Training Station Orientation
Practicum In Fashion Design Activity
Lesson Plan
Performance Objective
Upon completion of this lesson, each student will demonstrate thorough knowledge of his or
her work place.
Specific Objectives
 Students will learn about or reinforce a basic knowledge of their respective training
stations.
 Students will demonstrate an understanding of what is expected from their training
sponsors.
 Students will compile information and will create a multimedia presentation.
 Students will communicate their knowledge orally to their peers.
This lesson should take 12 class days to complete.
Preparation
TEKS Correlations
This lesson, as published, correlates to the TEKS listed immediately below. Any changes or
alterations to the activities may result in the elimination of any or all of the TEKS listed.
Practicum in Fashion Design.
130.95 (c)
(1) The student demonstrates professional standards/employability skills as, required by
business and industry. The student is expected to:
(A) identify and participate in training, education, or certification to prepare for
employment;
(B) identify and demonstrate positive work behaviors and personal qualities
needed to be employable such as self-discipline, self-worth, a positive attitude,
integrity, and commitment;
(C) demonstrate skills related to seeking and applying for employment to find and obtain a
desired job, including identifying job opportunities, developing a resume and letter of
application, completing a job application, and demonstrating effective interview skills;
(D) maintain a career portfolio to document work experiences, licenses,
certifications, and work samples; and
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(E) demonstrate skills in evaluating and comparing employment opportunities.
(3) The student implements advanced professional communications strategies. The
student is expected to:
(A) adapt language for audience, purpose, situation, and intent;
(B) organize oral and written information;
(C) interpret and communicate information, data, and observations;
(D) present formal and informal presentations;
(E) apply active listening skills to obtain and clarify information;
(F) communicate with diverse individuals; and
(G) exhibit public relations skills independently and in groups.
Interdisciplinary Correlations
English
110.42(b)
(6) Reading/word identification/vocabulary development. The student uses a variety of
strategies to read unfamiliar words and to build vocabulary. The student is expected to:
(A) expand vocabulary through wide reading, listening, and discussing; and
(B) rely on context to determine meanings of words and phrases, such as figurative
language, idioms, multiple meaning words, and technical vocabulary.
(7) Reading/comprehension. The student comprehends selections using a variety of
strategies. The student is expected to:
(F) identify main ideas and their supporting details;
(G) summarize texts; and
(J) read silently with comprehension for a sustained period of time.
Speech
110.56 (b)
(1)(A) Explain the importance of communication in daily interaction.
(2)(E) Participate appropriately in conversations for a variety of purposes.
(3)(A) Use appropriate communication in group settings.
(E) Use appropriate verbal, non-verbal, and listening strategies to communicate
effectively in groups.
(5)(B) Use language clearly and appropriately.
(E) Interact with audiences appropriately.
Tasks
 Students will interview employer or owner to obtain necessary information.
 Students will obtain company information from employee handouts, trade journals, or
employee handbooks.
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Accommodations for Learning Differences
It is important that lessons accommodate the needs of every learner. These lessons may be
modified to accommodate your students with learning differences by referring to the files
found on the Special Populations page of this website (cte.unt.edu).
Preparation
 Secure the computer lab if you do not have immediate access to one in your classroom.
 Copy the handout sheets and rubric for the students.
Instructional Aids
 Student handouts
 Grading rubric
 Internet access
Materials Needed
 Paper for essay
 Camera or phone with camera
 Flash drive
Equipment Needed
 Computers (for students to complete project)
 Projector (for digital presentation)
 Scanner to scan pictures or materials brought to class
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Outline
MI
OUTLINE
Assignment Outline:
I. Directions:
a. The packet of information must
be completed by interview,
website, or handbook.
b. Minimum of 12 digital photos
c. Floor plan may be scanned
II. Grading:
a. Completion of packet
b. Multimedia presentation
c. Pictures
d. Professionalism during
presentation
III. Presentation must have:
a. Name and logo
b. Floor plan
c. Policies/procedures
d. Company history
e. Supervisor’s or owner’s
previous experience
f. Site of company
g. Organizational chart
h. Inclusion:
i. 3,2,1
IV. Layout format must be followed
***Handout the Portfolio Guidelines
(p. 172)
NOTES TO TEACHER
Copy the instructions and
grading rubric and make into a
packet.
Tell the class about some of the
things you learned at previous
jobs. Explain how those skills
helped you to become a teacher.
Explain the necessity of learning
as much as possible about a job
because some of the skills
learned will help with future
employment.
Explain to the class that
customers see a business much
differently than the employees
see it.
Ask the class if they ever wanted
to work at a place where they
have shopped. Have them give
reasons why they wanted to
work there.
Go over all the criteria in the
assignment and check for
understanding.
Explain the guidelines. Students
Multiple Intelligences Guide
Existentialist
Interpersonal
can set it up while working on
the Training Station Orientation
project.
Intrapersonal
Kinesthetic/Bodily
Logical/Mathematical
Musical/Rhythmic
Naturalist
Verbal/Linguistic
Visual/Spatial
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Application
Guided Practice
Using the digital presentation, the teacher will go over the requirements of this project. The
student will follow along and make notes on their hard copy. Students will be strongly
encouraged to take the assignment packet to their job sites so employers will know about the
activity.
Ask students to “map” out their plan, using a Mapping Tool from the Appendix of this
document.
Give some ideas to students during the brainstorming session before the end of the first class
period.
Independent Practice
Employer Project
 Students will work at their own pace to complete the Employer Project activity.
 All work is done in class (other than interviews), so the teacher can check for
understanding.
 Students are strongly encouraged to take ownership of this activity and to establish a
workable pace in order to complete the project on time.
 Students should be prepared to present their projects to the class.
Summary
Review
 Why do customers see a different perspective of a business operation than that of the
employees?
 Why is it important to learn as much as possible about the business establishment?
 Why are procedures established and expected to be followed?
Evaluation
Informal Assessment
 Instructor will observe students during independent practice.
 Instructor will assist students as needed.
Formal Assessment
Use the Individual Presentation Rubric to evaluate.
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Employer Project
Directions:
You are to complete this packet of information by conducting interviews with employers and/or
co-workers. If you have an employee training manual, you may use it as a source. You might
even have to get some information from your company’s website.
In addition to the packet, you will include a minimum of 12 digital photos in your presentation.
You may bring the pictures to class on a flash drive, a memory card, or CD to import into your
project.
All information will be compiled to prepare a multimedia presentation, which will be shown to
the class when you present your project.
You will be graded on:
Completion of the packet
Multimedia presentation
Use of pictures (as specified)
Professionalism during presentation, including professional dress
**Bonus credit will be given if your employer attends your presentation!
Presentation must have:
Name and logo of company
Floor plan
Policies and procedures
History of the company
Supervisor (or owner) previous experience
Site of company (including number of employees)
Organizational chart
Miscellaneous supplemental information
Photos (either dispersed within presentation or at the end of the presentation)
If you were in charge, explain:
Three things you like about the training station
Two things you would change
One thing you have learned that will help you in your career choice
This project is due on: ___________________________
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Layout Format:
1.
2.
3.
4.
Student’s name
Company’s name, address
Type of company
In a minimum of 75 words, (typed and turned in separately) state what your first day on
the job was like
5. Procedures for reporting to work
6. Procedures for calling in sick or calling in late
7. Procedures for asking for time off
8. What types of benefits are available
9. Length of time the manager or owner has been with company
10. What prior training did the manager or owner have?
11. What type of education is needed for a managerial position with the company?
12. Procedure for handling cash or legal documents (beginning and ending shifts), OR
13. Procedure for accessing or handling clients’ files
14. Names of competitors and their locations
15. Organizational chart
16. Floor plan
17. Names of vendors and suppliers
18. Procedures for handling returns, issuing credit, keeping clientele happy
19. What types of jobs or careers will your current training station prepare you for?
20. What is the procedure for handling theft (by employees or clientele)?
21. What is the strangest thing that has happened to you on the job?
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Individual Presentation Rubric
Presentation Title: ___________________________________________________________
Name: ___________________________
Teacher: ___________________________
ID#: _____________________________
Date of Presentation: _________________
Organization
0–5
Audience cannot
understand
presentation because
there is no sequence
of information.
Content
Knowledge
Student does not have
grasp of information;
student cannot
answer questions
about subject.
Visuals
Student used no
visuals.
Mechanics
Delivery
Student’s presentation
had four or more
spelling errors and/or
grammatical errors.
Student mumbles,
incorrectly
pronounces terms,
and speaks too quietly
for students in the
back of the class to
hear.
Criteria
6 – 10
Audience has
difficulty following
presentation
because student
jumps around.
Student is
uncomfortable with
information and is
only able to answer
rudimentary
questions.
Student occasionally
used visuals that
rarely support text
and presentation.
Presentation had
three misspellings
and/or grammatical
errors.
Student incorrectly
pronounces terms.
Audience members
have difficultly
hearing
presentation.
Points
11 – 15
Student presents
information in
logical sequence
which audience can
follow.
16 - 20
Student presents
information in logical,
interesting sequence
which audience can
follow.
Student is at ease
with content, but
fails to elaborate.
Student demonstrates
full knowledge (more
than required) with
explanations and
elaboration.
Visuals related to
text and
presentation.
Student used visuals to
reinforce screen text
and presentation.
Presentation had no
more than two
misspellings and/or
grammatical errors.
Presentation had no
misspellings or
grammatical errors.
Student’s voice is
clear. Student
pronounces most
words correctly.
Student used clear
voice and correct,
precise pronunciation
of terms.
Total
Teacher Comments:
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