Methods of Teaching Workforce Preparedness Career and Technical Education
BITE 4323
Instructor: Lilla G. Holsey
Office: 2320 Bate
Office Telephone: 328-6762
E-mail:
Actual Class Time: 6:30 - 9:30 p.m. Wednesdays
Virtual Class Time: Generally, you will have one week to access and complete each lesson. (Lessons and
tests will become unavailable after due date.) See DE Contingency Plan below.
Location:
holseyl@ecu.edu
Internet
Office Hours: T 11-12 & 1:30-3; Th 11-12 & 1:30-2 (Other telephone and office visits by appointment.)
I will take phone calls on Tuesdays, Wednesdays and Thursdays during office hours and other times that I am available in the office.
Students should try to schedule your calls during this time. I am generally in my office all day on these days except when I am in class or
when called away by meetings. Only emergency calls should be scheduled for other times.
Prerequisite
Senior level or non-degree standing in business education, marketing education, and information technologies or a related CTE
area is required. ECU FACS or Health Occupations Studies students must have permission of program advisor. All students must
have upper division status or Lateral entry license except graduate students taking as an elective.
Course Description
BVTE 4323 is the basic methods courses required of students seeking an initial BITE teaching degree and career and technical education
licensure. It is designed to provide prospective undergraduate students and provisionally licensed teachers with the opportunity to review and
relate learning theory to the teaching of business, marketing, and information technology and other career and technical education programs
such as family and consumer sciences education. Along with a review of learning principles as they apply to teaching, students will engage in
specialized studies of methodology related to their respective areas of concentration and will observe and/or apply these methods in an actual
teaching setting.
Class Meetings and Location:
 BVTE 4323 and 6428 are taught jointly as an online course via the Internet using Blackboard (Bb). The course is scheduled to meet
from 6:30 - 9:30 Tuesday nights. The graduate level course, BVTE 6428, will require students to consider more instructional theory
and complete additional assignments.
 Generally, online course materials will be posted by class time each week and will remain up for approximately one week. For most
sessions, students may complete the lesson at their own pace within the one-week time frame. Remember that this can be an
anyplace course, but it is not an anytime course. There are times when you will be required to complete course requirements at a
specified time. Hopefully, all tests can be given at a scheduled time.
* *A co-requirement of the courses is that students be in a school setting !!!
 Senior One Students (undergraduate and MAT) - senior year students that are preparing to do their internship (student teaching)
during the next semester (Senior Two) will use their clinical schools to meet this requirement. You must be assigned an official
school by the Clinical Experience Office. Senior One students must be at their school one day a week!!!
 Lateral Entry (LE) and Provisional/Emergency-licensed (P/EL) Teachers - will use their work site schools to meet the corequirement. LE and P/EL students must meet all course requirements at their teaching site.
 Students that do not fit either of these descriptions (students taking 6428 as a graduate elective) will need to arrange to meet
course requirement in an educational setting. This is usually done in at community college site. Sites should be processed after
I have had an opportunity to review your profile information.
Textbooks and Other Course Reading Materials
Required textbook
* Kellough, Richard D & Carjuzaa, Jioanna. (2006). Teaching in the Middle and Secondary Schools. Columbus, Ohio: Merrill. Eighth
edition. * Copious reading assignments and materials including Web materials are required in this class and will come from a variety of
sources. These will include instructor provided materials, web materials, and NC State Department of Instruction VOCATS materials found in
Joyner Library curriculum Room, BVTE reference room (GC 2315), your school, or accessible via the NCDPI home page
http://www.dpi.state.nc.us/.
Recommended textbook
(Strongly recommended) Effective Methods of Teaching Business Education in the 21st Century (No. 41) $40.00 non NBEA
members. $20.00 members – (BEST WAY). See http://www.nbea.org/ Online Bookstore and Online membership.
Recommended References (May be found in most university book stores or the library).
Abernathy, Rob and Mark Reardon. Hot Tips for Teachers 30 + Steps for Student Engagement. Zephyr Press, AZ, 2002.
Borich, Gary D. (2000). Effective teaching methods, 4th edition. Columbus, Ohio: Merrill.
Duenk, L. G. (ed) (1993). Improving vocational curriculum. South Holland, Illinois: Good.
Emmer, Edmund, Carolyn Evertson, Murray Worsham. Classroom Management For Secondary Teachers. 5th Ed. Allyn & Bacon,
MA 2000.
Finch, C. R. and Crunkilton, J. R. (1999). Curriculum development in vocational and technical education. Boston: Allyn Bacon
Garfield, Gary M. The New Teacher’s Handbook: What All New Teachers Need to Know. Good Year Books, NJ 2000.
Gordon, Thomas. Teacher Effectiveness Training. David McKay Company, Inc., NY 1974.
Jones, Vernon and Louise S. Jones. Comprehensive Classroom Management: Creating Positive Learning Environment for All
Students. Allyn &Bacon, MA 1995.
Kraft & Kraft. 44 Routines That Make a Difference. School Renaissance Institute, Inc. 2000.
Kronowitz, Ellen L. Your First Year of Teaching and Beyond. 3rd Ed. Logman, 1998.
Lasley, T. J. and Matczynski, T. J. (1997). Strategies for teaching in a diverse society. Belmont, CA: Wadsworth Publishing.
LaBonty, D. (ed) (1998). Integrating the internet into the business curriculum, National Business Association, Reston, VA
National Business Association, Reston, VA:

E-World: Virtual Learning, collaborative Environments, and Future Technologies, 2004 Yearbook

Technology, Methodology, and Business Education, 2002 Yearbook

Assessment in Business Education, 2000 Yearbook

The 21st Century: Meeting the Challenges of Business Education, 1999 Yearbook,
Nunley, Kathic. Layered Curriculum: The practical solution for teachers with more than One student in their classroom. Morris
Publishing, Texas, 2001.
Raymer, Dottie. Life-Saving Strategies for New Teachers. Renaissance Learning, WI, 2000.
Shalaway, Linda. Learning to Teach…Not Just For Beginners. Scholastic Professional Books, NY 1997.
Thompson, Julia G. Discipline Survival Kit for the Secondary Teacher. The Center for Applied Research in Education, NY 1998.
Warner, Jack et. al. The Unauthorized Teacher’s Survival Guide. 2nd Ed. Park Avenue, IN, 2001.
Wong, Harry K. and Rosemary T. Wong. How to be an Effective Teacher the First Days of School. Harry K. Wong Publications,
Inc., 1998.
Wong, H.K. & Wong, R.T. (1998). The first days of school. Mountain View, CA: Harry K. Wong Publications
Required Supplies and Equipment
* At least one video/DVD cassette or digital copy of microteaching lesson. (To be retained by the instructor.)
Objectives
Upon completion of BVTE 4323, the student will be able to:
Identify trends in secondary school environments and career and technical education.
Select and use a variety of instructional methods and materials that relate to student learning differences and all levels within the
domains of learning as applied to CTE teaching.
Describe and use methods of integrating academics and the standards into career and technical education.
Determine appropriate instructional delivery models to use in different CTE educational settings.
Identify motivational techniques for teaching career and technical education.
Introduce and deliver instruction in career and technical education.
Implement strategies to adapt instruction for special and diverse populations enrolled in CTE programs.
Identify ways technology can be used as an instructional tool.
Implement a plan for assessing learner CTE achievement in all domains.
Establish procedures for appropriate non-behavioral CTE classroom management.
Devise a reflective plan for self, student, and peer assessment of CTE instruction and modify practices accordingly.
Methodology of the Course
The majority of the activities in this course are based on a constructivist, student-centered model. A variety of methods of instruction are
employed. Classes will consist of student participation in modeling of various practices, student-led discussions, participatory laboratory and
demonstration work, role playing, group work, teacher lectures, oral presentations, and exams to name but a few of the class activities. These
activities should be thought of as what one would usually participate in as in-class activities in a traditional, face-to-face (F2F) methods
course. In addition, students will still be expected to complete out-of-class preparation activities. The out of class activities will be readings,
research, related projects, and pre- and post-conferences with the course instructor. These type assignments will not be of an extended
nature, and generally, will be due the next class period. These activities and exercises are generally assigned as part of the current lesson
and are posted both in the body and at the end of the connected lesson.
Major class projects have been designed to simulate tasks required of teachers. These will usually be long term and require extensive
preparation. General details of these assignments are given below. Detailed and specific guidelines for these assignments will be posted in
the Assignment section of Blackboard after related content is taught/presented in the class. Examples of these assignments are: lesson
plans, peer teaching, development of an assessment instrument, micro teaching, etc.
In addition to completing the required course activities, students must successfully complete clinical experience assignments. Each student
must perform directed clinical experiences at the school/educational setting where he or she has been scheduled for internship teaching or
where he or she is currently employed as a lateral entry/provisional teacher. Activities such as observation, interviews, and the portfolio are
school-wide requirements established and monitored by the ECU Clinical Teaching Office and Office of Teacher Education. These will serve
as crossover activities and will ensure a smooth transition to the internship or non-provisional teaching. Senior One requirement is a corequisite for all Senior One undergraduate and MAT students.
Required Tasks and Assignments
(The activities below with the asterisks are both a requirement for of all students in this class and are Clinical One related
requirements of all College of Education (COE) teacher education candidates.)
Class Participation
To be an effective teacher, students must demonstrate knowledge of business education/marketing education/information technologies/family
and consumer sciences/career and technical education, pedagogy, and educational psychology. Students must also be able to use this
knowledge effectively through active participation in course activities. A variety of short-term, class-related (in-basket type) activities will be
required to help students implement, understand, and reinforce lesson content. Generally, these will be introduced during the lesson
presentation and must be completed by the next lesson or two. These lesson-related activities are required in addition to the major
assignments that are listed below.
Due Date: Will vary according to lesson content.
Weight: 15%
Assignment 1. School, Family, Community Project*
Each student will complete a detailed analysis of the family and/or community and its relationship to successful CTE teaching.
Due Date: See below
Weight: 5%
Assignment 2. Development of Assessment Instruments
Design assessment instruments based on the unit of instruction. The assessment include both a pencil and paper format and should also
include a more authentic assessment format (i.e., performance). Test items may be original or from VOCATS, but must be clearly tied to
instructional objectives
Due Date: see below
Weight: 10%
Assignment 3. Peer Teaching and Technique Demonstration
Each student will demonstrate to the class one of the CTE teaching techniques. These will be drawn from selected units of instruction.
Due Date: Will vary according to lesson content
Weight: 15%.
Assignment 4 Clinical Based Teaching/Microteaching *
In addition to peer teaching experiences, major clinical experience is required in this course as part of the COE pre-internship teaching
experience. Each Senior One student (undergraduate and MAT) is required to observe and participate at their assigned internship school
one day a week and to teach at least three lessons during the Senior One experience. This is a co-requisite requirement of the method
course. The culminating and final lesson taught must be a full period, video lesson.
All other students must document significant involvement, of a clinical nature, with their school/educational setting. In additional, provisional
teachers and other graduate students must teach a specified instructional lesson to an actual class in their clinical or work site school. This is
to be a culminating, full period, video lesson. Lateral entry/provisional teachers should arrange to work with their mentor on this assignment.
Each student's lesson is to be videotaped by the clinical or mentor teacher or appointee. The lesson is to be self assessed and also critiqued
by the clinical/mentor teacher. The lesson plan, accompanying materials, video lesson presentation and assessments are to be submitted to
the instructor for critique. It is the student’s responsibility to follow the school approved procedure for securing permission to record
the lesson. Documentation of approval must be submitted with the lesson material.
Creating, presenting, and analyzing a lesson will give students the opportunity to think about and synthesize all you know about teaching,
students, and a particular area of career and technical education.
Due Date: See below
Weight: 20%
Assignment 5. Lab Management Plan
Develop a non-behavioral lab management plan including equipment, budget, facilities, reporting components.
Due Date: Will vary according to lesson content
Weight: 5%
Examinations: 10% each (interim exams), 20 % (final, comprehensive)
Tentative Course Schedule
This is a tentative schedule and may be changed at the discretion of the instructor based on instructional needs. It is the student’s
responsibility to monitor (1) lesson material and (2) announcements and (2) emails to determine actual assignment due dates and
changes made in the schedule.
This IS NOT a course that assignments can be completed “way in advance.” In this course and in the manner I deliver instruction, one
assignment builds upon the other. As you will note, most of the major assignments are scheduled for the end of the term, and you will
be completing related assignments up until the very end of the term!
Date
Topic
Reading and Major Assignments
1
8/29
Orientation
Introduction to Course, Blackboard and Course Procedures
ECU Conceptual Framework for Preparing Education
Professionals
The Effective Teacher
Reading: Module I, pp. 14-21; Module 10, pp.288 - 307
2
9/5
The Opening of School
The Learner in the CTE Context: School, Family, Community
Reading: Module 1, pp. 17-18; Module 56 - 90
3
9/12
The VOCATS: Curriculum Model
Reading: Module 4, pp. 91- 123; Module 5, pp. 125 -167
4
9/19
VOCATS continued
Reading: Continued
5
9/26
VOCATS: Assessing CTE Programs
Reading: Module 9, pp. 254 - 287
6
10/3
VOCATS: Assessing CTE Programs
Reading: Continued
DUE - Major Assignment 1. School, Family, Community
Project
7
10/10
MID TERM EXAM
CTE Instructional Strategies and Techniques
10/17
FALL BREAK – NO CLASS
8
10/24
Methods and Techniques for Teaching CTE
Reading: Continued
9
10/31
Methods and Techniques for Teaching CTE
Reading: Continued
DUE- Major Assignment 2. Assessment Instruments
10
11/7
Methods and Techniques for Teaching CTE
DUE: Major Assignment 3. Peer Teaching/ Technique
Demonstrations as Appropriate
Reading: Continued
11
11/14
Methods and Techniques for Teaching CTE
DUE: Major Assignment 3. Peer Teaching/ Technique
Demonstrations as Appropriate (continued)
12
11/21
Unit 5 - Management of the Career and Technical Education
Reading: Modules 6-8 as appropriate
Program
13
11/28
Management of the Career and Technical Education Program
DUE: Major Assignment 4. Clinical Teaching
Assignment
14
12/5
Unit 6 - Other Teaching Roles and Responsibilities
DUE: Assignment 5. Lab Management Plan
12/7
READING DAY
12/12
FINAL EXAMINATION (Comprehensive)
Accommodations for Exceptionalities
East Carolina University seeks to fully comply with the Americans with Disabilities Act (ADA). Students requesting accommodations based on
a covered disability must go to the Department for Disability Support Services located in Brewster A-114 to verify the disability before any
accommodations can occur. The telephone number is 252 328- 6799.
Emergency Information University emergency notices: Check ECU home page.
DE Contingency Plan
As with any technology, Blackboard and other Internet based teaching tools have the potential for technical problems. We like to
think this technology will be available to you all semester. To prepare for course downtime or a performance issue that makes the
system speed unusable, I encourage you to:
Save and/or print a copy of the syllabus, assignment schedule, and course material available.
1. Save my email address (holseyl@ecu.edu) so that you are able to contact me as necessary.
2. Save names of fellow classmates, so that you may contact each other through OneStop or Piratemail.
3. Determine that the problem is with Blackboard/Internet based course site and not your Internet Service Provider. Visit your
favorite web site or www.ecu.edu, if these pages are available, then more than likely it is a Blackboard/Internet based course
site problem. If it is an ISP or technical problem with Blackboard or your computer, I can not help you. There are several
places that you may Email your technical questions.
Class activities that may be affected by course downtime and your responsibilities:

In the real world of classrooms and instruction, we have interruptions. If you are in an education setting, whether face-toface (F2F) or electronic, things happen. In F2F courses, we have practice drills, we have real drills, we have storms, and
we have emergency meetings. In these settings, we adjust accordingly. I generally wait out Internet and Blackboard
downtime. If the Blackboard goes down, I generally will wait until it is available, and then adjust the delivery and due
dates as appropriate.

When available, I generally prefer that commutation be submitted to me via the Discussion Board. In this way, the entire
class is able to benefit from the information.

I very seldom use synchronous chats; however, if the Internet course site is not available during a scheduled synchronous
chat, you are required to attempt log in several times. For example, if a class chat is scheduled to begin at 12 noon, you
must try to log in to the chat until (12:30). If you are not able to log into the chat session after the stated time, then let me
know and check back on the Blackboard Announcement section to see when the chat will be rescheduled. This is how I
use Announcement. I will not use Announcement to remind you of upcoming due dates. This is done on the syllabus,
in the lesson, and on the assignment guidelines. You may post on your calendar, if you wish.

The Blackboard has become very reliable. It is very unusual that a test is not able to be accessed. I do forget to make
them available sometimes; thus, if you are not able to take an online exam, and then please do contact me. If the system
goes down, I will post in the Announcement section or email the class when the test may be taken. Again, Blackboard is
now a reliable testing source. If a test is taken in an appropriate manner, seldom is a student “kicked off.” This tends to
only happen if tests are attempted at high Internet usage times, if an attempt is made to backout of the test, or if your
system in idle too long. It is your responsibility to be sure to avoid these situations.

I reset tests reluctantly and usually only after another test is created either randomly or manually.

If Blackboard is not available and you have an assignment to submit via the digital drop box, then wait to submit when it
becomes available. Be sure to use the means described above to ascertain if it is truly Blackboard downage or your
failure to access. If it is your personal lack of access, you should attempt to use another source such as a campus
computer, your school computer, or a community college or public library source. If it is a technical problem with
Blackboard, please make a copy of the dated request for service. I only take assignment via email under emergency
situations.
If the Internet course site is not available and you are not able to access course content, then notify me. I do sometimes
forget to make the lesson available or the timer will malfunction.
We were asked to address “How will any of the situations above affect your student’s grades? They may need
reassurance that downtime will not affect their grade.” However, since I am teaching all university education courses, I
am going to skip this reply. I am sure that as future teachers and/or graduate students, I know you are aware of the
disadvantage of too much emphasis on grades. We will follow the best procedure to promote learning.
How will any of the situations above alter your semester course schedule? Will you have to delete a lesson or unit?

See above. - In the event that we do experience Internet based course downtime, you can expect me to look at the
circumstances and modify the course delivery to best meet the situation.
Grading Scale
The following grading scale will be implemented
A
90 – 100%
B
80 – 89%
C
70 – 79%
D
60 – 69%
F
59% or below