Training Station Orientation
Computer Technician Practicum
Lesson Plan
Performance Objective
Upon completion of this lesson, each student will demonstrate thorough knowledge of their
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 multi-media 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.
130.275. Computer Technician Practicum
(c) Knowledge and skills.
(1) The student demonstrates professional standards/employability skills as required by
business and industry. The student is expected to:
(A) identify and demonstrate positive work behaviors that enhance employability and job
advancement such as regular attendance, promptness, attention to proper attire,
maintenance of a clean and safe work environment, appropriate voice, and pride in
work;
(B) identify and demonstrate positive personal qualities such as flexibility, openmindedness, initiative, listening attentively to speakers, and willingness to learn new
knowledge and skills;
(C) employ effective reading and writing skills;
(D) employ effective verbal and nonverbal communication skills;
(G) identify and implement proper safety procedures;
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(H) demonstrate an understanding of legal and ethical responsibilities in relation to the
field of information technology; and
(I) demonstrate planning and time-management skills such as project management and
storyboarding.
(2) The student identifies various employment opportunities in the information technology
field. The student is expected to:
(A) improve on a personal career plan along with education, job skills, and experience
necessary to achieve career goals;
(B) develop a resumé and portfolio appropriate to chosen career plan, including letters of
recommendation; and
(C) illustrate interview skills for successful job placement.
(3) The student applies academic knowledge and skills to research and develop projects.
The student is expected to:
(A) demonstrate effective verbal and written communication skills with individuals from
varied cultures such as fellow workers, management, and customers;
(B) complete work orders and related paperwork for repair and installation;
(C) estimate supplies, materials, and labor costs for installation, maintenance, and repair
work orders; and
(D) read and interpret technical documentation such as schematics, drawings, charts,
diagrams, technical manuals, and bulletins.
(5) The student knows the concepts and skills that form the basis of computer technologies.
(6) The student knows the proper function and application of the tools, equipment,
technologies, and materials used in computer technologies. The student is expected to:
(A) demonstrate safe use of equipment in computer technologies such as hand and
power tools;
(B) employ available reference tools, materials, and Internet sources to access
information as needed;
(C) demonstrate the proper handling and disposal of environmentally hazardous
materials used in computer technologies; and
(D) identify new and emerging technologies that may affect the field of computer
technology such as quantum computing, photonics, and nanotechnology.
(7) The student applies the essential knowledge and skills for computer technologies to
career preparation, job shadowing, mentoring, or apprenticeship training in simulated
and actual work situations.
(10) The student provides support to computer users to maintain service. The student is
expected to:
(A) employ effective listening skills when working with clients to identify support needs;
(B) identify customer need and formulate a support plan;
(C) create queries and reports and assess critical system information;
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(D) employ problem-solving skills in performing support, maintenance, and repair;
(E) use hardware and software diagnostics;
(F) report to the user the cause of and solution to the problem; and
(G) create written documentation indicating cause of and solution to the problem.
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)(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 handbooks, 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).
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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
NOTES TO TEACHER
Copy the instructions and grading
rubric and make into a packet.
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. Multi-media 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)
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
Existentialist
Interpersonal
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 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
co-workers. 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
Criteria
Organization
Content
Knowledge
0–5
6 – 10
11 – 15
16 - 20
Audience cannot
understand
presentation because
there is no sequence
of information.
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.
Student presents
information in
logical sequence
which audience
can follow.
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 does not have
grasp of information;
student cannot
answer questions
about subject.
Student used no
Visuals visuals.
Mechanics
Delivery
Points
Student is at
ease with
content, but fails
to elaborate.
Visuals related
to 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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