Training Station Orientation Lesson Plan Printing and Imaging Practicum

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Training Station Orientation
Printing and Imaging Practicum
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 create 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/alterations to
the activities may result in the elimination of any or all of the TEKS listed.
Practicum in Printing and Imaging Technology
130.98 (c) Knowledge and skills.
(2) The student implements advanced communications strategies. The student is expected to:
(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;
(G) exhibit public relations skills to increase internal and external customer/-client
satisfaction;
(4) 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 printing and imaging projects.
(7) The student implements leadership characteristics to student leadership and professional
development activities. The student is expected to:
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(A) employ leadership skills to accomplish goals and objectives by analyzing the various
roles of leaders within organizations, exhibiting problem-solving and management
traits, describing effective leadership styles, and participating in civic and community
leadership and teamwork opportunities to enhance skills;
(C) establish and maintain effective working relationships by providing constructive
praise and criticism, demonstrating sensitivity to and value for diversity, and managing
stress and controlling emotions;
(D) conduct and participate in meetings to accomplish work tasks by developing
meeting goals, objectives, and agendas; preparing for and conducting meetings to
achieve objectives within scheduled time; producing meeting minutes, including
decisions and next steps; and using parliamentary procedure, as needed, to conduct
meetings;
(9) The student implements employability characteristics. The student is expected to:
(B) identify and demonstrate positive work behaviors and personal qualities needed to
be employable such as self-discipline, self-worth, positive attitude, integrity, and
commitment;
(E) demonstrate skills in evaluating and comparing employment opportunities;
(F) examine employment opportunities in entrepreneurship.
(10) The student implements technical skills for efficiency. The student is expected to employ
planning and time-management skills and tools to enhance results and complete work tasks.
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;
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(2)(E) participate appropriately in conversations for a variety of purposes;
(3)(A) The student uses 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
Lessons should 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
Outline
Instructor Notes
Assignment Outline:
I.
II.
III.
IV.
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
Grading:
a. Completion of packet
b. Multi-media presentation
c. Pictures
d. Professionalism during
presentation
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
Layout format must be followed
***Handout the Portfolio Guidelines (p. 143)
Multiple Intelligences Guide
Interpersonal
Existentialist
Intrapersonal
Kinesthetic/Bodily
Logical/Mathematical
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
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.
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
 Students will work at their own pace to complete this activity.
 All work is to be done in class, with the exception of the interview, 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.
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Employer Project
Directions
You are to complete this packet of information by conducting interviews with employers and or coworkers. It 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 multi-media 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 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: ___________________________
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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
Content
Knowledge
Visuals
Mechanics
Delivery
0–5
Audience cannot
understand
presentation because
there is no sequence
of information.
Student does not have
grasp of information;
student cannot
answer questions
about subject.
Student used no
visuals.
Criteria
6 – 10
Audience has
difficulty following
presentation
because student
jumps around.
Student is
uncomfortable with
information and is
able only to answer
rudimentary
questions.
Student occasionally
used visuals that
rarely support text
and presentation.
Points
11 – 15
Student presents
information in
logical sequence
which audience
can follow.
Student is at
ease with
content, but fails
to elaborate.
Visuals related
to text and
presentation.
16 - 20
Student presents
information in
logical, interesting
sequence which
audience can follow.
Student
demonstrates full
knowledge (more
than required) with
explanations and
elaboration.
Student used visuals
to reinforce screen
text and
presentation.
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.
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:
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