4. Seated in front or specified area

        5. Administer test in carrel

        6. Student wears noise buffers

        7. Test administrator is familiar to student




III. Changes in Test Presentation

  1. Use magnifying equipment or enlargement devices

  2. Read/clarify instructions and test directions only

  3. Large-print edition of test

  4. Braille edition of test

  5. Student can use a place marker

  6. Test Administrator assists in tracking test items

  7. Use student’s amplification equipment

  8. Reads test questions to student


IV. Changes In How The Student Responds To Test Questions


  1. Answers dictated to a scribe

  2. Answers recorded using a template or graphic organizer

  3. Answers recorded using an audiotape to be later transcribed

  4. Answers recorded to be typed by the student using assistive technology (e.g. word processor)

  5. Student may use calculator and/or number charts






Individualized Education Program


IEP Dates: from

09/08/2004

to

06/20/2005

Student Name:

     

DOB:

     

ID#:

     
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