UNIVERSITY OF CENTRAL FLORIDA
College of Education
I. Descriptive Information
Department:
Course Title:
Course Number:
Course Credit:
Prerequisites:
Intended Audience
Semester:
Instructor:
EHS Coordinator:
Office:
Office Hours:
Email address:
Educational & Human Services
Advanced Teaching Techniques in Vocational
Education
EVT4368
3 hours
EVT 3365 or CI.
Junior standing or CI
Fall 2010
Robin Weber, MA CTE
Judith Montilla
By appointment on SKYPE
By appointment on SKYPE
rweber@mail.ucf.edu
Catalog Description: PR: EVT 3365 or C.I. This course studies the practice and achievement
of techniques including cooperative learning, simulation, instructional modeling, and evaluation
of instructional effectiveness.
In this course, you will be writing, reading and researching on traditional and contemporary
techniques used in the classroom. You will be writing on traditional teaching techniques,
researching advanced techniques, writing on effectiveness of an advanced technique, applying
the advanced technique to student learning styles, and writing a paper on the implementation of
an advanced technique. Also, this course involves a lot of interaction and one group project as
well as individual projects.
II. Statement of Course Goals and Objectives
KEY: FEAP/PEC = Florida Educator Accomplished Practices / Professional Educator
Competencies
FEAP #1 - Assessment
FEAP #2 – Communication
FEAP #3 – Continuous Improvement
FEAP #4 – Critical Thinking
FEAP #5 – Diversity
FEAP #6 – Ethics
FEAP #7 – Human Development & Learning
FEAP #8 - Knowledge of Subject Matter
FEAP #9 - Learning Environments
1
FEAP #10 – Planning
FEAP #11 – Role of the Teacher
FEAP #12 - Technology
Objectives: The student will:
At the completion of this course students will be able to:
1. Describe a traditional teaching technique experienced that you do not practice
(FEAP/PEC 3 & 8).
2. Explain why you consider the technique to be traditional. (FEAP/PEC 4)
3. Explain why the technique does or does not match your teaching style. (FEAP/PEC 4).
4. Describe a scenario of a teaching technique that you found particularly effective with
your adult learners OR if you are not currently teaching or training—describe one
technique that you found particularly effective on you as an adult learner. (FEAP/PEC 8)
5. Explain why a technique is effective for the students and works for you as an instructor.
(FEAP/PEC 4 & 8).
6. Provide substantial feedback to other students (FEAP/PEC 3).
7. Research for resources using the World Wide Web to find advanced teaching or training
techniques (e.g. cooperative learning, simulation, and instructional modeling)
(FEAP/PEC 12).
8. Select one advanced technique (e.g. cooperative learning, simulation, and instructional
modeling) for review and explain why you recommend the technique (FEAP/PEC 3 & 4).
9. Describe an advanced technique including its benefits and drawbacks to use in your
classroom. (FEAP/PEC 3).
10. Describe two student Learning Styles. (FEAP/PEC 5, 7)
11. Explain why a chosen advance technique is effective for one or more student learning
styles. (FEAP/PEC 4 & 5)
12. Write a paper on the effective implementation of an advanced technique that addresses
multiple Learning Styles. (FEAP/PEC 5 & 9)
13. Plan how to evaluate the effectiveness of a new technique to implement. (FEAP/PEC 10)
14. Reflect on accomplishments during the term of this course and post what has been
learned and what has influenced you as a teacher or trainer. (FEAP/PEC 3)
15. Interact in a discussion group.(FEAP/PEC 2)
III. Required Texts and Readings
Textbook:
None required
Supplementary Materials:
None required
IV. Academic Course Requirements
1. Activities (80%)
2
Your written work must be professional in appearance. It should be free from
grammatical and spelling errors.
It is very important that you work be posted on or before the published due date and on
time. You will have until a specific date and time noted for each course (see Schedule).
Please see the grading “procedures” provided below.
2. Examination (10%)
There will be one overall final exam at the end of the course. It is weighted at 10% of
the total course grade. Turnaround dates for this varies-but are usually one week Pay
attention to course Schedule.
3. Reflection (5%)
In each course we require a reflection at the very end of the course. It is done to offer
you an opportunity to sit and think about the course-any aspect of it-and note your
reflections. In addition, you will be asked to add an artifact into the “Live Text”
software. The artifact is one of your postings in a course that is reflective of the
knowledge you have acquired.
4. Professionalism (5%)
Part of being a professional in education is modeling behaviors. You are or will be a
professional educator/trainer and as such are expected to adhere to quality standards in
the (virtual) classroom. Five points will be assigned about midway through the course.
Your professionalism in the virtual classroom will be monitored and reviewed as to the
extent you:
Participate regularly in Discussion Topics
Interact regularly with peers and instructor through course mail.
Submit completed assignments on time
Demonstrate appropriate net-etiquette
Provide on-line assistance to peers in the course
V. Administrative Course Requirements
Attendance. This course places a strong emphasis upon the interaction of the students therefore
you are expected to attend all class sessions. The failure to attend class will negatively affect
your grade.
Late Assignments. Please see the professor if you are turning in an assignment late.
VI.
Evaluation and Grading System
All of our courses use the same grading scale and follow the same grading procedure. This is
based on specific principles:
1. The work you do is performance--based, assignments are actual or simulate real world
work.
2. There is one opportunity to revise selected work within one week of scored date.
3. Work is assessed using criterion and not norm-referenced; a "normal curve" is not used in
calculating grades or activity scores in our courses.
3
4. Exams, as such, are weighted lower than in most other college courses, hence we attempt
to treat adult learners as adult learners. There are no make up exams.
5. A "participation" component termed "Professionalism" is included in each course to
simulate required participation in real-world work.
Each student earns points throughout the course. Listed below is the grading scale used in the
course. Points given to each assignment are seen in the course's "Schedule."
Grading scale:
Letter Grade Percentage
A
94 - 100
B
87 - 93
C
80 - 86
D
73 - 79
F
72 and below
The faculty in this program has chosen NOT to adopt plus or minus policy for grades.
Grading Procedures: The following are the grading procedures used in determining your grade
in each course.
1. Late Assignments
Assignments need to be posted to Discussions by 11:55 p.m. Eastern Standard
Time on the due date. A late assignment is graded as follows:

Beginning after 11:55 p.m., 1 point is deducted for every day that the
assignment is posted late in Webcourses.
Any time you feel you might be falling behind in the course, it is best to contact
the intern or myself to discuss your situation. No assignments will be accepted
after the final day of class.
2. Reposting
If you did not receive 100% of the points assigned to an activity, you have the
chance to repost the activity within 5 days after receiving the grades (please see
the "Grades" section below). However, reposting does not apply to an activity that
requires you to post a response to another student. In other words, you are not
able to go back into an activity and post a response to another student’s posting
after the activities due date. Reposting only applies to a written assignment
posting that did not receive full point value (i.e. a posting of a rubric for your
course). There is no reposting or make up exams.
3. Posting of Grades
4
Grades are completed one week after the due date. For example, if your
assignment was due on Sunday at 11:55 p.m., then the grades are posted by the
following Monday morning OR sooner. You can view your grades by selecting
the "My Grades" link from the Webcourses homepage. If you do not see your
grade after the week, please notify me.
VII.
Major Topics of the Course
Traditional teaching techniques used in the
classroom/training center
Contemporary teaching techniques used in the
classroom/training center (i.e. cooperative
learning and simulation)
Proposing a new technique to use in your
classroom setting
Learning Styles and effectiveness of
techniques.
Implementing an advanced technique
concerning the effectiveness and addressing
multiple Learning Styles.
Evaluating the effectiveness of a new proposed
technique
VIII. Tentative Course Outline
Due Dates
Release
Points Sunday 11:55
Date
p.m.
Activities
Orientation & Introduction
Date
Activity 1
Traditional Teaching Techniques in Technical Education and
Technical Training
Date
10
Date
Date
10
Date
Date
15
Date
---
5
---
Date
15
Date
Date
25
Date
Activity 2
Current Effective Teaching Techniques Used in Your
Classroom or Training Center
Activity 3
Researching Advanced Teaching Techniques
Professionalism
Activity 4--Group project
An Effective Advanced Technique to Use in Your Classroom
Setting and Learning Styles
Activity 5
Implementing One Advanced Teaching Technique in Your
Classroom Setting
5
Date
Activity 6
Evaluating the Effectiveness of a New technique Used in Your
Classroom Setting
Date
5
Date
Date
5
Date
Date
10
Date
Reflection
Located in Discussion area
Final Exam
Located in Discussion area
IX. Bibliography
Division of Instructional Innovation and Assessment (n.d.) Best Practices. Retrieved September
6, 2006 from the University of Texas at Austin website:
http://www.utexas.edu/academic/diia/assessment/iar/resources/best_practices/index.php
Eastern Illinois University (n.d.). Methods of teaching career and technical education. Retrieved
August 30, 2006 from http://www.ux1.eiu.edu/~cfjac3/CTE3400.html
Elements of effective learning and teaching (n.d.). Retrieved September 1, 2006 from
http://www.trainer.org.uk/members/theory/planning/effective_teaching.htm
Honolulu Community College (n.d.). Faculty development: Teaching tips index. Retrieved
August 30, 2006 from
http://honolulu.hawaii.edu/intranet/committees/FacDevCom/guidebk/teachtip/teachtip.htm
LdPride. Net (n.d). Learning styles explained. Retrieved August 30, 2006 from
http://www.ldpride.net/learningstyles.MI.htm.
MoneyInstructor.com (n.d.) Career, work, and business lessons. Retrieved August, 25, 2006
from http://www.moneyinstructor.com/buscareer.asp
National Capital Language Resource Center (n.d.) Teacher vs. learner-centered instruction.
Retrieved August 30, 2006 from
http://www.nclrc.org/essentials/goalsmethods/learncentpop.html
North Caroline State University (n.d.). Learning styles. Retrieved August 31, 2006 from
http://www.ncsu.edu/felder-public/Learning_Styles.html
RMC Denver (n.d.) Evaluating the effectiveness of the lesson. Retrieved September 6, 2006
from http://www.rmcdenver.com/useguide/lessons/eval.htm
Slavin, R. E. (2006). Elements of effective teaching. Retrieved September 1, 2006 from
http://www.literacytrust.org.uk/Pubs/slavin.html
6
The University of British Columbia (n.d.). Effective teaching principles and practices. Retrieved
September 1, 2006 from http://www.arts.ubc.ca/Effective_Teaching.79.0.html
University of Medicine and Dentistry of New Jersey: Center for Teaching Excellence (n.d.).
Traditional teaching: Web resources on traditional training. Retrieved August 26, 2006 from
http://cte.umdnj.edu/traditional_teaching/index.cfm
Conceptual Framework
The graphical representation of our conceptual framework is based on basic geometric shapes
that aptly portray key aspects of the framework:
At the heart of the model are three concentric circles creating a “target” for graduates from all of
our professional education programs. The core objective (“bull’s eye”) is becoming a
Professional Educator, an achievement that requires continuous reflective practice (middle ring)
and professional development aligned with applicable national, state, and institutional standards
(outer ring).
The three triangles represent three broad levels of professional development: Pre-professional,
Professional, and Accomplished (note the physical progression indicating that professional
development always moves in the direction toward Professional Educator). These triangles also
represent the three major dimensions of professional development: knowledge, skills, and
dispositions.
Integrated throughout all aspects of our conceptual framework and thus reflected as a circle-inmotion is our circle of core beliefs (Research Base, Best Practice, Life-Long Learning, Ethics,
Social Justice, Equity, Diversity, Caring, Democracy, Academic Standards, and High Quality
Education).
The outer pentagon of the conceptual framework represents five broad orientations regarding the
preparation of professional educators (Academic, Teaching/Scientific, Practical, Critical/Social,
and Humanistic), which serve as a broad foundation for the framework.
Major Milestones of Program
Orientation Activity: http://reach.ucf.edu/~technicaled/orient-actvt.htm
Completion of these components is critical--therefore required. The benefits to you include:
1. Success using Webcourses, the software program UCF uses, for our online courses.
2. Ability to perform basic word processing skills.
7
3. Clear understanding at onset of this course of the grading plan and grade scale.
4. Interaction among students in this course in a non-graded manner.
There are NO points attached to this activity, yet it coincides with the beginning of each course.
The benefits are many and we feel a need to incorporate this in ALL our courses.
After completion of these Orientation Activity you, the prospective new student will be able to:
1.
2.
3.
4.
5.
Identify important aspects of learning on-line.
Locate selected buildings on the UCF campus in Orlando.
Cite references according to protocol.
Follow UCF student conduct policies.
Accept grading policies for our courses.
Learning on-line
When UCF began using the Web for courses in the summer of 1996, and we adopted it fully for
our courses then. There was no infrastructure as we have now. Initially our courses were very
technically challenging by today's standards, and yet our students not only survived but thrived.
However, because of growth and access by a wider range of skilled students a tutorial was
developed. Of course the tutorial is on-line, teaching people how to be on-line using Web-CT
and providing refresher training in basic word processing.
Completion of this tutorial can take up to one hour--time well spent up-front, for technical
success later. You are asked, urged, cajoled, pressured, and even required to complete the tutorial
as soon as possible.
1. Access "Learning on-line"
Review:
o Skill Requirements
o Technical requirements
2. Complete:
o Orientation Course
As a reminder, use the checklist below as review in your Web journey.
Webcourses Technical Competencies
Just as you would not embark on a long-distance trip without knowing something about the
vehicle you are traveling in, you should not enroll in web courses without acquiring some skills
of the vehicle used to transfer your knowledge to the instructor.
Following are some competencies you must achieve before leaving today. Be sure to be checked
off by the instructor or a mentor to show that you have the basic knowledge to use Webcourses.
You must be able to do the following:
8
1. Access the Webcourses course(s) in which you are enrolled.
2. Log in with your username and password.
3. Access course components.
4. Post comments to Discussion Topics.
5. Enter Chat room and post comments.
6. Access Course Mail to select specific addresses, write notes or respond to mail.
7. Find mail in your Inbox and the Outbox
8. Copy and paste to and from Webcourses
9. Include URL's in your postings. (copy & paste)
10. Access "My Grades"
11. "My Participation".
UCF Virtual Tour
For your visit to the UCF main campus in Orlando it is best to be prepared. There are many
buildings and we do not want to lose you wandering around campus all day. A "virtual tour" has
been developed. We are asking you to "walk" around campus using your computer and the Web
for this tour by "Ryan." Follow the steps below to complete your tour.
1.
2.
3.
4.
Access the Virtual Tour
Select either the Flash or HTML version and click on the icon of choice
For general information complete each of the "Tour stops"
Specifically for the College of Education find the "Campus Map" use the pull-down
menu to select the Education building, click directly on the building, and identify where it
is with respect to the University Blvd. entrance and nearby parking at Gemini Blvd.
West.
5. Find Classroom Building I - where our hands-on practice is located.
6. Wow, a pretty neat technology eh? You can wander around, print maps and be ready to
come to campus.
Writing Papers & Posting References - Procedures
APA STYLE
Below are sites where you can go to find information on how to write using APA
style and how to cite an electronic resource.
1. American Psychological Association. (2003). APA Online website APA
Style.org retrieved on August 8, 2005 at http://www.apastyle.org/ .
2. APA Style Resources. (n.d.) Retrieved on August 8, 2005 at
http://www.psychwww.com/resource/apacrib.htm
** Sometimes you have to try the site a couple of times or copy the URL
and paste it. But it does work. From the selections that are offered to you, I prefer
the link listed below…
9
3. The Arthur C. Banks Library at Capital Community College (2004, June). A
guide for writing research papers based on styles recommended by the American
psychological association. Retrieved on August 8, 2005 at
http://webster.commnet.edu/apa/index.htm.
4. Degelman, D. (2000-2005). APA style essentials. Retrieved from the
Vanguard University website on August 18, 2005 at
http://www.vanguard.edu/faculty/ddegelman/index.aspx?doc_id=796
**has examples of papers to view
HOW TO CITE AN ELECTRONIC SOURCE USING APA
American Psychological Association. (2003). APA style.org, Electronic
Resources retrieved on May 8, 2005 at http://www.apastyle.org/elecsource.html.
HOW TO RESEARCH THE INTERNET
1. Go to www.google.com
2. Select "Advanced Search" (hyperlink found on the right of the
searching field)
3, Fill in the information needed to minimize your searching time.
Select the "Advanced Search Tips" at the top of the page for help
*TIP: A good scholarly resource is the “Journal of Technology Education” from
the Virginia Tech (2005) retrieved on August 8, 2005 at
http://scholar.lib.vt.edu/ejournals/ej-search.html . This site has several articles on
technology education.
HOW TO ORGANIZE A PAPER
The purpose of me providing you this site is because I want you to
know that I will be grading you on the organization of your paper.
Your paper should contain a thesis statement that contains your
topic sentence, the main body (all of the paragraphs should reflect
what is in your topic sentence) and a conclusion.
Steps in writing your Essay. (n.d.) Retrieved from the
Importwarehouse.com site on August 8, 2005 at
http://www.importwarehouse.com/mrsboysen/Students/steps.PDF
Team Strategies:
When you first heard that you would be working in a team, you might
have thought "oh no!" Understandable, you might have had a bad
experience in the past with a team project in another class or at work.
However, learning how to work in a team environment is beneficial to you
for problem solving, working under the pressure of a time limit, and
learning how to work with others. Also, team work is a reality of the
10
workforce. Learning some of the strategies given below is useful for the
present class and a possible future job requirement.
STEPS TO BEGINNING A TEAM PROJECT
1. Make contact in your team discussion group.
2. Discuss the topics below (Team Rules & Guides to Discuss) with your
team members.
3. The team makes a decision on who is doing what when.
 Picking a leader is optional. Understand that if each team member
completes their designated job, the team can function without a
leader. However, the team might want to designate a leader due to
the circumstances. Also, sometimes, leaders will just occur as the
team proceeds with the project.
4. The team begins to work on the project with a PLAN.
TEAM RULES & SKILLS TO DISCUSS
RULES
1. Member's Schedules
2. Member's Assigning the Portion of the Project to Complete
3. Member's Assigning the Completion Dates
SKILLS
1. Member's Attributes/Skills
2. What the Member Wants to Contribute.
Plagiarism & Turnitin
Our courses ask of you to visit many web sites, as part of using what has been done at other
places and actually reviewing research. It could be very easy to forget to offer a complete
citation. Some could also omit entirely a quote or reference. While the former may happen, the
latter should never occur. When it does it is plagiarism and is very serious.
The faculty at UCF now has access to a site to which we can submit student work for comparison
to previously published work - Turnitin. You do NOT want to plagiarize or not include a
complete citation for any reference or quotation. Above all else include the complete citation
information when required.
Ethical policies:
At UCF adhering to acceptable ethical practices is considered essential. To that end you are
asked to:

Access the Golden Rule on line

Read thoroughly Student Rights and Responsibilities

Rules of Conduct
11

Student Academic Behavior
Introductions
Our Web courses are very interactive. Therefore, it is important that you participate as scheduled
and in the proper location within the course as assigned. To practice this and to get to know
others in this course you are asked to offer an introduction when you start each course. We use
the "Discussion" area with one titled "Introductions." Once you are permitted access to the
course on the first day of class (our in-person Orientation) go to "Discussions" and select
"Introductions." Type your name in the "Subject" line.
The following items should be addressed in your introduction:
1. Name
2. Email address
3. Where you work (if you do)
4. What you do (if you work)
5. What technical (work) background do you have?
6. All types of education (High School, certificates, licenses, degrees)
This would be a good place to practice copy and paste skills by copying these headings to a word
file of some type, answering the items, and pasting the answers to another file, just for practice
before your course starts. Always review your posting BEFORE actually posting, add spacing,
make headings capitalized or different from the regular text, and then post.
Immediately upon starting the course:
1. Post your Introduction with your name in "Subject" line to "Introductions" Discussion Topic.
2. Reply to peers using "Reply Privately" NOT just Reply or Quote. Each person should post
only one posting to the Introductions area.
This syllabus may be modified at the discretion of the instructor. Changes will be discussed in
class and/or via email
The UCF Creed
Integrity, scholarship, community, creativity, and excellence are the core values that guide our
12
conduct, performance, and decisions.
Integrity
I will practice and defend academic and personal honesty.
Scholarship I will cherish and honor learning as a fundamental purpose of my membership in
the UCF community.
Community I will promote an open and supportive campus environment by respecting the
rights and contributions of every individual.
Creativity
I will use my talents to enrich the human experience.
Excellence
I will strive toward the highest standards of performance in any endeavor I
undertake.
Conceptual Framework
UCF, College of Education
Conceptual Framework
Te
ch
nic
al
/
Revised: 08-17-04
nta
ti
on
ion
rof
es
al
sio
co
n
al
mp
lish
ed
Ac
I
F
E
R
Professional
Pre-Professional
Dispositions
Critical / Social orientation
13
Pr a
ctic
Accomplished
al o
r
i
e
nta
tio
n
N
ills
C
Professional
Educator/
Practitioner
Sk
al
on
ssi
ofe
-Pr
al
Pre
on
ssi
ed
ofe plish
m
co
Ac
E
Pr
L
T
n
atio
t
n
e
ori
tic
s
i
n
ma
Hu
Sc
ien
ti
fic
ori
e
O
i
Kn
ow
led
Pr
e-P
ge
rof
es
s
P
em
ad
c
A
n
tio
a
t
n
rie
co
Major Assessment Milestones (NCATE)
Program: Technical Education & Industry Training
Milestone
Program Entry
Milestone Description
 Complete the University General Education requirements or its
equivalent, i.e. an AA degree from an approved Florida community
college or state university
 Have a minimum 2.5 overall GPA
 Meet the University CLAST or CLAST alternative criteria
 Complete prerequisite courses
Midpoint Milestone
Prior to Clinical
Practice
Satisfactory completion of all (or 90 %) program courses with a
minimum GPA of 2.5
Exit from Clinical
Practice
Satisfactory completion of Directed Field Experience
Program Exit
Web-based Reflective Portfolio
If the milestones have not been satisfactorily completed a remedial plan to correct weaknesses
will be developed by advisor.
14