Training Station Orientation
Practicum in Information Technology
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 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 Information Technology
130.280 (c)
(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 resume 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 proper use of written, verbal, and visual communication techniques
consistent with information technology industry standards.
(6) The student designs, creates, and implements a product or service that addresses a problem
in the field of information technology and incorporates the solution. The student is expected
to:
(A) work closely with a mentor throughout the design, creation, and implementation
process; and
(H) present the portfolio to a panel of professionals using formal presentation skills.
(7) The student creates a personal portfolio. The student is expected to:
(A) create a portfolio that documents all projects and accomplishments such as
academics, volunteer experience, employment experience, awards, and certifications;
(B) organize and prioritize information within the portfolio; and
(C) use written, verbal, and visual communication techniques consistent with information
technology industry standards.
Interdisciplinary Correlations
Reading I, II, III
110.47(b)
(1) The student uses the following word recognition strategies. The student is expected
to:
(A) Apply knowledge of letter-sound correspondences, language structure, and
context to recognize words;
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(B) Use reference guides such as dictionaries, glossaries, and available
technology to determine pronunciations of unfamiliar words;
(2) The student acquires an extensive vocabulary through reading and systemic word
study. The student is expected to:
(A) Expand vocabulary by reading, viewing, listening, and discussing;
(B) Determine word meanings through the study of their relationships to other
words and concepts such as content, synonyms, antonyms, and analogies;
(4) The student comprehends text using effective strategies. The student is expected to:
(A) Use prior knowledge and experience to comprehend;
(B) Determine and adjust purpose for reading; and
(D) Summarize texts by identifying main ideas and relevant details.
Public Speaking I, II, III
110.57 (b)
(4) Organization. The student organizes speeches. The student is expected to:
(B) Organize speeches effectively for specific topics, purposes, audiences, and
occasions.
(7) Delivery. The student uses appropriate strategies for rehearsing and presenting
speeches. The student is expected to:
(C) Develop verbal, vocal, and physical skills to enhance presentations.
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
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
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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
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
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.
***Handout the Portfolio Guidelines
(p. 172)
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Multiple Intelligences Guide
Existentialist
Interpersonal
Intrapersonal
Kinesthetic/Bodily
Logical/Mathematical
Musical/Rhythmic
Naturalist
Verbal/Linguistic
Visual/Spatial
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 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 paces 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?
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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 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 interspersed 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
Procedure for accessing or handling clients’ files
13. Names of competitors and their locations
14. Organizational chart
15. Floor plan
16. Names of vendors and suppliers
17. Procedures for handling returns, issuing credit, keeping clientele happy
18. What types of jobs or careers will your current training station prepare you for?
19. What is the procedure for handling theft (by employees or clientele)?
20. What is the strangest thing that has happened to you on the job?
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Individual Presentation Rubric
Presentation Title: ___________________________________________________________
Name:___________________________
ID#:_____________________________
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.
Teacher:___________________________
Date of Presentation:_________________
Criteria
6 – 10
11 – 15
16 - 20
Audience has
difficulty following
presentation
because student
jumps around.
Points
Student presents
information in
logical sequence
that audience can
follow.
Student presents
information in
logical, interesting
sequence that
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
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 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.
Student is
uncomfortable
with information
and is able only to
answer
rudimentary
questions.
Student
occasionally used
visuals that rarely
support text and
presentation.
Total
Teacher Comments:
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