Related Instruction

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Related Instruction

• CTE 4923

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Three Program Components

• Related classroom instruction
• On-the-job training
• Student organization activities

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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

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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 students
  needs, interests, and abilities

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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

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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 students 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?

• Lets brainstormin groups
• Take 10 minutes to list all of the
  sources/resources you would use to identify
  instructional topics.
• Discuss with rest of class.

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Determining Topics

• Training plans
• Advisory committee
• States/schools suggested curriculum
• Occupational analyses
• Student organization activities
• Coordination visits
• Students

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General Topics

• What topics would fit the general category?

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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

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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

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Units of Instruction (cont.)

• Analyzing Employment Possibilities
• Understanding Economic Systems
• Conserving Resources

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Instructional Methods

• What instructional methods
• would you utilize?

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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

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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???

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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

Specific
General
Start of term End of term
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Scheduling Suggestions

• 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

• General frequently utilize traditional
  evaluative processes
• Specific
• Quantity and quality of work
• Related to objectives, standards, or outcomes
• Assessing growth in meeting outcomes

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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.)

• 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 schools 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

• 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

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Student Organization Activities

• Professional
• Civic
• Service
• Social
• Financial
• Properly conducted educational activities will
  strengthen classroom and OJT instruction and
  provide some real-life learning experiences

What are your ideas?
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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

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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

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Service Activities

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

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Social Activities

• Enough said
• Integrate with professional activities
• Important finishing touch to professional
  meetings with community leaders

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Financial Activities

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

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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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