CTE 4923


Related instruction

On-the-job training

Student organization activities


In-school instruction students receive

In conjunction with OTJ training

Provides theory, background, and technical skills

Serves as basis for other activities

Ensures all experiences are interrelated

Minimum 200 minutes per week required


Supervising OTJ instruction

Planning and conducting in-school instruction related to OTJ experiences and in the student organization

Serving as advisor to student organization


General – basic skills and general occupational information

Technical – skills, attitudes, and concepts

Specific – individualized for each student’s needs, interests, and abilities


All students need to succeed in achieving career goals

Examples:
– Improving reading, writing, and math skills
– Basic occupational skills – typing, making change, accurately measuring
– General skills, information, and attitudes – interpersonal relations, payroll, benefits, locating jobs, interviewing, selecting jobs


Needed by two or more students

Generally grouped by specific occupations

Prepared separately for students in different occupational areas

Example: dental terminology


Totally individualized

Identified when developing training plan

Training specially geared to student’s specific situation and needs

Skills necessary for specific occupational field

Includes specific skills, knowledge, and attitudes required to progress in field

Specific Related Instruction
Examples

Manipulating tools and equipment

Gathering, processing, communicating, or applying technical information

Constructing, assembling, or combining elements

Performing a service


Training plans

Advisory committee

State’s/school’s suggested curriculum

Occupational analyses

Student organization activities

Coordination visits

Students

What topics would fit the general category???






Read and analyze the training plans.
List at least 3 general related topics.
Divide the students into occupational groups. List at least 3 topics for technical related instruction.
List at least 3 topics for specific related instruction for each student.
What further input would you need to determine additional topics to cover?

– Orientation to Cooperative Education
– Entering the World of Work
– Using Safety on the Job
– Understanding the Company where You Work
– Developing Human Relations Skills
– Developing Communication Skills

– Understanding the Law
– Developing Individual Potential
– Coping with Stress and Conflict
– Meeting Your Adult Responsibilities
– Using Job Related Math
– Understanding Taxation
– Preparing for the Future

– Analyzing Employment Possibilities
– Understanding Economic Systems
– Conserving Resources

What instructional methods would you utilize???


Large group presentations (general)

Individually or in small groups (general)

Projects (technical and specific)
– Prepare students for planning and conducting the projects
– Ensure that their planning is clear and thorough
– Monitor their progress on a regular basis


Role playing

Reading assignments

Practice/application

Case studies

Observations/interviews

Oral reports

Guest speakers!!!

What materials would you use???


Textbooks

Journals

Films

Workbooks

Modules or learning activity packages

Training manuals

Computer-assisted instruction


Advisory committee

Employers and/or OTJ instructors

Other educators

Commercial publishers

Curriculum guides – reference list

Illinois Office of Educational Services


Certain days of week = type of instruction

Early in year – more time on general

Later in year – more time on specific

Specific included when needed

Be flexible to meet students’ changing needs
Specific
General
Start of term End of term


Early class session topics
– Orientation to program – forms, policies, etc.
– Function of student organization
– Safety

Correlate OTJ with classroom instruction

Foster ability to work independently

Consider immediacy of student need in structuring topics


General – frequently utilize traditional

Specific
– Quantity and quality of work
– Related to objectives, standards, or outcomes
– Assessing growth in meeting outcomes


Classroom close to building entrance

Adjoining teacher-coordinator office

Individual storage bins/drawers

Storage cabinets for materials, references

Magazine racks

Tables for learning activities

Career development materials


Needs, abilities, and interests are priority

Become more active, involved, and responsible for own instruction

Teacher becomes manager and/or guide

Clear objectives direct students

Alternative and optional experiences


Strategies reach individuals
– Games, role-playing, simulations, case studies, projects, modules, peer instruction, research, computerized modules

Variety of media and resources

Environment is flexible

Evaluated on individual performance

Limitations of
Individualized Instruction

Lack of suitable materials

Additional work and complex planning

Not all students adapt well

Evaluation might not fit school’s grade report timeline

Success with
Individualized Instruction

Identify student goals

Carefully develop objectives to reach goals

Provide remedial instruction when needed

Be flexible – allow students to make more educational decisions

Research materials

Address differences of II with students

Orientation to
Individualized Instruction







Outline basic idea
Show location and use of materials and equipment
Define role of teacher and student
Review objectives, activities, & due dates
Discuss self-evaluation & final evaluation
Review classroom procedures
Encourage response/reaction/questions


You must be:
– Able to rely on students to choose best activities
– Confident and competent in subject matter
– Tolerant of activity and noise
– Tolerant of apparent inactivity (reflection)
– Able to trust the students






Professional
Civic
Service
Social
Financial
What are your ideas???
– Properly conducted educational activities will strengthen classroom and OTJ instruction and provide some real-life learning experiences


Contribute to professional improvement
– Professional meetings with guest speakers, demonstrations, panel discussions, films
– Field trips connected to class topics
– Annual banquet participation
– Contests – stimulate student interest and emphasize importance of learning


Serve school and community
– Campus improvement campaigns
– Participation in community wide events
– Conducted in cooperation with local business and industrial organizations, school organizations, and civic groups


Emphasize need for sharing with others
– Frequently designed to coincide with holidays
– Involve student participation as well as gifts and contributions


Enough said
– Integrate with professional activities
– Important finishing touch to professional meetings with community leaders


Raising funds to support obligations
– Obligations include travel, field trips, expenses for meetings and communications
– Membership dues
– Other activities and projects

Integrating Organization Activities








Leadership
Citizenship responsibilities
Character development
Social development
Occupational knowledge
Recognition
Communication skills
Cooperation


Essential traits for future responsibilities

Qualities of leadership must be developed

Through participation in projects/activities

Officers for one semester to rotate

Emphasize committee activities and individual responsibilities


Competent citizen in the community

Voting in student campaigns

Participating in projects with adult counterparts

Improvement projects can teach respect for property

Committee meetings – learn rights and responsibilities of individuals


Develop desirable traits

Ceremonies and initiations make permanent impressions

Code of ethics

Role-playing situations with desirable and undesirable personal traits

Guest speakers – become acquainted with qualities leaders possess


Meet with others and focus on obligations to society

Experience acceptable social behavior

Responsibilities of future citizens


Supplement instruction with incentives to apply themselves

Panel discussions, speeches, films

Competitions


Builds morale

Given to student officers, committee chairpersons, contest winners

Recognize behind-the-scenes contributors too


Must be effective in organization

Convey information and ideas to individuals and groups involved in projects

Reporting activities to publications

Should exist in almost every activity


Enables students to work with each other

Planning and programming activities

Develop sense of human relations essential for success in chosen careers


Need a volunteer

One-way communication

Two-way communication