Criterion-Technical Education Criterion-Technical Education Consultants, Inc.Consultants, Inc.

John F. Kershaw, Ed.D., PhDJohn F. Kershaw, Ed.D., PhD

LESSON PLANS

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You are Here

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Definition of Politics

Curriculum Definition

Organized framework or Learning Plan for action, includes: instructional strategies, pedagogies, teaching & learning activities, experiences, assessments, design, and materials that lead to achievement of performance objectives based on academic or occupational standards.

PROBLEM

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Type?

Problem• Education System:

– Pedagogies designed for earlier demographics• Designed around old economic and cultural issues

– Despite huge population changes in schools•Past 100 years•Teaching process changed little

– Factory Assembly-Line Model• Fragmented Approach to Education

Problem

• Why Do I Have To Learn This?– Answer often heard is– Because someday you will need it

• Research statistics on educational achievement– Show a large number of students – Do not find this to be a satisfactory answer

Problem

–“If You Can’t Explain to Student Why They Need to Learn this, You Shouldn’t Be Teaching It.”

Education Bridge

JobsSchool School

Education Bridge

JobsSchool School

Education Bridge

JobsSchool School

Education Bridge

NO-JOBLIMBO

School School Jobs

AYES Education Bridge

JobsSchool School

AYES Education Bridge

JobsSchool School

AYES Education Bridge

JobsSchool School

FUTURE e-Vehicles2018 e-Prius

2020 e-Volt

2020 e-Forever

Fragmented Approach • Mismatch

– Between curriculum & job requirements • Math not taught in connection with • How it is applied in career• Algebra in classroom: teachers may spend hours

drilling students on factoring polynomials that those students will never see after high school, instead of doing a project where math is applied

• Algebra in workplace:– Able to use &create spreadsheets– Not what Algebra looks like in a classroom

Waldo’s Work Future

Education Facts• Meaning in Education

– Students seek meaning in what they learn– Learning becomes more meaningful– When concepts are applied to life & work

•Learning occurs best

• When learners process new information in way that • Makes sense in their own frame of reference• Learning must mean something to student for retention

•Contextual Teaching (teaching for meaning)

• Motivates students to make connections • Between knowledge & its application

• Resulting in Contextual Learning

•When You Always Do What You’ve Always Done

•You Always Get What You’ve Always Got

Doing the Same Thing Over & Over Again Expecting a Different Result, Albert Einstein

“ We’ve Always Done It This Way”

FIXCriterion Referenced

Instruction & Contextual

Teaching/Learning

Noah PrincipleNoah PrincipleNobody Gets Rewards for Predicting Rain, Just for Building Arks.

LESSON PLAN

• Detailed Description of Course of Instruction• Daily Lesson Plan

– Developed to guide class instruction

– Subject covered & needs of students

– Requirements mandated by school/Industry (NATEF)

– Guide for running particular lesson: Includes:

•Goal/Objective (what students need to learn)

• Way of measuring how well goal was reached•How goals reached (method, procedure)

CCRITERIA

The Knowledge, Skills, and Attitudes (KSA) ACTIONS, You

Need the Ability to Do

AASSESSMENT

How Well You Perform the

Knowledge, Skills, and Attitudes (KSA)

ACTIONS.

TTRAINING

Training Based on Criteria Needed to

Learn the KSA ACTIONS, You Need

to Do

How You Know

You're There?

How to Get There

Where You Need To

Go?

Typically Found in Lesson Plan• Time to complete lesson• List of required materials• Performance Objectives• Set (or lead-in, or bridge-in) pictures or models

– Asking leading questions, or reviewing previous lessons– Instructional component scribes the sequence of events that

make up lesson, including instructional input and guided practice to try new skills or work with new ideas

• Independent practice: – Allows students to extend skills or knowledge on their own

• Summary• Evaluation component

– Analysis component used to reflect on lesson itself – What worked, what needs improving

As Instructors, We Must KnowOur Subject Matter

When We Have Arrived

How We Are Going To Get There

Flow Chart

• Matrix– Flow Chart

• From school philosophy

• To final evaluation

0 10 20 30 40 50 60 70 80 90 100

A6 Electrical/Electronics Systems

A7 HVAC

A5 Brakes

A4 Suspesnion & Steering

A1 Engine Repair

A8 Engine Performance

A2 Automatic Trans

A3 Manual Drive Train & Axles

Maintenance Light Repair Automotive Service Tech Master Automotive Service Tech

Maintenance Light Repair Automotive Service Tech Master Automotive Service Tech

A6 Electrical/Electronics Systems 37 52 58A7 HVAC 7 33 35A5 Brakes 35 50 56A4 Suspesnion & Steering 35 55 57A1 Engine Repair 14 28 28A8 Engine Performance 15 38 46A2 Automatic Trans 10 19 22A3 Manual Drive Train & Axles 14 30 38Shop & Safety 15 15 15Tools, Prep, 11 11 11

193 331 366

Thinking

Feeling

Doing Watching

Ref

lect

ivel

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CONCRETE CONCRETE ExperienceExperience

Act

ivel

y

ABSTRACT ABSTRACT ConceptualConceptual

Doing & FeelingSeeking Hidden PossibilitiesExploring, learning by trial & error, self-discovery

2

Thinking & DoingExperimenting, Building,Tinkering

3

Feeling & WatchingSeeking PersonalAssociations, meaninginvolvement

1

ABSTRACTListening to & thinkingAbout informationSeeking facts, thinkingThrough ideas

4

Telling: related to presentations/discussion. Instructor centered: Responds to “thinking” learner.

Showing: instructor-centered: demonstrations of tools, equipment & procedures. Conducted in controlled laboratory situations. Responds to “watching” learner.

Doing: student-centered activity. Theoretical background provided for learning activity & methodology demonstrated During this phase of learning, student demonstrates what has been learned by performing task under direction of instructor ( “Doing” learner).

Practicing: most significant part of learning process. With adequate practice student reinforces prior learning to accomplish tasks in less time, which is important in automotive service. Practice best conducted in a working automotive service business that reflects real world of customer service. Responds to a “feeling” learner

Talking Too Much

Taking Too Much for Granted (ASSUME)

Teaching Too Much at One time

Over Communicating

Using Overly Technical Language (KISS)

Concentrating on Teaching Rather than Learning

COMMON MISTAKES IN TEACHING

INSTRUMENT OF INSPIRATION

TOOL OF TORTURE

Teaching is a Performing Art

Teaching is not like inducing a chemical reaction; it is much more like painting a

picture or making a piece of music

ARTISTICALLY, teachers must possess great FLEXIBILITY (the key to success) to choose different pedagogies, to IMPROVISE when a

lesson plan fails, and to work around impediments.

A teacher must SCIENTIFICALLY KNOW

the material and be able to ARTISTICALLY DELIVER

it for learning to occur

Criterion Referenced Instruction (CRI)• Instruction Driven

– By specific performance objectives

•Criterion – Standard of judgment or criticism

– Rule/principle for evaluating something

Criterion Referenced Instruction (CRI)• Task Analysis

– Identify what needs to be learned

• Performance Objectives – Specification of outcomes– How they are to be evaluated (criterion)

• Criterion Referenced Testing– Evaluation of learning: KSA in objectives

• Development of Learning Modules – Tied to specific objectives.

Criterion Referenced Instruction (CRI)•Criterion Referenced Instruction

– Applicable to any form of learning

– Applied most extensively in

– Technical training & troubleshooting

CRI Can Deliver• Higher-level Thinking • Problem-Solving Skills

– Easiest Part of Problem-Solving is FIX– Hardest Part of Problem-Solving: Know what to FIX

• Process-to-Perform Strategy– Integrated: Academic, & Employability Skills– Specific System Knowledge (Why) – Product Specific Training– Ability to Make Connections– Process to a Common Standard– Low Tolerance for Assumptions

Syllabus

• Outline of Course of Study, Contains:• Broad Based Objectives• Standards & Competencies• Ways To Learn

– Lab Ideas for Application– Job Sheet or Worksheet Assessments– Learning Projects– Worksite Options, Mentoring, etc.

• Assessment Strategies – Rubrics, Work Journal – Multiple Choice Criterion-Referenced Tests

Contextual Model/Strategies

• CONTEXTUAL TEACHING [TOTAL]

• E-learning Self-Directed CBT [5%]

• Coaching & Demonstration [20%]

• LECTURE [10%]

• PROBLEM-SOLVING (SBD) [50%]

• Mentor Training [Part-Total]

• Hands-On Testing [10%]

• Adaptive Computer Assessment [5%]

Contextual Curriculum ModelGeneral House Construction Curriculum Plan

Specifications Standards (ICSs) Selection of Site Grade Level (K-12) Restrictions State Requirements, College Requirements,

Apprenticeship & Employer Requirements House Style (Colonial, Contemporary, etc.

High School or College, Career Academy, CTE School, Magnet School

Construction Plan Contextual Curriculum Framework

Foundation Academic, Employability, Occupational Competencies (ICSs)

Rooms Contextual Courses Framing, Dry wall, Wiring, Plumbing, etc.

Student Experiences: Learning Projects, Themes, Labs, Internships, Problems Solved, etc.

Windows, Doors, Appliances, etc. Guidance and counseling from Teachers, Mentors, and employment supervisors.

OCCUPATIONAL COMPETENCIES

CCRITERIA

The Knowledge, Skills, and Attitudes (KSA) ACTIONS, You

Need the Ability to Do

AASSESSMENT

How Well You Perform the

Knowledge, Skills, and Attitudes (KSA)

ACTIONS.

TTRAINING

Training Based on Criteria Needed to

Learn the KSA ACTIONS, You Need

to Do

How You Know

You're There?

How to Get There

Where You Need To

Go?

AnotherTrans

Application

NeverWaste

ATrans.

OBJECTIVE A written statement describing an intended outcome (competent task performance) in terms of student performance. ("behavioral" objective or instructional

objective) R.F. Mager Associates

STANDARD "…Something established for use as a rule or basis of comparison in measuring or judging capacity, quantity, content, extent, value, quality, etc."

SKILL The ability to do something; i.e.: communicate, add, subtract, read, etc.

TASK A unit of work activity that has an identifiable beginning and ending point in its accomplishment, and consists of two or more observable steps

COMPETENCY Cluster of related Knowledge, Skills, and Attitudes (KSA) that affects a major part of one’s job (role or responsibility), which correlates with performance on the job, that can be measured against well-accepted STANDARDS that can be improved via training and development.

To Do this, you must clearly specify OUTCOMES or Performance Objectives instruction will accomplish. Select and arrange learning experiences in sequence.

DO not concern yourself with the most efficient route to your destination (having students exhibit knowledge or skills) until you know what your destination is via a Performance Objective.

First: determine there is a need for the instruction making certain that your students don’t already know what you intend to teach (Needs Analysis)

Second: that the desired instruction will bring about a desired change.

Successful instruction requires 2 tasks:

Performance Objectives

Performance Objectives

• Contain 3 Elements1. Action or behavior

• Student must be capable of performing

2. Conditions under which to perform them

3. Standards of performance to reach

Performance Objectives

• Action or Behavior– Observable end-of-instruction behavior

• KSA• Able to perform or demonstrate

– It is usually determined by asking question: – What will students be able to do at end of this class?

Performance Objectives

• Condition– Derived from a task analysis

• Should simulate or duplicate actual job conditions– Tools, testing equipment, references, materials, and

documentation required BY task– Plus any needed supervision

• Called GIVENS, because they tell student• In objective what they will be given to perform task• Described action in first element of objective

Performance Objectives

• Standards’ Element: – How well student is able to perform task

• Does following: – Describes minimum performance– Sets time limit when specified– Defines quality and quantity standards

Performance Objectives

• Competency Represents: – Ability to perform a task, learned skill, or degree

of understanding of a particular subject:• People perform tasks toward completing

performance objectives while being competent toward meeting a standard:

– MSDE Lesson Plan – Halderman Lesson Plan F&E Ch15 MAP/BARO– Halderman Lesson Plan F&E Ch4 Diesel– Intellitec Advanced Diesel Technology

Writing Performance Objectives

• Answer Questions: – WHO DOES WHAT, at (or in) WHAT PERIOD,

under WHAT CONDITIONS, in WHAT AMOUNT, and MEASURED by WHAT METHOD?

• WHO in the question – Pertains to students who are to perform task or activity:

• All students • Each attendee • The Technician….

Writing Performance Objectives

• Does What– Relates to activity to be known or done

• Because of program of study:– … can list the various parts of a sentence– …can describe the operation of a computer– …can manipulate the controls on a DSO – …can explain the operation of a heart– …can resurface a body panel– …can inspect an automobile– …can remove and replace a door frame

Writing Performance Objectives

• Does What– Use action verbs to describe

• DOES WHAT action – 6 levels of Bloom's Taxonomy of objectives (Bloom, 1956):

• Knowledge, Comprehension, Application, Analysis, Synthesis, and Evaluation

– Each level of Bloom’s Taxonomy: more complex– Each is built on all levels below it using action verbs – IN “DOES WHAT” statement

Writing Performance Objectives

• What Period – Relates to specific time

• When DOES WHAT action will have been learned • Or time that is allowed to perform the task• For example,

– At the completion of the course– Within one (1) hour

Writing Performance Objectives

• Under What Conditions – Where learning will take place:

• On job under the supervision of a mentor • In a supervised lab or shop situation• In a unsupervised lab or shop situation• Using equipment designed for the job or task • Using the specified manufacturers specifications • Using tools, testing equipment, reference materials

Writing Performance Objectives

• In What Amount – Relates to minimum level to be achieved, or

criteria for SUCCESS:• Four out of the 6 major reasons for failure• At least 3 times• Accurate to the nearest hundred of a millimeter• Five out of eight times• Within plus or minus ten (10) degrees of rotation • So that it meets the local, state, or national standard

Writing Performance Objectives

• Measured By What Method – Relates to techniques used for assessing – Successful completion of actions required in objective

• Evidence of competency can be obtained by:– Score of 80% or greater correct answers on a MC test

– Completed academic learning project

– Compliance with the OEM specifications

– Use of assessment rubrics

• Steps to assess a student’s work that

• Use a worksheet as observed by instructor

Writing Performance Objectives

• Example– Teaching techniques development course

• Reads as follows: – Upon completion of this instruction period,

• all students (WHO), when given a list of action verbs denoting performance in their occupations (UNDER WHAT CONDITIONS), will be able to write at least two (2) student performance objectives in three (3) behavioral domains (DOES WHAT). At least two (IN WHAT AMOUNT) of the objectives when compared to a template (MEASURED BY WHAT METHOD) will contain all answers to the question "Who does what,” in what time, under what conditions, in what amount, and measured by what method?"

Performance Objective Use

• Performance Objectives (Competencies) – Used when teacher encounters following:

• Students/teachers – Do not understand reason for course

• Instructional strategies cannot be determined• Uncertain what students need to learn • Uncertain students have met prerequisites• Insufficient time to cover the material• Students complain course not relevant • Students complain material on test not covered • Students complain tests do not match the course

Performance Objectives Answer• Well-Formulated Performance Objectives

– Answer • Following questions:

– Objective contextual, can students apply KSA to life? – Does objective describe an outcome that has meaning?– Does objective describe what students able to do? – Does objective describe an outcome of instruction?– Does objective correctly describe all conditions?– Does achieving the course objective cause learning?– Is objective used for the criterion-referenced test?– Can students read and understand the objective?– Instructional materials verify if objective was met?– Instructional strategy used to facilitate achieving

objective?

Contextual Teaching/Learning

• MEANING – Fundamental

Principle of Survival•Schools must help

students find meaning in what they are doing

•Students loose hope because they do not see any meaning in school

Contextual Teaching/Learning

• Job-Specific Training & Academics

• Not Mutually Exclusive– Most People LEARN ACADEMICS in an

Applied Context With Meaning they Understand (Contextual Learning)

– CONTEXT (APPLICATION) may determine whether or not CONTENT (COGNITIVE KNOWLEDGE) is actually learned

Contextual Teaching/Learning

• Curriculum Based on Contextual Teaching – Teaching for meaning

• Motivates students to make connections between knowledge and its application

• Resulting in contextual learning

Contextual Teaching/Learning

SUBJECT MASTERY OCCURS FAR BETTER WHEN STUDENTS PROCESS NEW INFORMATION OR KNOWLEDGE IN A WAY THAT MAKES SENSE IN THEIR FRAME OF REFERENCE; (STUDENT’S WORLD OF MEMORY, EXPERIENCE, AND RESPONSE.

THE MIND NATURALLY SEEKS MEANING IN CONTEXT IN ITS OWN ENVIRONMENT

Contextual Teaching/Learning

You Relate (Content) Knowledge to Practical Real-Life (Context) Applications.

TELL ME, I’LL FORGETSHOW ME, I MAY REMEMBER

BUT, INVOLVE ME,AND I’LL LEARN & UNDERSTAND

Productivity is KEY to Competition Education is KEY to Productivity Motivation is KEY to Education Connection is KEY to Motivation Meaning is KEY to Connection

KEYS TO SUCCESSThe productivity, education, motivation, and skills of the workforce are critical components of competitiveness.

If you can motivate a student they will learn. You do this by connecting knowledge they have, to knowledge they need.