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Kalamas, David J.Plan Instruction for Adults. Module N-4 of CategoryN--Teaching Adults. Professional Teacher EducationModule Series.Ohio State Univ., Columbus. National Center forResearch in Vocational Education.Department of Education, Washington, DC.ISBN-0-89606-243-08764p.; For related documents, see ED 274 810 and CE048 697-702.American Association for Vocational InstructionalMaterials, 120 Driftmier Engineering Center,University of Georgia, Athens, GA 30602.Guides Classroom Use Materials (For Learner)(051)

MF01/PC03 Plus Postage.*Adult Education; Adult Educators; *Adult Students;Behavioral Objectives; Competency Based Education;*Competency Based Teacher Education; HigherEducation; Individualized Instruction; *InstructionalDesign; *Instructional Development; Job Skills;Learning Activities; Learning Modules; SecondaryEducation; Teacher Evaluation; Teaching Skills;Vocational Education; *Vocational EducationTeachers

ABSTRACTThis module, one in a series of performance-based

teacher education learning packages, focuses on a specific skill thatvocational educators need to create appropriate learning environmentsand to plan and manage instruction that is well-suited to thelearning and psychological needs of today's adults. The purpose ofthe module is to provide the teacher with knowledge of howinstructional planning is accomplished at different levels and theskills needed to begin to plan effective instruction for adultlearners. Introductory material provides terminal and enablingobjectives, a list of resources, and general information. The mainportion of the module includes three learning experiences based onthe enabling objectives: (1) demonstrate knowledge of conventionaland competency-based instructional planning; (2) critique a givenlesson plan; and (3) critique a case study on planning instructionfor adult learners. Each learning experience presents activities withinformation sheets, samples, worksheets, checklists, and self-checkswith model answers. Optional activities are provided. Completion ofthese three learning experiences should lead to achievement of theterminal objective through the fourth and final learning experiencethat requires (1) an actual teaching situation in which to planinstruction for adults, and (2) a teacher performance assessment by aresource person. An assessment form is included. (YLB)

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FOREWORDThis module is one of a seri's of over 130 performance-basedteacher education (PBTE) learning packages focusing uponspecific professional competencies of occupational instructors(teachers, trainers). The competencies upon which these modulesare based were identified and verified through research as be-ing important to successful teaching. The modules are suitablefor the preparation of instructors in ail occupational areas.

Each module providesleamin. experiences that integrate theoryand application; each culminates with criterion-referenced assess-ment of the instructor's performance of the specified competen-cy. The materials are designed for use by teachers-in-trainingworking individually or in groups under the direction and with theassistance of teacher educators or others qualified to act asresource persons. Resource persons should be skilled in theteacher competencies being developed and should be thoroughlyoriented to PBTE concepts and procedures before using thesematerials.

The design of the materials provides considerable flexibility forplanning and conducting performance-based training programsfor preservice and inservice instructors, as well as business-industry-labor trainers, to meet a wide variety of individual needsand interests. The materials are intended for use by local educa-tion agencies, postsecondary institutions, state departments ofeducation, universities and colleges, and others responsible forthe professional development of instructors.

The PBTE modules in Category NTeaching Adultsare de-signed to enable adult instructors to create appropriate learningenvironments and to plan and manage instruct( that is wellsuited to the learning and psychological needs of today's adults.The modules are based upon 50 competencies identified andverified as unique and important to the instruction of adults.

Many individuals have contributed to the research, development,field review, and revision of these training materials. Apprecia-tion is extended to the following individuals who, as membersof the DAC,Uivi analysis panel, misted National Center staff inthe identification of the competency statements upon which thiscategory of modules is based: Doe Hentschel, State Universityof New York at Brockport; David Holmes, Consortium of the

California State University; Joanne Jorz, JWK International Cor-poration, Virginia; Jean Lowe, Fairfax County Public Schools,Virginia; Jim Menapace, BOCILansingGeneral Motors,Michigan; Norma Milanovich, University of New Mexico; CubaMiller, Sequoia Adult School, California; Donald Mocker, Univer-sity of Missouri; and Michael A. Spewock, Indiana University ofPennsylvania.

Appreciation is also extended to the following individuals for theircritical field reviews of the six modules in the N category duringthe development process: Edward K. Allen, Donna Baumbach,Ronald J. Buie, Madelyn R. Callahan, Deborah Clavin, JoeCooney, Yvonne Ferguson, Howard Harris, Ronald Hilton, DavidHolmes, Donna E. Johnson, Edward V. Jones, Russell Kratz, JeanLowe, Frances Melange, Donald L. Martin, Sandy McGechaen,Norma Milanovich, Audni Miller-Beach, Donald Mocker, ChristaOxford, William Reese, Rick Schau, Steven E. Sorg, Michael A.Spewock, Neal Wiggin, and James L. Wright.

Recognition for maim individual roles in the development of thesematerials is extended to the following National Center staff: HarryN. Drier, Associate Director, Development Division, and RobertE. Norton, Program Director, for leadership and direction of theproject; Lois G. Harrington, Program Associate, for training ofmodule writers, assistance in the conceptualization and develop-ment of the materials, and maintenance of quality control, DavidJ. Ka lamas, Graduate Research Associate, for development ofillustration specifications; Susan Dziura, for initial art work; andShellie Tremaine and Cheryl Salyers, for their word processing.

Special recognition is also extended to the staff at AAVIM for theirinvaluable contributions to the quality of the final printed products,particularly to Sylvia Conine foi typesetting, to Marilyn MacMillanfor module layout, design, and final art work. and to George W.Smith, Jr for supervision of the module production process.

THE KATMAI CENTER

FOR RESEARCH IN VOCATIONAL EDUCATIONTHE OHO STATE UMVERSITY1960 KENNY ROAD COLUMBUS OHO 43210

The National Center for Research in Vocational Education's mis-sion is to increase the ability of diverse agencies, institutions, andorganizations to solve educational problems relating to individualcareer planning, preparation, and progression. The National Centerfulfills its mission try:

Generating knowledge through research.Developing educational programs and products.Evaluating individual program needs and outcomes.Providing information for national planning and policy.Installing educational programs and products.Operating information systems and son/ices.Conducting leadership development and training programs.

AMERICAN ASSOCIATIONFOR VOCATIONALINSTRUCTIONAL MATERIALSThe National Institute for Instruceoi a! Altoona Is120 Driftmier Engineering CarverAthens, Georgia 30602

Tne American Association for Vocational Instructional Matenals(AAVIM) is a nonprofit national institute.

The institute is a cooperative effort of universiticci, colleges anddivisions of vocational and technical education in the United Statesand Canada to provide for excellence in instructional materials.

Direction is given by a representative from each (3' the states,provinces and territories. AAVIM also works closely with toacherorganizations, government agencies and industry.

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INTRODUCTIONMany familiar scenes would probably greet you if,

as a visitor, you wandered the hallways of a school,college, or business/industry training department.You would see some instructors standing at the frontof the classroom, writing hurriedly across thechalkboard. Others might be showing films oroperating overhead projectors.

You would see learners arranged in classroomsin neat, symmetrical rows; collected in discussiongroups; watching instructor demonstrations; or per-haps working alone at laboratory stations or inshops. Some might be huddled over computerterminals.

These images are familiar to all of us, yet the ex-tensive planning required to produce the scenes youwitnessed may not be as familiar to you. To under-stand the planning inherent in the scenes justdescribed, you must look below the surface of visi-ble activity and consider what took place long beforethe first student walked through the classroom door.

Even the instructorthe good instructorwho ap-pears to be "winging it" is usually operating fromsome type of lesson or learning plan. In the caseof an experienced instructor, the plan may be mostlytucked away in his or her head, with only the essen-tial elements written down, perhaps in outline form.

But the plan is there. At some point that instructorcreated a detailed plan and then--through extensiveuse, evaluation, and modificationinternalized theplan so that it becar.,e an integral part of his or herteaching.

Most important, this type of planthe individualinstructor's planis but one element of a largerplan. The overall plan results from the combined ef-forts of many people, who collectively develop pro-grams, courses of study, and a total instructionalsystem, based upon the needs of students, instruc-tors, business, industry, and society.

In short, high - quality instruction does not just hap-pen. Just as a builder would be foolish to beginconstruction of a skyscraper without blueprints, aninstructor would be ill-advised to begin instructionwithout well-defined instructional plans.

The first learning experience in this module pro-vides an overview of tne overall instructional plan-ning process. The second covers the developmentof individual lessons. The third focuses on planninginstruction specifically to meet the needs of adults.Successful completion of this module will provideyou with knowledge of how instructional planning isaccomplished at different levels and the skills youneed to begin to plan effective instruction for adultlearners.

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ABOUT THIS MODULEObjectives

Enabling Objectives:1. After completing the required reading, demonstrate

knowledge of the conventional and competency-basedapproaches to instructional planning (Learning Ex-perience I).

2. After completing the required reading, critique a givenlesson plan (Learning Experience II).

3. After completing the required reading, critique the per-formance of an instructor in a given case study in plan-ning instruction for adult learners (Learning ExperienceIII).

PrerequisitesTo complete this module, you must have knowledge of thecharacteristics of adult learners and the process of adultdevelopment. If you do not already meet this requirement,meet with your resource person to determine what methodyou will use to do so. One option is to complete the infor-mation and practise activities in the following module:

Prepare to Work with Adult Learners, Module N-1

ResourcesA list of the outside resources that supplement those con-tained within the module follows. Check with your resourceperson (1) to determine the availability and the locationof these resources, (2) to locate additional references inyour occupational specialty, and (3) to get assistance insetting up activities with peers or observations of skilledteachers, if necessary. Your resource person may also becontacted if you have any difficulty with directions or inassessing your progress at any time.

Learning Experience IOptional

Reference: Mager, Robert F., and Beach, KennethM., Jr. Developing Vocational Instruction. Belmont,CA: Pitman Learning, 1967.References: The National Center for Research inVocational Education. Professional Teacher Educa-tion Module Series; Category A: Program Planning,Development, and Evaluation (11 modules); CategoryB: Instructional Planning (6 modules); and CategoryK: Implementing Competency-Based Education (6modules). Athens, GA: American Association forVocational Instructional Materials, 1978-86.

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Videotape: Nova Scotia Department of Education,"Performance -Based Training in Atlantic Canada."Charlottetown, Prince Edward Island, Canada:Holland College, Charlottetown Center, Clearing-house, 1979.Videotape equipment to use in viewing the videotapedpresentation.Reference: Norton, Robert E. DACUM Coordinator'sand Facilitator's Handbook. Columbus, OH: The Na-tional renter for Research in Vocational Education,The alio State University, 1985.A teacher or curriculum specialist, experienced indeveloping courses, whom you can interview concern-ing effective course development procedures.

Learning Experience IIOptional

Reference: Gagne, Robert M., and Briggs, Leslie J.Principles of Instructional Design. Second Edition.New York, NY: Holt, Rinehart and Winston, 1979.References: The NationalVocational Education. Profetion Module Series; ModuleAthens, GA. American Associstructional Materials, 1983-4.Sample lesson plans or lesson p

Center for Research inssional Teacher Educe-s B-4, C-10, and C-11.

tion for Vocational In-

an formats, specificto your instructional area, that you can review.

Learning Experience IIIOptional

Reference: Knowles, Malcolm S. The Modern Prac-tice of Adult Education: From Andragogy to Pedagogy.Revised Edition. New York, NY: Cambridge BookCompany, 1980.Reference: Klevins, Chester, ed. Materials andMethods in Adult and Continuing Education. LosAngeles, CA: Klevens Publications, 1982.Reference: McLagan, Patricia A. Helping OthersLearn: Designing Programs for Adults. Reading, MA:Addison-Wesley Publishing Co., 1978.Reference: Davis, Larry N. Planning, Conducting andEvaluating Workshops: A Practitioners Guide to AdultEducation. San Diego, CA: Learning Concepts, 1975.

Learning Experience IVRequired

An actual teaching situation in which you can plan in-struction for adults.A resource person to assess your competency in plan-ning instruction for adults.

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General InformationFor information about the general organization of eachperformance-based teacher education (PBTE) module,general procedures for its use, and terminology that iscommon to all the modules, see About Using the NationalCenter's PBTE Modules on the inside back cover. Formore in-depth information on how to use the modules inteacher/trainer education programs, you may wish to referto three related documents:

The Student Guide to Using Performance-Based TeacherEducation Materials is designed to help orient preservice andinservice teachers and occupational trainers to PBTE ingeneral and to the PBTE materials.

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The Resource Person Guide to Using Performance -BasedTeacher Education Materials can help prospe,.tive resourcepersons to guide and assist preservice and inservice teachersand occupational trainers in the development of protessionalteaching competencies through use of the PBTE modules.It also includes lists of all the module competencies, as wellas a listing of the supplementary resources and the addresseswhere they can be obtained.

The Guide to the Implementation of Performance-BasedTeacher Education is designed to help those who will admin-ister the PBTE program. it contains answers to implementa-tion questions, possible solutions to problems, and alternativecourses of action.

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Before you begin to develop courses, it is important to understand what in-structional planning Involves and why it is important to effective instruction.For information on instructional planning in general and the course develop-ment process, read the following information sheet.

PLANNING INSTRUCTIONWhen you undertake any major project, you un-

doubtedly take time to plan. You may not alwayscommit your plan to paper, but you certainly taketime to consider what it will take to get the resultsyou want. If you were planning to add a patio to yourhome, for example, you would first try to determinethe materials needed, the construction methodsavailable, the time involved, and the cost.

Instruction should be no different. You will createa high-quality product only by investing time andthought in its planning.

Instruction and the Process of PlanningWhat do we really mean when we speak of instruc-

tion? There are many definitions, but in a broadsense instruction involves managing (orchestrating)both learning resources and activities in order to helppeople learn.

Learning resources include time, materialresources (e.g., instructional materials, facilities,equipment), and human resources (teachers, stu-dents, and others involved in the instructional pro-cess). Learning activities can include both what youdo (e.g., lecture, demonstrate, use audiovisuals) andwhat students do (e.g., read, listen, solve problems,complete lab work) to facilitate learning.

It is your job to arrange and manage resourcesand activities in order to create conditions that max-imize the chances that people will learn. It is impor-tant to keep in mind that it is impossible to "teach"individuals in the sense of making them learn. Learn-ing occurs internally, in the mind of the learner; youcan't make learning happen, and you can't see ithappen. What you can do is to create a set of con-ditions favorable to learning and then observe theresults of learning when students demonstrate skill.

Instructional planning begins with a needsanalysis -- -the identification of the difference betweencurrent conditions or outcomes and desired condi-tions or outcomes. For example, in the process ofconducting a needs assessment, a business or in-dustry may uncover a problem. The problem maybe due to any number of causes, one of which couldbe a need for employee training. Thus, a programcould be developed in response to that need: lackof adequate training.

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Similarly, through community surveys, follow-upstudies, and other techniques, secondary and two-year postsecondary institutions identify educa-tion/training needs in the local area. Educational in-stitutions must collect and analyze information abouttwo types of needs: need for trained workers to fillavailable (or projected) jobs and need for occupa-tional training to meet the interests of prospectivestudents. Without attention to both these needs, aninstitution is in danger of developing a program inwhich prospective students have no interestorworse, of training interested students for jobs thatdon't exist locally or, perhaps, don't exist at all.

Planning in response to a need continues throughall levels, from planning a total program to planninga single lesson. For example, students may entera welding class with only a knowledge of the basicprinciples of arc welding, whereas it is desirable thatthey also have skill in using arc welding equipment.The gap between their current level of knowledgeand skill and the desired level would form the basisfor an instructional plan. The plan would specify thesteps students must take to reach the instructionalobjectivein this case, skill in using arc weldingequipment.

The creation of a plan of instruction can be divid-ed into two major phases: curriculum developmentand instructional development. Curriculum develop-ment is often defined as determining what is to betaught, while instructional development is concernedwith how it is to be taught. (The distinction betweencurriculum development and instructional develop-ment is not always clear, however, since the two pro-cesses are essentially interrelated and often occurmore or less simultaneously.)

As you create any plan, you must keep in mindthe total learning environmentall those factors orelements that will affect the structure of the plan andthe instructional (learning) outcomes. For example:

Instructional goals and objectivesStudent needs, characteristics, and learningstyleInstructor needs, characteristics, and teachingstylePhysical environment

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Instructional content, methods, and materialsLearning activitiesEvaluation strategies

A good way to think about the learning environ-ment is to envision it as a systema collection ofelements that together create certain effects or out-comes, with each of the elements affecting the otherelements and, in turn, affecting the system as awhole. The things that you do, the kinds of learningmaterials you use, the types of learning activities youprovide for your students, together with all the otherelements, affect row well the learning objectives aremet.

For the sake of simplicity, let us assume in thismodule that you have been hired to teach a par-ticular program (or course) and that the need for thatprogram has already been identified and verified.What, then, are your planning responsibilities? First,you need to consider the type of program structureyou will be working in.

Program StructuresSchools, colleges, businesses, and industries may

structure their education/training programs accord-ing to several modelsor variations of those models.However, the two models most commonly used to-day seem to be the conventional model and thecompetency-based model.

The basic structures of most programs using theconventional model are very similar. Sample 1 pro-vides a graphic view of a typical two-year programstructure. The program consists of c -Imes, somerequired and others optional. Courses, generally ofquarter or semester length, are composed of units,each of which focuses upon a limited section of sub-ject matter. Units are broken down into daily lessonplans, which describe exactly what is to take placein the classroom, lab, or shop, including specificlearning activities. In a conventional structure, in-struction is often group-based, group-paced, andteacher-directed.

Another structure used by an increasing numberof institutions is the competency-based model. In anoccupational program using this model, content isbased upon the specific competencies (skills) re-quired for a particular occupation, job, or role. Asdefined by such organizations as The NationalCenter and the American Association of Colleges forTeacher Education, programs should include the fol-lowing essential elements to be considered fullycompetency-based:

Competencies to be achieved are rigorouslyidentified, verified, and made public in advanceof instruction.

The instructional program provides ,or the in-dividual development and evaluation of each ofthe competencies specified.Assessment of competency takes the student'sknowledge ..ad attitudes into account but re-quires actual performance of the competencyas the primary source of evidence.Criteria to be used in assessing achievementand the conditions under which achievementwill be assessed are explicitly stated and madepublic in advance.Students progress through the instructional pro-gram, at their own best rate, by demonstratingthe attainment of specified competencies.

In this model, instruction is (ideally) individualizedto the maximum extent possible. The learners as-sume more responsibility for their own learning,while the instructor functions as a resource person:advising, facilitating learning, and evaluating perfor-mance and progress. Sample 2 provides a graphicview of a competency-based program structure.

Program ContentWhere does content come from? Who decides

what is to be taught in a particular program orcourse? How is it determined? Where do you fit intothe instructional planning process?

Depending on your particular instructional situa-tion, detailed content may be specWed for you, oryou may be completely responsible for content de-velopment, or your situation might fall somewherebetween these two extremes. If you are provided withthe content, it may be provided in varying degreesof detail.

What is important in occupational programs is thatthe content of a program, course, unit, or lesson isultimately based ton the skills, knowledge, and at-titudes necessary for success in a particular occupa-tion, job, or role, whether it be welder, practicalnurse, secretary, ag mechanic, or chef. But how iscontent determined?

Content is sometimes determined by curriculumexperts, usually in committee. Membership on suchcommittees may be drawn from the institutions tiem-selves, state departments of education, professionalassociations, and so on. Although expert opinion iswidely used to determine content, the mechanismsfor deciding content may vary greatly.

Sometimes, traditional methods are used to identifyessential occupational skills, knowledge, and atti-tudes and to obtain group consensus. For example,in many occupational programs, content is deter-mined by conducting an occupational analysisasystematic analysis, in very specific terms, of exactlywhat a worker does on a particular job.

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An occupational analysis usually begins with asingle occupation (or job) within an occupationalcluster (a group of related jobs or occupations). Theoccupation is analyzed to determine the majorduties, the related tasks involved in those duties, andthe steps or elements that constitute each task. Sam-ple 3 uses an example from the textile industry toillustrate the levels of an occupational analysis.

Otner techniques for collecting task data involveusing handbooks and manuals. There are manyguides to occupational analysis that have been de-veloped by state departments of education, regionaland national consortiums, the U.S. military, thefederal government, and other agencies. Some po-tential sources of occupational analyses for cur-riculum/course planning are listed in sample 4.

Some institutions use mailed surveys, inter-views, and occupational advisory committees(sometimes called craft committees) to obtain datafor use in curriculum planning. Many institutions also

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use existing curricular materials developed byother organizations, as well as textbooks and tech-nical/periodical literature (e.g., trade journals andprofessional association journals).

In the last few years, some program developershave been using the DACUM (Developing a Cur-riculum) method, which involves a group of 8-12 ex-pert workers from the occupation ;n a structured,two- to three-day brainstorming process, conductedby a trained facilitator. Use of the DACUM processhas a number of advantages. Through its use, tasks/competencies can be identified quickly. The processis cost-effective. And a feeling of local ownership isproduced.

As an instructor, you may find a task or competen-cy list already available to you when you are assignedto teach a particular program or course. If not, oneof your first tasks will be to prepare such a list usingone of the previous approaches. The approach youselect should be the one that best fits your needsand the resourcestime, budget, staffto whichyou have access.

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Planning a Course

As noted earlier, the creation of an overall planof instruction involves two processescurriculumdevelopment and instructional development. Howthese two processes are carried out will depend onwhether the instructional program is structured ac-cording to the conventional or competency-basedmodel. A description of how these two models af-fect your approach to curriculum development andinstructional development follows.

The Conventional ApproachInstructional planning using the conventional ap-

proach involves planning the overall program orcourse and developing units of instruction, lessonplans, and learning activities. Usually you will be pro-vided with at least a course outline. If not, you willhave to determine what you are going to teach fromthe potentially wide range of topics within an occupa-tional areaand within a prescribed time frame.Where do you begin?

There are nine major steps in developing cur-riculum and instruction according to the conventionalmodel, as illustrated in sample 5. Let's review thosesteps briefly.

Search for relevant information. The search forinformation might involve locating and examining ex-isting courses and/or course descriptions related tothe course being planned. You might also interviewsubject matter experts within your own or other in-stitutions and examine trade journals, textbooks, andother documents. Once again, sample 4, p. 14, listssome sources of curriculum/course planning mate-rials.

Review information. Once you have collectedand assembled all the information you can, given thetime limitations, the second step is to review eachresource and to select those that could help you inyour course-development task. In other words, youneed to identify those resources that cover the ap-propriate subject matter, that are up-to-date, that areresearch-based, or that meet whatever other criteriayou establish for the review process.

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Prepare list of topics or tasks. Next, you needto prepare a list of the occupational topics or tasksto be included in the course, based upon theresources you have gathered and your own ex-perience. This list should include the topics or taskswithin the subject matter area that are most essen-tial or critical to the occupation.

Develop course objectives. Your next step in-volves developing objectives for the course. Theseobjectives should indicate the purposes of the coursein terms of what the students can expect to havelearned or be able to do upon course completion.An objective for an automotive course might bestated as follows:

The student will maintain and repair automotive fuelsystems in accordance with the specifications con-tained in the manufacturer's service manuals.

Sequence objectives. After the course objectiveshave been developed for each task or topic, youneed to sequence them. There are no hard-and-fastrules for sequencing objectives. The critical issue isthat they be in some sort of logical orderone thatmakes instructional sense.

For example, the objectives might logically be se-quenced in the order in which the tasks are per-formed within the occupation. Or certain objectivesmay need to be achieved first, before others can beattempted, they build on one another. Or studentsmay need to proceed from the general to thespecificor vice versain order to learn most easilyor best.

Or you might feel that your students need to ex-perience early successes It would therefore makesense to sequence some easily achie 4ed objectivesfirst, and then more difficult objectives. In anothersituation, you might decide that your students needto achieve an objective or two that will arouse theirinterest early in the course, so you would sequencethem accordingly Whatever the logic, the sequenceshould make sense in terms of the whole instruc-tional system.

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Prepare course outline. Once you havedeveloped one or more objectives for each topic ortask and have sequenced them, you should then pre-pare a course outline presenting the sequenced ob-jectives for the course. In your outline, objectivesshould be written in a uniform manner, contain stan-dards of performance, and be sequenced in a logicalfashion. A well-prepared outline serves as a valuableguide for the instructional development phase.

Develop course of study. Developing the courseof study is the first step in the instructiona! develop-ment phase. Your job here is to lay out the majorpieces of the entire course in a clear and logicalfashion. Sample 6 provides an example of one for-mat for developing a course of study.

The course description usually indicates the basicgoals and purposes of the course, stated in ratherbroad tervis. The course objectives contained in thecourse of study should indicate in general what thestudent will be expected to do after completing thecourse (rather than the more explicit objectives youwill be developing later, as the basis of iesson plans).The course content section should contain a list ofthe major instructional areas or groups of topics/tasks to be covered in the course.

Since time is one of the major variables you mustdeal with, you should also plan how you will allocateinstructional time. This involves estimatiig, as ac-curately as you can, the amo.int of time that should(or must) be devoted to each taskitooic or unit ofinstruction.

Finally, you need to identify the materials requiredto support the course. These materials include themajor references (books, periodicals, etc.), audio-visual aids, equipment, tools, supplies, and facilitiesthat will be needed to conduct the course.

Develop units of instruction. Units are subsec-tions of course content. The course of study containsall of the tasks/topics to be addressed in the course;a unit covers cne or several of these tasks/topics.Thus, all the topics/tasks listed in the course of studyare logically distributed into units. The units may varyin the length of time required and the degree of com-plexity for students, depending on the content.

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The document that describes the contents of a unitis called a unit plan. Sample 7 shows a typical unitplan format. You will note that it is similar in struc-ture to the course format in sample 6, except thatit describes, in more detail, only one portion of thecourse. An overview of the unit is provided, majorinstructional areas are broken down Into topics ortasks, performance objectives are stated, studentlearning activities and their required resources arelisted, and student evaluation procedures aredescribed.

Develop lesson plans. Lesson plans providemore detailed instructional guidelines addressingspecific sections of content drawn from the units.That is, they describe the specific learning ex-periences you will provide for your students duringa single class session experiences dealing with asingle task/topic or a few related tasks/topics. Thesecond learning experience in this module providesmore in-depth information on how to develop lessonplans.

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This section may also have the time allocations broken down year by year

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The Competency-Based ApproachIf you are going to teach in a competency-based

education (CBE) program, your instructional plan-ning should be quite different from that required fora more conventional type of program. Instead ofdeveloping a course of study, unit plans, and lessonplans to structure what you will be doing, you willbe helping students develop indivi, 'Jai learningplans to provide a structure for what students willbe doing.

One of the advantages of a CBE system is itsflexibilityits ability to allow a program to be tailor-made to meet a learner's unique goals and needs.Given a list of the tasks/competencies that make upan occupation, you and each individual learner cancome to an agreement on the learning goals and thecompetencies to be developed by that individual. Anexcellent mechanism for doing this is to use a learn-ing plan such as the one shown in sample 8.

In developing a learning plan with you, the studentlearns to take responsibility for and make decisionsabout his/her own learning. And while permittingsome flexibility, you must guide the learner so thatthe tasks selected are those that can be attained withthe learner's current skill level and experience.

If learners are to pursue individual learning plansat their own pace, conventional daily lesson plansare of little use. Instead, instructional materials (e.g.,learning packages, either learning guides ormodules) must be available to provide routineinstruction.

The instructional materials must include the compo-nents usually included in the instructor's plan: objec-tives, information, learning and evaluation activities.In this way, students can work somewhat indepen-dently and at their own pace, and you can serve asa resource personadvising, facilitating, andevaluating as needed.

Depending on your situation, you may be provid-ed with such materials, or you may be involved intheir development But remember, since thesematerials take the place of the lesson plans used bythe instructor in conventional programs, they mustbe sufficiently clear, complete, and detailed to struc-ture learners' progress through the program. Byrefel ring to the learning plan and the instructionalmaterials, the learner should know exactly what skillsare to be mastered, what products are to be pro-duced, what time lines should guide his/her prog-ress, and what criteria (performance/product stand-ards) must be met.

21

The competency-based approach is also il-lustrated in sample 5, p. 17, so that you may com-pare this approach to the conventional approach.The steps in developing curriculum and instructionusing the competency-based approach are asfollows.

Locate or conduct an occupational analysis. Asthe term competency-based suggests, such an ap-proach demands that the competencies (tasks) re-quired for successful performance in the occupationform the basis for curriculum and instructionaldevelopment. Thus, the first step is to identify thosecompetencies by locating or conducting an occupa-tional analysis.

An occupational analysis nay be conducted locallyor acquired from a number of different sources.Many of these sources (see sample 4, p. 14) provideinformation useful for both the conventional ap-proach and the competency-based approach.

Verify the resulting tasks/competencies. Veri-fying an occupational analysis confirms that theitems listed do, in fact, describe local occupationalrequirements. Verification involves asking thosewho should knowexpert workers and theirsupervisorswhether the tasks listed are those ac-tually performed on the job, whether the tasks listedrepresent the important tasks performed, andwhether the task list includes all the important tasksperformed.

The "asking" can be relatively simple or quite com-plex. Respondents can simply be asked to review theitems on the analysis and verify that they are actuallyperformed on the job. A more rigorous surveywithrandom sampling of respondents, tested instruments(questionnaires), and/or interviewsmay also beused. The strategy used will depend upon the scopeof the analysis, institutional requirements, and avail-able resources.

Analyze verified competencies. Each compe-tency (task) statement next needs to be analyzedtobe broken down into the knowledge, skills, and atti-tudes required in performing that competency. Thisstep provides teachers with mom detailed informationfor developing instructional materials. By determiningthe knowledge, skill, and attitude components of eachcompetency, teachers and/or curriculum developerscan identify the amount of time and effort requiredto master each competency and can better provideappropriate instruction.

23

SAMPLE 8

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SOURCE Holland College, Charlottetown Hrince Edward Island, Canada

Translate competencies into objectives. Afterverification, each competency statement next needsto be translated into a complete performance ob-jective, which clearly states the following:

Performance required (activity to be performed)Conditions under which it will be performedCrit ria to be met

The competency statement describes the overallperformance required (e g., Type reports andmanuscripts) Thus, you could translate that state-ment into a performance objective by adding conditions ana criteria as follows In office settings, given

22

drafts of reports and manuscripts to be typed, [thelearner will) type reports and manuscripts in correctforms to produce mailable copies according toestablished office procedures.

Sequence performance objectives. The purpo:,-.of this step is to produce a list of objectives arrangedin a sequence supported by instructional logic e.,sequenced to promote effective student learning).For example, commonly some objectives must b3met before others can be met, however, there areother logical ways of sequencing objectives (e.g ,

from the simple to the complex or based on the nor-mal job sequence; Regardless of the logic used, thesequence must make sense in terms of studentlearning.

24

Develop curriculum plan. The curriculum plan isthe product derived from the task analysis and thesequencing of all the objectives It contains the per-formance objectives, developed on the basis of thecompetency/task statements, and the enablers foreach objective.

Enablers (also called performance enablers, en-abling objectives, or elaborations) ar ', designed toenable, or help, students to achieve a particularoccupational skill. They lead students in a logical se-quence to achievement of the final performance ob-jective The enablers grow out of the process of taskanalysisthe process in which each competency isanalyzed to determine its elements. what steps andprocedures are involved in performing the com-petency, what background knowledge needs to beacquired, and what attitudes are involved. Theenablers cover those elements.

With this curriculum plan, you are ready to beginthe instructional development phase. deciding uponthe instructional techniques to be used and the in-structional materials needed.

Develop occupational competency profile. Thedevelopment of an occupational competency profileprovides a document with many potential uses. Pro-duced in chart form, the profile graphically displaysthe competencies (tasks) in a program, usuallyorganized into duties (or duty areas or general areasof competenceGACs) A portion of one profile isshown in sample 9.

By referring to such a profile, students, ad-ministrators, and interested others (e.g., employers)can comprehend the total program and its contentsmore readily. They can quickly see that the programis designed to train students to perform those skillsworkers must actually be able to perform on the job

The profile can also be used in helping studentsdevelop their learning plans; they can identify thoseskills they already possess and those they wish todevelop. And the profile can be used to documentstudent progress; as a student masters each com-petency, the date of mastery or rating received canbe recorded on the profile

23

Cluster related competencies. Sometimes, thecompetency statements are clustered into related,logical groupings to (1) reduce the total number ofinstructional packages (learning guides or modules)needed, (2) reduce the total number of competen-cies to a more manageable number, (3) reduce theoverlap of content coverage that is sometimesnecessary when many task statements are dealt withindividually, or (4) help show the logical relationshipsbetween various tasks.

Develop or select individualized learning pack-ages. The last task of the instructional developer isto use the information gathered during the precedingsteps to either develop or locate and select learn-ing packages. These learning aids give studentsspecific, detailed instructions to guide them throughthe learning process.

Each learning package (module or learning guide)provides students with learning materialsrelatedto a specific competency or cluster of competen-cieswhen they need them, and as long as theyneed them. The result is that each student has asmuch time as is necessary (within reason) to achieveeach competency.

No matter which model is being used by your par-ticular institution or firm, it is important that as youplan for instruction, you remain aware of what otherinstructors are doing. Your activities and the activi-ties of other instructors must be coordinated and in-tegrated in terms of the whole instructional program.By following a structured approach to planning andby documenting your plans, communication betweenand among instructional staff is greatly facilitated.

25

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To gain additional skill in planning instruction, you may wish to refer toselected PBTE modules in the following categories:

Category AProgram Planning, Development, and Evaluationincludes modules on conducting community surveys, follow-up studies,and occupational analyses; and on developing program goals and ob-jectives and courses of studyCategory BInstructional Planningincludes modules on developingstudent performance objectives, unit plans, and lesson plansCategory KImplementing Competency-Based Educationincludesmodules on organizing the content and your class for CBE, which focuson the planning process

You may wish to view the 20-minute videotape, "Performance-Based Train-ing in Atlantic Canada." Note particularly how instructional content is de-rived. As the DACUM process is described, note (1) the makeup of theDACUM committee, (2) desirable characteristics of committee members, (3)the role of the instructor, (4) steps in the analysis process, and (5) the finalchart of skills that results.

For more in-depth information on the DACUM process, you may wish toreview the following supplementary reference: Norton, DACUM Coordinator'sand Facilitator's Handbook. This handbook describes DACUM in general andthen explains each step in the process, including:

Planning the workshopSelecting committee membersConducting the orientationFacilitating group interactionConstructing the initial DACUM chartVerifying the tasksProducing the final DACUM chart

Numerous appendices are provided in the handbook, with examples of com-pleted DACUM charts and other support materials.

Please note, however, that simply reading the document will not prepareyou adequately to conduct the DACUM workshop on your own. Hands-ontraining, under the supervision of an expert facilitator, is required before youshould attempt to serve in this role.

You may wish to arrange through your resource person to meet with a teacheror curriculum specialist, experienced in developing courses, to review anddiscuss the procedu..es he or she has followed in developing them. You mightwish to address such questions as the following:

How does he or she go about identifying topics?How does he or she develop objectives?What methods are used to allocate instructional time?What format is used, and why?What resources are used, and how were they identified?

25 27

The following items check your comprehension of the material in the infor-mation sheet, Planning Instruction, pp. 9-24.

SELF-CHECK1. Case Study:

The following case study describes how Mary Mettle, a new part-time faculty member at a technical school,planned her course using a oonventithial approach. Read the case study and critique in writing the pro-cedures she used to develop the course.

Mary Mettle had entered the retail business aftercompleting graduate work in marketing and, afterstints as department manager, store manager. andbuyer, had moved to a management position at NewStyles Stores. Her career was going well. Even bet-ter, she had just learned that she had been acceptedto teach an introductory retailing course to a classof adults at a local technical school.

Mary had always harbored a desire to teach buthad thought she would never have an opportunit;to do so. Now she would have a chance to see whatlife was like on the other side of the podii'm. Shewould be able to share the knowledge anu experi-ence she had gained during her retailing carec: andperhaps make the road a little easier for others.

A month before the semester was to begin, Marymet with the head of her department and receivedher course syllabus and textbook. The departmenthead appeared somewhat harried during their meet-ing. However, she promised that she would meetwith Mary to discuss course planning during theweek prior to the upcoming semester.

Mary left the department head's office feelingdisconcerted. She had never taught anybody any-thing. She glanced at the syllabus. It appeared tobe a general course outline, listing major topic areas.It was true that the department head had expressedconfidence in Mary's abilities, but Mary felt less thanconfidentunsure of where to begin.

The syllabus appeared to be of limited value.Therefore, Mary decided to go to the library and ex-amine other introductory texts to try to determinewhat the various authors deemed important. Aftershe had examined a number of texts, she reviewedand outlined her assigned course text and, with thesyllabus as a guide, started to assemble a com-prehensive topic list.

26

As Mary was working on the topic list, it struck herthat it might be beneficial for her students to become..-.ware of the most important current issues in theretail industry. Another trip to the library to searchthe periodical sectioncoupled with informationgleaned from the retailing trade journals she per-sonally subscribed toprovided her with othertopics. She felt a little more competent andconfident.

As Mary completed her topic list, she consideredher own retail experiences, which ranged fromcashier to department manager to store manager.She tried to identify experiences that related to thecourse topics. She jotted down the personal experi-ences that she felt would be most applicable to eachtopic so that she could refer to them during herpresentations.

During both her educational and work experi-ences, she had encountered objectives on more thana few occasions. She decided that it would indeedbe logical to develop some for her courseafter all,how can you get somewhere if you don't know whereyou are going?

Her last step was to develop lesson plans for eachweek. The lesson plans consisted of outlines andshort notes for each class session, based on thetopics that she felt she could reasonably deal vviih.She had thought about ordering some films from thecollege media center, but she decided that shewould instead fit films in somewhere during thesemester, if time permitted.

As Mary closer., her notebook, she felt reasonablyready for the coming semester and her interview withthe department head the following morning.

28

0 II. Essay:Each of the three items below requires a short essay-type response. Please respond fully, but briefly, andmake sure you respond to all parts of each item.

1. Dunng a discussion with an instructor from another organization, the topic of competency -cased versusconventional instruction comes up. The other instructor doesn't understand how the competencies re-quired for a particular job or occupation are determined in competency-based programs. How wouldyou explain the process?

2. You are a teacher at an institution that employs the competency-based approach. One of your studentsasks you where the performance objectives ar d enablers listed in her learning package come from. Shealso asks why they are important. How would you respond to her questions?

2j27

3. You have heard a number of other instructors comment that a competency-based system is inflexiblethat each student must learn exactly what every other student learns, and at the same pace. If you wereasked about this concern, how would you answer?

30

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Compare your written responses to the self-check items with the modelanswers given below. Your responses need not exactly duplicate the modelresponses; however, you should have covered the same major points.

MODEL ANSWERS

L Case Study:Mary did a commendable job in preparing for the

retailing course, given her limited experience and theamount of course planning assistance she received(or didn't receive). And given her level of enthusiasm,it's quite likely that she will be successful in helpingpeople learn.

However, Mary did leave a few stones unturned.She should have checked other sources (e.g., othercurriculum guides and course descriptions relatedto the course being planned). By examining theseresources, she could have obtained a much betterunderstanding of the skills, knowledge, and attitudesrequired for various retail occupationsand beenbetter equipped to help her students acquire them.In an occupational program, course content shouldbe based upon the skills needed to perform suc-cessfully on the job.

Mary might also have gotten some very valuableinformation from other instructors, as well asemployees actually working in the retail industry.Tips on course planning, the characteristics of thestudent body, and appropriate course content wouldhave made her job a little easier.

When she actually began to lay out the course,she quite correctly prepared a topic list and objec-tives. She should have gone a step further, however,and also sequenced the objectives in some logicalorderan order that made instructional sense. Sinceshe was scheduled to teach an introductory course,it might have been logical to sequence objectivesin such a way that students would fir3t develop anunderstanding of the retail industry in relation to theoverall economy, before moving to more specificfeatures of the industry.

Mary should have prepared a course outline aftershe had sequenced the objectives she developed.Without a gcod outline and logically sequenced ob-jectives, the task of developing the course of study,unit plans, and lesson plans was made more difficultfor her.

The same holds true for unit plans. Without goodunit plans, it is more difficult to develop lesson plansthat truly ieflect the objectives of the course. Hence,the likelihood that students will meet the course ob-jectives is diminished.

Let us hope that in her next meeting with thedepartment head, Mary gets the assistance sheneeds to firm up her plans. As valuable as her ownpersonal experience is, she needs to verify, throughother sources, exactly which skills her students needin order to succeed on the job. With solid plans, shethen will have a good basis for estimating how muchinstructional time will be required to meet each ob-jective and for identifying a wide range of appropriateinstructional materials to facilitate student learning.

II. Essay:1. You shouk2 have pointed out that determinption

of the competencies required for a particular jobor occupation is based upon the results of an oc-cupational analysis. You should also have ex-plained that sometimes the analysis is conductedby the institution developing the course or pro-gram and sometimes it is acquired from othersources, such as V-TECS, state curriculum lab-oratories, or regional curriculum coordinationcenters (CCCs).

It would have been worthwhile to have alsopointed out that the analysis results are usuallyverified in some way by the institutioneither bysimply asking expert workers to review the itemsor by using some more elaborate, scientific ap-proach involving questionnaires or interviews.

2. Ycur answer should have focused on the fact thatthe performance objectives are developed on thebasis of the actual competencies required for suc-cess in a particular job or occupation. Further,each objective includes (1) the performancedescribed by the competency statement, (2) a

29

3

description of the conditions under which the per-formance will occur, and (3) a description of thecriteria (standards) for the performance.

You should also have pointed out that theenablers are those objectives that enable, or help,a student to meet the final performance objec-tive. The objectives are, thus, obviously impor-tant; they help guide the student in achieving thecompetencies required for successful job perfor-mance.

3. You should have answered that a competency-based system is anything but inflexible. In fact,one of its major advantages is its fiaxibility. Pro-grams can be tailored to fit the unique goals andneeds of each student. By means of learningpackages, students can work independently, attheir own pace, with the instructor serving as aresource personadvising, facilitating, evalu-ating, and providing specific assistance when stu-dents need it.

Level of Performance: Your written responses to the self-check items should have covered the same ma-jor points as the model answers. If you missed some points or have questions about any additional pointsyou made, review the material in the information sheet, Planning Instruction, pp. 9-24, or check with yourresource person if necessary.

32

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Activity Good instructors in conventional programs consistently use lesson plans.For information about the benefits of lesson plans, their structure, and theirdevelopment, read the following information sheet.

LESSON PLANNINGHigh-quality instruction does not just happen. No

instructor can step in front of a class and presentan effective lesson without preparationwithout aguide. In order to maximize the chances that stu-dents will learn, you must have a written guidealesson plan.

A lesson plan is a simple, clear, and flexible writ-ten aid for conducting a class. It is based upon theneeds, interests, and abilities of students and struc-tured according to the needs, goals, and teachingstyle of the instructor.

The development of a lesson plan provides an oc-casion for you to think through what will or mightoccur in the class during a particular lesson. In plan-ning, you must consider student characteristics, thephysical environment, how best to deliver content,what learning activities are most suitable for par-ticular content, and what learning materials are mostappropriate. By planning the lesson, you can alsoanticipate student responses and learning problemsand be ready to deal with them as they arise.

Once developed, the lesson plan provides youwith a "road map" for reaching instructional goals.A well-written lesson plan can also increase yourconfidence as an instructor. Just knowing that an aidor guide is available to refer to can give you a cer-tain sense of security.

The lesson plan provides a means fr.ii kcreping ontrack; at the same time, if used skillfully, it permitsyou to be flexible. It is much easier to deviate fromand return to a plan if you need to spend more timeon a particular topic or point, than it is to deviate froman unplanned lecture and then try to return to thepoint where you left off. Remember, a lesson planis meant to be a guide, not something that is carvedin stone. It is meant to serve as an aid to help youconduct a class.

How, then, should an ideal lesson plan be struc-tured? There are many different lesson plan formats,but all contain certain essential elements:

Preliminary informationLesson approachLesson developmentLesson summary

33

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Preliminary InformationPreliminary (or identifying) information is generally

included at the top of lesson plan pages and includessuch data as the subject being taught, the date theplan will be used and/or was developed, the unit andlesson titles, the period or hour the class meets,and the instructor's name. How much of this infor-mation you include will depend upon your needs.

Lesson ApproachThe lesson approach includes two components:

the lesson objectives and the lesson introduction.

Lesson objectives. The lesson objectives aredrawn from the unit objectives. Each objectiveshould include the performance (observablebehavior) that is expected, the conditions underwhich the performance will be accomplished, andthe criteria that will be used to judge the perfor-mance. For example:

Given the necessary equipment (condition), thestudent will produce the five basic bead welds (per-formance), so that they are comparable to the sam-ple welds provided by the instructor (criterion).

Objectives should always be stated in terms ofthe learner, for at the completion of instruction, youwant to be able to assess what the learner can do.

.15

For example, the performance component of an ob-jective in a welding course would not be To teachstudents the names of basic shop tools. Rather, itwould be, The students will be able to name the basicshop tools.

If at all possible, you should encourage studentsto take an active role in helping to select lesson ob-jectives. Discussions with students about theirneeds, simple questionnaires, and similar strategiescan both provide you with valuable information andincrease student motivation. Questions such as thefollowing can be used to involve students in thisprocess:

Have you studirid this topic/subject before?What do you nope to gain by studying thistopic/subject?What specific questions would you like to seeanswered?What interests you most about tt ,s topic/subject?What do you think would be most valuable tolearn about this topic/subject?

It is important to remember that adult learnershave a very real psychological need to direct or helpdirect their own learning. They also need to feel thatyou value their experience and input. Try to putyourself in their shoes.

Lesson introduction. The lesson introduction isan important part of each lesson plan. A well-constructed introduction gives learners a sense ofwhere the lesson fits into past and present learningefforts, what the lesson objectives are, and conse-quently, what is expected of them as learners.

The lesson introduction is particularly importantin the early stages of a course, especially the firstfew class sessions. Remember, some adult learnersmay not have participated in formal learning ex-periences for a long time, often years. Anxiety levelsare likely to be high. Some may be concerned thatthey will not fit in with younger or more educatedlearners. They may worry that they are too old tolearn or that the course will be too difficult for them.

You can use the introduction to let learners knowwhat is going to occur and to create an informal andrelaxed atmosphere, thus helping to reduce theiranxiety. Relate your own experiences and encour-age learner participation as early as possible. Usetechniques designed to allow the participants to getto know each other. These are excellent ways ofcreating the right kind of atmosphere during theintroduction.

The introduction should be designed to increasethe motivation and excitement levels of the learners.If they are motivated and excited about the lesson,

34

they are much more likely to learn. Stones, anec-dotes, demonstrations, and provocatoie questionsare some of the methods you can use to createexcitement and interest. Of course, one of the bestways to generate these kinds of emotions is for youto be excited about what you're doing.

Lesson DevelopmentThe lesson development section (sometimes

termed the lesson body or lesson content portion ofthe lesson plan) is the part of the plan that outlineshow the learning objectives will be reached. In otherwords, what instructional methods or techniquesand related student activities will be employed.

For example, you might choose a demonstrationas the best method for introducing students to a par-ticular manipulative skill. The student activities wouldbe their observation and later replication of thedemonstration. Thus, instructional methods/tech-niques and learning activities/experiences go handin hand.

There are many different techniques and activitiesyou can use; sample 10 lists some of them. A greatdeal of information about those techniques /activitiesis readily available. A trip to your institution's libraryor staff development department, local college oruniversity library, or state library will yield a wealthof information. Related modules in the ProfessionalTeacher Education Modules Series also contain de-tailed information about a wide variety of instruc-tional techniques and student activities.

Choosing the appropriate techniques/activities in-volves a number of variables or factors, as shownin sample 11. Let's consider how each of these af-fects your choice of instructional method.

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Instructional goals and objectives. The goalsand objectives of the lesson are the primary basisfor choosing particular methods over others. Afterall, helping students to reach learning objectives isthe primary reason for instruction.

The nature of your enabhirsknowledge(cognitive), skills (psychomotor), or attitudes (affec-tive)- -helps determine what kinds of teachingmethod you will use. Obviously, the method youchoose should be appropriate for the type of objec-tive you are trying to help learners reach.

For example, if you are helping learners tobecome better problem solvers (a cognitive sk:ll), itwould not be wise to use lecture as the primarymethod. A technique luch as guided discovery, inwhich learners discovsr, for themselves, the underly-ing principles and relationships pertinent to a prob-lem, would be much more effective in this case.

Student characteristics. The age, experience,abilities, needs, interests, and other characteristicsof the learners must also be considered. For exam-ple, techniques that would be appropriate for a classmade up of adults of relatively the same age, educa-tion, and experience level might not be appropriatefor a very diverse groupa group with widely vary-ing ages and past educational or occupationalexperiences.

Instructor characteristics. Your own character-istics also enter into the equation. For instance, ifyou did not have any skill or experience in develop-ing written simulations, you would be ill-advised toattempt using that kind of instructional method untilyou gain that skill.

Content. The content of the lesson is determinedby the objectives. The manner in which you mayorder or format the content in the lesson plan canvary. Some instructors prefer to use an outline form;others write out the bulk of the lesson content iiiparagraph form. In part, your choices can be basedon personal preferences, but in some cases, the in-structional technique determines how you plan thecontent. For example, if you chose to use thedemonstration technique, you would need to list, inproper sequence, the steps that must be performed,as well as any special safety rules involved in theactivity.

eaailability of resources. Time, equipment,facilities, and materials must also be considered inyour planning. You can t show a film if you don'thave access to a film projector. You must also ma:.edecisions about the suitability of the availableresources in terms of the content and the learners.

Lesson SummaryThe lesson summary portion of yJur plate needs

to describe how you will summarize the lesson andevaluate the attainment of objectives. You need toplan how you're going to tie the lesson tooether,draw conclusions or generalizations, and perhapsrepeat major points or concepts. You also need toplan for evaluation by listing key questions and/ordeveloping appropriate evaluation tools (short oralor written quizzes, performance checklists, and soon). The summary should also connect the lessonjust completed to both previous and future lessonsand to the learning activities achieved.

As stated earlier, there are many different formatsfor lesson plans. Some institutions require use of adesignated form but most allow the instructor tomake their own choices. Samples 12-14 provide ex-amples of three different lesson plans, with therecommended format type being dependent uponthe purpose of the lesson.

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For more information about lesson planning and other elements of instruc-tional design, you may wish to read the following supplementary reference:Gagne and Briggs, Principles of Instructional Design. This book provides acomprehensive treatment of instructional design conducted by means of asystems approachan approach that considers, during the design process,all the variables or factors that can affect learning outcomes.

To gain additional skill in lesson planning, you may wish to refer to one ormore of the following PBTE modules:

Module B-4: Develop a Lesson PlanModule C-10: Introduce a LessonModule C-11: Summarize a Lesson

If you wish to review sample lesson plans or formats specific to your area,you may check with one or more of the following sources: other instructors,your resource person, a library, or a curriculum resource center. Try to locatea variety of lesson formats that you can compare with one another.

42

44

Below is a lesson plan that is partially incorrect and/or incomplete. Reviewthe plan and then critique it in writing. It is suggested that you critique eachsection in turn, indicating strengths as well as weaknesses.

LESSON PLANUNIT: Welding Process

LESSON TOPIC: Types of welds and welded joints

OBJECTIVE(S): To familiarize learners with the basic types of welds and welded joints.

CLASS: Week 11-1

TECHNIQUE: Lecture

INTRODUCTION: Discuss importance of proper surface preparation before welding.

DEVELOPMENT: CONTENT OUTLINE KEY POINTS

General InformationA. Types of Joints

1. Butt joint2. Corner joint3. Edge joint4. Lap joint5. Tee joint

B. Types of Welds1. Groove weld2. Surface weld3. Plug weld4. Slot weld5. Fillet weld6. Flash weld7. Seam weld8. Spot weld9. Upset weld

Mention edge preparation techniquesfor each joint type.

Refer to diagram in Manual R-17

Point out relationship of weld types andseam/joint/surface preparation.

SUMMARY: 1. Review types of welds and joints using diagram flashcards.

2. Coordinate short question-and-answer session.

ASSIGNMENT:

EVALUATION:

RESOURCES:

Students will diagram welds and joints.

Instructor will judge correctness of diagrams

1. Manual R-17

2. Weld/joint flashcards

43

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44

Compare your written critique of the lesson plan with the model critique givenbelow. Y.)ur response need not exactly duplicate the model response;however, you should have covered the same major points.

MODEL CRITIQUEOverall, this instructor is on the right track. This

is a good first draft; however, more work is neededbefore the plan meets all the criteria for a goodlesson plan. Let's look at its strengths and weak-nesses.

First, while the identifying information is adequate,the objective has serious flaws. There is no state-ment of student performancewhat the learner willbe able to do after the instruction The instructor alsofailed to state conditions or criteria. It might also havebeen better to state at least two major objectivesone related to identifying welds and joints, and onerelated to surface preparation.

The instructional delivery technique (lecture) is ac-ceptable, but other choices might nave been muchmore suitablefor example, lecture-demonstrationor the use of other media aids (e.g., rlides, film, com-puter graphics).

It seems logical to lead into the topic of welds bydiscussing the importance of surface preparation.But more is needed, this introduction does not doall it should. The introduction does not tell learnerswhere this particular lesson fits, there is no tie-in topast anu present learning efforts. In addition, the in-structor included no plans for motivating the learnersand interesting them in the lesson.

The content outline is satisfactory for a lecture ontypes of welds. It includes both the topics to becovered (which could have been described in moredetail) and key points that the instructor should rein-force or focus upon. As mentioned previously,however, such a lecture may not be ideal for learn-ing. The content outline helps point out the weak-nesses of that approach; a more detailed outlinewould have made the potential weaknesses moreobvious.

A total of 14 joint and weld types are to be covered.Presenting that much new information by speakingat students is unlikely to help them absorb the new

45

learning. It is more likely to wash over them. By deal-ing with less new information and by using anapt..roach requiring more student involvement, theinstructor would increase the "ances that studentswould learn.

The assignment or learning activitydevelopingweld and joint diagramshas instructional value.However, not all of the key points noted in the outline(edge and surface preparation) would be addressedby this kind of learning activity.

The lesson summary is adequate. However, itmight have been better to include the use of othertechniques, such as asking studer's to identify actualsamples of various welds and joints. Furthermore,it would have been helpful to list key questions thatconk' be used to structure the question-and-answersession.

The evaluation plan is weak. On what basis is theinstructor judging the correctness of the uiagrams?This weakness is directly connected to the poorlystated lesson objective. Without clearly identified stu-dent performance, conditions, or criteria, an instruc-+or may be unclear about what to evaluate and howto evaluate achievement.

The objectives in this case should have requiredstudents to recognize, identify, and distinguish be-tween various welds and joints, and to demonstrateknowledge of which types of surface preparationtechniques are most appropriate for each type ofweld. The appropriate means of evaluation and thecriteria students would have to meet to demonstrateachievement of the objectives would then have beenclear.

Finally, the instructor did note the resources re-quired but should have considered other supplemen-tary resources, such as actual samples of welds andjoints.

4 7

Level of Performance: Your written critique of the lesson plan should have covered the same major pointsas the model critique. If you missed some points or have questions about any additIonal points you made,review the material in the information sheet, Lesson Planning, pp. 33-42, or check with your resource per-son if necessary.

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Planning instruction for adults is different in some ways from planning in-struction for younger students. To find out more about adult instructionalneeds, read the following information sheet.

PLANNING INSTRUCTION FOR ADULT LEARNERSAdults are not tall children. This statement might

seem a bit silly at first glance, but many instructorsact as though this were exactly the case when theyset out to design instruction. There is an ever-presenttendency for instructors to teach as they weretaughtto use the same instructional strategies andtechniques that they experienced as students.Although this is certainly understandable, it is notvery effective, particularly if most of their educationalexperiences occurred before they became indepen-dent adults.

As you plan instruction for adult learners, it iscritical to avoid this trap and to be sure you considerthe learning process in terms of adult needs andcharacteristics. In addition, you must also take intoaccount all the other variables or elements that makeup an instructional system.

The elements of any instructional system (e.g., thematerials, Warning activities, instructional methodsor techniques, and learner characteristics) constitutevariab as that you must manage in order to help adultlearners meet their objec!ives To complicate mat-ters, These elements are different for every learningsituation. No two learning experiences a e ever ex-actly al:!r.e. You must keep this fact in mind f:s youdesign instruction.

If you consider these variables and plan ycur instruction accord: A, you v.ill increase the chancesthat your students will achicve the desired learningoutcomes. Among the many variables you must dealwith, some (e.g., choice of instructional materials,media, and methods) are under your direct controi,at least to some degree. Others . J., your persona.characteristics, student characteristics, and thestructure of your institution or organization) tend tobe imposed or pre-existing.

The structure of your institution is especially irrportant, since it is a variable that directly affectsmany of the others. Organizational norms, rules, pro-cedures, and resources often influence the way inwhich you can approach the management of othervariables.

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On the one hand, your organizational environmentmight be highly structured. In other words, there maybe a very well defined, conventional curriculum, withall of the conventional components (courses of study,unit plans, lesson plans, learning activities) alreadydeveloped and in place. In that case, your ability tomodify the prescribed curriculum might be verylimited.

On the other hand, you may be employed by aninstitution that provides very little structureperhapsa textbook and little else. In that case, you may havebroad responsibility for developing the course youare to teach.

The same variations in the amount of structureprovided would also hold true if you are employedby an organization that uses a competency-basedapprcach. Well-developed learning packages mightexist in abundanceor you might have to developthese materials yourself.

In reality, the situation in most institutions fallssomewhere betwee.n these two extremes. But for thesake of discussion, let's look at the extremes.

Highly Structured Environmentif your pal titular situation leans toward the highly

structured extreme, your choices in planning instruc-tior will be somewhat limited Nonetheless, there arenumerous steps you can take to make your instruc-tion sultab'a for adult learners. The key is to active-ly think about and plan for learning activities that are(1) appropriate for adu's, (2) likely to enhance adultlearning, and (3) suitable for a structured learningenvironment.1

You can, for example, take care to clarifyexpectationsboth yours and theirsat the begin-ning of the program.

1. To gain additional skill in the use of the strategies described briefly inthis information sheet, you may wish CO iefei to Module N-5, Manage theAdult Instructional Process

50

Learners need clarification about such instructionalmatters as grading, testing, assignments, and class-room activities, as well as your expectations con-cerning their performance. You can help clarify theseexpectations by (1) providing students with a courseoutline or course syllabus that clearly defines theseissues and (2) using that document as a basis fordiscussion.

Bear in mind that some adult learners may bereluctant to ask you about your expectations. If youmerely hand out a course outline and ask if thereare any questions, there may not be many. A betterstrategy would be to ask individual students aboutspecific concerns (e.g., does John think the gradingsystem is fair?).

Letting learners know your personal expectationshelps them learn about you as an individual. Thiscan, in turn, help to create an open, interactive at-mosphere. Adult learners need to kirow that you, too,are human, with concerns and problems similar totheirs. Of course, there is a fine line between lettingstudents know you are human and letting your per-sonal problems and views become the focus ofinstruction.

You need clarification about what the students ex-pect to get from the program. Adult learners will haveexpectations based upon past learning experiences.Without knowledge of what your students want andneed, it will be difficult for you to modify your instruc-tion to meet those needs.

The only way that you can find out what studentswant is by asking them. The asking can take manydirect forms. You can develop an informal survey.

You might use formal assessment instruments ifyour institution can provide them and help with scor-ing and interpretation. Or, you mght use large-groupdiscussion to uncover needs and wants. You couldalso break the class up into small groups to discussthese issueswith a spokesperson assigned to ex-plain the views of the group.

Data related to students' wants and needs canalso be obtained indirectly. If your institution has aformal intake system with an assessment compo-nent, you can obtain data about the preferences,abilities, and knowledge that individual studentspossess.

You also need to make it a po;nt to monitor thephysical environment and to modify it when youcan. Older adults, especially, may have vision orhearing difficulties that you can remedy by chang-ing seating arrangements and lighting. If furnitureis movable, you can also avoid grouping adults inrows, which can inhibit interaction. People are lesslikely to talk with people who are sitting directlybehind or in front of them.

Another way to create a suitable environment isto use icebreakersactivities designed to generateinteractionat the start of a course. Mosticebreakers are brief and can be easily added to anexisting plan. Ar example of a simple icebreaker isto ask each student in the class to make a short com-ment about their favorite hobby or leisure-timeactivity.

A little library work will produce many resourceson the subject of icebreakers. Look for books or othermaterials that deal with conducting workshops orseminars, selecting classroom techniques, ordelivering instruction. Your librarian should be gladto help.

To help adult learners integrate current learningwith past learning, it is helpful to provide variety.You ger students also have a need for instructionalvariety. However, adults have a larger and morecomplicated store of information into which new in-formation must be integrated. The more varied thestrategies for learning, the better their chances ofmaking the connections.

A little extra planning and effort in this area willpay special dividends for adults. Yuu can easilycreate opportunities to present information in dif-ferent ways, explain concepts in different terms, usevaried examples, and otherwise vary your instruc-tional strategies. Take special care to be aware ofthe diversity of experiences, viewpoints, and valuesystems that adults have, and be sure to tailor yourexplanations in terms of their perspectives, not justyour own.

5149

Varying the instructional strategies you use canalso work wonders in terms of group attention andinterest. Break up lectures by introducing other typesof learning activities periodically (e.g., a shortquestion-and-answer session after 20 minutes or soof lecture). If an activity requires sitting, break it upwith those allowing movement (e.g., lab work or abreak).

You should also tailor the feedback you provideto allow for adult sensibilities. Adults have a lot atrisk in the classroom, and self-esteem can be easilydamaged when corrective feedback is poorly han-dled. Think about how you feel when you are beingcritically observed by your peers, and let thisawareness guide your classroom approach.

Highly Unstructured EnvironmentIf your situation falls at the other extreme, your op-

portunities for developing instruction suited to adultlearners are limited only by your personal resources,creativity, and the availability of institutionalresources. Of course, with this flexibility comes add-ed responsibility. it is up to you to create learningexperiences that will result in adult learning.

A central tenet of adult education is the desirabilityof giving adults some degree of responsibility forplanning, carrying out, and evaluating their ownlearning experiences. If you have a great deal of flex-ibility, one of your major planning goals should beto create learning experiences that provide forsome learner self - direction. Rather than planningteacher-directed learning experiences, you shouldbe planning experiences that are teacher-guidedwith your primary role being that of a facilitator o'learning.

To facilitate the learning of others, you mustcreate a climate that is conducive to learnirg.Ideally it should be physically comfortable, pleasingto the eye, and structured in such a way that it en-courages interaction among learners.

In a psychological sense, a good learning climatewill make learners feel that you care about andrespect them. Learr--s should feel that they're notthere to competr .h other earners, but rather tolearnin a responsible, collaborative way. Thereshould be a sense of partnershipboth with you andwith their classmates.

The good learning facilitator also takes steps toinvolve students in planning learning activities.Planning should be a joint effort. Together youshould determine what it is students wish to learn

50

and how best to learn it. Together you should setobjectives and choose the learning experiencesmost appropriate for reaching those learning objec-tives. The degree of student involvement possiblewill depend upon the capabilities of the part:cularlearners, as well as the other variables that affectthe instructional process.

Suppose, for example, that you were teaching anintroductory course. scheduled at the beginning ofa program. The learners participating in this coursewould probably have 1;mited knowledge in terms ofcourse content. This would, of course, restrict theirability to develop, or help develop, course objectives.

If, on the other hand, your course was one whosecontent was familiar to students (e.g., if students hadcompleted prerequisite or related courses or had ac-tual work experience), they would have a muchclearer idea of what their needs and interests actual-ly were. You could, therefore, more easily involvethem in planning instruction.

Another important task in planning adult instruc-tion is to individualize insti uction as much as possi-ble. In other words, you need to use methods andmaterials that will take into account individual dif-ferences among learners. Although people can learnby many means, individuals generally learn best byusing a few specific techniques or strategies.

An important aspect of individualizing instructionfor adults is to provide optionsa variety of instruc-tional techniques and activities from which tochoose. These options should be suitable for theadult learners in your particular program.

Your choice of options will depend in part uponhow well you know and understand the group youare working with, how capable of self-direction theyare, and how individuals within the group learn best.It will depend upon the resources that are availableto you. And it will depend on how aware you are ofthe variety of instructional methods available to you.

If you plan the type of instruction described herecharacterized by self-direction, individualization, pro-vision of options, and student involvementit isimportant that learners clearly understand the learningprocess: what their role is, what your role is, and ex-actly how learning experiences will occur. Remember,many adult learners have become accustomed to,and thus expect, a good deai of structureproce-dures, rules, and guidelines. You must take greatcareat least initiallyto fully explan the learningapproach you are using and why.

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For more information about planning instruction for adult learners, you maywish to read one or more of the following supplementary reforences:

Knowles, The Modem Practice of Adult Education. From Andragogy toPedagogyThis text offers a very complete treatment of adult educa-tion, the development of comprehensive programs, and the design andmanagement of learning activities.Klevins, ed., Materials and Methods in Adult and Continuing EducationThis collection of articles deals with many different aspects of adultinstruction.McLagan, Helping Others Learn: Designing Programs for AdultsMcLagan provides many helpful hints and direction' for developing in-struction for adult learners.Davis, Planning, Conducting, and Evaluating Workshops: A PractitionersGuide to Adult EducationThis document is primarily oriented towardshort-term programs. Nonetheless, it is an excellent source, with ap-plication to any adult program. Among other things, Davis provides no-nonsense advice on working with the adult learner, setting the learningclimate, and planning.

The following case study describes how Mary Mettle, a new part-time facul-ty member at a technical school, planned instruction for adult learners. Readthe case study and critique in writing the steps she took to plan a courseor ulult learners.

CASE STUDYMary Mettle learned many things when she taught

her first course, Introduction to Retailing. Shelearned, mostly by trial and error, what kinds of learn-ing experiences those adults preferred, what kindsof expectations they had, what values they held, andhow they reacted to her instructional activities. Shegained additional knowledge when she attended aworkshop on planning instruction for adults, spon-sored by her department.

She was excited and challenged by the fact thatadult learners were different in so many ways fromyounger learners. She determined that if she wasoffered another course, she would take care to adoeven more activities suitable for adults.

Fortune smiled. The department head had re-ceived glowing reports about Mary's instruction froma number of Mary's students. She consequently of-fered Mary another course for the coming semester.

51

Mary was pleased with the department head's con-fidence in her. She was also pleased that many ofthe students who had completed her introductorycourse would also be taking her new course, In-termediate Retailing.

Planning the new retailing course was a little dif-ferent from planning the introductory coursebecause the department had recently restructuredthe course, which saved Mary a good deal of work.The curriculum committee had already developeddetailed learning objectives and sequenced themThey had even produced lesson plan outlines. AsMary set out to turn those outlines into full-blownlesson plans, she recalled the experiences she hadhad and the knowledge she had acquired at theworkshop.

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In her lesson plan for the first class session, shemade sure to include information about course re-quirements and her expectations for the class. Sherealized that although many of the students wouldknow generally what to expect, some new studentswould not And even the returning students mightfeel just a little anxiety.

Her first two lesson plans also included ice-breakers so that the new students could become ac-quainted with the returning students. She felt thatthese activities would also help the returningstudents who hadn't gotten to know some of theirclassmates in the introductory course. And, shehoped that these activities would help create a warm,friendly climate.

Finally, she obtained a book on methods andtechniques for teaching adults from the staff devel-opment library, studied it, and identified a variety ofdifferent instructional techniques she could use. Herchoices of techniques were based upon both thetypes of learning that were being undertaken and thecharacteristics of adult learners.

In preparing her final plans, Mary was careful toconsider both the characteristics of adult learnersin general and the characteristics of the learners thatwould be taking her class.

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Compare your written critique of the instructor's performance with the modelcritique given below. Your resp .mse ried not exactly dunlic:ite the modelresponse; however, you should have covered the same major points.

MODEL CRITIQUEMary was on the right track when she began to

think of her learners as different from youngerlearnersand took positive steps to plan for theirlearning with these differences in mind.

Realizing that every adult comes to any learningexperience with a different set of expectationshelped to put her on the right track in her planning.She could, however, also have planned to includeinformation about herselfnot intimate detailsabout her life, but experiences to which her studentscould relate, experiences that would help to minimizeher directive role. This would have helped to createn atmosphere of equality and sharing.

In focusing her attention on instructional activitiesand techniques, Mary may have neglected to con-sider the physical environment. One feature of theenvironment that is often overlooked is room arrange-ment. Mary should have considered this featuresince it can have a pronounced effect on classroominteraction and on the learning process.

The fact that she took the time to gain moreknowledge about instructional methods speakswell for her future success as an instructor. Thegreater a teacher's repertoire of instructionalmethods, the more likely it is that his or her instruc-tion will be effective.

Since the course objectives and lesson planoutlines were provided to Mary, opportunities for stu-dent involvement were lessenedbut there were in-deed some opportunities. She could have involvedher students in planning learning activities and mighthave been able to modify the course by emphasiz-ing or de-emphasizing certain objectives. Some ofthe students in this course would have been able tomake more informed cnuices, since they had theknowledge gained in the introductory retailing courseas a foundation.

Level cf Performance: Your written critique of the instructor's performance should have covered the samemajor points as the model critique. If you missed some points or have questions about any additional pointsyou made, review the material in the information sheet, Planning Instruction for Adult Learners, pp. 48-50,or check with your resource person if necessary.

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TEACHER PERFORMANCE ASSESSMENT FORMPlan Instruction for Adults (N-4)

Directions: Indicate the level of the teacher's accomplishment by placingan X in the appropriate box under the LEVEL OF PERFORMANCE heading.If, because of special circumstances, a performance component was not ap-plicable, or impossible to execute, place an X in the N/A box.

Name

Date

Resource Person

LEVEL OF PERFORMANCE

In ensuring that all plans were geared to adult learners, the P 0 o4.

.$:) 40instructor:

1. began the planning process with a needs analysis (cur-rent vs. desired conditions) EDO

2. considered adult needs and characteristics ORO3. included plans for doing the following, as appropriate given

the instructional variables:a. clarifying his/her expectations to the students

b. determining students' expectations for the course

c. monitoring and modifying the physical environment E100d. using icebreakers E100e. providing for variety in instructional methods and activ- 0 0 0 0ities

f. tailoring explanations and feedback to the perspectivesof adult learners 0E1E1

g. providing for student self-direction ... . 0E10h. individualizing instruction

i. involving students in planning instruction E100

4

If working (or planning to work) in an institution using a con-ventional approach to instruction, the instructor:

4. searched for and located relevant materials to use as abasis for determining course content

5. rev'ewed the collected materials to determine theirsuitability

6. prepared a list of essential tasks/topics to be included inthe course

7. prepared correctly stated course objectives 0E1E18. sequenced the objectives according to accepted instruc-

tional logic 0E1057

5 9

r29. prepared a course outline

10. developed an acceptably formatted course of study, whichincluded:a. a course description (basic goals and purposes) .. .

b. course objectives

a,c) 4.so40

Qtr

c. course content (list of major instructional areas or tasks/topicl) 000

d. estimated instructional time allocations 000e. list of major materials needed to support the course

11. developed at least one unit plan covering, in more detail,one portion of the course

12. developed at least one lesson plan covering a specific sec-tion of unit content, which included:a. preliminary information 0b. lesson approach (objectives and introduction)

c. lesson development 0E1E1d. lesson summary 00

If working (or plannrng to work) in an 'nstitution using acompetency-based approach to instr-ction, the instructor:13. located or conducted an occupational analysis describing

the tasks /competencies actually required for successfulperformance on the job

14. verified the resulting usks/competencies using actualworkers 000

15. analyzed the verified competencies to determine theknowledge, skills, and attitudes required for each DOD

16. translated the competencies into correctly stated perfor-mance objectives

17. sequenced the objectives according to accepted instruc-tional logic

18. developed a curriculum plan, including performance ob-jectives and enablers 0

19. developed an occupational competency profile Lii 020. clustered related competencies, if appropriate

21. developed or selected learning packages, keyed to thecompetencies, to guide students through the learningprocess 0

58 6 0

Level of Performance: All items must receive N/A, GOOD, or EXCELLENT responses. If any item receivesa NONE, POOR, or FAIR response, the instructor and resource person should meet to determine whatadditional activities the instructor needs to complete in order to reach competency in the weak area(s).

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ABOUT USING THE NATIONAL CENTER'SPBTE MODULESOrganizationEach module is designed to help you gain competency in aparticular skill area considered important to teaching suc-cess. A module is made up of a series of leaming experi-ences, some providing background information, some pro-viding practice experiences, and others combining thesetwo functions. Completing these experiences shouid en-able you to achieve the terminal objective in the finallearning experience. The final experience in each modulealways requires you to demonstrate the skill in an actualteaching situation when you are an intern, a student teach-er, an inservice teacher, or occupational trainer.

ProceduresModules are designed to allow you to individualize yourteacher education program. You need to take only thosemodules covering skills that you do not already possess.Similarly, you need not complete any learning experiencewithin a module if you already have the skill needed tocomplete it. Therefore, before taking any module, yclshould carefully review (1) the introduction, (2) the objec-tives listed on p. 4, (3) the overviews preceding each learn-ing experience, and (4) the final experience. After compar-ing your present needs and competencies with the informa-tion you have read in these sections, you should be ready tomake one of the following decisions:

That you do not have the competencies indicated andshould complete the entire moduleThat you are competent in one or more of the enablingobjectives leading to the final learning experience and,thus, can omit those learning experiencesThat you are already competent in this area and areready to complete the final learning experience inorder to "test out"That the module is inappropriate to your needs at thistime

When you are ready to complete the firal learning experi-ence and have access to an actual teaching situation,make the necessary arrangements with your resource per-son. If you do not complete the final experience success-fully, meet with your resource person and arrange to (1)repeat the experience or (2) complete (or review) previoussections of the module or other related activities suggestedby your resource person before attempting to repeat thefinal experience.Options for recycling are also available in each of thelearning experiences preceding the final experience. Anytime you do not meet the minimum level of performancerequired to meet an objective, you and your resource per-son may meet to select activities to help you reach compe-tency. This could involve (1) completing parts of the modulepreviously skipped, (2) repeating activities, (3) reading sup-plementary resources or completing additional activitiessuggested by the resource person, (4) designing your ownlearning experience, or (5) completing some other activitysuggested by you or your resource person.

3

TerminologyActual Teaching Situation: A situation in whiC ou areactually working with and responsible for tea g sec-ondary or postsecondary vocational students or vtner oc-cupational trainees. An intern, a student teacher, an in-service teacher, or other occupational trainer would befunctioning in an actual teaching situation. If you do nothave access to an actual teaching situation when you aretaking the module, you can complete the module up to thefinal learning experience. You would then complete thefinal learning experience later (i.e., when you have accessto an actual teaching situation).Alternate Activity or Feedback: An item that may substi-tute for required items that, due to special circumstances,you are unable to complete.Occupational Specialty: A specific area of preparationwit; iin a vocational service area (e.g., the service areaTrade and Industrial Education includes occupational spe-cialties such as automobile mechanics, welding, and elec-tricity.Optional Activity or Feedback: An item that is not re-quired but that is designed to supplement and enrich therequired items in a learning experience.Resource Person: The person in charge of your educa-tional program (e.g., the professor, instructor, administrator,instructional supervisor, cooperating/supervising/class-room teacher, or training supervisor who is guiding you incompleting this module).Student: The person who is receiving occupational in-struction in a secondary, postsecondary, or other trainingprogram.Vocational Service Area: A major vocational field: agri-cultural education, business and office education, market-ing and distributive education, health occupations educa-tion, home economics education, industrial arts education,technical education, or trade and industrial education.You or the Teacher/Instructor: The person who is com-pleting the module.

Levels of Performance for Final AssessmentN/A: The criterion was not met because it was not appli-cable to the situation.None: No attempt was made to meet the criterion, al-though it was relevant.Poor: The teacher is unable to perform this skill or has onlyvery limited ability to perform it.Fair: The teacher is unable to perform this skill in an ac-ceptable manner but has some ability to perform it.Good: The teacher is able to perform this skill in an effec-tive manner.Excellent: The teacher is able to perform this skill in a veryeffective manner.

Titles of the National Center's Performance-Based Teacher Education Modules

Category A: Program Planning, Development, and EvaluationA-1 Prepare for a Community SurveyA-2 Conduct a Community SurveyA-3 Report the Findings of a Community SurveyA-4 Organize an Occupational Advisory CommitteeA-5 Maintain an Occupational Advisory CommitteeA-8 Develop Program Goals and ObjectivesA-7 Conduct an Occupational AnalysisA-8 Develop a Course of StudyA-9 Develop Long-Range Program PlansA-10 Conduct a Student Follow-Up StudyA-11 Evacuate Your Vocational Program

Category B: Instructional PlanningDA Determine Needs and Interests of StudentsB-2 Develop Student Performance ObjectivesB-3 Develop a Unit of Instruction13-4 Develop a lesson Plan13-5 Select Student Instructional MaterialsB-6 Prepare Teacher-Made Instructional Materials

Category O: Instructional ExecutionC-1 Direct Field TnpsC-2 Conduct Group Discussions. Panel Discussions, and SymposiumsC-3 Employ Brainstorming. Buzz Group, and Question Box TechniquesC-4 Direct Students in Insti:.-nno Other StudentsC-5 Employ Simulation TechniquesC-6 Guide Student StudyC-7 Direct Student laboratory ExperienceC-8 Direct Students in Applying Problem-Solving TechniquesC-9 Employ the Project MethodC-10 Introduce a LessonC-11 Summarize a LessonC-12 Employ Oral Questioning TechniquesC-13 Employ Reinforcement TechniquesC-14 Provide Instruction for Slower and More Capable LearnersC-15 Present an Illustrated TalkC-16 Demonstrate a Manipulative SkillC-17 Demonstrate a Concept or PrincipleC-18 Individualize InstructionC-19 EmplJy the Team Teaching ApproachC-20 Use Subject Matter Experts to Present InformationC-21 Prepare Bulletin Boards and ExhibitsC-22 Present Information with Models. Real Objects, and Flannel BoardsC-23 Present Information with Overhead and Opaque MaterialsC-24 Present Information with Filmstrips and SlidesC-25 Present Information with FilmsC-26 Present Information with Audio RecordingsC-27 Present Information with Televised and Videotaped MaterialsC-28 Employ Programmed InstructionC-29 Present Information with the Chalkboard and Flip Chart

Category D: Instructional EvaluationD-1 Establish Student Performance CriteriaD-2D-30-4D-5D-6

Assess Student Performance KnowledgeAssess Student Performance AttitudesAssess Student Performance SkillsDetermine Student GradesEvaluate Your Instructional Effectiveness

Category E: Instructional ManagementE Project Instructional Resource NeedsE-2 Manage Your Budgeting and Reporting ResponsibilitiesE-3 Arrange for Improvement c' Your Vocational FacilitiesE-4 Maintain a Filing SystemE-5 Provide for Student SafetyE-6 Provide for the First Aid Needs of StudentsE-7 Assist Students in Developing Self-DisciplineE-8 Organize the Vocaiional laboratoryE-9 Manage the Vocational laboratoryE-10 Combat Problems of Student Chemical Use

Category F: GuidanceF-1 Gather Student Data Using Formal Data-Coliection TechniquesF-2 Gather Student Data Through Personal ContactsF-3 Use Conlerences to Help Meet Student NeedsF-4 Provide information on Educational and Career OpportunitiesF-5 Assist Students in Applying for Employment or Further Education

RELATED PUBLICATIONSStudent Guide to Using Performance-Based Teacher Education MaterialsResource Person Guide to Using Performance-Based Teacher Education MaterialsGuide to the Implementation of Performance-Based Teacher EducationPerformance-Based Teacher Education The State of the Art, General Education and Vocational Education

Category G: School-Community RelationsG-1 Develop a School-Community Relations Plan Pir Your Vocational PrtgramG-2 Give Presentations to PromOtt Your Vocational ProgramG 3 Develop Brochures to Promote Your Vocational ProgramG-4 Prepare Displays to Promote Your Vocational ProgramG-5 Prepare News Releases and Articles Concerning Your Vocational Program0-6 Arrange for Television and Radio Presentations

Concerning Your Vocational ProgramG-7 Conduct an Open House0-8 Work with Members of the CommunityG-9 Work with State and local EducatorsG-10 Obtain Feedback about Your Vocational Program

Category H: Vocational Student Organization11-1 Develop a Personal Philosophy Concerning

Vocations, Student OrganizationsH-2 Establish a Vocational Student OrganizationH-3 Prepare Vocational Student Organization Members for Leadership RolesH-4 Assist Vocational Student Organization Members in Develcping and

Financing a Yearly Program of ActivitiesH-5 Supervise Activities of the Vocational Student OrganizationH-6 Guide Participation in Vocational Student Organization Contests

Category I: Professional Role and Development1-1 Keep Up-to-data Professionally1.2 Serve Your Teachin3 Profession1.3 Develop an Active Personal Philosophy of Education1.4 Serve the School and Community1.5 Obtain a Suitable Teaching Position1.6 Provide Laboratory Expcnences for Prospective Teachers1.7 Plan the Student Teaching Experience1.8 Supervise Student Teachers

Category J: Coot dinatIon of Cooperative EducationJ-1 Establish Guidelines for Your Cooperative Vocational ProgramJ-2 Manage the Attendance, Transfers, end Terminations of Co-op StudentsJ-3 Enroll Students in Your Co-op ProgramJ-4 Secure Training Stations for Your Co-op ProgramJ-5 Place Co-op Students on the JobJ-6 Develop the Training Ability of On-the-Job InstructorsJ-7 Coordinate On-the-Job InstructionJ-8 Evaluate Co-op Students' On-the-Job PerformanceJ-9 Prepare for Students' Related InstructionJ-10 Supervise an Employer-Zmployee Appreciation Event

Category K: Implementing Competency-Based Education (CBE)K-1 Prepare Yourself for CBEK-2 Organize the Content for a CBE ProgramK-3 Organize Your Class and Lab to Install CBEK-4 Provide Instructional Matenals for CBEK -5 Manage the Daily Routines of Your CBE ProgramK-6 Guide Your Students Through the CBE Program

Category L: Serving Students with Special/Exceptional Needs1-1 Prepare Yourself to Serve Exceptional StudentsL-2 Identify and Diagnose Exceptional StudentsL-3 Plan Instruction for Exceptional StudentsL-4 Provide Appropriate Instructional Materials for Exceptional Students1-5 Modify the learning Environment for Exceptional StudentsL-6 Pro'. ote Peer Acceptance of Exceptional Students1-7 Use Instructional Techniques to Meet the Needs of Exceptional StudentsL-8 Improve Your Communication SkillsL-9 Assess the Progress of Exceptional StudentsL-10 Counsel Exceptional Students with Personal-Social ProblemsL-11 Assist Exceptional Students in Developing Career Planning Skills1-12 Prepare Exceptional Students for EmployabilityL-13 Promote Your Vocational Program with Exceptional Students

Category M: Assisting Students In improving Their Basic SkillsM -1 Assist Students in Achieving Basic Reading SkillsM-2 Assist Students in Developing Technical Reading SkillsM-3 Assist Students in Improving Their Wnting SkillsM-4 Assist Students in Improving Their Oral Communication SkillsM-5 Assist Students in Improving Their Math SkillsM-6 Assist Students in Improving Their Survival SkillsCategory N: Teaching AdultsN-1 Prepare to Work with Adult Learners1,12 Market an Adult Education ProgramN-3 Determine Individual Training NeedsN-4 Plan Instruction for AdultsN-5 Manage the Adult Instructional ProcessN-6 Evaluate the Performance of Adults

For information regarding availability and prices of these materials contactAAVIM, American Association for Vocational InstructionalMaterials, 120 Driftmier Engineering Center, University of Georgia, Athens, Georgia 30602, (404) 542-2586

ISBN 0-89606-214-7