492 Module 3

 

Purpose: This module addresses sources of labor and workforce data, and examines projected employment and educational needs. It also examines pedagogical issues involved in teaching keyboarding and input technologies. Integration of workplace skills into the keyboarding/input technology curriculum is emphasized. Blooms taxonomy and writing objective statements is further reviewed. Safety within a business and/or marketing classroom is addressed with a focus on computer usage and lab safety.

 

Objectives: Students will be able to...

  • Labor and workforce data

    • Identify sources of labor and workforce data;

    • Analyze workforce data and use it to inform curriculum and programs of study;

  • Safety

    • Teach proper safety practices for a business and marketing environment;

    • Design safe learning environments for teaching business and marketing;

    • Engage students in occupational learning activities that are safe;

  • Instructional Planning:

    • describe the elements of a lesson plan and articulate the importance of each

    • develop a formal lesson plan;

    • articulate the process of unit planning;

    • articulate the elements important to include within syllabi;

    • describe Bloom's cognitive taxonomy and its relationship to learning objectives;

    • identify Idaho Business and Marketing standards and resources;

    • distinguish between broad learning goals and specific learning/performance objectives;

  • Input Technologies:

    • identify Idaho's business content standards for keyboarding/input technologies;

    • identify effective methods of teaching keyboarding/input technologies;

    • identify various input technologies (e.g., keyboarding, voice recognition, handwriting recognition, optical character recognition, and other forms of emerging input technologies); and,
    • determine how to integrate workplace skills into the keyboarding/input technologies curriculum
       

Teaching Tips

 

Directions:
 

Step 1: Review the module objectives and scan through this module in its entirety, then proceed with the following "steps".

 

Step 2: Presentations, Readings and Supporting Information
 

Readings and Supporting Activities

 

  • Labor and the Workforce sources of data. Please review and scan the following resources:

    • It is important to use labor/workforce data to ensure business and marketing education programs are relevant and preparing individuals for areas of needed employment. Module 1 provided reading materials relevant to employment trends and educational needs, as produced by the Center on Education and the Workforce noted above. In preparing curricula and instructional plans, please reflect on these readings and data related to employment trends and educational needs and use what you learn to inform your instructional planning and curriculum emphases.

  

  • Methods and Strategies: Quoted from Saskatchewan Learning

    • This is a good overview and review of instructional design, including general methods and strategies. Use this resource to help inform your instructional planning.

       

  • NBEA Yearbook -

    • Chapter 8: Integrating Business Education with Core Academics

      • Please be prepared for class discussion regarding this chapter.

      • Idaho has adopted the Common Core State Standards (CCSS) as the state's academic standards for mathematics and language arts. For CTE 492, we will address both business/marketing standards, as well as aspects of the Common Core Standards within each of the instructional plans for this course.

        • Idaho Common Core State Standards (http://www.sde.idaho.gov/site/common/)

          • Please scan, and identify a few standards that could be included within the instructional plans developed for teaching business and marketing content. The goal is to teach business, while reinforcing and applying academic content related to either mathematics or language arts. We should realize that academics are integral to teaching business and marketing, and NOT something extra.

          • Idaho CCSS Mathematics examples provided below:
             

Standard: Students are expected to: Mathematical Practices Explanations & Examples

HS.N-Q.2. Define appropriate quantities for the purpose of descriptive modeling.

HS.MP.4. Model with mathematics.
HS.MP.6. Attend to precision.
...

Examples:
•What type of measurements would one use to determine their income and expenses for one month? 

HS.A-SSE.4. Derive the formula for the sum of a finite geometric series (when the common ratio is not 1), and use the formula to solve problems. For example, calculate mortgage payments. HS.MP.3. Construct viable arguments and critique the reasoning of others. HS.MP.4. Model with mathematics. HS.MP.7. Look for and make use of structure.
...		 Example: • In February, the Bezanson family starts saving for a trip to Australia in September. The Bezanson’s expect their vacation to cost $5375. They start with $525. Each month they plan to deposit 20% more than the previous month. Will they have enough money for their trip?
HS.F-BF.1. Write a function that describes a relationship between two quantities. HS.MP.1. Make sense of problems and persevere in solving them.
HS.MP.2. Reason abstractly and quantitatively.
HS.MP.4. Model with mathematics.
...		 Students will analyze a given problem to determine the function expressed by identifying patterns in the function’s rate of change. They will specify intervals of increase, decrease, constancy, and, if possible, relate them to the function’s description in words or graphically. Students may use graphing calculators or programs, spreadsheets, or computer algebra systems to model functions.

Examples: • You buy a $10,000 car with an annual interest rate of 6 percent compounded annually and make monthly payments of $250. Express the amount remaining to be paid
HS.F-LE.5. Interpret the parameters in a linear or exponential function in terms of a context. HS.MP.2. Reason abstractly and quantitatively.
HS.MP.4. Model with mathematics.
...		 Students may use graphing calculators or programs, spreadsheets, or computer algebra systems to model and interpret parameters in linear, quadratic or exponential functions.

Example: • A function of the form f(n) = P(1 + r)n is used to model the amount of money in a savings account that earns 5% interest, compounded annually, where n is the number of years since the initial deposit. What is the value of r? What is the meaning of the constant P in terms of the savings account? Explain either orally or in written format.
HS.S-ID.6. Represent data on two quantitative variables on a scatter plot, and describe how the variables are related. HS.MP.2. Reason abstractly and quantitatively.
HS.MP.3. Construct viable arguments and critique the reasoning of others.
HS.MP.4. Model with mathematics.
...		 For business and marketing: Consider two variables related to business and examine how they are related through the use of a scatter plot developed within MS Excel. Correlation values can be generated within Excel using the built in correlation function.

 

  • Safety Management in Career and Technical Classrooms and Laboratories

    • This resource addresses safety within an occupational learning environment. Importantly, it provides support for the "Safety Lesson" that is to be developed as one of the assignments for this module. For more details on the Safety Lesson refer to the "Assessment" section of this module.


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The next set of resources provide support for the formal assignments associated with this module.

   

Teaching Keyboarding/Input Technologies

  • Teaching Keyboarding - "The Gregg Philosophy"

    • From the publishers of "Gregg College Keyboarding & Document Processing (GDP)).

      • This resource provides valuable support for the development of the  lesson plan for keyboarding instruction.

  • Standards and Standards Crosswalk (BE 110, BE 120)

    • Become familiar with the approved keyboarding and input technologies courses, and their associated learning objectives.

 

The following resources are helpful for preparing to teach Keyboarding / Input Technologies.

Step 3: Assessments/Assignments

  • Instructional Planning (development of two lesson plans and supporting resources)

    • Students may complete the assignment individually or in groups of two.

    • Two formal lesson plans are to be developed, one will address "SAFETY" in a business/marketing program, and one will address "KEYBOARDING TECHNIQUES".

    • Lesson Plan Template. Please follow the link to the lesson plan template, study it, and prepare to use it as the outline for purposes of this instructional lesson planning assignment.

    • Curriculum standards alignment

      • Idaho business standards must be addressed by the every instructional plan developed for purposes of this course. They should be clearly listed and identified by standard number/code.

    • Instruction delivery. Consider the following when planning for instructional delivery:

      •

       

    • Formal Lesson Plan 1: SAFETY (10 pts)

      • Topic: Safety in a Business/Marketing Program 

        • Instructional planning involves the development / identification of student learning objectives. Develop/identify "safety" learning objectives you would want each of your students to be able to attain as an outcome of this learning experience and that could be assessed through some objective measurement (i.e., assessment).

          • Each learning objective should be written as follows. "Students will be able to ...." (SWBAT), which is then followed by the use of action verbs that are measureable. One should consider Bloom's Cognitive Taxonomy when developing learning objectgives.

          • Please take note, some things are not measurable and thus should not be identified as a learning objective. For example, do not use "understand" as a learning objective! The reason is that a learning objective should be measureable, and "understanding" cannot be measured directly. Instead, use an action verb that is can be measureable and assessed.

        • Prepare a PowerPoint slide show to support the "Safety" lesson and be prepared to present this presentation.

          • As part of your "Safety" presentation, make sure to provide directions to your students about what to do in order to prevent injury or harm, and then what to do in the event some injury or harm does occur. This is part of the programs "safety plan".

      • Safety Topics (possible topics for your lesson)

    • Formal Lesson Plan 2: Keyboarding/Input Technology (10 pts)

      • Topic: Introduction to Keyboarding Techniques

        • This lesson should introduce students to the keyboard, proper keyboarding posture, proper finger placement, importance of proper technique, and start the students learning the home row.

      • As an alternative to the Keyboarding Techniques lesson, students may choose to develop a lesson that introduces another form of "input technology" other than keyboarding (e.g., voice recognition, hand writing recognition, scanning, optical character recognition, etc.).

      • Please be prepared to discuss your approach and logic behind the instructional plan.
         

  • Quiz 1

    • Quiz 1 addresses topics covered in Module1 and Module 2. Please navigate to the Blackboard Learn site and in the "Assessments" area you will find Quiz 1.

Step 4: Assessments / Assignments Summary & Review (see Schedule for formal due dates)
 

  • Quiz 1

 

20 pts: The following items should be submitted through the TaskStream website.

  • Formal Lesson Plan 1: SAFETY (10 pts)

  • Formal Lesson Plan 2: Keyboarding/Input Technology (10 pts)

 

Step 4: Things to think about

  • Complete all Assessments / Assignments listed within this module

  • Be prepared to share and discuss key considerations in the development of your lesson plans.

  • Review lesson plans and ensure all elements are included with clear learning objectives (include ID Business & Marketing standards).

  • We'll soon be looking at Accounting content, you may want to refresh your memory related to double entry accounting and the accounting cycle.

  • "Core" academics as "integral" to business and marketing education. What might this mean? What are the "Common Core State Standards"?