Training Station Orientation Practicum in Graphic Design and Illustration 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 or reinforce 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 build a multimedia presentation. Students will communicate their knowledge orally to their peers. This lesson should take 12 class days to complete. Lesson Plan 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. 130.90. Practicum in Graphic Design and Illustration §130.90. (c) (2) (A) apply English language arts knowledge and skills by demonstrating skills such as: correct use of content, technical concepts, and vocabulary; using correct grammar, punctuation, and terminology to write and edit documents; and composing and editing copy for a variety of written documents such as brochures, programs, posters, flyers, and magazine covers; and 130.90. (c) (2) (B) apply mathematics knowledge and skills by identifying and demonstrating skills such as: the use of whole numbers, decimals, and fractions applied to measurement and scale; demonstrating a knowledge of arithmetic operations; using conversion methods such as fractions to decimals and inches to points; and applying measurement to solve a problem. 130.90. (c) (3) The student implements advanced professional communications strategies. The student is expected to: 1 Copyright © Texas Education Agency, 2015. All Rights Reserved. (A) adapt language for audience, purpose, situation and intent such as structure and style; (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) listen to and speak with diverse individuals; and (G) exhibit public relations skills to increase internal and external customer/client satisfaction. 130.90. (c) (4) The student implements advanced problem solving methods. The student is expected to employ critical thinking and interpersonal skills, including data gathering and interpretation independently and in teams to solve problems and make decisions. 130.90. (c) (5) The student implements advanced information technology applications. The student is expected to use personal information management, email, Internet, writing and publishing, presentation, and spreadsheet or database applications for graphic design and illustration projects. Interdisciplinary Correlations English 110.42(b) Knowledge and skills (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) Knowledge and skills (1)(A) Explain the importance of communication in daily interaction. 2 Copyright © Texas Education Agency, 2015. All Rights Reserved. (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. 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 3 Copyright © Texas Education Agency, 2015. All Rights Reserved. Outline MI OUTLINE NOTES TO TEACHER Assignment Outline: Copy the instructions and grading rubric and make into a packet. 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. 161) 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 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 can set it up while working on the Training Station Orientation project. Multiple Intelligences Guide Interpersonal Existentialist Intrapersonal Kinesthetic/Bodily Logical/Mathematical Musical/Rhythmic Naturalist Verbal/Linguistic Visual/Spatial 4 Copyright © Texas Education Agency, 2015. All Rights Reserved. Application Guided Practice Using the digital presentation, the teacher will go over the requirements of this project. The students will follow along and make notes on their hard copy. Students are 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 Students will work at their own pace to complete this activity. All work is to be 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 it on time. Students will be prepared to present their projects to the class. Summary Review Why do customers see a different perspective of a business operation that 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. 5 Copyright © Texas Education Agency, 2015. All Rights Reserved. Employer Project Directions: You are to complete this packet of information by conducting interviews with employers and co-workers. If you have an employee training manual, you may use it as a source. You might also 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, 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 What graphic services the company provides What software skills are required Floor Plan Policies and Procedures History of the company Supervisor’s (or owner’s) previous experience Site of company (including number of employees) Organizational chart Miscellaneous supplemental information Photos (either interspersed within presentation or at the end of the presentation) If you were in charge, explain: 3 things you like about the training station 2 things you would change 1 thing you have learned that will help you in your career choice This project is due on: ___________________________ 6 Copyright © Texas Education Agency, 2015. All Rights Reserved. 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 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 7 Copyright © Texas Education Agency, 2015. All Rights Reserved. Individual Presentation Rubric Presentation Title: ___________________________________________________________ Name:___________________________ Teacher:___________________________ ID#:_____________________________ Date of Presentation:_________________ Criteria Points 0-5 6-10 11-15 16-20 Organization Audience cannot understand presentation because there is no sequence of information. Audience has difficulty following presentation because student jumps around. Student presents information in logical sequence that audience can follow. Student presents information in logical, interesting sequence that audience can follow. Content Knowledge Student does not have grasp of information; student cannot answer questions about subject. Student is uncomfortable with information and is only able to answer rudimentary questions. Student is at ease with content, but fails to elaborate. Student demonstrates full knowledge (more than required) with explanations and elaboration. Visuals Student used no visuals. Student occasionally used visuals that rarely support text and presentation. Visuals related to text and presentation. Student used visuals to reinforce screen text and presentation. Mechanics Student’s presentation had four or more spelling errors and/or grammatical errors. Presentation had three misspellings and/or grammatical errors. Presentation had no more than two misspellings and/or grammatical errors. Presentation had no misspellings or grammatical errors. Delivery Student mumbles, incorrectly pronounces terms and speaks too quietly for students in the back of the class to hear. Student incorrectly pronounces terms. Audience members have difficultly hearing presentation. Student’s voice is clear. Student pronounces most words correctly. Student used clear voice and correct, precise pronunciation of terms. Total Teacher Comments: 8 Copyright © Texas Education Agency, 2015. All Rights Reserved.