ETS 1010Y Principles and Methods of Teaching Technological Education

Preamble:
This Resource Materials Booklet has been compiled by Bob Corney and Sara McKitrick for use by course
instructors and must not be duplicated in part or in total for any purpose other than for classroom support to the
Principles and Methods of TeachingTechnological Education Program at OISEfUT. Throughout, credit has
been provided to references of sources used in support to the enclosed materials.
TABLE OF CONTENTS
Section 1 Page
Course Schedules 1
Section 2 - Resource Materials

Technological Education in Schools 1
The Personality of the Teacher 2
Stages of Professional Growth 4
The Learning Pyramid 5
Direct and Indirect Experiences 6
Mistakes in Teaching 6
Habits and Habit Formation 7
Learning Theory: The Laws of Learning 8
A Teaching Model 9
Principles of Instruction 10
Types of Lessons 11
Writing Student Expectations 12
Chalkboard Techniques 16
The Overhead Projector 17
Instruction Aid Sheets 18
The Weekly/Daily Log 21
The Concept of Motivation! Meeting Student Needs 24
Learning Styles 27
The Art of Questioning 30
Classroom ManagementIRoutine Duties 31
Classroom Discipline 35
Section 3 - Approaches to Evaluation

Developing Test/Examination Questions 43
Authentic Assessment 46
Rating Scales (Rubrics) 48
Performance Tasks/Assessing with rubrics and Checklists 54
Analysis of Test Scores 64
Section 4 - Broad-based Technology 71
Section 5 - Preparations for a Teaching Position 87
Section 6 - Course Assignments

Table of Contents (cont'd)
SECTION 6 COURSE ASSIGNMENTS
Assignment 1 - Prepared Lesson Plan 1
Assignment 2 - Team Practice Teaching 9
Assignment 3 - Mid-Term Essay - Developing TestlExam Questions 14
Assignment 4 - Developing a Rubric 18
Assignment 5 - Group Seminar Presentation 21
Assignment 6 - Instructional Teaching Aid/Video 25

COURSE SCHEDULES
I Section 1 I
•
UNIVERSITY OF TORONTO
, OISE IONTARIO INSTITUTE
FOR STUDIES II< EDUCATION
'
ETS1010Y PRINCIPLES & METHODS COURSE SCHEDULE 2014-2015
I SEPTEMBE~2014
12 Course Overview; Resource Booklet; School System; Changing Rolesof Teachers;
Introduction to Assignment 1: LessonPlanning;
Introduction to Assignment 2: Team Practice Teaching
19 The Art of Questioning; Team Practice Teaching Planning
26 Assignment 1: Lesson Plan Due; Assignment 2: Team Practice Lessons (1-5)
I OCTOBER2014
03 Assignment 2: Team Practice Lessons (6-10)
10 Assignment 2: Team Practice Lessons (11-12); Lessonconsolidation; Differentiated Instruction
17 Introduction to Assignment 3: Mid-Term Essay- Developing Test/Exam Questions:
Subjective/Objective Assessments,Exercise: Developing Questions: (Individual);
24 Subjective Assessments,Directing Words and Setting the Stage Processes;Exercise: Developing
Questions: Share/Critique Questions
I'NOVEMBER 2014' I
28 Developing Test/Exam Questions: EssayStructure (Web Diagram of EssayComponents); Essay
Preparations
IDECEMBER2014
05 Assignment 3: Mid-term Essay Due; Guest Presentation: OSSTFCertification
I JANUARY 2015
09 Pedagogical Shift: Project-based Learning; 21st Century Skills; Performance Tasks;

Rubrics/Checklists; Overview to Assignment 4: Rich Performance Tasks &: Rubrics
16 Rubric Exercise; Introduction to Assignment 6: Instructional Teaching Aid/Video
23 Introduction to Assignment 5: Group Seminar Presentations; Seminar Planning
30 Assignment 5: Seminar Presentations (1-3)
I FEBRUARY 2015

20 Interview Workshop
I MARCH 2015
I APRIL 2015
10 Assignment 6: Instructional Video Due; Education law Workshop
17 Assignment 6: Instructional Teaching Aid Showcase
2014·2015 OISE/UNIVERSITY OF TORONTO INITIAL TEACHER EDUCATION CONSECUTIVE PROGRAM
SCHEDULE of CLASSES and FIELD EXPERIENCES
INTERMEDIA TEISENIOR & TECHNOLOGICAL EDUCA TlON
Se tember 2014 Re istration Classes Classes Classes Classes

Monday 1 Labour Day 8 Term Begins 15 22 29
Tuesday 2 9 16 23 30
Wednesday 3 Registration - Elem 10 17 24
Thursday 4 Registration - See 11 18 25
Friday 5 12 19 26
October 2014 Classes Classes Classes/Orientation Classes Practicum

Monday 6 27 P'aG:lcu'~ Begins
Tuesday 7 28
Wednesday 1 8 29
Thursday 2 9 30
Friday 3 10 .."
0'
November 2014 Practicum Practicum Practicum Classes

Monday 3 10 ,- 24
Tuesday 4 11 '8 25
Wednesday 5 12 '? 26
Thursday 6 13 20 27
Friday 7 ~-+ 21 PraC",c~''''- t:1CS 28
December 2014 Classes Classes No Classes Holida Holida

Monday 1 8 15 22 Holiday 29 Holiday
Tuesday 2 9 16 23 J.. 30 J,
Wednesday 3 10 RStudies a.mJClasses End 17 24 J, 31 J,
Thursday 4 11 18 25 J,
Friday 5 12 Term Ends 19 26 J,
Janua 2015 Holida Classes Classes Classes Classes

Monday 5 Classes Resume 12 19 26
Tuesday 6 13 20 27
Wednesday 7 14 21 28
Thursday 1 Holiday 8 15 22 29
Friday 2 J, 9 16 23 30
Februa 2015 Classes Classes Classes I Orientation Classes I Practicum

Monday 2 9 16 Family Day 23
Tuesday 3 10 17 24
Wednesday
Thursday
Friday
4
5
6
11
12
13
~~l~~~~~:A~·.~~~rf;
20
~~ 27 PraC:iCl'1l Seg·ns
March 2015 Practicum Practicum No Practicum I No Classes Practicum Practicum

Monday 2 9 16
Tuesday 3 ',.J 17
~
Wednesday ~ 1" 18
Thursday S 12 19 ~
Friday 6 13 20
A ril2015 Practicum Classes Classes No Classes Intemshi

Monday 6 13 20 Internship Preparation 27 Internship Begins
Tuesday 7 14 21 J, 28
Wednesday 1 8 15 22 J, 29
Thursday 2 P'act!(.II"1 =nds 9 16 23 J, 30
Friday 3 Good Friday 10 17 Last Day of Classes 24 J,
Ma 2015 Intemshi Intemshi Intemshi Intemshi Internship I In-Faculty Day
Monday 4 11 18 Victoria Day 25
Tuesday 5 12 19 26
Wednesday 6 13 20 27
Thursday 7 14 21 28 Internship Ends
Frida B 15 22 29 In-Faculty DaylTerm Ends
Grades Due: First-term courses: Wednesday, January 7,2015 Full-year and Second-term courses: Friday, May 1, 2015
RESOURCE MATERIALS
I Section 2 I
TECHNOLOGICAL EDUCATION IN SCHOOLS
Elementary
JK
K
1
2 Activity
3 Centres
4
5
6
7
8 I Specialized Facilities
Secondary Programs Courses Program Support
9 Exploring
Technoloaies
Communications Technology
Computer Technology Integrated Co-operative Education
Construction Technology Components
10 Broad-based
Technologies
--- Green Industries
Hairstyling and Aesthetics
Health Care
and
"Concentrations'
Within Each
Ontario Youth
Apprenticeship Program
11 in Hospitality and Tourism B. B. T. Program
Specialized Facilities Manufacturing Technology Articulation
12 Technological Design
Transportation Technology
OPPORTUNITIES
University College Apprenticeships Work-placements
Curriculum Guidelines: Grades 7 and 8 - The Ontario Curriculum: Science and Technology
Grades 9 and 10 - The Ontario Curriculum: Technological Education
Grades 11 and 12 - The Ontario Curriculum: Technological Education
THE PERSONALITY OF THE TEACHER
Looking back on your own schooling, most likely you remember teachers that stood out as your best instructors.
Most likely also, these teachers had individual personalities that contributed to you remembering them. You
were likely more impressed with their teaching methods than with other teachers. It's even possible you had a
teacher you respected for their methods and the knowledge you gained, but whom you did not like. Teachers
then, are remembered for the positive or negative impact they had on you.
Teacher personality, like good teaching, is difficult to define. We are what we are but, studies have shown that
teacher personality can and does change over time and through experience. Each of us may have a personality
that is adapted to different situations. We may have a classroom personality that is quite different from a
personality we have at home or that is displayed at a staff get-together. At the very least, we can set out to
improve those classroom personalities in which we are deficient or that we have lacking in ourselves.
PERSPECTIVES OF PERSONALITY
Select either "A" or "B" in each set that is most important to you at this time.
A B
1. Students learning subject matter Students acquiring critical thinking skills
2. Concerned with the class as a whole Concerned with individuals in the class
3. You have high academic standards for You have different standards for individual
the whole class students
4. It's important that schedules and deadlines Schedules and deadlines can be flexible
be set and maintained
5. You exhibit strong teacher leadership and You favour group dynamics and student
guidance leadership
6. Rigidly teaching the curriculum content Teaching according to student interests
7. School dances/social activities are of Dances/social activities are important

little importance
8. Staying on the topic is important Class interests lead away from the topic
CONTENT OR STUDENT CENTREDIPROCESS ORIENTED TEACHER
Mostly "A" = "content oriented" teacher. The subject is of primary importance. A belief that students come to
school to learn and that the teacher's job is to help them learn.
Mostly "B" = "student-centred or process-oriented" teacher. Content is less important than the student or the
process of learning. .
Important: You do not have to be strictly one kind of teacher or the other. It is possible for good teachers to
possess both kinds ofthese characteristics. It is most important to consider: "To what extent am I oriented
toward one position or the other?" and "should I change to some degree, or am I satisfied with my teaching style
at this time?"
2
Good Teacher Personalities/Qualities
• knows their subject and believes in what they are doing;

• understands students and puts students first;
• is flexible and confident;
• offers a variety of activities and ideas;
• is innovative and adaptable;
• recognizes fairness and is willing to go to bat for students;
• has a high energy level and often involved in extra-curricular activities;
• has a sense of humour and sees teaching as fun;
• believes that students can learn.
CHARACTERISTICS OF A GOOD TEACHER
Adapted from: Barnett, Don and Douglas Smith. Preparation for Classroom Teaching. 1992
It is difficult to define "good" teaching. However, there are several common factors evident in effective
teaching. The teacher:
• Covers the content;

• Focuses on relationships between ideas;
• Is enthusiastic and warm;
• Involves all students;
• Is verbally fluent;
• Is clearly expressive;
• Is well organized;
• Is businesslike oriented;
• Uses probing questions;
• Has reasonable expectations;
• Uses a variety of teaching materials and techniques;
• Calls students by name;
• Uses unexpected events to advantage.
3
STAGES OF PROFESSIONAL GROWTH
Fuller and Bown (1975) suggest that teachers can develop, through time, three major stages of professional
growth.
STAGE 1: The "ME" Focus.
In stage 1, teachers' major concerns are for self and survival. Beginning teachers frequently ask: "Will I teach a
good lesson?" "Will students like me?" "Can I get this topic organized?" "How will administrators evaluate
my teaching?" Over time, and through experience, new teachers acquire the confidence that "me" is alright.
You discover that you can teach. You are able to organize and deliver a lesson. Students do respond to your
questions. Once this realization occurs, a teacher becomes more comfortable with hislher abilities and is able to
move on to the second stage of professional growth.
STAGE 2: The "CONTENT" Focus.
In stage 2, teaching the subject assumes primary importance. Teachers become subject/content experts. The
most important focus is getting through the curriculum at all costs. Unfortunately, at this stage, some
overzealous teachers attempt to teach massive amounts of content beyond their students' ability to digest it.
Some teachers never leave this stage while others may move to a third stage.
STAGE 3: The "STUDENT" Focus.
In stage 3, teachers come to realize that what is most important in the educational process is neither themselves
nor the subject they teach, but the students. Content becomes a vehicle to develop student abilities. Students
become the centre of attention and provide the rationale for teaching.
Fuller and Bown suggest there is no guarantee that every teacher will automatically move through these three
stages. A teacher, with many years of experience, can remain in the content-focus stage, whereas a newer
teacher may quickly come to focus on students and their needs.
4
THE LEARNING PYRAMID
In education, teachers can use a variety of teaching strategies with the goal of maximizing the degree to which
students learn and retain the materials presented. The following indicates the "Average Retention Rate" of
learning through a variety ofteaching/learning strategies. We can see from the top of the pyramid that simply
listening to a teacher will generally give the lowest average for students to retain the materials taught. On the
bottom end of the pyramid, we can see that the retention rate drastically increases when students are given the
opportunity to "practice" learning and the learning becomes even more entrenched when they can take this
learning and make use of it by teaching others. In reality, each strategy has its own merits in the learning curve.
We can't abandon a strategy because of its lower retention rate. Finding ways to use these strategies in
combinations with one another suggests variety in our strategies. This is the essence of good teaching.
Average
Retention
Rate
Lecture -~--------
Reading --~------ 10%

Indirect Experiences
Audio-visual ---~--------- 20%
Demonstration ------+----- 30%
Discussion Group
Direct
Experiences Practice By Doing -----~-- 75%
Teach Others I Immediate Use of Learning -.lIk--- 900/0
5
DIRECT AND INDIRECT EXPERIENCES
From the Learning Pyramid, we can assume that the learning experiences we provide our students determine the
degree to which maximized learning can take place. We can also arrive at a basic premise that "Experience is
the best teacher". The kinds of experiences we provide our students can be either "first-hand" or "second-hand"
and often are a combination of both.
Students learn by:

1) Direct Experiences These are first-hand experiences with the benefit of:
• learning by doing;
• a process of discovery.
2) Indirect Experiences These are second-hand experiences where students are:

• watching others;
• listening to others;
• reading/using resource materials.
Although students learn best by first-hand experiences, we often need a balance of both first and second-hand
experiences as well as a combination of both visual and auditory instruction.
FIXATION OF KNOWLEDGE: The best opportunity for retention of knowledge is when students are
"active" in the acquisition of this knowledge.
MISTAKES IN TEACIDNG
"Never do for students what they can do for themselves"
It is a mistake to neglect any opportunity to have students "do for themselves" as much as possible in learning.
There is however, a natural tendency for teachers to want to "show how to do it" and assume retention has taken
place. "Learning by doing" has two advantages:
1. It develops the "will to act" which is the highest level of motivation the teacher can develop in students.
2. It is the most successful way to maintain attention, focus, and retention.
Students may get new ideas into their minds by reading and by hearing, but the ideas are internalized best when
they have the chance to put them into practice. Doing is the surest way to fix the learning in their mind.
Receptive activity is when a student is active in response to a teacher's suggestion. The student is motivated
from an external source.
Self activity is an activity planned and achieved by students themselves. The student is motivated from within.
When the student is motivated from within, there is more fixation of knowledge.
Students and their mental processes can be divided into those that gather thought, those that classify thought,
and those that use thought. Each of these has not acted independently, but in a related sequence at the same
time. True learning has not taken place until the "use" component has been achieved.
6
HABITS AND HABIT FORMATION
A habit is a learned tendency to respond to the same situation in the same way. Habits can be:
1. Mental (Memorization tasks)

2. Physical (Learning manual skills)
3. Emotional (values such as honesty, punctuality, etc.)
CONDITIONS FOR HABIT FORMATION TO OCCUR :
1. Repetitive practice is necessary;

2. Time is required to internalize a habit;
3. It is easier to establish habits than to break them down;
4. Habits tend to break down when not used;
5. Carry-over of habits is limited. It is proportional to the degree that identical situations carry over from one
habit to another;
6. Satisfactory feelings influence habit formation.
HABIT FORMATION IN TEACHING
1. A correct skill habit is best formed by practice against a standard. As teachers, you need to establish a
standard for students to follow. Among others, these standards include quality of workmanship, order of
operations, or even expectations of daily routines.
2. Skill habits should be practiced correctly from the start. Teachers need to be continually vigilant of the
way students do things. The-name-of-the-game, for some, is shortcutting or ignoring procedures. To let this
continue is hard to undo later.
3. A skill should be practiced in the same way each time. Skills are transferable to many activities.
Teachers have to be consistent with their instruction on how these skills are transferable and to be
performed.
4. A skill should be practiced under the conditions in which it will be used. Students need to see a skill as
related to a real-world activity. To practice a skill without this connection is a meaningless activity.
5. A skill should be practiced until it is fixed on some level of achievement. This speaks to the standards
teachers set within the class. Perfection is difficult to achieve for most, but teachers should continually
attempt to shape their efforts toward this ideal.
6. Teaching should allow opportunities for recurring use. In time, teachers will realize that attempting to
develop a skill that will not be used in many applications, is not a meaningful use of instruction time.
7
LEARNING THEORY: THE LAWS OF LEARNING
Formal teachingllearning begins with the strengthening of stimulus - response bonds.

Stimulus: is the "situation" or teaching materials being presented.
Responses: are the new performance skills the teacher expects students to acquire.
Thorndyke suggested that several intervening factors will contribute to the strengthening of learning. The
following three laws of learning demonstrate whether or not these stimulus - response bonds have been
strengthened.
1. LAW OF READINESS
Responses
(Ready to learn)
Situation -------------------.. Satisfaction
(Not ready to learn)
Situation -------------------~. Annoyance
(Ready to learn but prevented)
Situation -------------------~. Annoyance
Therefore: satisfaction with the learning materials (interesting/challenging projects) reinforces learning.
2. LAW OF EXERCISE
A) Law of use
Time -- ..•
- Connection made
Situation -------------------~. Satisfaction
(Strength of connection INCREASED)
B) Law of Disuse
Time ----- Connection not made
Situation --------------------.. Annoyance
(Strength of connection DECREASED)
Therefore: making connections (learning by doing) reinforces learning. We forget with disuse (without
connections).
3. LAW OF EFFECT
Meaningful/pleasurable connection made

Situation ___________________ -.. Satisfaction
Meaningful/pleasurable connection not made

Situation ___________________ -.. Annoyance
Therefore: satisfying results (student pride) reinforces learning.
8
A TEACIDNG MODEL
Instructional Entering Instructional Performance

Objectives Behavior Procedures Assessment
Feedback
From: De Cecco John P., The Psychology of Learning and Instruction: Prentice Hall, 1968
The Teaching Model shows how the main components of teaching and learning are interrelated. Each ofthe
components is linked with Feedback circuits designed to result in adjustments to the components.
COMPONENT DESCRIPTIONS
Instructional Objectives: (What they will do)
Instructional Objectives are those conditions the student will have learned as a result of the completion of
a specific segment of instruction (lesson, unit, etc.).
Entering Behavior: (What they will know)
Entering Behavior is the level of a student's knowledge, ability, and attitudinal development before being
presented new learning.
Instructional Procedures: (How I will do it)
Instructional Procedures describes the teaching process. The management of these procedures results in those
changes ofa student's state of mind that we call learning or achievement.
Performance Assessment: (How well they did)
Performance assessment consists of the measurements we use to determine whether or not the student has
achieved the instructional objectives.
9
PRINCIPLES OF INSTRUCTION
1. Learning will not take place until a student is ready to learn. (Law of Readiness) Learning is often
sequential with each new topic building on previous knowledge or a skill. Instruction needs some
preparation or readiness in the student for new learning to be successful. One or more of the following
techniques may be used to give this assurance:
• oral or written recall of material previously taught;
• evidence of successful completion of a previously assigned task;
• reading or written assignment that will lead into the new instruction.
2. Teacher preparation is paramount to success. Lesson plans need to be reviewed with each procedure or step
understood and internalized. Make sure no detail is missing. All demonstration materials, tools and
equipment must be readily available. Be sure the materials are suitable and tools and equipment in good
working order.
3. Lesson presentation needs creativity and variety. The following should be considered:
• The pace of the lesson presentation needs to vary to suit the learner;
• Demonstrations should follow recognized procedures and be at a level of expertise to also suit the
learner. Remember that demonstrations that are too expert may cause a level of frustration
particularly for those that lack self-confidence;
• Every part of a demonstration should be within sight of all students;
• Accompany each step with questions to stimulate student thinking;
• Use a variety of visual aids (charts, models, diagrams, aid sheets, videos, films). Chalkboard or
Overhead Projector illustrations assist in clarifying a point and supplement the delivery of the topic.
10
TYPES OF LESSONS
Much of our teaching and instruction is of an informal variety where the teacher assumes the role of facilitator
and the student becomes more responsible for their own learning. There are times however, when the value of a
formal lesson cannot be overlooked and is the best means for efficient learning with the full class.
The following is a brief surnmaryof several types oflessons. Teachers should always consider using a variety
of these to maintain interest.
TYPE LESSON CHARACTERISTICS BEST USE

Teacher shows a step-by-step procedure of a specific Teaching a skill to an
Demonstration operation. It usually involves the use of some tools, individual or group
materials and/or equipment
New learning is developed from previous experiences Teaching new

Development by a teacher-directed process of questioning. principles that follow
Answers are shaped until the correct one is given. logically from previous
learning
Teaching that employs the use of some visual aid An aid to learning
Illustration such as a chart, model, video, or film. when the real thing is
not available
This is a more informal atmosphere where the Ideal for problem

Discussion students are more active in presenting ideas. The solving activities and
teacher remains in the background and keeps the informal procedural
discussion on topic. discussions
Teacher does all the talking and the students Presenting factual
Lecture supposedly listening. This is the least effective information
lesson type because the student involvement is
uncertain
11
WRITING STUDENT EXPECTATIONS
In lesson planning, students must have a clear understanding of the purpose of the lesson. The purpose must
focus on student needs and be a series of statements that clearly describe what it is that students will learn or be
able to do as a result of the lesson. You must keep in mind also that there is not a yes or no answer to whether
the student has achieved the expectations of the lesson. All students achieve these expectations with various
levels of success. Achievement levels will be discussed later when we look at assessment and evaluation
processes.
Expectations, Objectives, Outcomes, and/or Results have been used by educators to define the purpose of a
lesson. At this stage, it is semantics to describe the differences between each. What is important is that the
purpose be clear statements of what students will "know", "value", and "be able to do" independently as a result
of the lesson. With the focus on all levels of student capabilities, and not on teacher expectations, these
statements must be a conscious attempt by the teacher to focus on what students "will" do after the lesson.
For the beginning process oflesson planning, the purpose of the lesson will be described in terms oflearning
(behavioral) expectations. You need to develop statements that provide a balance of expectations that focus on
achievements of "knowledge", "skills", and "values". For example, even though students are acquiring
knowledge in a particular lesson, the real purpose of the lesson may be a focus on developing a particular skill.
The expectation may also be encouraging the development of students' values, attitudes, feelings, and beliefs
through opportunities to express their views about new ideas. The following describes these three classifications
of educational expectations.
EDUCATIONAL DOMAINS
COGNITIVE DOMAIN (Knowledge) is often characterized by three levels of understanding:
1. relevant facts concerning objects, ideas, people, and events;

2. conceptual sorting and labeling of facts;
3. relationships and theories associated with facts.
AFFECTIVE DOMAIN (Values and Attitudes) are behaviours that are among the most permanent acquired
by students and are a product of one's total life experiences. These expectations stimulate a student's:
• positive sense of themselves;

• positive attitude toward learning and work;
• personal perspectives for responding in life.
PSYCHOMOTOR DOMAIN (Skills) is a set of skills common to many parts of school programs. These can
include:
• language, numeracy, and thinking skills and the ability to process this information;
• self-management skills;
• problem-solving and decision-making skills;
• inquiry skills;
• interdependence skills (working with and relating to others);
• technological competence skills.
12
EXAMPLES OF EXPECTATIONS
1. Cognitive Expectations (Knowledge)

• Students will name the hand tools required for
• Students will be able to select the appropriate materials for .
• Students will be able to describe how .
2. Affective Expectations (Values and Attitudes)

• Students will demonstrate a responsibility for their assigned role in group work;
• Students will express their ideas in brain-storming sessions;
• Students will model good safe practices in the lab.
3. Psychomotor Expectations (Skills)

• Students will accurately assemble a set of table rails and legs;
• Students will write a progress report on .
• Students will set up a variety saw to .
EXPRESSING EXPECTATIONS IN BEHAVIORAL TERMS
All expectations need to be introduced by the phrase "After completing this lesson, students will:". This phrase
will be followed by a clear statement of "expectations". Each statement should also use a careful selection of
verbs (action words) that allow for observation, interpretation, and application. The choice of verbs must also
be measurable (able to be assessed). When writing expectations, you must use verbs and accompanying
descriptors that can be clearly demonstrated, observed and evaluated. In each expectation, there must be
observable evidences to determine the degree to which the expectations have been achieved. It is inappropriate
to use a verb phrase like "will understand" since it is abstract and can be difficult to assess the degree of
understanding. If you said the student "will demonstrate an understanding", the demonstration is more concrete
and can be assessed.
USEFUL VERBS:
fmd prove predict

investigate organize manipulate
describe apply make
measure construct devise
prepare examine state (reasons why)
classify compare use
identify illustrate interpret
contrast differentiate discriminate
justify calculate suggest (reasons for)
The above list is by no means complete. You might notice that the list does not include verbs such as explain,
recall, repeat, list, etc. These are verbs that suggest memorization. Not that memorization of certain key
definitions and/or facts should be avoided entirely, but it takes the focus away from a more meaningful
assessment of observation, interpretation, and application.
13
VERBS TO AVOID
There are several verbs and verb phrases that by their very nature are so vague that they give neither the teacher
nor student a clear idea of what is meant.
appreciate understand comprehend
know are aware of have a feeling for
become familiar with deal with wonder about
EXAMPLE:
Students will understand how to The verb "understand" is very difficult to assess. You cannot observe
this understanding unless the student demonstrates this knowledge or skill in an activity.
The expectation should be restated in such a way as to use a verb that is easy to assess. For instance, this same
expectation can be restated as follows:
Students will demonstrate an understanding how to In this restatement, the demonstration can be
observed clearly, giving you evidence of achievement.
EDUCATIONAL DOMAINS
Benjamin Bloom (1956), identified three domains of educational activities:

• Cognitive: mental skills (Knowledge)
• Affective: growth in feelings or emotional areas (Attitude)
• Psychomotor: manual or physical skills (Skills)
BLOOM'S TAXONOMY
Bloom's taxonomy identifies six levels within the cognitive domain, from the simple recall or recognition of
facts, as the lowest level, through increasingly more complex and abstract mental levels, to the highest order
which is classified as evaluation. Verb examples that represent intellectual activity on each level are listed here.
1. Knowledge: arrange, define, duplicate, label, list, memorize, name, order, recognize, relate, recall, repeat,
reproduce state.
2. Comprehension: classify, describe, discuss, explain, express, identify, indicate, locate, recognize, report,
restate, review, select, translate,
3. Application: apply, choose, demonstrate, dramatize, employ, illustrate, interpret, operate, practice, schedule,
sketch, solve, use, write.
4. Analysis: analyze, appraise, calculate, categorize, compare, contrast, criticize, differentiate, discriminate,
distinguish, examine, experiment, question, test.
5. Synthesis: arrange, assemble, collect, compose, construct, create, design, develop, formulate, manage,
organize, plan, prepare, propose, set up, write.
6. Evaluation: appraise, argue, assess, attach, choose compare, defend estimate, judge, predict, rate, core,
select, support, value, evaluate.
As teachers we tend to ask questions in the "knowledge" category 80% to 90% of the time. These questions are
not bad, but using them all the time is. Try to utilize higher order level of questions. These questions require
higher order thinking skills and a more extensive and elaborate answer.
14
ACTION VERBS FOR WRITING LEARNING EXPECTATIONS
Cognitive Affective Psychomotor
(KNOWLEDGE) (ATTITUDE) (SKILL)
Analyze Apply Accept Accumulate Activate Adapt

Appraise Argue Act Adapt Adjust Assemble
Arrange Assemble Adhere Affirm Build Calibrate
Assess Calculate Approve Ask Close Combine
Categorize Change Assist Change Complete Compose
Choose Cite Choose Commend Construct Convert
Classify Combine Complete Comply Copy Create
Compare Compose Conform Defend Demonstrate Design
Compute Conclude Describe Discuss Devise Diagram
Construct Contrast Display Follow Disassemble Disconnect
Convert Copy Form Give Distinguish Draw
Create Criticize Identify Influence Duplicate Execute
Debate Defend Initiate Integrate Fix Generate
Define Demonstrate Invite Join Hear Identify
Describe Devise Justify Locate Illustrate Load
Differentiate Discover Mediate Name Locate Loosen
Discriminate Discuss Organize Perform Manipulate Measure
Distinguish Draft Point to Practice Modify Move
Dramatize Draw Propose Respond to Open Operate
Duplicate Employ Revise Select Organize Perform
Estimate Evaluate Sensitive to Share Pick up Plan
Examine Experiment Solve Study Point to Practice
Explain Express Subscribe to Use Press Pull
Extend Formulate Verify Work Push Remove
Generate Give example Repair Replace
Identify lllustrate Rotate See
Indicate Infer Select Service
Inspect Interpret Set Setup
Judge Justify Show Slide
Label List Sort Specify
Locate Manage Touch Transport
Manipulate Match
Mate Modify
Name Operate
Order Organize
Originate Outline
Paraphrase Plan
Practice Predict
Prepare Produce
Propose Question
Quote Rate
Recall Recite
Record Relate
Reorganize Repeat
Report Reproduce
Restate Review
Rewrite Schedule
Score Select
Show Sketch
Solve Specify
Summarize Support
Tell Test
Translate Underline
Use Value
15
CHALKBOARD TECHNIQUES
INTRODUCTION:
As new and more presentation aids (overhead projector, digital projector, PowerPoint presentations etc.) have
been introduced, the chalkboard has declined in use but not in importance. It has remained a vital aid to visual
support oflessons for the following reasons:
• it has an established permanence in most classrooms while other forms of presentation aids may have
to be booked ahead of time;
• chalkboard surfaces have improved to permit a better visual display and ease of writing;
• chalkboards now include accessories such as tack strips, magnetic surfaces, moveable paper holding
clips, drafting machines, and a variety of templates allowing teachers to improve chalkboard
techniques;
• chalk has improved and erases easier.
SUGGESTED USES FOR THE CHALKBOARD
1. Developing the key points of a lesson;

2. Illustrating a point during a demonstration lesson;
3. Providing supporting sketches/drawings of a lesson point.
CAUTIONS IN CHALKBOARD USE

Do not:
• use the chalkboard as a substitute for Instruction Aid Sheets.
• provide excessive amounts of copying for students.
• use it as a bulletin board
• use scotch tape, crayons, or felt markers designed for use on paper.
CHARACTERISTICS OF GOOD CHALKBOARD WORK

1. Organization:
• Develop all chalkboard work from the outline on the Lesson Plan.
• Develop simple sketches with the students during the lesson presentation. Pre-sketch more
sophisticated illustrations prior to the class arrival.
• Always work from left to right using the joins in the board as a natural page division.
• Have all accessories close at hand and in good condition before beginning the lesson.
2. Neatness:
• Begin the lesson with a clean chalkboard.
• Arrange notes and illustrations in an orderly fashion (as outlined on the Lesson Plan).
• Do not clutter the board with excessive amounts of material.
3. Legibility:
• Print/write large enough to be seen from the back of the class.
• Write at a speed that maintains clarity and legibility.
• Use a length of chalk that suits you best. Angle the chalk forward, rotating it while writing to
maintain a narrow chalk line. Maintain a constant pressure and avoid letting the chalk vibrate/chatter
on the board surface.
• Mix upper case with lower case letters only for emphasis.
16
THE OVERHEAD PROJECTOR
INTRODUCTION:
The use of the Overhead Projector as a visual communication system has gained popularity with some teachers
over the years. Used in combination with the chalkboard, it has been described as a valuable aid particularly
with its simplicity in preparing lesson materials. It is a system that also keeps the teacher "in the picture" with
facing the class at all times allowing for more control of the classroom.
USING THE OVERHEAD PROJECTOR:
1. Always face the class and reference the projector visual rather than the screen image. A pencil is a good tool
to lay on the projector surface to point to and draw attention to a specific image.
2. Never walk between the projector and screen.
3. Control class attention between you (the audio source) and the screen (the video source) with the on/off
switch. Screen images left on unnecessarily has you competing for attention.
4. Develop a habit of turning the projector off when changing visuals to reduce distraction.
5. Position the projector (and students) so everyone can see the screen.
6. Do not display the entire visual if there are several points to be made. Use a piece of paper to mask all but
the point being referenced. Scroll down the visual with the paper mask as new points are introduced.
7. Keep the projector surface clean at all times. Covering the projector when not in use keeps the surface dust
free.
8. -Projector bulbs burn out without warning. Keep a spare bulb handy at all times. Never touch the glass
surface of the bulb with your fingers, Your fingers can deposit an oily film on the bulb that heats up and
reduces bulb life.
DEVELOPING EFFECTIVE VISUALS:
1. Keep visuals simple and uncluttered. Choose font sizes for the visuals that can be read easily from the back
of the room. Font sizes in the 22 to 28 point range is ideal but point sizes in the 14 to 16 range and in bold
print offer good readability in most situations.
2. In most cases, the overhead transparency is a visual picture. The most effective visual has illustrations with
concentration made to one point or comparison in each visual.
3. In some cases, the transparency is used as a prompt to the teacher (discussion lesson) for a series of points to
be made. Use colour, capitalization, bold print, underlining, and font size changes to highlight these points
and for variety. Remember to use a piece of paper to mask all but the point being made.
4. Often printed material from books, magazines, and even work produced by a student is a valuable source for
producing excellent visuals. Colour or black and white copies of these materials that are often well laid out
can be cut, pasted, and organized on a white page and re-copied to make attractive visuals. You will likely
have to type your own titles and labels since the original print may be too small to be read.
5. Overlay visuals can be produced easily to develop a "total picture" illustration with a piece-by-piece visual.
Make several transparencies by taping them at their edge on a cardboard mounting frame and discuss each
component as you drop a new transparency over the previous ones to arrive at a "summed up" composite
overlay.
6. Use the projector to cast silhouette images of objects on the screen. (nuts, bolts, wood joints, etc.)
17
INSTRUCTION AID SHEETS
For a lesson to be effective, the content must be specific, have meaningful connections to a student's prior
learning, be beneficial to a student's readiness for new learning. It must also have an obvious application to
what the student is doing at that time. The application component of the lesson plan provides concrete support
to the lesson materials. This support can be provided through the use of an Instruction Aid Sheet. (I.A.S.)
A well-designed LA.S. gives students an opportunity to use prior knowledge and the lesson materials to
demonstrate an understanding of the topic or components of a unit being studied. Clearly then, a student has to
do something with the Instruction Aid Sheet (as opposed to an Information Aid Sheet that has written
information only).
Advantages of an I.A.S.
• supports learning of new materials;

• reinforces learning of new materials; and,
• provides a check of student's ability to apply the new learning.
Structure of an I.A.S.
Title: The title of the LA.S. should closely align with the topic of the lesson taught.
Introduction: In a sentence or two, students should be told why this application needs to be done. These
sentences should also align with the motivation given in the lesson plan. Students must also be given clear
directions for the task, sources of reference, if appropriate, and a statement of expectations for the application.
Application: The application must be directly related to the lesson taught and may take a variety of forms that
might include:
• a sequence of mathematical calculations. (Calculating area, quantities of materials, resistance in an electrical

circuit, strength of materials, etc.);
• a sketch or series of diagrams representing a procedure for assembling materials, the completion of an
electrical circuit, etc.;
• a chart, graph, or other means of illustrating the results of data collection.
The following pages outline a template and sample of an IAS. The format can be redesigned to suit your own
needs.
18
Subiect (Name of Technoloev)
TODic: lIAS Code
Introductory Information: In a sentence or two, state the reason why the student needs to learn the
materials or complete the application as described in this /AS.
Equipment Required: List the tools and materials required to complete the application described.
Application: Outline the main message, practical in/ormation, or application to be completed.
References: List the references that may be required to support the Application section of the /AS.
19
Construction Technology (Sample I. A. S.)
FRAMING FLOOR OPENINGS I.A.S. No. 10
Introduction
Very often, the building contractor or carpenter's foreman will sketch a floor joist plan, and the
various openings within the floor, to help the carpenter s' work before they begin. This plan
helps to keep mistakes to a minimum that could add material and labour costs. Openings are
required in the floor for chimneys and stairs. Since the regularly spaced floor joists are
interrupted by these openings, floor strength has to be added back in with additional framing
members around these openings.
Application
Complete the sketch below showing how you frame around the stairway opening in the partial
floor plan shown below. The dotted lines show the positions of the floor joists. Once you
complete the framing around the opening, darken the lines of all portions of the joists that remain.
Label all the parts of the framed opening.
Floor Opening
r ~ _
------------,----------------------4-----,--------------
--------------- ---------------------------------------------------------------- ---------------
References: Construction Technology, Page 178
20
THE WEEKL YIDAILY LOG
Introduction:
During the school year, teachers will need to develop a daily log oflessons or activities for each upcoming
week. Each day, teachers would likely see at least four separate classes that would also require four separate
lesson preparations or activities to be planned. Over the five-day span, this is more planning than can be put to
memory.
Advantages:
The weekly/daily log:

• allows teachers to review where a class is within the curriculum at any time by looking back at the
previous week's log;
• provides a systematic plan for the next weeks activities;
• identifies when testing is to take place and a record of the content or processes that can be assessed;
• allows you to indicate when "on-call" periods occur;
• identifies when classroom disruptions, due to school activities, will take place;
• gives an indication when new lessons will have to be prepared;
• provides an opportunity for notations, following a lesson or activity, that could assist with
.improvements;
• is a record for supply teachers of what has been covered;
• is evidence for administration that activities are well planned and organized.
Although there are several companies that supply Day Planners, teachers may choose to design a page that suits
their needs and duplicate copies as required. The number of classroom periods per day will depend on whether
it is a semestered or non-semestered school. The pages that follow are examples for both types of schools. The
following gives an example of a typical semestered and non-semestered timetable.
A) Semestered: Period
1 8:25 - 9:40
2 9:42 - 10:57
3
4
10:59
12:16
- 12:14
- 1:31
I 75 Min. Periods I
5 1:33 - 2:48
B) Non-semestered 1 9:00 - 9:40

2 9:43 - 10:23
3 10:26 - 11:06
4
5
11:09
11:52
-
-
11:49
12:32
I 40 Min. Periods I
6 12:35 - 1:15
7 1:18 - 1:58
8 2:01 - 2:41
9 2:44 - 3:24
21
DAILY LOG
DATEIDAY OF WEEK: _ DAY:
PERIOD CLASS LESSON/ACTIVITY
I
9
22
DAILY LOG
DATEIDAY OF WEEK: _ DAY:
PERIOD CLASS LESSON/ACTIVITY
23
THE CONCEPT OF MOTIVATION
Motivation is a force that comes from within the person. It is not something that is done to a person.
Motivation then, is a construct; a purely mental device.
We cannot observe motivation directly but we can observe behavior. From this behavior, we infer what
students are striving for and have evidence of their goals. The reason for striving for the goal (the why) is
motivational. Motivation then, is a predisposition towards certain kinds of behavior and refers to a state within
a person that becomes the drive or behavior toward some goal. The behavior chosen will depend on the relative
success such action had in producing satisfaction in the past (i.e. The Laws of Learning).
FORMS OF MOTIVATION
1. Extrinsic Motivation:
a form of motivation that is external to the learning activity (competition, social acceptance, teacher
or parent expectations, grades, rewards, punishment, etc.).
2. Intrinsic Motivation:
a form of motivation that has an inner satisfaction that carries its own rewards.
Teachers are constantly trying to interest students in pursuing worthwhile goals. Students on the other hand,
buy into it for one reason; - anticipation of future pleasure and satisfaction. The more vividly and realistically
teachers can convey this future happiness and satisfaction, the more successful they will be in stirring students
into action.
MOTIVATION STIMULI WITHIN THE LEARNER

1. Desire to create or construct
2. Desire to manipulate
3. Urge to excel
4. Curiosity
5. Urge to persist (stick-to-it)
6. Desire to co-operate
7. Desire to succeed (a purpose, ideal, or goal)
8. Desire for status or power
9. Urge to relieve suffering
10. Craving for sympathy and understanding
11. Fear of disapproval
12. Pride (in achievements)
Maslow argues that a hierarchy of needs exists within an individual and that once a need has been fulfilled in a
pre-determined order, that need ceases to act as a motive. (SEE MASLOWS HIERARCHY OF NEEDS ON
THE NEXT PAGE) All students need to have a feeling of well being (physiological) before they can feel
physically secure (economic safety). Once they begin to feel secure, they can seek out and obtain approval from
others (social) and eventually a feeling of adequacy (self esteem).
24
MEETING STUDENT NEEDS
Maslow suggests that before students can achieve or fulfill their learning needs, their physiological and
emotional needs must first be satisfied. The following "Hierarchy of Needs" indicates the categories of high
to low student needs.
MASLOWS mERARCHY OF NEEDS
LEVELS CATEGORIES OF NEEDS
1. Creativity, self-expression,
competence.
SELF
ACTUALIZATION
2. Recognition, self-respect, status,

power.
ESTEEM
3. Belonging, friendship, affection.
SOCIAL
4. Freedom from danger and fear.
SAFETY
5. Food, shelter, and clothing
PHYSIOLOGICAL
25
NEED FACTORS TEACHERS SHOULD BE AWARE OF
1. Motivation from satisfactory internal condition is able to arouse, sustain, direct and control the intensity to
learn.
2. When students feel their previously learned responses are no longer adequate to satisfy their needs, they
learn new ways of behaving.
3. If the new patterns of behavior offer satisfaction, students will be motivated to change.
TEACHERS ROLE IN MOTIVATING STUDENTS
1. Be sure students derive satisfaction from educationally worthwhile activities.

2. Regulate satisfactions and adjust incentives to maintain an activity at a desirable level.
3. In maintaining motivation at a desirable level, remember:
• too little motivation results in too little learning
• too much motivation brings on tension
MOTIVATION PROPOSITIONS
Learning varies directly with interest.

1. Motivation is the creating and maintaining of interest.
2. Every learning situation requires motivation and may involve the use of more than one motive.
3. The basis of motivation is human instinct.
4. Motives can be:
• Direct or Higher - those which prompt students to do something because they like to
do it (is more lasting).
• Indirect or Lower - those which prompt students to do something for gain (favour,
power, security) or to avoid punishment.
5. High motives grow slowly and need more exercise.
6. It is often necessary to use lower motivations at first until a higher one takes over.
7. Satisfaction is success in the response to the motive - continued failure causes a motive to decay.
8. Motivations are greatly affected by health, emotions, and moods.
Motivation of the learner is the central factor in the learning process. Whether the new learning be knowledge,
skill, or attitude (value), teachers must be keenly concerned.
PRECAUTIONS AND LIMITATIONS
1. GOALS: Keep goals within reach of your students. Motivation disappears when a goal is remote or
unattainable.
2. COMPETITION: Do not let any student be a constant loser. Avoid humiliation or embarrassment.
3. RESPECT THE INDIVIDUAL: Use of sarcasm and ridicule is the best way to destroy motivation.
4. PRAISE: Don't be over exuberant. A simple "that's right" is advisable. Anything more may arouse a
student's suspicion.
5. VARIETY: Don't be predictable. Vary your technique or students may become bored and unmotivated.
6. PREJUDGEMENT: Don't be influenced by a student's previous record. Make your own judgements or
assessments of behavior.
26
LEARNING STYLES
Our schools are filled with a population of incredibly diverse learners. The learning style of students is as
unique as handwriting. The challenge facing teachers is to recognize this uniqueness and to shape instruction to
meet the individual needs of students.
Factors Contributing to Learning
1. Cognitive Factors: (Information Processing)

Individuals have different modes of perception, organization, and retention of information.
• Some students learn best by reading and looking at materials;
• Some students learn best by hearing information given verbally;
• Some students learn best by active participation;
• Some students focus attention narrowly and with great intensity;
• Some students pay attention to many things at once;
• Some students are quick to respond;
• Some students respond with a slow pace.
2. Affective Factors: (Attitude)

Individuals have different levels of motivation and drive for learning.
• Some students display curiosity for new materials while others don't;
• Some are able to tolerate and overcome frustration while others can't;
• Some are willing to take risks while others won't.
Individuals attribute success or failure to internal or external factors.

• External: "The teacher confused me". These students do not take responsibility for their behavior.
• Internal: "I didn't study enough". These students control their own fate and can improve their
performance.
3. Physiology Factors:
• A student who is hungry and tired will not learn as well as one who is well nourished and rested;
• Body rhythms cause some to function best during the day while others are night owls;
• Some students can sit for long periods of time while others need to move about;
• Some students need a brightly lit room to learn while others prefer a dimmer light;
• Some students learn best in quiet surroundings while others need music or other background noise.
4MAT SYSTEM
The 4MAT System was created by Bernice McCarthy. Based on brain dominance theory, the 4MAT System
builds on the David Kolb's cycle of experiential learning and identifies four learning styles.
Type 1: Experiencing (Feeling and Reflecting) - Innovative Learners

These learners prefer talking about their experiences and feelings, asking questions, and working in groups.
They like to have learning connected to real life problems, to be nurtured by their teachers, and to be given the
answer to "why." They dislike memorizing, listening to long verbal explanations, having to give oral
presentations, conflict, and not being allowed to discuss their perceptions. These learners also dislike tests,
especially if they are timed.
27
Type 2: Conceptualizing (Reflecting and Thinking) - Analytic Learners
These learners are knowledge-oriented, conceptual, and organized. They prefer to learn through lectures,
working independently, and discussing ideas. They do well in traditional education that stresses verbal skills.
They also tend to do well at tests. They dislike high activity, noisy environments, working in groups, role
playing, and being asked to talk about feelings.
Type 3: Applying (Thinking and Doing) - Common Sense Learners

These learners like active problem solving, learning through discovery, touching, manipulating, constructing,
and spatial tasks. They like to try things for themselves and physically test whatever they are learning about.
They enjoy competition. Although they are comfortable with change, they have difficulty with open-ended tasks
and prefer to be given deadlines. They dislike reading as a primary method of instruction and are uncomfortable
with verbal complexity.
Type 4: Creating (Creating and Acting) - Dynamic Learners

These learners prefer to learn by self-discovery and work independently. They enjoy open-ended tasks that
involve risk taking. They dislike routine work, visual complexity, and time management. They also dislike not
being able to ask questions and tend not to do well on tests.
McCarthy recommends using instructional activities that help students to develop every learning style. In
developing instruction, consider answering these four questions:
• Why do I need to know this? Type I
• What is the content? Type 2
• How will I use this in real life? Type 3
• What possibilities will this create? Type 4
The Teachers' Role:

A Summary
The teacher's role changes as she moves
through the cycle of learning:
• from Motivator /Witness
• to Teacher/Information Giver
• to Facilitator/Coach
• to Evaluator/Remediator
and Resource.
.•...•
c=
....
.=
.-
<!l.
~:
:0
3 2
---
Abstract
Conceptualization
28
KOLBCYCLE
In 1984, David Kolb constructed a model of experiential education drawing upon the contributions of Dewey,
Lewin, Piaget, and other educational theorists.
He identified six characteristics of experiential learning.

1. Learning is best conceived as a process, and not in terms of outcomes;
2. Learning is a continuous process grounded in experience;
3. Learning requires the resolution of conflicts between opposite modes of adaptation;
4. Learning is a holistic process;
5. Learning involves transactions between the person and the environment;
6. Learning is the process of creating knowledge.
For Kolb, learning is the process whereby knowledge is created through the transformation of experience. The
experiential way of learning involves the application of the information received from the educator to the
experiences of the learner. It does not consist of activity generated in the classroom alone. The student does not
acquire his or her knowledge exclusively from the teacher. Rather, he or she learns through this process of
taking the new information derived in class and testing it against his or her accustomed real-life experiences. By
so doing, the learner transforms both the information and the experience into knowledge of some new or
familiar subject or phenomenon.
Kolb's model is comprised of four phases and has come to be known in the literature as the Kolh Cycle.
,
Active
Concrete
Experience
(doing { having an
experience)
Reflective
Experimentation Observation
(planning { trying out {reviewing { reflecting
what you have learned} on the experience)
"- Abstract
Conceptualisation
JI
(concluding {learning
from the experience)
In the first phase, the educator involves the learners in a concrete experience. The experience could be a role
play, a live or video demonstration, an exercise or activity. Generally, it will not be a lecture. The learners are
then asked to review the experience from many perspectives. They ask themselves questions. What happened?
What did you observe? This second phase is referred to as reflective observation. During the third phase of
abstract conceptualization, the learners develop theories and look at patterns. Further questions are asked. How
do you account for what you observed? What does it mean for you? How is it significant? What conclusions can
you draw? What general principles can you derive? The fourth and fmal phase of this experiential model is
active experimentation. The learners suggest ways that they can apply the principles they have learned. How
can we apply this learning? In what ways can we use it the next time? What would we do differently?
In essence, experiential learning provides a model that enables learners to draw from their past experiences to
acquire new knowledge, skills, and/or attitudes that they can then apply to other settings.
29
THE ART OF QUESTIONING IN THE CLASSROOM
INTRODUCTION:
A teacher's ability to present a lesson topic with a good balance of well thought out questions is a classroom
technique that is one of the most fundamental and necessary arts in teaching. Questioning will:
• give evidence of the lesson clarity;
• involve students in the learning process;
• assist in identifying learning difficulties in individuals
• provide variety to the lesson presentation;
• maintain student attention.
PURPOSES OF QUESTIONING:
1. to assist learning and retention of lesson materials through student involvement.

2. to promote orderly thought processes, reasoning, judgements, and conclusions.
3. to assist with the process of recall of previously learned materials and to guide, support, and make logical
connections to the new materials being learned. (think back - think forward)
GUIDE TO THE PRINCIPLES OF QUESTIONING:
1. Distribute questions so that all, even the non-volunteers, are involved.

2. Require hands to be raised before answers are accepted. This prevents several speaking out at once and
maintains classroom order.
3. Provide a balance offactual and thought-provoking questions.
4. Avoid questions that allow a yes/no answer unless you extend the question with "explain".
5. Avoid any situation that would discourage a student from answering a future question. These situations
might include:
• a teacher belittling an answer or saying "that's not right". We never know within what context that
the student has searched for the answer and the teacher is well advised to shape a student response by
restating the question in some other way. A student can be made to feel a comfort level with his/her
answer if the teacher replies "yes that may be possible but have you given thought to ... " or "not
quite if you remember that ... ".
• not waiting too long for an individual to give an answer. Rephrase the question in an attempt to help
or lead the student to the answer.
• not allowing classmates to laugh at or ridicule an attempt at an honest answer.
6. Stimulate critical thinking by asking questions that begin with:
to what extent ...
under what circumstances ...
why should we .
how should you .
compare ... or contrast ...
7. After the question has been asked, allow time for 5 or 6 hands to appear before accepting an answer.
8. Phrase questions clearly and within the vocabulary limits of the class.
9. Encourage students to comment on the answers of others.
10. If a student asks a question, don't answer it until you ask the class; "how would you answer the question?".
30
CLASSROOM MANAGEMENT
INTRODUCTION:
An important feature of good teaching is a smoothly functioning classroom. An organized classroom with
clearly identified routine/recurring duties will avoid confusion and wasted time for both the teacher and student.
Students must see these routine duties as classroom and school expectations. Teachers must also be consistent
in carrying out these expectations each day. Some students will take liberties if these duties are not applied in a
consistent manner.
In establishing and executing routine duties, teachers will be guided by school policy particularly when
disciplinary actions are involved. Staff Handbooks will outline those duties routinely covered by school policy.
ROUTINE DUTIES:
A) School:
• Corridor supervision
• Lunchroom supervision
• Attendance check
• Homeroom
• Discipline procedures
B) Classroom:
• Entering the classroom
• Late arrivals
• Leaving the classroom
• Maintaining daily records
EXECUTING ROUTINE DUTIES
The following is listed as general methods of executing routine duties. Most of these will be identified within
the Staff Handbook for specific schools and are identified as School Policy.
1. Corridor Supervision:
• All teachers should take part;
• Take up a position where you can observe students and they can see you;
• Do not permit running, loitering, or horse play;
• If students are still in the corridor during opening exercises, make them stop where they are until the
exercises are complete;
• Challenge all strangers and direct or accompany them to the office to sign in.
2. Lunchroom Supervision:
• Teams of teachers are assigned on a rotating schedule throughout the year;
• Teachers should spread themselves throughout the lunchroom (very often a cafetorium);
• Make sure students maintain a tidy eating area by depositing lunch wrappers, bags, paper cups, bottles
etc. in identified garbage containers;
• Do not allow students to toss garbage from their tables;
• Do not allow horseplay.
31
3. Attendance Check:
• Take attendance in Homeroom Periods (if assigned) and at the beginning of each class. Attendance is
sent to the office after the Homeroom period;
• Use a seating plan to assist with attendance;
• Schools normally provide a list of absences after Homeroom periods. Check attendance for each class
carefully from this list and record these on your classroom attendance sheet.
• For recurring or extended absences, contact the office to see if these are legitimate;
• Follow school policy for contacting home for unusual absences.
4. Homeroom:
• Depending on the school, Homeroom is normally scheduled prior to the first period each day. Some
schools prefer to schedule it after period 1 for two reasons: to place the responsibility for student
lateness with the 1st period classroom teacher and, to more accurately reflect absences (late students are
not recorded as absent at the end of the 1st period);
• Duties include the morning announcements (sometimes read by the homeroom teacher or assigned to a
student), attendance check, mentor to students, distributing informational forms and surveys, assigning
lockers.
5. Discipline Procedures:
• Teachers are responsible for maintaining the procedures for discipline as identified in the Staff
Handbook;
• Students should be made aware of classroom expectations and consequences for inappropriate behavior;
• Generally you will gain more student respect for administering your own classroom discipline rather
than sending a student to the office. There may however, be instances when classroom disruption will
result in the need to send a student out of the room. Always direct the student to the office and phone
the office to inform them of their pending arrival;
• Never get confrontational with a student in front of his/her peers;
• A policy of "Firm but Fair" will go a long way toward establishing student rapport.
5. Entering the Classroom:

• Have students go directly to their seats for attendance and directions for the classroom period;
• Maintain a regular and formal start to classroom activities to avoid students going to work areas before
assigned;
• Be prompt with your classroom start to get students in a routine of being prompt themselves.
6. Late Arrivals:
• . Insist on a late slip or a note from the previous classroom teacher if they are appreciably detained (or if
the student uses this as an excuse for being late).
• Keep a record of lateness. Students should be informed that continued lateness could affect their
participation mark.
7. Leaving the Classroom:

• Allow students to leave only with your permission;
• Never allow more than one student at a time to leave the room;
• Monitor the duration of out-of-class times carefully and give time constraints to continued offenders;
• Be aware of a student who is regular in requesting permission to leave the room at the same time each
period. This may be an indication of meeting another student or students for the wrong reasons;
32
• Establish a regular clean-up time at the end of each period. Have students return to their seating area to
be dismissed only after all tools have been returned and equipment and lab clean-up is to your
satisfaction;
• If a student is unavoidably detained, provide a note of explanation for the next classroom teacher.
8. Maintaining Daily Records:

• Keep attendance and mark entry records up to date. Do not trust your memory for entering records at a
later date;
• Record information neat and clear for future reference;
• Design your own attendance and mark entry sheets to suit your needs (see sample on next page);
• Maintain an open-book policy with your students but only when you are alongside. This discourages
some students from attempting to change your records. Also since records are personal to each student,
avoid showing records other than their own.
33
Class: Semester: Year:
Student Name
34
CLASSROOM DISCIPLINE
Introduction:
Someone once said that if teachers could be freed from the problem of school and classroom discipline, all
would be well within the education system. That is a vain hope. First of all, that person would not have thought
through just what discipline is. Secondly, the person would have been unaware that today's educators view
discipline as inevitable and an important part of their job.
A teacher is concerned with the conditions under which a classroom group lives and works together. There is
good discipline in a classroom when the relations between individual students and between students and teacher
allow for maximum growth and development. There is poor discipline in the classroom when these
relationships break down and growth and learning can no longer be assured.
What a teacher thinks about discipline, and does to implement a procedure to maintain a productive
environment, stems from his or her own philosophy of education. We all might remember the old-ways- teacher
who was bent on maintaining "order" so students would learn. Of paramount importance was the growth of
minds. Minds were something apart from bodies. Bodies had to be kept still so minds would have a chance to
grow. Student's minds were like cisterns and the teacher's job was to fill it with facts. To this teacher then,
harsh discipline was required to keep students quiet. Punishment was made to fit the crime rather than the
offender. Rules of discipline were inflexible. Justice was in treating all students alike.
The "old-ways-teacher" always reacted to symptoms rather than looking for underlying causes for the
symptoms. Truancy was a punishable offence rather than a condition of problems elsewhere. The fulfillment of
a student's basic physical and emotional needs went unattended in favour of maintaining order.
Has anything really changed? Do we not still see discipline systems in our schools that treat all students exactly
the same? Would we expect all students at a particular grade level to be functioning at the same level of
achievement? Why then, should we expect all students to be functioning at the same level or stage of
discipline?
BETTER CLASSROOM DISCIPLINE
The following is adapted from Churchward, Budd, The Honor Level System: Discipline by Design 1995. For a
full summary of his works on the Internet, search the title above. His works include: Four Stages of Discipline,
Steps for Better Classroom Discipline, Classroom Discipline Techniques, and Discipline Techniques that
Backfire.
Churhward points to the possibility of setting up a consistent system for classroom discipline that will be
appropriate for students functioning at all stages and at the same time encourage them to work their way up to
higher stages. His suggestion of consistency in discipline is a far cry from a suggestion of maintaining order.
Before we can look at some solutions or remedies for inappropriate behavior, we need to identify some typical
behaviors. Churchward identifies four stages with students functioning at different stages on the road to self-
discipline.
35
Stage 1: Recalcitrant Behavior
This is the lowest and perhaps most difficult stage. Churchward terms this the Power Stage.
Typically we see students that:

• refuse to follow direction, are defiant, and require a tremendous amount of attention;
• challenges authority constantly but may follow rules in the classroom as long as the imbalance of
power between himlherself and the teacher, tilts toward themselves;
• usually take what they want and show little concern for the feelings of others.
This is a student whose parents tell us they can no longer controL Teachers need to keep a constant eye on them
to keep them in line. Turn your back and they are out of controL Fortunately, we see very few of these students
in our classrooms.
Stage 2: Self-serving Behavior
Churchward terms this the Reward and Punishment Stage.

• are very self-centred with an individualistic morality;
• behave either because they will receive some sort of reward or because they do not like what
happens to them when they do not behave;
• have very little sense of self-discipline.
These students are a little easier to handle in the classroom but also need constant supervision. With assertive
control, they may behave quite well in the classroom, but be out of control in the hallways on their way to the
next class. Again, they represent a small percentage of the students in our classrooms.
Stage 3: Interpersonal Discipline
Churchward terms this the Mutual Interpersonal Stage.

• have started to develop a sense of discipline;
• care what others think about them and want to be liked;
• usually settle down when asked, but often need gentle reminders;
• have begun to learn how to trust others and to build the interpersonal relationships that are more
common with classmates.
These students are among the largest percentage of the classroom. He/she can handle and understand the
occasional need for assertive discipline, but being unnecessarily assertive can cause a student to slip back to an
earlier stage. Praise for good behavior is important to this student, but to also let them know that that the good
behavior is important to you.
36
Stage 4: Self-Discipline
Churchward terms this the Social Order Stage

• rarely get into trouble at all;
• have a sense of right and wrong;
• have good self-motivation skills;
• do not appreciate assertive discipline and are bothered by a teacher's need to use so much classroom
time for discipline problems.
Churhward cautions that although many students will occasionally function at this level, only a few consistently
do. Students at this level function well in collaborative learning activities. More importantly, the activities
themselves act as encouragement for students to function at this level.
CLASSROOM DISCIPLINE: THE NEXT STEP
It is not an unreasonable expectation, that we want all students to be at Stage 4. We can identify the stage at
which the student is functioning and strive to get them to stage 4 too soon. Suggesting that they "straighten up
and act right" (like a stage 4 student) will not only be frustrating, but is not going to happen. You have to help
each individual work to his or her next stage in incremental steps.
We also have to remember that a student is capable of regressing to an earlier stage. Once we get to know our
students and see them consistently functioning at an identified stage, we have to look for signals of regression.
It may be caused by a teacher being over assertive or may be of a more personal nature. Problems at home, with
friends, or with substance abuse may be the cause of a behavior shift. Whatever the cause, take time to talk to
the student in an attempt to find out what's going on. If this doesn't help, refer them to an in-school Counselor
who may be more successful or is trained to identify and make necessary referrals. The main thing is to not
ignore the signals particularly if they persist.
Seeing a student progress from one stage to another is a slow process. At times you will question the time it
takes to devote to the effort with the concerns you have for teaching. Just as you shouldn't expect a student to
master new learning the first time, you shouldn't expect behavior modification to happen with your first attempt.
When you think they are ready, you give it another try. If you expect progress to be slow, each little sign of
progress will be mutually enjoyable.
DISCIPLINE TECHNIQUES
The following are techniques that can be used in the classroom to help achieve effective management and
control. These have been summarized from the article "A Primer on Classroom Discipline: Principles Old and
New." by Thomas R. McDaniel; Phi Delta Kappan, May 1986.
1. Focusing
Get the attention of everyone in the classroom before you start a lesson. This means that you demand their
attention before you begin. Experienced teachers punctuate their waiting by extending it 5 to 10 seconds after
the classroom is quiet. A quieter voice than normal is now possible. A quiet voice often encourages students to
sit still in order to hear what is being said.
37
2. Direct Instruction
Begin each class by telling students exactly what will be happening during the period. Uncertainty of what is
expected can increase the level of excitement in the class.
3. Monitoring
While your students are working, whether it be at their desks, or out in the lab working on projects, circulate
around the room checking on progress. Delay your rounds a few minutes. The delay is important. It gives
students time to internalize what they have to do and to make a start into it. Students who are not yet on task
will usually get going when the teacher approaches. Slow starters or those distracted can be nudged along.
4. Modeling
McDaniel relates a saying "values are caught, not taught." Teachers who are courteous, prompt, enthusiastic, in
control, patient, and organized provide examples for their students through their own behavior. Anything less
than this invites confusion and misbehavior.
5. Non-Verbal Cuing
The use of non-verbal cues to get attention can be very creative if carefully chosen. Facial expressions, body
posture, and hand signals can be effective once students learn what is expected of these cues. Simply clapping
your hands is a signal that all is not right. Getting the attention of students and greeting them with a stem look
and hands on your waist should give a signal that a behavior is not to continue. Calling a students name and
pointing to where they should be is also effective. Sometimes you don't need anything more than a stare. They
are watching you, if you are visible among them, and will react when met with your stare.
6. Environmental Control
Students like an environmental "lab" that is a warm and cheery place as opposed to a drab "shop" that would not
invite enthusiasm for you subject. An environment that changes periodically is refreshing. Workstations with
colourful pictures and posters promote this enthusiasm. Bulletin Boards should be colourful, informative, and
changed periodically.
7. Low-Profile Intervention
Some teachers send students to the office as a result of a confrontational escalation that could be avoided. A
teacher's intervention always needs to be quiet and calm. Centering out some students with a loud
confrontation may be rewarding the misbehavior because he or she wants to be the focus of attention. Good
teachers are aware of what is going on in the classroom and anticipates problems before they occur.
Approaching a misbehaving student should be inconspicuous so that others in the classroom are not distracted.
Name-dropping during a lesson presentation can be an effective technique to maintain attention. If a student is
seen talking or generally getting off task, you simply drop the student's name into your dialogue in a natural
way. "And you see Jim, we have to make sure this washer is in place because ... " Jim hears his name and is
drawn back to attention. The rest ofthe class doesn't take much notice.
8. Assertive Discipline
This is a high profile form of discipline with an authoritarianism that is balanced with a good mix of praise. In
this, the teacher is the boss and no student has the right to interfere with the learning of others. Clear rules are
established and consistently enforced. Although widely practiced, the key to acceptance is a gaining of respect
and compassion.
38
9. Assertive I-Messages
I-Messages are statements a teacher uses when confronting a student who is misbehaving. These are clear
descriptions of what you expect the student to do. A key to its use is a focussing on the intended behavior you
want and not on the misbehavior. "1 want you to ... " or "I need you to ... " or "I expect you to ... " Do not use
"I want you to stop ... " as it focuses on the misbehavior and will likely trigger a confrontation and/or denial.
10. Humanistic I-Messages

The following is an example of the use of Humanistic I-Messages as an expression of your feelings about a
student who is constantly talking while you are trying to teach. "I can not imagine what I have done to you that 1
do not deserve the respect from you that I get from others in the class. If I have been rude to you or
inconsiderate in any way, please let me know. 1feel as though I have somehow offended you and now you are
unwilling to show me respect".
Thomas Gordon, creator of Teacher Effectiveness Training (TET) suggests structuring the message in three
parts. First, a description of the student's behavior; "When you talk while I talk ... " Second, the effect this
behavior has on you; "I have to stop my teaching ... " And third, the feeling that it generates in you; "which
frustrates me."
11. Positive Discipline

Classroom rules should identify the behaviors you want rather than listing things students can not do. Instead of
"no running in the lab," use "move through the lab in an orderly manner." Instead of "do not leave debris on the
floor," use "sweep and pick up all debris from the floor and place it in the waste container." Let the class know
that the rules are expectations of how they are to behave in your classroom. When you see good behavior,
acknowledge it with a nod, a smile, or a "thumbs up". This will reinforce the behavior.
The above techniques can be useful in managing a positive and comfortable environment. There are however,
some techniques that should be avoided. Several years ago, Linda Albert outlined in her book: A Teacher's
Guide to Cooperative Discipline (American Guidance Services, 1989) the results of a survey of dozens of
teachers. She asked them to indicate what discipline methods backfired for them. The results are as follows:
TECHNIQUES THAT BACKFIRE
• raising my VOice
• yelling
• saying "I'm the boss here"
• insisting on having the last word
• using tense body language, such as rigid posture or clenched hands
• using degrading, insulting, humiliating, or embarrassing put-downs
• usmg sarcasm
• attacking the student's character
• acting superior
• using physical force
• drawing unrelated persons into the conflict
• having a double standard - making students do what I say, not what I do
• insisting that 1 am right
• preaching
• making assumptions
• backing the student into a comer
• pleading or bribing
39
• bringing up unrelated events
• generalizing about students -- "All you students are the same"
• making unsubstantiated accusations
• holding a grudge
• nagging
• throwing a temper tantrum
• mimicking a student
• making comparisons with siblings or other students
• commanding, demanding, dominating
• rewarding the student
40
APPROACHES TO EVALUATION
I Section 3 I
DEVELOPING TESTIEXAMINATION QUESTIONS
1) Subjective Assessments: questions that call for a description of a student's feelings or understanding of a
particular topic or process.
A) Question types:
• short answer (sentence or two)
• extended answer (paragraph or two)
• essay (two or more pages)
2) Objective Assessments: questions that call for a right (or best choice) answer.
A) multiple choice questions

B) true-false questions
C) matching questions
D) short-response (fill-the-blank and/or sentence completion)
ASSESSMENT STRATEGIES
There are several factors that should be considered in the construction and use of subjective/objective
assessments.
1. Prepare students so they will have a good chance to do well in answering all questions.
• be sure the questions relate to what has been going on in the shop/lab.
• inform students of all topics for which they will be held responsible. If appropriate, inform them
that they will not necessarily be tested on all of the topics.
• indicate how the marks will be apportioned.
• direct students to read introductory instructions carefully, particularly if they are given a choice to
answer questions from several options.
2. Plan your questions to consider:
• your course expectations, units or topics. Know what it is that you hope to achieve. Are you after
content, the ability to demonstrate a broad understanding of the unit or topic, or the ability to use
their own words in describing a process (or all of these)?
• know the ability of your students. Is subjective questioning the most appropriate format to assess
your student's achievement?
3. In constructing questions, consider:
• what proportion of the test will be made up of subjective and/or objective questions?
• how much time will be allotted to answer these questions? Remember, students need time to think
as well as write.
• what proportion of the total test marks will be allotted to the subjective and objective sections?
• will there be a choice in questions to be answered? Never provide too many choices.
• be sure students understand the meaning of "directing" words used to introduce the question. Some
directing words such as "discuss" can be misunderstood and a student does not know what your
expectations are regarding the structure of the answer or the quantity of information required.
43
DIRECTING WORDS IN FORMULATING SUBJECTIVE QUESTIONS
Directing words introducing subjective questions have an impact on a student's interpretation of what they are
to do in answering the question. A directing word is a verb such as "compare" or "explain" that gives the
student some direction as to your expectations of the structure of the answer. In this case, it would require them
to select, organize and apply information.
The use of ambiguous directing words such as "discuss" or "indicate", although frequently used, can offer
confusion to the student unless the remainder of the question clearly focuses the student to the direction
expected.
Examples: 1. Discuss the operation of the internal combustion engine.

2. Indicate how the internal combustion engine operates.
These questions give no guidance to the student about the potential breadth of information that could be
included in the answer. The directing words "discuss" or "indicate" can mean "tell me all you know" about the
internal combustion engine.
It is important for you to clearly indicate to students, your expectations for frequently used directing words.
Some frequently used directing words and their usual meaning are as follows:
• Contrast: - point to the difference between two or more items or concepts.
• Compare: - point to the similarities AND differences between two or more items or
concepts.
• Define: - give the meaning of a word, phrase, or concept by setting it in a category that sets
it off from other items in the same category.
• Describe: - give an account of, or tell me about, a situation or event.
• Evaluate: - give both the positive or negative points about; give an opinion regarding the
value of; examine the advantages or disadvantages of items or concepts.
• Explain: - tell "how" to do something; give the meaning of something; interpret what is
happening.
• Interpret: - give the meaning of something.
• Justify: - give evidence and present facts to support a position about something.
• Outline: - give, in order, the sequence of an event or procedure.
44
QUESTION PREPARATIONS: SETTING THE STAGE
Students make an analysis of the questions you provide and answer them within the confines of the information
provided. We often wonder why students often go off in unintended directions with their answers. Because of
this tendency, we have to ask ourselves, did we give them enough information to answer in the direction you
intended? With this in mind, we have to provide students with "before-the-question" information that places the
question in the intended context of intended situations specific to the intended direction of your question. This
is called "SETTING THE STAGE".
EXAMPLES
A) Question only:
Outline a classroom example where teachers can provide opportunities for habit formation in each of the three
contexts.
B) Question with supporting information:

Within the classroom, habit formation can be learned through opportunities within Mental, Physical, and
Emotional contexts. Outline a classroom example where teachers can provide opportunities for habit formation
in each of the three contexts.
A) Question only:
Name the two forms of motivation and explain how each can contribute to satisfaction.

An aim of teachers is to motivate students to pursue worthwhile goals. Students buy into these goals if they can
anticipate satisfaction in these pursuits. Name the two forms of motivation and explain how each can contribute
to satisfaction.
A) Question only:
Take each of the three Principles of Instruction and explain how you would at least "set the stage" for that
perfect lesson.

A basic understanding of the "Principles of Instruction" suggests that:
• learning will not take place until a student is ready to learn;
• teacher preparation is paramount to success; and
• lesson presentation needs creativity and variety.
Each of the above refers directly to how well you should perform in front of the class. Take each of the three
Principles of Instruction and explain how you would at least "set the stage" for that perfect lesson.
45
AUTHENTIC ASSESSMENT
Introduction
Within Technological Education curriculum classroom, students will be demonstrating the degree to which they
understand a concept by applying it to the completion of a practical task or activity. Whether activities are
organized for individuals, for groups, or for the whole class, students will be challenged to "apply" knowledge
and often within a specified period of time.
Within our assessment strategies, do we need to assess more than the product of their achievements? If so, do
we need to assess these activities differently than other classroom activities? Can we create assessment tools
that are fair for all students? What kinds of assessment strategies can be considered? How will we know if the
strategies chosen will give an authentic assessment of our students? The following attempts to answer these
questions.
What is Assessment and Evaluation?
Assessment: is the use of a variety of methods (tools) used to observe, measure, and record student learning
that is taking place in the classroom. The data obtained is also a measure of the effectiveness of teaching.
Evaluation: is the process of taking all the information or data obtained from the variety of assessment
methods used and making a judgment as to the degree of learning that has taken place at any period in time.
These judgments may be in the form of numerical marks, letter grades, or anecdotal statements of achievement.
Assumptions
Before developing assessment strategies, some basic assumptions need to be made:
• Although strategies for assessing challenges are necessary elements in the teaching-learning process, there
is no single assessment vehicle that will provide a complete profile of the learner;
• Assessment must be learner-focused. Whatever assessment strategies we generate, they must have the
ability to assess students as they learn and how they learn;
• Learning is an integrating experience. Throughout the process of learning, we must take every opportunity
to point to the connections with other parts of the student's curriculum.
Process and Product
As students experience opportunities to complete application challenges, we must include an assessment of the
observations we make of their process oflearning (how they learn) as well as the products of their efforts.
Whether they are conducting experiments, making representative simulations, or assembling a product, we need
to assess the acquisition of a new set of skills. By observing the process of learning, we will assess creative
thinking, inquiry and problem solving, and the development of appropriate attitudes. Authentic assessment then
IS an:
"approach to assessment which is
designed to correspond as closely
as possible to real world experience"
Dalheim, 1993
46
Assessment Strategies: An Assessment Toolkit
The assessment strategies listed below have many components that overlap each other. The list is not meant to
be unique to assessing application challenges; to be complete; nor is anyone of the strategies, by themselves,
more effective in providing a complete profile of the learner.
• Checklists: - a list of pre-selected skills or behaviors to be observed. Teachers check off each component
as they are demonstrated by the student.
• Rating Scales (Rubrics): - much like a checklist with the exception that we now make decisions about
the degree or frequency with which the skill or behavior was shown.
• Anecdotal Recording: - teachers "at-a-glance" comments about what a student says and does.
• Design Folders (portfolios): - a means for students to gather and store their inquiry and problem solving
ideas for each challenge or activity.
• Videotaping: - a means for gathering observational data and to assess these in student conferences.
Choosing an Assessment Strategy
It will be advantageous for us to choose one assessment strategy, or components of several strategies that will
work best for the student activity. Factors in our decision will include:
• the nature of the challenge being assessed;
• whether or not the strategy allows an assessment of a broad range of skills and behaviors;
• the time it will take to conduct the chosen strategy.
47
RATING SCALES (RUBRICS)
Where checklists make either/or judgments about whether or not a student is moving toward a standard of
achievement, Rating Scales make judgments about the intensity (how good? how often?) of the achievement.
Rating scales are particularly helpful in assessing behaviors; what we see a student do or hear the student say.
They can also be of value in assessing a specific skill, performance, procedure, ability, or product. Rating scales
assume all students will exhibit skills and behaviors in varying amounts or at different rates to a predetermined
observation criteria. For example, at the simplest level, we can assess the achievement of a specific observation
criteria along a scale as follows:
N ever Always
1---------4-------+--------------11
Well designed Rating Scales reflect an underlying range (continuum) of behaviors/performances from weak to
strong (or from strong to weak). The steps in observable achievements along this continuum are expressed with
descriptive categories.
Designing Rating Scales (Rubrics)
When designing Rating Scales:
• there should be at least four descriptive categories;
• the scale should reflect a balance in the range from weak to strong (or strong to weak) descriptive ratings;
• It is also wise to include a "not applicable" category for those students who may not have had an
opportunity to apply the observation identified.
Sample Criteria
The following is a set of rubric criteria that can be considered for several activities. Each criterion is meant to
measure the degree to which the student achieved the stated expectation. For each expectation, the criteria must
also have a "descriptor" that is a brief statement that gives a clear indication of what is meant by each criteria.
Poor ... Average ... Good ... Excellent
Needs Improvement ... Satisfactory ... Good Exemplary
Beginning ... Developing ... Accomplished Exemplary
Never. .. Sometimes ... Often Always
Not at all ... In a small way To some extent ... To a great extent
Level l . .. Level2 ... LeveI3 Level 4
Novice ... Apprentice ... Proficient ... Distinguished
Attempted Acceptable Admirable ... Awesome
Awareness Application Competence ... Mentorship
48
Recommendations for Developing Rating Scales (Rubrics)
1. Start small or use others examples to begin with.
2. Be sure the rubric categories and expectations are clear.
3. Expect rubric development to take time at first.
4. Plan assessment as you plan instruction and not as an afterthought.
5. Plan rubric development with a partner. Sharing of ideas is beneficial to both.
6. Look for examples of other teacher's rubrics that could be modified for your use. Keep a file for future
reference.
7. Expect to learn how to develop valid assessments by trial and error. The best rubrics are developed over
time and with repeated use.
8. Make student expectations clear to students in advance.
9. With scored rating scales, assign a high value (grade) to the assessment. Students need to see their
expectations as having some importance and to be worth their effort.
10. Don't give up. This is often new to students as well and they too can assist you in refining the process. Ask
yourself:
• What worked?
• What needs modification?
• What would I do differently?
• Did the difficulties lie with the activity or the rubric scale used?
• How did the students respond?
• Did the end justify the time spent?
• Did students learn from the activity and/or assessment process?
49
Generic Rubric Template
I Assessment Criteria
________ , 1__ B_eg_inrun_·_g_.....J11

Developing II Accomplished II Exemplary
I Expectation .
Description of Description of Description of Description of

identifiable identifiable identifiable identifiable
performance performance performance performance
characteristics characteristics characteristics characteristics
Stated Expectation reflecting a reflecting reflecting reflecting the
beginning level development mastery of highest level of
of performance and movement performance performance
toward mastery
of performance
Rating Scale with Explanations of Assessment Criteria
Beginning
II Developing
II Accomplished
II Exemplary
OR
Needs Satisfactory Good Excellent
I Expectation
Improvement
I II II
Did less work Did almost as Did an equal Did more than
Participation in the than the others much work as share of the the share of the
Activity the others work work
Is always Does most of Listens, but Listens and

talking and the talking and sometimes talks comments well
Listening to others never allows seldom allows too much to others ideas
ideas others to speak others to speak
Little to no Simple design Attractive Exceptional

layout and but layout could design and design and
Design Skills design skills be more layout that layout with
organized invites the outstanding
VIewer visual appeal
50
Rating Scale with Assessment Criteria by Levels of Achievement
Many current curriculum guidelines have assessment and evaluation based on student expectations and an
assessment criteria based on levels of achievement. The following scales have the levels with a more complete
explanation of the assessment criteria.
I ASSESSMENT CRITERIA
Expectation LEVEL 1 LEVEL 2 LEVEL 3 LEVEL 4

Applies the Design -applies few of the - applies some of - applies most of applies all of the
Process. required skills and the required skills the required skills required skills
strategies and strategies and strategies and strategies
Has the ability to - does not - demonstrates a - demonstrates a - demonstrates a

describe the demonstrate an partial basic thorough
understanding of understanding of understanding of understanding of
challenge. the problem the problem the problem
the problem
Has the ability to - no plan is - develops a plan - develops a

develop a plan for attempted for for designing a - develops a plan reproducible plan
designing the designing a product that is for designing a for designing a
product, or the plan limited in product that is product that is
product.
is incoherent or appropriateness, appropriate, clear appropriate,
unworkable efficiency, clarity, and complete efficient, clear
and completeness and complete
Is able to follow - does not follow a - follows most - follows all steps - follows all steps
the plan to build plan to build a steps in a plan to in a plan to build a in a plan to build
product build a product product, and makes a product, and
the product. required makes and
modifications records required
modifications
- needs assistance - selects selects appropriate selects

Uses equipment
to select appropriate materials and appropriate
and materials appropriate materials and equipment to materials and
appropriately. materials and equipment to build enhance the equipment and
equipment to build a product performance and adapts materials
a product design of the to enhance the
product performance and
design of the
product
Modifies and re- -makes no - makes -makes and - makes, records

tests the product. modifications or modifications but records and justifies
re-testing of the does not re-test the modifications and modifications,
product product re-tests the product and re-tests the
product
Product addresses - product does not - product partly - product addresses - product fully
address the original addresses the the original need addresses the
the original need.
need original need original need
51
SAMPLE: ACHIEVEMENT CHART FOR TECHNOLOGICAL EDUCATION
50-59% 60-69% 70-79% 80-100%

Categories (Levell) (Level 2) (Level 3) (Level 4)
Knowledge/ CRITERIA (descriptors)

Understanding The Student:
EXPECTATION: demonstrates demonstrates some demonstrates Demonstrates

• Knowledge of facts, limited knowledge knowledge of facts, considerable thorough
technical terminology, of facts, technical technical knowledge of facts, knowledge of facts,
procedures, and terminology, terminology, technical technical
standards procedures and procedures,and terminology, terminology,
standards standards procedures, and procedures,and
standards standards
Thinking/Inquiry The Student:

EXPECTATION:
• Inquiry/Design skills applies few of the applies some of the applies most of the Applies all or
- identifying the problem; skills involved in skills involved in skills involved in almost all of the
- formulating questions; an inquiry/design an inquiry/design an inquiry/design skills involved in
- planning; process process process an inquiry/design
- selecting strategies and process
resources;
- analyzing and
interpreting information
- forming conclusions
Communication The Student:

EXPECTATION:
• Communication of communicates communicates communicates communicates
information information with information with information with information with a
- computer and technical limited clarity moderate clarity considerable clarity high degree of
specifications clarity, and with
confidence
Application The Student:
EXPECTATION:
uses procedures, uses procedures, uses procedures, Demonstrates and
• Application of equipment, and equipment, and equipment, and promotes the safe
procedures,equipment
technology safely technology safely technology safely and correct use of
and technology
and correctly only and correctly with and correctly procedures,
with supervision some supervision equipment, and
technology
52
In Summary:
When developing assessment strategies, we must consider the following:
• No single assessment vehicle will give a complete profile of the learner.
• Strategies must be learner focused.
• Where possible, connections must be made to other parts of the curriculum.
• Constructing Checklists and Rating Scales take time, but systematic observation of students can be a most
effective tool for a comprehensive assessment as well as providing the foundation for discussions with our
students, their parents, and other staff.
• Developing criteria for observation skills will improve over time and with practice.
• Select one or two types of skills or behaviors to observe at one time.
• Limit observations to a few students at a time.
• Assessing an activity-based program is not substantially different from assessment in other parts ofthe
curriculum.
• Students should be active participants in the assessment process. With trust and honesty as the foundation
piece in assessment, students will become willing to accept having a value placed on their contributions and
will be able to judge the value of their own.
Resources:
Robertson, Margaret. ORBIT, Non-graded Primary Classrooms, p. 7 to 9, Volume 25, Number 1, 1994, OISE
and Nelson Educational Services.
Fine, Judith and Mark Evans. Looking at Measurement: More Than Just Marks, The Peel Board of Education,
1990.
The Metropolitan Toronto School Board, ALL ABOARD, Cross-Curricular Design and Technology Strategies
and Activities, Evaluation and Assessment, p. 56 to 63, Trifolium Books Inc., 1996.
53
PERFORMANCE TASKS
AND
ASSESSING WITH CHECKLISTS AND RUBRICS
The best way to see how Checklists and Rubrics can be applied to a situation is to consider them in terms of
their use to assess a student "Challenge" or "Performance Task". Before we describe our assessment vehicles
(checklists and rubrics), we need to see how a Performance Task can provide a rich opportunity for a "snapshot"
of what a student knows, values, and is able to do at any stage in the completion of the task.
PERFORMANCE TASKS
COMPONENTS OF A RICH PERFORMANCE TASK:
• task allows students to demonstrate achievement of curriculum expectations;
• criteria for the task must relate to the four categories of KnowledgelUnderstanding, Thinking!Inquiry,
Communication, Application;
• task should be interesting and a challenge for students to solve;
• task should be open-ended and allow for a full range of achievements;
• task should provide opportunities for students to use prior knowledge to create, design, and experiment;
• task should allow for the integration of knowledge and skills;
• task should be relevant and authentic (real world);
• task should require original work by the students;
• task should allow for a research component;
• task should allow for choices on the part of students;
• task should have an audience beyond the teacher;
• product should be clearly identified and representative of the assigned task;
The Performance Task becomes a learning task for students as well as an assessment task for both teacher and
student.
54
SAMPLE PERFORMANCE TASK
Technological Design: Grade 10, Open (TDJ20)
Specific expectations to be addressed in the performance task: (chosen from the Curriculum Guideline)
Students will:
1. identify user needs related to given design problems;
2. demonstrate knowledge of the physical characteristics of materials and define how they are used in
products;
3. establish test criteria and use them to test projects;
4. assess, select, and use illustration and modeling techniques;
5. identify the safety features of tools, materials, and processes.
Locker Organizer
Approximate Time Requirement: 6 to 8 periods (70 min. each)
Situation (scenario): The school Principal has just announced that with an increased enrolment
in the school next year, several students will have to share a locker. The
Principal has approached your Technological Design class to explore the
most cost effective method to make locker-sharing a possibility.
Challenge (final product): The class is to organize into design teams and submit proposals, complete
with representative models (prototypes), design sketches, and written
documentation to the Principal's selection committee for consideration.
The task is to design and build a Locker Organizer that is adaptable to any
locker size.
Your proposal should include:
• a prototype of the locker organizer;
• a hand drawn or computer generated sketch of the prototype;
• supporting documentation (one page) indicating why the organizer is a
preferred choice.
AssessmentlEvaluation: The selection committee will outline the organizer needs to the class and
use a task-specific rubric to assess/evaluate the final proposals based on
the following criteria:
• prototype satisfies design criteria
• sketches/drawings
• supporting documentation
• form and function
55
STAGES OF THE PROCESS:
Step 1: Select a cluster of 4 - 6 expectations for the Performance Task.
Step 2: Develop an appropriate performance task:

• title
• time allocation
• description of the task (situation/scenario)
• final product (challenge)
Step 3: Develop a task-specific rubric

• provide criteria that links expectations with the task requirements.
Step 4: Provide day-to-day instruction and evaluation.
A CRITIQUE OF THE PERFORMANCE TASK
• is the number of expectations chosen reasonable?
• do the expectations link well to the performance task?
• is the title appropriate and self-explanatory?
• is the time required to complete the task appropriate? Teachers should establish time allotments as a
goal, but be prepared to make adjustments as necessary.
• does the description of the task clearly establish the assumed role of the design teams?
• does the description include enough detail for students to clearly understand the requirements of the
task?
• is there an identified audience beyond the teacher?
• is there enough information for students to clearly understand what is required in the proposal
submission?
56
EFFECTIVE RUBRICS: THE ASSESSMENT PROCESS
Reflect on the following quotation:
"By sharing the criteria with students, we begin to remove the mystery of how work will be evaluated, while
highlighting the elements of quality and standards of performance towards which students should strive. "
Source: "What Happens Between Assessments?" J. McTighe, Educational Leadership.
• by sharing criteria, it promotes students to assess their own learning and to set specific goals;
• students must be taught to self-assess and to set achievable goals;
• you can model self-assessment by talking about how they reflect on a lesson just taught, a new strategy
being used, or the results of a recent evaluation.
RUBRICS:
Rubric Components: (refer to sample rubric layout on page 59)
• Expectations: are the knowledge and skills that a student is expected to know and be able to
demonstrate in a specific subject and grade level;
• Category: these are major components from the curriculum: (KnowledgefUnderstanding,

Thinking/Inquiry, Communication, and Application)
• Criteria: is a subset of knowledge and skills represented by "descriptors" of demonstrated levels of

achievement.
DEVELOPING EFFECTIVE RUBRICS
Refer back to the "Locker Organizer" performance task and expectations:
Step 1. Selecting the expectations:
Students will:
1. identify user needs related to given design problems;
2. demonstrate knowledge of the physical characteristics of materials and define how they are used in products;
3. establish test criteria and use them to test projects;
4. assess, select, and use illustration and modeling techniques;
5. identify the safety features of tools, materials, and processes.
57
Step 2. Connect expectations to each strand:
Theory and Foundation Skills and Processes Impact and Consequences
Exp's: 1&2 3&4 5
Step 3. Connect expectations to each category:
KnowledgelUnderstanding Thinking/Inquiry Communication Application
Exp's: 1 & 2 3 4 5
Step 4. In point form, jot down expected observations:
• ability to understand the needs of the Principal;

• ability to understand that material choice is crucial to effectiveness, adaptability, and cost;
• ability to help determine and understand the criteria on which the success of the product is tested and
judged;
• ability to describe the successes and limitations of the product test results;
• ability to include design considerations in the product prototype;
• ability to use tools and materials effectively.
Step 5. Develop the "criteria" for each level of achievement. (refer to sample Locker
Organizer Rubric on the next page)
Step 6. Discuss the criteria with your students and modify, if necessary, to provide
clarity.
58
SAMPLE RUBRIC FOR THE LOCKER ORGANIZER
Expectations Criteria Levell Level 2 Level 3 Level 4
Knowledge! The student: The student: The student: The student: The student:
• demonstrates knowledge and • demonstrates limited • demonstrates some • demonstrates • demonstrates
Understanding understanding of the users knowledge and knowledge and considerable thorough
1 needs. understanding of the understanding of the knowledge and knowledge and
users need. users need. understanding of the understanding of
• demonstrates knowledge and • demonstrates limited • demonstrates some users need. the users need.
understanding of the physical knowledge and knowledge and • demonstrates • demonstrates
2 characteristics of materials. understanding of the understanding of the considerable thorough
physical physical knowledge and knowledge and
characteristics of characteristics of understanding of the understanding of
materials. materials. physical the physical
characteristics of characteristics of
materials. materials.
The student: The student: The student: The student: The student:
Thinking!
• describes the criteria used to • describes little of the • describes some of the • describes most of the • describes all of the
Inquiry judge the success ofthe criteria used to judge criteria used to judge criteria used to judge criteria used to
3 organizer. the success ofthe the success of the the success of the judge the success of
organizer. organizer. organizer. the organizer.
• describes a test for materials • little testing was done • some testing was • most tests were done • all tests were done
4 suitability. for materials done for materials for materials for materials
suitability. suitability. suitability. suitability.
Communication The student: The student: The student: The student: The student:
• provides a drawing that gives • provides a drawing • provides a drawing • provides a drawing • provides a drawing
a detailed representation ofthe that is limited in that has some detail. that has considerable that is thoroughly
5 organizer. detail. detail. detailed.
• provides written • writes an explanation • writes an explanation • writes an explanation • writes an

documentation in support of that has limited that has some that has considerable explanation that
6 the organizer design. emphasis on the emphasis on the emphasis on the has a high degree
organizer design. organizer design. organizer design. of emphasis on the
organizer design.
The student: The student: The student:

Application The student: The student:
• demonstrates
• demonstrates recognized • demonstrates limited • demonstrates some • demonstrates
7 design details in the prototype. attention to detail in attention to detail in considerable
thorough attention
the prototype. to detail in the
the prototype. attention to detail in
prototype.
8 • • requires some
the prototype.
• is a mentor to other
demonstrates good work habits • requires close • requires minimal with the safe use of
with tools and equipment. supervision with tools supervision with tools supervision with tools
and equipment. and equipment. tools and equip.
and equipment.
""
CHECKLISTS
A Checklist is a list of pre-selected skills or behaviors (criteria) to be observed. These pre-selected skills
identify the specifics that you would want the student to incorporate into the performance task.
The Checklist assists in capturing evidences of:

• a students own observations;
• student reasoning;
• verbal descriptions of objects or events;
• imaginative thought and actions;
• focus and direction.
HOW A CHECKLIST IS USED:
• indicates whether the skill or behavior is "evident" or "not evident";

• used during the process stage of the performance task;
• can be used by students and teachers;
• best used as a check that all criteria have been included in the task;
• useful in collecting data during the task process that will help with determining levels of
achievement on the rubric.
Throughout the assessment process, students are supplying us with evidences of their development
processes, thoughts and actions. It is essential for students to be aware that we will be observing them and
that they will be supplying us with these evidences. You will be asking students to account for their
reasoning or verbal descriptions of events that are happening. These imaginative thoughts and actions are
captured on a Checklist.
For Checklists to be a valuable assessment tool, you should select one or two skills or behaviors to
observe on any particular time. You should also limit your observations to a few students during this
time.
60
SAMPLE CHECKLIST
Student name:
Collaborative Process
-----------------
Self Teacher
1. understands and is able to describe the task o o
2. takes part in group discussions o o
3. contributes ideas o o
4. listens to others ideas o o
Design Process
1. provided rough design sketches o o

2. considered and tested a variety of materials o o
3. sought feedback from peers in materials choices o o
Prototype Assembly
1. considered alternative methods of materials assembly o o

2. accepts assigned tasks willingly o o
3. helps others with their tasks when needed o o
4. follows recognized design details o o
5. demonstrates safe use of tools and equipment o o

Product Submission
1. product is aesthetically appealing 0 0
2. written submission corrected for spelling and grammar 0 0
3. explanations developed as to why the product satisfies the need 0 0
4. team responsibilities organized for the design presentation 0 0

61
SCORED CHECKLIST
Performance Task: Name

------------------------------ -------------------------
LEVEL
o- NIA not enough information to assess or has not had an opportunity to apply the criteria
1 - demonstrates limited achievement of expectations
2 - demonstrates some achievement of expectations
3 - demonstrates considerable achievement of expectations
4 - demonstrates thorough achievement of expectations
Process of Learning:
The student:
• demonstrates an understanding of the scope of the users needs (situation) 01234
• demonstrates an understanding of the performance task (challenge) 01234
• takes part in group exchanging of ideas 01234
• demonstrates an understanding of the assigned responsibilities for the task 01234
• actively seeks resource support 01234
• shows enthusiasm and motivation for the task (participation) 01234
• cooperates with group members (willingness to assist) 01234
Product of Learning:
The student:
• demonstrates considerations for alternate materials use and/or procedures 01234
• establishes a test criteria for materials and/or procedure uses 01234
• follows recognized classroom application and design procedures 01234
• uses tools and equipment appropriately 01234
Product Submission:
The student:
• clearly organized in product submission responsibility 01234
• submission responsibility supported with visuals 01234
• clearly articulate 01234
62
SCORING PERFORMANCE TASKS USING RUBRICS
The Evaluation Process:
Program Planning and Assessment Chart
Percentage !Achievement Summary Description

Grade Ranee Level
80-100% Level 4 A very high to outstanding level of achievement.

Achievement is above the provincial standard.
70-79% Level 3 A high level of achievement. Achievement is at the

provincial standard.
60-69% Level 2 A moderate level of achievement. Achievement is

below, but approaching the provincial standard.
50-59% Levell A passable level of achievement. Achievement is

below the nrovincial standard.
Below 500/0 Insufficient achievement of curriculum expectations.

A credit will not be eranted.
From: The Ontario Curriculum, Grades 9 to 12: Program Planning and Assessment, 2000, Page 14.
63
ANALYSIS OF TEST SCORES
THE BELL CURVE
Ave.
Numbers of
Scores
Poor
o Actual Scores (%) 100
In the above curve, we can determine a few things:

• Half the scores were above 500/0;
• Half the scores were below 50%
A Word of Caution:
Although the curve as shown above has often been described as a "Normal
Distribution Curve", for a distribution curve to be valid, you need a larger
sampling that a single class's scores will generate.
This curve shows a higher percentage of scores above 50%
This curve shows a higher percentage of scores below 50%
64
A more useful break-down of test results for the purpose of teacher
analysis is the GROUPED FREQUENCY DISTRIBUTION.
By taking all the marks in a small number of consecutive scores (5 marks),

patterns of distribution become obvious.
SCORE FREQUENCY MID-POINT MARK
91-95 3 93
86-90 7 88
81-85 10 83
76-80 9 78
71-75 4 73
66-70 7 68
61-65 4 63
56-60 3 58
51-55 1 53
N=48
This frequency information may also be plotted graphically as a
HISTOGRAM
10
53 58 63 68 73 78 83 88 93
From the above Histogram, the distribution has a low point (73) between
two peaks (68 & 78) suggesting that the marks do not reflect a "normal"
distribution.
65
WHAT ELSE DO I NEED TO KNOW ABOUT THE TEST RESULTS?
MEAN or AVERAGE This is the mathematical average calculated by

dividing the total number of marks by the total number of students.
MEDIAN This is the middle mark in the distribution of marks. There are
an equal number of marks above and below the middle mark.
• It is useful to compare the Median and the Mean to see if a number of
unusually high or low marks are distorting the average.
• The ideal is to have the Median mark to be close to the Mean mark.
MODE This is the mark that occurs most frequently (the largest number
of students to achieve a mark). There may be more than one mode in a
range of marks.
• The Mode is a useful cue that that there is ability groups within the
class (particularly if this reoccurs on subsequent tests). With the
Mode occurring in the lower grade percentages, this is a benchmark
indicator that this group may need more individualized instruction.
INDEX OF DIFFICULTY
Sometimes it's an advantage to know how difficult a question on a test or

exam is. This can be determined by comparing the results for the top 10
students with those of the bottom 10. To do this, add the scores for each
and divide by 20.
Example:
Question # High Group (10) Low Group (10) Index of Difficulty
#1 10/10 3/10 13/20 = .65
#2 8/10 4/10 12/20 = .60
#3 9/10 2/10 11/20 = .55

An Index of Difficulty will range between a maximum of 1.0 and a
minimum of O.
- .9 or higher suggests the question was too easy;
- .35 or lower suggests the question was too difficult or flawed.
66
DISTRIBUTION OF EXAM MARKS
364147526363656567686869707071 74 75 75 77 79 79 79 79 80 82 83 83 83848688898990949595969696
MEAN (AVERAGE) = 76 %
WHAT IS THE MEDIAN?
GROUPED FREQUENCY DISTRIBUTION:
From the distribution of marks above, indicate the frequency in each of ranges of consecutive marks. (5 marks)
MARKS FREQUENCY MID-POINT MARK
95 - 99 97 Using the Grouped Frequency Distribution, complete the Histogram below.

90 - 94 92
85 -89 87
80 -84 82
75 -79 77
70 -74 72
65 -69 67
60 - 64 62
55 - 59 57
50 - 54 52
45 -49 47
40 -44 42
35 -39 37
N=40 I I I I I I I I I I I I I
37 42 47 52 57 62 67 72 77 82 87 92 97
INDEX OF DIFFICULTY:
High Group (10) Low group (10) Index Of Difficulty

931100 571100 150/200 = .75 What does this tell us about the difficulty of the exam?
67
BROAD-BASED TECHNOLOGY
A
PEDAGOGY SHIFT
IN
PROGRAM DELIVERY
I Section 41
In our Technological Education Guidelines today, we see the philosophy that underlies the teaching of Broad-
based Technology is not only that students learn best by doing, but students are also given more responsibility
for their own learning. The teacher's role is being a facilitator in the process rather than the expert instructor.
The following gives an overview ofthe Structure, Characteristics, and Processes for Broad-based Technology
Programs.
I Resources I Teacher as Facilitator
Workstations "Guide on the side" Process Product
Teacher/Student
Collaborations
I
Monitor Achievements
Integrated Learning Problem Solving Student Centred
Transfer Skills Design Process Practice Drives Student Responsible

Theory For
Own Learning
Human Processes Environmental Systems
Framework for Describing Technological Knowledge and Skills
Structures - Materials - Fabrication - Mechanisms - Power & Energy

Controls - Systems - Function - Aesthetics - Ergonomics
71
STUDENT ACTIVITY PROCESS PROJECT

CENTRED BASED ORIENTED DRIVEN
Student Practice How students Challenges

assumes a drives the 1earn IS as are the
.
major theory Important as means to
responsibility what students achieve the
for learning Iearn expectations
STUDENT LEARNING
MODULES
I----i! "Just-in-time" learning I
Types of Modules
Print Modules I
I
• Modules directly linked to a project;

• Modules linked to curriculum (lesson-like)
• Modules that are generic to many parts of the curriculum (safety)
Video Modules
1....-
I
-----1
\1-------'
I Role of the teacher r FACILITATOR
I TeachinglLearning Process 1_--- GROUP ACTIVITIES (Companies)
I Facility I ACTIVITY OR WORK STATIONS
72
CHARACTERISTICS OF A BROAD-BASED PROGRAM
Student Centred programs have each student assume a major responsibility for learning in a manner in which
he/she learns best. The teacher in this program acts as a facilitator and often co-learner, in assisting students
with information and skills acquisition.
In Activity Based program delivery, practice drives theory and students learn theoretical principles, as needed,
through the performance of activities in the completion of a project or challenge.
A Process Oriented program recognizes that the process, used to complete a project or challenge, is at least as
important as the completed project. The orientation around process, rather than content, emphasizes the
increasing importance of transferable skills over job specific skills.
Project Driven programs emphasize the use of challenges and projects as a means for each student to achieve
the learning outcomes of the program.
Integrated programs are those in which student expectations of knowledge, skills, and values are related to
more than one subject discipline. Throughout, integration should be considered within technological subject
areas, between technological and other subjects or combinations of all areas. Integration provides the necessary
connections and interrelationships between subjects.
PROCESSES FOR A BROAD-BASED PROGRAM
Group Activities, as a component of open-ended problem solving, provide students with opportunities to:
• learn about group dynamics and the need for compromise;
• share in the wide variety of ideas presented by members of a group; and
• become involved in a balanced decision-making process that takes place in groups.
Student Learning Modules provide the student an opportunity to assume the major responsibility for their own
learning. The Student Learning Module, a ''just-in-time'' method oflearning, recognizes that each student has
his/her own pace to learning. Individuals, or groups of students, may be ready to learn new materials before
others in the class.
The Facility should accommodate students working both independently and/or in small groups, at a number of
activity or work stations. It should also include an area for students to communicate project results to their
peers.
The Role of the Teacher includes:

• modelling the value of life-long learning;
• approaching learning positively;
• acting as a facilitator in helping students to acquire knowledge, skills and values;
• determining the knowledge, skills and values required for a particular course or program; and
• assessing and evaluating student achievement.
73
DEVELOPING STUDENT LEARNING MODULES
FOR
BROAD-BASED TECHNOLOGY PROGRAMS
I PRINT MODULES I
74
INTRODUCTION
Throughout the delivery of Broad-based Technological Education programs, it is not unusual for several, and
often unrelated, activities to be taking place in the lab at one time. With the variety of activities taking place,
individuals, or groups of students, may be ready to learn new materials before others in the class.
A "just-in-time" method of program delivery can be facilitated with a series of Learning Modules. These
activity-based, and student-centred modules, are used to prepare students to perform a specific activity or task
related to the project or challenge. Through collaboration, teachers and students determine the tasks that need
to be performed and students are assigned modules to support these tasks. This will free teachers from the need
to group-teach new materials in classroom time, and also to many students who may not be ready for these
materials. Learning modules also provide an opportunity for teachers to direct students to review specific
procedures associated with the project or challenge. Teachers then, by directing students to prepared Learning
Modules, become "facilitators" rather than instructors for this learning.
REQUIRED COMPONENTS OF LEARNING MODULES
Each Learning Module should:

• identify the expectations that students will achieve on completion ofthe module;
• be sequentially organized and with language and terminology appropriate to the grade level;
• be organized with small rather than large amounts of learning materials. It is better to have a series of
separate and related modules that are short, and specific, to one task or activity.
• provide a logical sequence of steps for students to follow;
• provide periodic evaluations for students to test their understanding of the materials;
• indicate, if appropriate, distinct stages in the module when teachers should be consulted before proceeding
to the next step;
• direct students to additional resources available to support the module;
• make reference to additional supporting modules, particularly those related to safety;
• include a [mal assessment/evaluation component.
TYPES OF MODULES
A) Generic Modules
Modules can be developed that will provide support to several activities, projects, or challenges that may be
happening within the shop/lab at the same time. This is particularly useful for basic procedures or techniques
that are fundamental to safety or, tools and equipment use.
B) Specific Modules
Modules can be developed that will provide support to a specific activity or project, or a group challenge.
For instance, in Construction Technology, students may be challenged to build a Garden Shed. A series of
modules might be developed that were specific to floor joist layout and assembly, wall framing, doors and
window framing, rafter layout, etc.
The following pages are a sample of a Specific Print Module for students being introduced to Site Planning in
Construction Technology. Using this Module as a representative example, you should be able to take a topic in
your own subject discipline, use the format as roadmap, and produce you own Module.
75
I STUDENT LEARNING MODULE ~
SITE PREPARATIONS
Module Number: S. W. 1
76
SPECIFIC LEARNING EXPECTATIONS:
On completion of this Module, you will:
• describe the need for building site Regulations;
• demonstrate an understanding of the impact construction has on the environment;
• describe the reasons for Plot Plans;
• interpret Plot Plans.
ESTIMATED TIME TO COMPLETE THE MODULE: _
SUPPORTING MODULES:
Module Title Module Number
1. Laying Out Building Lines s. W.2

2. Erecting Batter Boards s. W.3
3. Excavation and Grading s. W.4
ASSESSMENT CRITERIA:
During and following the completion of this Module, you will be assessed on:
• a "Test Your Knowledge" assessment;
• an Application Assessment;
• a Process Assessment sheet
Assessment Criteria:
• verbal and written answers must be correct and initialed

by your teacher before continuing with the next part of
this Module or with the next Module.
• all parts of any layout or sketch must be neat, accurate,

and appropriately labeled before continuing.
77
RESOURCES:
- - - - - ,-_. -- - - _. -- - - - - - - -- --
Check with your instructor and write in the specific resources that should be
referenced as support to this Module:
• Reference Text(s);
• Other;
INFORMATION AND PROCEDURES:
The following information and procedures must be understood before completing the
application(s) and assessments associated with this Module:
Building Site Regulations: Every City, Town, or Municipality has rules to control how
building sites are developed. These rules, or Zoning Regulations, are necessary to protect
us from the construction decisions and acts of individuals or groups and the impact these
decisions could have on the rest of us. A major concern is the impact the construction
could have on the environment. There is the chance that the construction could affect the
natural drainage of the site through altering the slope of the land. The builder would then
be instructed complete an Environmental Impact Study. Most often, a system of drainage
pipes will solve the problem. Sometimes, a complete altering of the intended slope of the
site will be required. In extreme cases, if the site plan calls for the destruction of a natural
habitat for animals and birds, the construction may not be permitted on the planned site.
Plot Plans: Zoning Regulations also regulate the placement of building on the site. All
buildings must be placed a predetermined minimum distance back from the street and side
property lines. This distance is referred to as Setback. By specifying a minimum setback,
the Regulations ensure that no single building is closer to the street than its neighboring
buildings. Some local ordinances also specify a maximum setback from the street to avoid
a staggered alignment of the buildings. Side setback limits are established to prevent a
building from crowding the building beside it.
When applying for Building Permits, the builder is usually required to submit a Plot Plan
as part ofthe set of working drawings. (see sketches on the next pages for a typical Plot
Plan and Topographical Map [grade Plan]) This Plot Plan will show the locations of
proposed buildings, the location of trees that will remain. The Topographical Map gives
an indication of the finished grade after the construction is finished. In residential
construction, the builder usually determines the finished grade. For larger construction
projects, an Architect, andlor a Surveyor, prepares the Plot Plan and Grade Plan.
78
Typical Plot Plan
274m
I~
\
N~
0 ..
0
259m I I I I I I I
I I I I I I I
I I I I I I I
61 m
1/
~
r-,
T lJ
76m Driveway
0
Ir I
305m
~I
Centre Line of Street
Building Orientation: When possible, it would be an advantage to orient the house on

the lot to take advantage of energy efficiency. The house's orientation to the sun, the
prevailing winds, the position of trees, and the effects of neighboring buildings can be
used to achieve maximum energy efficiency.
During the heat of the summer months, you would want deciduous trees to shade the side
of the house where the living room is usually situated. When these same deciduous trees
shed their leaves in the winter, the warming effect of the sun shining through these trees
can provide heat to the living room area.
Orientation of the house, to take advantage of normal wind direction, can lower air
conditioning costs in the summer, and heating costs in the winter.
79
INFORMATION AND PROCEDURES:
Topographical Map
30.78 m
r··..·..········..· ················
..········1 .
31.08 m
New Building
31.39 m
31.70 m
The diagram above is a typical Topographical Map of the lot and proposed house position
shown on the Plot Plan on the previous page. You will notice that there are several lines
representing the elevations of the land. These elevations are always indicated as numbers
of metres above sea level. With this information and local directives as to the required
slope of the land to provide drainage of surface water, the builder will be required to
provide grade stakes to tell the excavator where the finished grade will be. These stakes
will have a mark on them identified with a "C" (cut) and "F" (fill) for the excavator to
determine how much of cut (earth removed) and fill (additional earth) is needed for the
fmal grade.
~ill25mm
rt- Cut 150 mm
I~
- GradeStak~
80
I MODULE ASSESSMENT ~
SITE PREPARATION
,
•
Module: S. W. 1 Student Name:

-----
81
CONTENT ASSESSMENT
Test your knowledge:
1. Explain why Zoning Regulations are necessary and give an example of how these
regulations control environmental concerns.
2. Define "setback".
3. How do local ordinances prevent a staggered setback of houses from the street line?
4. Why are side setback limits established by local ordinances?
5. What is a Plot Plan?
6. How can the orientation of the house on the building lot contribute to energy efficiency?
7. How can the placement of deciduous trees contribute to the energy efficiency of a house?
Assessment: ---- Instructor's Initials ----
82
APPLICATION ASSESSMENT:
To demonstrate an understanding of this Module, complete the following application.

On completion of the application, have your instructor check, assess, and initial its
completion.
Refer to the Topographical Map in the Site Preparation Module S. W. 1. Determine the
amount of "cut" and "fill" the excavator will have to provide at each of the numbered
locations shown on the Plot Plan below. Write your answers as cut or fill and the numbers of
millimeters required on the lines provided below the Plot Plan.
5 6
30.78 m 30.48 m
30.78m
1 ...•..................... 30.78 m
'---------1 2
3
r······_······································,
4 L \ 31.39 m
31.39
31.39 m 31.08 m
8 7 I
Cut and Fill
1. 5.
2. 6.
3. 7.
4. 8.
Assessment: Instructor's Initials

------
83
PROCESS ASSESSMENT:
~. . - - - .- ~---- -- - - -- . - - - - -
Your instructor will be assessing you on the degree to which the following expectations
have been achieved. Each expectation will also be assessed using the following criteria.
Assessment Criteria:
1. Awareness: The student is aware of what needs to be done to achieve a specific

expectation, but has not yet demonstrated its achievement.
2. Application: The student has begun an application to the process or specific
activity, but has not yet reached the expected skill level.
3. Competence: The student has demonstrated a consistent skill level in the
application of the specific expectation.
4. Mentorship: The student has demonstrated an expertise in applying the specific
expectation and is able to instruct others in the class.
EXPECTATIONS: On completion of this Module, this student has:
Achievement Level
1 2 3 4
1. indicated why building site regulations are required. o 0 0 0
2. demonstrated an understanding of the use of Plot Plans. o 0 0 0
3. described the reasons for "setback". o 0 0 0
4. indicated the factors contributing to energy efficiency of

the house on the building lot. o 0 0 0
5. demonstrated an understanding of "finished grade" and

the use of grade stakes; o ODD
6. worked through this module without assistance; o 0 0 0
7. completed this module in a reasonable time frame. o ODD
Overall Assessment: ---- Instructor's Initials: -----
84
PREPARATIONS FOR A TEACHING
POSITION
I Section 5 I
RESUME WRITING
The resume is a brief account of your education, personal, and work experience qualifications as support
to a teaching position you are seeking. It should accompany a LETTER OF APPLICATION you send to
potential employers that collectively will promote a job interview.
Before you begin to write your resume, you need to review your qualifications and attributes that you
have to offer. Although the resume should be brief and to the point, you should not be modest or hesitant
when it comes to putting down how much you have done. Whether you use short phrases or complete
sentences is your choice, but be consistent in style throughout the resume. Do a rough draft first to plan
the layout and organization, but plan on making revisions often. Be concise, but try not to omit
information that may that may distinguish your resume from others being reviewed.
The Rules of Resume Writing
1. Resumes should be brief and to the point. It should be designed so that the reader does not have to do
a lot of searching to find out what they want to know. The completed resume should be one to two
pages long.
2. Presentation is important. Neatness and organization counts a lot. If your resume is packed with
great information, but appears crowded and hard to read, it may not get the attention it deserves. The
use of indentations, bulleted points, and lots of white space should be considered. Do not use clip-art,
borders, or text-boxes for effect. These draw attention away from the content of your resume.
3. Format is another important element in resume writing. Always try to highlight important
information that is pertinent to the position you are applying for first. For most of you, your work
experience is your most valuable asset and should be in the early part of the resume. If, on the other
hand, your educational background is your asset, place it earlier in the resume.
4. Use action words for effect when describing your experiences. "Effectively managed a diverse crew
of Carpenters to become a cohesive working team" is effective. "Am excellent with people to get the
work done" is not effective. "Consistently met and often exceeded construction quotas" is effective.
"Am very good at getting a lot of work done" is not effective.
5. Paper choice for your resume is important. Use high quality white or eggshell bond paper.
6. Include the name, address, and phone number of three references on your resume. Approach the
persons you would like to use as a reference and ask permission to use their name. In some instances,
you may be asked to provide a letter of reference from these persons. Be sure to have them date the
letter, address it "To whom it may concern", and sign it. Make photocopies of each letter and keep the
original. Send the photocopy to potential employers only when asked to do so.
7. Leave out any information that may not help you get the job. Do not include your age, reference to
political affiliation, gender, religion, race, or marital status unless the information would be of an
advantage to your candidacy.
87
On Completion of the Draft Resume
Remember that the potential employer knows nothing about you. Review the draft while considering the
following:
• Have you provided them with enough information to present a clear picture of who you are
and what your background has been?
• Have you provided so much information that it will overwhelm them?
• Have you geared the resume to the kind of job you want?
• Does your resume tell the potential employer what makes you different, in terms of
interests, skills, experience, from others who will be applying for the same job?
• Did you present your qualifications first and then let the employer see you as a person?
A well design and presented resume often determines who gets selected for an interview. You never get a
second chance to make a first impression. It's worth the time spent in ensuring that you have a carefully
thought out submission. Before you type the final copy, consider having others who may have had some
experience in hiring, read your resume. Chose someone who is attentive to detail, who will effectively
critique your writing, and will give an honest and objective opinion. Get more than one opinion if you
can.
You will need several copies of your resume to send to prospective employers. Reputable copy centres
will reproduce your resume on quality paper so it is clear and readable.
Letter of Application
Your resume should be attached to a brief covering Letter of Application. The covering letter should not
include details that would be found in your resume. The letter should:
• Be addressed "To whom it may concern";
• Be personalized with your way of identifying the type of job you are seeking;
• Thank them for the opportunity to submit your resume;
• Indicate you willingness to meet with them at their convenience to discuss your experiences
and interests.
88
Sample Letter
Date
Your name
Your address
Phone number
Email address
Principal's Name
Name a/School
School Address
City, Province, Postal Code
Dear Mr.lMrs.lMs
I have enclosed a detailed resume in support of an application for a teaching position in

Transportation Technology at Someplace Nice Collegiate within the Grandeur County District School
Board (Pos. # 54321). I'm currently enrolled at the Ontario Institute for Studies in Education at the
University of Toronto and will receive my OCT Certificate of Qualification in Transportation
Technology, Grades 9110 and Grades 11112, at the end of this school year.
After many years as a successful automotive technician, I believe my skills and experience will
serve well to ensure students reach their full potential and become well-rounded members of the
community at large. I will create a safe, positive, and creative environment for students to showcase their
abilities. Through ongoing professional development, I will also follow a pathway of lifelong learning
along with my students. I will commit to providing the support and dedication required to help the
students, staff, and our community achieve their personal and educational goals.
Thank you for the opportunity to submit this resume. I look forward to meeting with you to
discuss the attributes of the resume and my enthusiasm to support the Grandeur County School Board's
system goals.
Respectfully submitted,
Your name
89
RESUME
Your Name Address, Phone Number, Email Address
EDUCATION List each School, College, or University program attended with the certificates,
degrees or credits earned for each. Begin with your most recent.
Date Institution, program, certificate, degree, or credits earned.
PROFESSIONAL List all professional qualifications, certifications, memberships, etc.

QUALIFICATIONS
Date Institution, certificate awarded, registration number.
TEACIDNG List and describe each teaching experience. Begin with your most
EXPERIENCE recent experience.
Date(s) School/District School Board - Teaching Subjects

• Description of accomplishments
INDUSTRY List each place of employment and your responsibilities. Begin with your most
EXPERIENCE recent employment.
Date(s) Company/Business Name - Job Title/Position

• Responsibilities
COMMUNITY List any community activity that would support the teaching position you are
ACTIVITIES seeking.
INTERESTS List any interests, hobbies, or activities that might support the extra-curricular
AND HOBBIES activities in the school.
REFERENCES Include three references (Industry and Education). Obtain permissions before
using references.
90
MY NAME
Full Address, Phone Number, Email Address
EDUCATION
20xx OISE, U ofT, Diploma in Technological Education: Transportation Technology, Grades 9/10 and 11112.
1991 Centennial College of Applied Arts and Technology, Certificate in Automotive Service Technician.
1987 Centennial College of Applied Arts and Technology, Diploma in Automotive Technician Administration.
PROFESSIONAL QUALIFICATIONS
Ontario College of Teachers Reg. No. xx:xxx
• Basic Qualifications: OISE, Transportation Technology, Grades 9/10 and 11112 20xx
• Additional Qualifications: Construction Technology, Grades 9/10 20xx
Ontario College of Trades Reg. No. XXXX

• Inter-Provincial Standard, Automotive Service Technician 1991
• Inter-Provincial Standard, Ozone Depletion Prevention 1996
TEACHING EXPERIENCE
20xx Fall Student Teacher-Practicum, Far Shores Secondary School, Distance County District School Board:
Transportation Technology
• Successfully designed, taught, and assessed a two-week unit that incorporated science and automotive
ignition systems lessons.
• Implemented and accommodated seventeen individual education plans over two separate classes, several
learning disabilities, and four behavioral problems
• Successfully created and applied formative assessment rubrics and a summative examination.
• Assisted in the design of several new grade twelve lab modules.
INDUSTRY EXPERIENCE
2003-2013 Automotive Service Bay Technician, Sensational Plymouth Chrysler LTD. Distance, Ontario
• Performed electrical, drivability, air conditioning, and emission related repairs
• Trained apprentices of all levels
• Instituted new inventory methods for our shop equipment
• Attended several, manufacturer specific, training courses.
• Purchase of many new pieces of shop equipment
• Oversaw employee training
• Worker member of the joint health and safety committee: level-one training.
1998-2003 Automotive Service Bay Technician, Classic Dodge Chrysler, Distance, Ontario
• Performed electrical, drivability, air conditioning, and emission related repairs
• Trained apprentices of all levels
• Attended several, manufacturer specific, training courses.
1996-1998 Automotive Service Bay Technician, Tongue and Cheek Plymouth Chrysler, Richmond Hill, Ontario
• Shop Foreman: provided mentorship to apprentices and technicians.
• Automotive service previously described.
91
1993-1996 Automotive Service Bay Technician, Bob and John Chev. Olds LTD, Scarborough, Ontario
• Performed general, electrical, and air conditioning repairs
• Suspension and alignment repairs
• Automotive service previously described.
1988-1993 Automotive Apprenticeship, Gung-Ho Motors LTD, Scarborough, Ontario

• In-school training: Centennial College
• Performed general vehicle repairs
• Attended additional corporate training
CO-CURRICULAR ACTIVITIES
Golfer, former NHRA member - auto racing.
REFERENCES
Mr. Reference Name Mr. Reference Name Ms. Reference Name
Position Held Position Held Position Held
Where Where Where
Ph: (416) 123-2322 Ph: (416) 332-2322 Ph: (416) 222-1121
Email: Email: Email:
You have my permission to contact all references
92
INTERVIEW PREPARATIONS
The purpose of an interview is for Boards/Schools to fmd out about you, the prospective employee. They
will want to know about you in order to make a decision about hiring you and you want them to know
about you so the decision will be favourable. The interview is a chance to exhibit your talents and
qualifications. Remember that the interview is likely the only process used to determine whether or not
you get hired. Preparation is the key.
Preparation instills confidence and contributes to your ability to participate in an impressive interview and
hopefully to receive an offer. No matter how strong your skills in your vocation, it is your ability to go
through the interview in a focused, enthusiastic, and professional manner that will make the difference in
the decision to hire you. A candidate, who is fired up and ready to go at the time of the interview, has a
tremendous advantage over a candidate who is not. Do NOT go into an interview and attempt to "wing"
it.
SO YOU HAVE A JOB INTERVIEW, NOW WHAT?
The following are some pointers to consider and are summarized in part from the web-sites listed at the
end of the summary. By being ready for the interview, you can eliminate a lot of the uncertainty
associated with the process and you will better prepared to react to the unknown.
The Resume:
Bring a couple of copies;
Be completely familiar with everything you have written in your resume;
Avoid bringing in additional support materials unless it is particularly good at illustrating your skills.
Leave your diplomas, letters of commendation, and trophies at home;
Carry written materials in a covered folder, preferably one with a notepad so you can take notes.
Remember also, to bring a pen or pencil.
Appropriate Dress/Appearance/Conduct:
Interviewers form an opinion of you within the first two minutes. Make the first impression a good one
and the rest of the interview reinforcing that opinion;
Get enough rest before the interview;
Do not go into an interview hungry;
Dress professionally and tastefully; wear conservative attire; have shoes shined; hair well groomed;
Maintain proper body posture while sitting or standing. Look attentive. Do not cross your arms or legs;
Maintain strong eye contact;
Greet interviewers with a firm handshake and warm smile;
Try not to look nervous. Be comfortable with the strengths you have to offer;
Do not accept refreshments during the interview to avoid the possibility of spillage.
Interview Location:
Obtain directions at least a day before the interview. Ask about parking;
Allow an appropriate travel time with some leeway for traffic slowdowns;
Arrive at the interview precisely when scheduled, not early or late.
Name and Title of Interviewer(s)

When you arrange for the interview, try to find out who you will be talking to;
Listen carefully to the names as you are introduced. Make a note of the names if there is a chance you
might forget. Refer to the interviewers by Mr., Mrs., or Ms. unless directed to use first names;
93
Don't hesitate to use an interviewer's name when addressing their question. For example, if Mr. Watson
asks "Tell us about your background", you can answer with "Well Mr. Watson, let me begin by ... ".
Background Information:
If you are being interviewed for a position at a particular school, do your homework. By arriving for your
interview adequately briefed, you will make a strong impression;
Try to fmd out: - the names of the Principal and Technical Director;
the Technological programs offered in the school;
the scope of the program you are being interviewed for. Unless you know
someone in the school, the Technical Director is the person to call for this
information. Be brief. Do NOT get into a dialogue about the job at this time.
The Interview:
Visualize a positive experience;
Be careful not to come on too strong by asking too many questions;
Do not turn dialogue into an inquisition;
Stress what you can offer to the position. Know you strongest assets. Indicate how your skills and
abilities relate to the teaching position and extra-curricular activities within a school;
Exhibit an interest in what the interviewer has to say. Don't be critical ofhislher opinions. Empathize
with the interviewer by asking questions that verify your understanding of what you have been told;
Do not come across as a walking encyclopedia on issues or in details when answering questions. Tailor
your answers to what the interviewer wants to know, without a lot of extraneous rambling or superfluous
explanation;
Exhibit enthusiasm. Leave no doubt as to your level of interest in the job;
Exhibit confidence. Noone likes a braggart, but if you are sure of your abilities, they will be favourably
received;
Show some intensity. You do not want to come across as "flat" in the interview. There is nothing wrong
with exhibiting confidence in a laid-back manner, but sleepwalkers rarely get hired;
Do not chew gum or candies.
Do not ask about benefits, salaries, or work experience allowances. Interviewers would see this as a main
focus and would question whether you want to teach or are more concerned with financial gain. These
questions can be answered from other sources outside the interview;
If an offer is made to you during the interview and you are not ready to accept, ask for a reasonable time
to think it over. Be sure to give a valid reason for this request;
If an offer is not made because they have additional candidates to interview, try to determine when a
decision will be made and if time permits, send a note thanking them for the interview and reiterating
your interest in the position. Keep the note brief and to the point.
After the Interview:

Anticipate when the interview is coming to an end. Recognize the signal and depart in a professional
manner;
Make sure to thank the interviewers.
94
INTERVIEWERS QUESTIONS
During the interview, you will be asked a wide variety of questions. Be prepared for some surprises and
even some unexpected curves. Review the questions and formulate answers. Good answers are ones that
are specific and exemplify your strengths.
1. What can you tell us about yourself?
2. Why are you considering teaching as a career?
3. What are your short and long-term educational goals?
4. What strengths can you bring to this job?
5. Why do you feel we should hire you for this job?
6. Would you consider yourself as a team player or an individualist? Give us an example.
7. What factors do you think make a good educator?
8. How do you see yourself dealing with student discipline?
9. What do you know about the new guidelines that are coming in your subject discipline?
10. What do you know about Specialist High Skills Major initiative?
11. Explain how you see Broad-based Technology working in your subject?
12. Within Broad-based Technology, how do we satisfy the needs of students who want to concentrate in
a specific component of your subject?
13. What additional subjects would you feel comfortable in teaching outside of your subject specialty?
14. What contributions can you make to extra-curricular activities in the school?
References:
www.employops.com
www.dunhillstaff.com
www.jb-online.com
www.billradin.com
www.careerexchange.com
www.l.kaplan.com
www.olstenlou.com
95
COURSE ASSIGNMENTS
I Section 6 I
Principles and Methods
Course Assignments
Note:
1. All assignments or written components of aU·assignments must be ~ (double-spaced) and neatly
organized.
2. All assignments must include a Cover Page and include:

• Name of the course and assignment;
• Name of instructor;
• Your name and date of submission.
Course Assignments Page
Assignment 1 - Prepared Lesson Plan 1
Assignment 2 - Team Practice Teaching 9
Assignment 3 - Mid-Term Essay - DevelopingTest/Exam Questions 14
Assignment 4 - Developinga Rubric 18
Assignment 5 - Group Seminar Presentation 21
Assignment 6 - Instructional Teaching AidIVideo 25

Lesson Plan Components
The following is to assist you with an understanding of each of the components of the Lesson Plan Format
and Sample shown on pages 4 to 7. The "long" Lesson Plan you will be following is purposely designed to
get you to enter into a thorough reflection of the process of planning and developing a lesson for your class.
As you continue in this program, you will be introduced to other Lesson Plan formats that are much shorter
and perhaps simpler in structure. As you become more adept at lesson planning, you will likely design your
own format.
1) Lesson Topic: Before we can identify the nature of a "topic" to place in this section, we have to
understand "what is a topic"? The graphic below outlines how we narrowly define a topic as part of a
broader curriculum.
I Ministry Guideline I ., Curriculum H Programs H Units I ., Topics I

The Ministry Guideline might be The Ontario Curriculum Grades 11 and 12: Technological Education.
Within this Guideline, we find Curriculum described as Programs or Courses in Technological Education.
A Program or Course in Technological Education for instance, might be Construction Technology. Within
the Construction Technology Program, we might expect to see a series of Units. Within Construction
Technology, we would see a Unit such as Wall Framing Systems. The Wall Framing Systems Unit is very
broad and would need to be partitioned into several specific Topics as shown below. Each Topic is becomes
a lesson.
Topics in this Wall Framing Unit might include lessons on: Wall Framing Members;
Comer Framing in Exterior Walls;
Wall Frame Layout;
Door Framing;
Window Framing.
As you can see, each of these Topics represents a small "chunk" of the larger Wall Framing Unit. Each of
these "chunks" (Topics) provides the content of your Lesson Plan.
2) Grade: This represents the grade that this Lesson will be presented to.
3) Course Type: You will still fmd schools referring to Courses described as "Levels of Difficulty". More
recently, these are being described as "Destination-Type" Courses. There are three types of Courses in
Technological Education: university/college preparation; college preparation; and workplace preparation.
Identifying the Destination Course here gives direction to the "level" or depth of coverage of the lesson
materials.
4) Behavioral Expectations: This section describes, in behavioral terms, what a student will be able to do
on completion of your lesson to them. Each Expectation must be described using verbs (action words)
that describe a behavior that can be observed and therefore can be assessed.
5) Introduction and Recall: Each Lesson is introduced by recalling (reviewing) the material taught in
the previous lesson. This Recall is best introduced with two or three questions about the material
taught previously. These questions should also "set the stage" for the new materials in this lesson.
BECAUSE YOU WOULD NOT HAVE TAUGHT IT YET, DO NOT ASK QUESTIONS ABOUT
THE MATERIALS IN TIDS LESSON.
1
6) Motivation: Students have to see a reason why this lesson is important to them. Develop a statement
that will assist the student in seeing the relevance of these new materials. If you can't make them see
the importance of the lesson, you will have difficulty in holding their attention.
7) Sequence of Steps for Materials to be Presented: Although your Lesson Topic is a small "chunk"
of a larger Unit, this topic has to be further divided into a sequential list of sub-topics or points that
you will be teaching. For instance, using the Topic of "Wall Framing Members" identified earlier,
you would have to sequentially teach: Material Sizes;
Wall Studs;
Top and Bottom Plates.
8) Delivery Method: Beside each sub-topic listed in the Sequence of Steps, you need to describe how you
plan on teaching this sub-topic. This could include a chalkboard or overhead projector illustration, a
demonstration, a discussion, showing an object, a video, etc.
9) Probing Questions and Expected Answers: Good teaching includes getting the students involved by
asking a series of questions to help in developing each sub-topic or teaching point. These should be
probing questions designed to guide the student toward a point that you are trying to make. DO NOT
ASK A DIRECT QUESTION ABOUT THE TEACIllNG POINT YOU ARE MAKING. For
instance, if! was trying to get students to understand that there is a standardization of "material sizes" in
Wall Framing, I would not ask "What is the size of a wall stud"? Most students would not know the
answer to this until you have taught it. Instead, I might begin by asking: "Why is there a need to
standardize material sizes in almost everything we use today"? I might follow it up with a question
asking: "Why do you suppose there is a need to standardize material sizes used in Building
Construction"? From here I could ask: "Has anyone heard of a wall stud being referred to by size"? The
point is that you need to think about asking leading questions that have students getting involved in the
gradual movement toward the teaching point (the sub-topic).
10) Chalkboard/Overhead Plan: At your disposal in most classrooms is a Chalkboard and/or Overhead
Projector to help you develop your Topic and Sub-topics. These could be used to list a sequence of steps,
provide a sketch, or to develop a teaching point. This section provides you with a reminder of the things
you want to include.
11) Safety Considerations: When applicable, you need to provide yourself with a reminder of some safety
rules, procedures, or provisions (safety glasses) associated with your lesson topic.
12) Additional Teaching Aids: A well-organized lesson has all teaching materials in front of you. Remind
yourself of the materials you'll need to assist in the development of the lesson.
13) Summary Questions: At the end of your lesson, you need to give yourself an opportunity to get
feedback from your students to see if they understood the materials presented. This section should have
a series of questions designed to get this feedback.
14) Lab/Shop Application: Following your lesson, students should "apply" this new learning. Provide a
hands-on task for them to demonstrate practical evidences of understanding the new learning.
15) Homework Assignment: Provide an exercise (usually as homework) to further reinforce an

understanding of the current lesson, or to prepare them for your next lesson.
2
LESSON PLANNING
POINTS TO REMEMBER IN LESSON PLANNING
Good teachers:
1. never attempt to teach "off the cuff' (without a clearly outlined lesson plan). Plans should be
reviewed and modified on a regular basis and be a focal part of an organized lesson.
2. use a variety of methods of instruction to decrease monotony.
3. use a method of instruction that appeals to all of the student's senses (seeing, hearing, smelling,
tasting, and feeling)
4. clarify key lesson items both internally and on the lesson plan.
5. present key lesson items in their complete entity before proceeding to the next step.
6. do not neglect student participation through questioning or with direct involvement in the lesson
presentation.
7. clarify, on completion of the lesson, teaching effectiveness by providing a lesson summary through
questioning and an opportunity to apply the new learning that has taken place.
3
LESSON PLAN FORMAT
LESSON TOPIC GRADE Course Type
State specific lesson topic indicating theory or practical emphasis.
TYPE OF LESSON
Indicate if a Demonstration, Development, or other lesson type will be used.
1.
2.
3.
4.
J- -
BEHA VIOURAL EXPECTATIONS
- States the purpose of the lesson with performance indicators;
Begin each expectation with: "At the end of this lesson, students will be able to";
- Statements must use verbs that can be measured (assessed) and/or observed;
- Focus with Cognitive, Affective, and Psychomotor expectations.
INTRODUCTION AND RECALL QUESTIONS
These are questions to ask the class and assist them in recalling previous lesson materials
or to set the stage for the content of the new lesson.
MOTIVATION
These are statements that will help the student see the importance (relevance) of the new
lesson material. If possible, relate situations to students' lives. If you are unable to tell
students why this lesson is important, perhaps it should not be taught.
SEQUENCE OF STEPS FOR DELIVERY PROBING QUESTIONS/ANSWERS

MATERIALS TO BE PRESENTED METHOD
Develop a set o/probing questions
Beside each step,
you can ask that:
List in ordered sequence, the lesson indicate how you
points and information that you plan on will deliver each A) will help you develop the points
presenting. lesson point. you want to make;
eg. demonstration, B) can assist in moving to the next
illustration, listing point to be made.
points on the
chalkboard, etc. For each question, give an expected
answer
NOTE: Do not ask questions that they
cannot answer. Remember, these
questions are intended to LEAD
(direct) students toward the teaching
points you are making and are NOT
summary questions of what you will
be teaching.
4
CHALKBOARD/OVERHEAD PROJECTOR PLAN
Show sketches, order of operations, or any other procedure that help students understand the
lesson materials being presented.
These materials are to be part of their notebooks so they need to be neatly organized.
SAFETY CONSIDERATIONS
If appropriate, list any safety rules that should be considered with the new lesson materials
and application activity.
ADDITIONAL TEACHING AIDS
List the equipment and visual aids that you will use to support the lesson presentation, e.g.,
material samples, tools and equipment, illustrations, handouts (lA.S.), overhead
transparencies, etc.
SUMMARY QUESTIONS
Summarize your lesson with a set of questions that are key to the points made in your lesson.
Relate the questions to the Behavioural Expectations you have listed.
LAB/SHOP/APPLICATION
Describe how this new lesson material is to be applied in a practice exercise. Specify details
such as handouts and lA.S, materials and equipment to be used, group size, time allotted,
and how the exercise will be taken up.
HOMEWORK ASSIGNMENT
List a set of homework activities (questions, research, etc.) that will reinforce the current
lesson and/or prepare for the next lesson.
5
SAMPLE LESSON PLAN
LESSON TOPIC GRADE Course Type

To Prevent Wood Shrinkage and Warpage 10 Open
TYPE OF LESSON
Development
BEHA VIOURAL EXPECTATIONS At the end of this lesson, students will be able to:
1. Identify evidences of shrinkage and warpage in lumber and explain the causes and affects;
2. Compare the sequence of cell changes in wood as it gives off or takes on moisture;
3. Arrange several boards to reduce overall warpage in wide table tops.
INTRODUCTION AND RECALL QUESTIONS
1. How do growth rings form in lumber?
2. How can lumber be sawn to display differing growth ring patterns on lumber surfaces?
3. How is furniture lumber dried?
MOTIVATION
Unless consideration is given to shrinkage and warpage in lumber, the dimensions, strength, and assembly
of all component parts of furniture will be affected.
SEQUENCE OF STEPS FOR DELIVERY PROBING QUESTIONS AND

MATERIALS TO BE PRESENTED METHOD EXPECTED ANSWERS
1. Definitions: write definitions

Q.
a) Shrinkage - moisture content on chalkboard
decreases and cell walls and show example of Do other materials like plastic or
cavities dry out shrinkage metals warp?
b) Warpage - shrinkage leads to show example of A.
wood twisting and cupping. warpage Yes - when subjected to heat or cold
2. Cellular Structure: chalkboard illustration

Q.
Name a material that we use every day
a) filled cell cavity and walls
that will shrink
b) filled cell walls with empty
A.
cell cavity
Cloth
c) empty walls and cell cavity
Q.
Doors in our homes often stick in the
3. Board Warpage: summer, but do not stick in the winter.
chalkboard illustration
a) cells on growth rings Why is this?
b) how shrinkage affects warpage A.
(differential shrinkage) Summer moisture causes swelling.
6
CHALKBOARD/OVERHEAD PROJECTOR PLAN
1. Recall 2. Shrinkage 3. Warpage
111III Board Width ·1

Cell walls and cavity are empty
11III
111III Minimal to no shrinkage .1 Shrinkage ·1
(cell saturated)
SAFETY CONSIDERATIONS
Not applicable
ADDITIONAL TEACIllNG AIDS

1. Sample wood sections
2. Moisture meter
SUMMARY QUESTIONS
1. Why should we be concerned with lumber taking on and giving off moisture?
2. What condition is necessary when considering cell structure, for shrinkage to take place?
3. How does shrinkage affect warpage in lumber?
4. Explain how several boards are arranged to reduce overall warpage in wide table tops.
LAB/SHOP APPLICATION
This 20 minutes activity is to be completed by pairs of students. The results will be taken up in class.
1. Create a chart on a piece of paper.
2. Observe the 4 stations with a dish and a small piece of wood in water. Each dish is labeled by
increments of time, i.e., 1 minute, 1 hour, 6 hours, 24 hours.
3. Measure the saturation of each piece of wood. Record your results.
4. Compare the saturation with a sample of dry wood. Record your observations.
5. Observe the direction of warpage in relation to the growth rings. Record your observations.
6. Arrange samples of wood to reduce overall warpage.
HOMEWORK ASSIGNMENT
Have a look at some of the table tops in your own homes. Can you determine how many boards are
used to make the table top? Suggest a reason why several narrow boards are used to make a table
top. Your findings will be taken up in the next class.
7
A REVIEW OF THE LESSON PLAN
On the surface, the Lesson Plan appears to be a difficult organizational piece. In developing the first few
lessons, this will be confirmed particularly with its many components and what is intended to be included for
each of the components. After the development of a number of lessons, you will want to explore ways of
designing your own plan to suit your needs. The plan will take on a less formal aspect even though its real
value will become more apparent. You may find that some of the components can be eliminated allowing
for a shortened version.
In the initial stages of lesson plan development, the Lesson Plan outlined is designed to have you think
through each of the component parts to better internalize the lesson in its totality. Throughout the process,
you will see the value of the basic elements of the plan as:
• the need for well thought out preparation regardless of the Lesson Plan design;
• the need for an organized presentation with a series of logical steps and the identification of the
aids required;
• the need for an application of the lesson materials. Remember if we cannot tell ourselves how
students will apply the lesson materials, it is not worth teaching the topic.
IN SUMMARY
1. As you become more proficient at Lesson Plan development, the written detail within the plan should be
condensed to the point where you have a number of visual cues to the content and steps to be followed in
the presentation. At this point, you will have progressed to know the topic well and can take advantage
of the economy of time and yet still have the plan serve its purpose.
2. Lesson Plans must be practical. If the plan is not generally useable (both in content and organization)
then they are useless.
3. Lesson plans (and the lesson presentation) must provide for the variety of student competencies. Not all
students have the same abilities to grasp the lesson materials or to follow the pace of lesson
presentations. Good teaching recognizes this and provides the flexibility to adapt to these situations. It is
a mistake to "press on" and leave some students behind.
4. The delivery of Lesson Plan materials must be flexible. Several "teachable moments" can occur which
takes a classroom discussion in a direction that was not planned. As long as the discussion has remained
on topic, these opportunities are valuable because they are student- directed.
5. There is an optimum time when students (depending on age and maturity) can no longer absorb new
materials. Lesson Plans must be developed with this in mind. Attention and retention begins to fall
drastically after 20 minutes unless there is a change of pace or variety in built into the lesson delivery.
Good teachers recognize student restlessness and bring the lesson to the conclusion stage. Even though
all planned lesson points have not been covered, there is always tomorrow.
ASSIGNMENT 1 - Prepared Lesson Plan

Your Instructor will pair or team you with a student or students within your subject discipline. Review the
previous pages on Lesson Planning. Choose a topic within your subject and develop a Lesson Plan for an
introductory grade level within your subject. To facilitate this, use the blank Lesson Plan provided, or the
Lesson Plan Template posted in the Principles and Methods course conference.
8
ASSIGNMENT 2 - Team Practice Teaching
For many of you, this will be the first time standing in front of a class presenting lesson materials. Some of
you can expect some nervousness, but with each opportunity, a comfort level will increase. Some of you
will have difficulty with presenting the materials in an organized manner, but again, with each opportunity
you will find ways to make each lesson flow.
Your instructor's expectations for this initial teaching experience will not be too high. All I ask is that you
recognize your strengths and weaknesses and make conscious efforts to show improvement in subsequent
teaching opportunities. The assessment you receive from me and your classmates should be considered as
"constructive criticisms" only and are meant to help you target those teaching components that need
improvement. The topics you will be teaching will be assigned by drawing numbers. The topics will be
assigned from the list on the next page.
TEAM PRACTICE TEACHING GUIDELINE
The following is intended as a guide to help you through the process:
• Meet with your partner and decide the key points in each topic that need to be presented. The resource
materials are to be used as a guide, but you may wish to supplement these with topic materials from
Library sources. Decide also, what portion of the handout each will be responsible for.
• A formal Lesson Plan is not a required submission, but you should consider this as a way to organize
your presentation.
• Keep your eye on the clock. Try to keep your presentation within 30 minutes, with each partner taking
an equal share of this time. I realize that some topics are more extensive and this time may need to be
exceeded.
• Use the chalkboard, overhead and/or data projector to develop your lesson. When using the chalkboard,
develop your points beginning on the left and working toward the right side of the board. Use topic titles
and sub-topic titles throughout. When using the overhead projector, remember that a minimum of 16-
font size in bold print is required to be seen clearly. Mask the transparency with a sheet of paper,
displaying only the points that are being developed at the time.
• Try to use questions to develop your lesson. Accept answers only from those that put up their hands
while also discouraging a natural tendency for some to blurt out answers. Remind them that you will be
looking for their hands. Accept answers from a good distribution of your classmates. Don't ask
questions that you know your classmates will not know the answer to, but it's appropriate to find out
what they can contribute to an understanding of the topic. If an answer is not forthcoming, move on. If
you get an answer that is not what you are looking for, get suggestions from someone else, or provide a
little more information that might be closer to what you are seeking. Most importantly, don't make the
person feel as though the answer was dead wrong or you will never get an answer from that person again.
Instead, respond with "not quite" or "possibly" and ask the rest of the class if they have any thoughts on
the matter.
• Remember to always summarize your lesson at the end. This is a good point to ask questions to give you
feedback to their understanding of the topic and its components.
• I will be acting as a classroom participant as well as a resource to your lesson. Don't feel slighted if I
offer clarification, support, or direction if I feel it is appropriate at the time.
This is a teachingllearning experience: ENJOY
9
TEAM PRACTICE TEACHING TOPICS
You will be placed into teams of2 or 3 to present the topics below. Each topic will be presented in the
order as shown below. The bracketed numbers refer to the pages in your Resource Materials booklet
that should provide the information basis of your presentation.
1. The Personality of the Teacher/ Stages of Professional growth (2-4)
2. Learning Pyramid and Directllndirect Experiences/ Mistakes in Teaching (5-6) *

3. Habits and Habit FormationlLearning Theory: The Laws of Learning (7-8) *
4. A Teaching ModellPrinciples of Instruction (9-10)
5. Types of Lessons (11)
6. Writing Student Expectations (12-13)
7. Expressing Expectations in Behavioral Terms (13-15)
8. Chalkboard Techniques (16)
9. The Overhead Projector (17)
10. Instruction Aid Sheets (18-20)
11. The Weekly/Daily Log (21-23)
12. The Concept of Motivation: Meeting Student Needs (24-26) *

13. Learning Styles (27-29) *
14. Classroom Management (31-33)
15. Classroom Discipline - Introduction and Stages 1 to 4 (35-top of 37) *
* Depending on the number of teacher candidates in the class will determine which topics will require
teams of 3. Unless indicated otherwise by your instructor, all topics will have teams of 2. The asterisk
indicates topics that may have teams of 3.
10
TEAM PRACTICE TEACHING OBSERVATIONS
Most of you remember some of your teachers from the past. Some of these teachers probably had teaching
characteristics you remember that made the subject interesting, while others could have exhibited classroom
methodologies that were not as memorable. I wonder if we were given the opportunity to provide
constructive criticisms of our teacher's methods, would it have made a difference?
In this practice teaching exercise, you will be given an opportunity to provide your classmates with some
constructive comments that will aid in their conscious efforts to improve their lesson planning and
organization, as well as their general deportment. Attached is an Evaluation Form that will be used with
each presentation. I am asking you to be honest but fair. Don't criticize without providing direction for
improvement in the General Comments area.
Within the area of Planning and Organization, you are being asked to consider:
1. Was the lesson topic clearly identified? Was it give orally or written on the chalkboard or overhead
projection?
2. Was the lesson introduced well? Were you given a clear "agenda" as to how the lesson would be
developed?
3. Were you given some motivating statements (reason for the lesson) to allow you to see the importance
in being aware of, and developing an understanding of, the topic content?
4. Were visual aids such as the chalkboard, overhead projection, power point presentation or a handout
used to support the lesson? Did these aids assist in clarifying the lesson?
5. Was the pace of the lesson good? Did the presenter stay on topic? Was there too much emphasis placed
on some of the topic content? Did the presenter exhibit a comfortable transition between teaching
points?
6. Given the depth of the topic, did you feel that the lesson length was appropriate? Was there economical
use oftime? Was the lesson length appropriate in maintaining attention?
7. Was a summary (recap) of the lesson given? Were the main points emphasized without re-teaching
taking place?
Within the area of deportment, you are being asked to consider:
8. Were you given questions to allow your input to the topic content? Were the questions clearly stated?
Were the questions thought provoking in allowing for more than a yes/no answer? Was there a good
distribution of questions used throughout the lesson?
9. Was there a good acceptance of answers? Were answers accepted from a good cross section of the
class? Were your answers acknowledged in some way that left you comfortable?
10. Did the presenter maintain eye contact with a good cross section of the class? Did the presenter speak
while looking at hislher notes or at some other fixated position? Did you fell comfortable that the
presenter at least acknowledged your presence by making eye contact with you once in a while?
11. Were the teaching points identified well? Were you able to determine the main points from support
information?
12. Were the teaching points developed well? Were the points developed sequentially and logically support
each preceding point?
11
13. Did the presenter's voice carry well so that it could be heard by all? Was the voice monotone or
modulated well to emphasize a point? Did the voice trail off at times?
14. Did the presenter use good word choice? Was there a struggling for words? Was there an attempt to use
words that would be above the vocabulary of an adolescent?
15. Did the presenter exhibit confidence and enthusiasm in hislher delivery of the topic. Did you feel that
he/she was knowledgeable about the topic? Was there any attempt at humour or at least a comforting
smile once in a while? Did he/she appear to be enjoying the experience?
In the General Comments area, you are being asked to provide feedback specific to some of the
designations you gave. This can be in the form of praise or constructive suggestions for improvement.
YOUR OPINION MATTERS
Throughout the school year, you are going to be asked to provide your opinions in assessing your peers and
opinions within classroom discussions. This too is a learning experience and now is not the time to feel
uncomfortable with this process. If you have been honest, fair, and constructive in your assessments, you are
helping your classmates in their professional growth. By identifying yourself as the assessor, it also helps
me in identifying your professional growth in recognizing and articulating the strengths and weaknesses of
others.
12
EVALUATION OF PRACTICE TEACHING PRESENTATION: Sample Teacher Candidate Copy
Presentation Topic: _
Presenters:
-----------
Planning and Organization (shared responsibilities)
1. The lesson topic was clearly identified 1 234 5
2. The topic was appropriately introduced 1 2 3 4 5
3. Motivation for the lesson was clear 12345
4. The lesson was supported well with visual aids 12345
5. The pace of the lesson was good 1 2 3 4 5
6. The length of the lesson was appropriate for the topic 1 2 3 4 5
7. Presentation responsibilities were shared equally 1 2 3 4 5
8. The lesson was summarized clearly 1 234 5
Deportment: (personal attributes) First Name:
9. Good questioning techniques were used throughout 12345 123 4 5 123 4 5
10. Answers were fielded and replied to appropriately 12345 123 4 5 123 4 5
11. Eye contact was maintained with the whole class 12345 1 2 345 12345
12. Teaching points were clear and flowed sequentially 12345 12345 1 234 5
13. Each teaching point was developed appropriately 1 2 3 4 5 1 2 3 4 5 12345
14. Voice intensity carried well to all parts of the classroom 1 234 5 1 2 3 4 5 12345
15. The presentation was articulated clearly 12345 12345 1 2 3 4 5
16. Lesson delivery was with confidence, and enthusiasm 12345 12345 12345
17. Lesson void of distracting mannerisms 1 2 3 4 5 12345 12345
Constructive Comments: What they did right or needs improvement.(use the back of the sheet if
necessary)
13
ASSIGNMENT 3 - Mid-Term Essay - Developing TestlExam Questions
Basic premise for the essay: Write a minimum three-page essay describing what we, as teachers, can do to
"prepare our students", "plan our question strategies", and "construct our questions" for students to be
successful in writing our examinations? Within the essay, find a way to incorporate each of the three
questions developed in class and point to these questions as examples of the concepts of "directing words"
and "setting the stage". Contrast each question with how they might be written without consideration of these
concepts. Be sure you explain what each of these two concepts do to assist student success in writing
examinations.
NOTE: Before beginning to write your essay, review pages 43 to 45 in the Evaluation section of your
Resource Materials. Additional reading includes "Assessment For Learning, O/Learning and As Learning"
(Chapter 4, pp. 27-36), in the Ontario Ministry of Education document, Growing Success: Assessment
Evaluation, and Reporting in Ontario Schools, 1st Ed., Grades 1 to 12,2010.
Essay Structure
1) Introductory Paragraph: The introductory paragraph needs to tell the reader what the essay will be
describing or offering as considerations (i.e., preparations, planning, and question construction).
Sometimes it's easier to develop this paragraph after you have chosen the considerations and written
the body of the essay.
The Introductory Paragraph needs only to "briefly" identify the

considerations that you will expand upon within the Body of your essay.
Introductory Example:
"Preparing our students, planning our question strategies, and constructing our questions for students
to have a chance to be successful in writing our examinations can be a daunting task. This essay will
examine several factors that teachers should consider. These considerations include "
2) Body of the Essay: The body of the essay needs to have a series of paragraphs where you take the
student preparation, question planning, and question construction considerations and expand the
explanation of these strategies in your own words.
Within the body of the essay, you need to find a way to include the
category A, B, and C questions developed in class and use these as
examples in support of the question construction considerations described
within the body of the essay.
3) Concluding Paragraph: The concluding paragraph needs to draw attention to the major
considerations identified in the body of the essay and briefly summarize these to convince the reader
of their importance in giving students the opportunity to be successful in writing examinations.
The following page may give you some additional assistance in the structure of an essay.
14
WRITING AN ESSAY
1) Introductory Paragraph
• Begin your essay with a broad topic sentence;
• Narrow the topic points down in a few following sentences;
• Finish the paragraph off with your main essay statement. This should be a sentence that
specifically describes your essay topic and outlines what you will be writing about.
Broad I
I Specific I
2) Body of Essay
• A number of paragraphs that sequentially make arguments for your essay topic;
• Use examples to support the points being made in each paragraph;
• Each paragraph should one central point being made or argued.
Each paragraph has one central point

Number of
paragraphs
3) Conclusion
• Re-visit your Introductory Paragraph and by changing the words, restate the main essay point(s);
• Reverse the order of the Introductory Paragraph by starting with the specifics and working your way
out;
• End with a broad topic sentence that summarizes your essay topic .
..~---I Specific I
I Broad I
15
MID-TERM ESSAY ASSESSMENT
NAME: Poor 12345 Excellent
ESSAY STRUCTURE
The introductory paragraph/section specifically states the theme/topic of the essay? 12345
The body of the essay supports the introductory theme/topic? 12 3 4 5
Each paragraph links up with the previous and following paragraph? 12345
Each paragraph has one central thought? 12 3 4 5
The lengths of the sentences are varied to avoid monotony? 12 3 4 5
There is no meandering and unnecessary repetitions? 12 34 5
The essay accomplishes the objective as stated in the opening paragraph(s)? 1 2345
The conclusions support the evidence presented in the paper? 12 3 4 5
Each point is made clear and it makes sense? 12 34 5
The essay is interesting to read? 12345
The essay is grammatically free of errors? 12 34 5
The essay is free of spelling and punctuation errors? 12 34 5
The essay is double spaced and the physical presentation neat and attractive? 12 34 5
ESSAY CONTENT
Good arguments were given to major considerations in student preparations and the development
of the formal examination? 2468 10
The sample questions were included and well structured? 246810
The sample questions were appropriately integrated into the essay? 246810
Contrast of the sample questions in support of question development was supported well? 246810
ADDITIONAL COMMENTS:
MARK:
105 30
16
MJD-TERM ESSAY SELF EVALUATION
For self-criticism of your essay, try reading it aloud. Listen to your essay for clarity of expression and
necessary punctuation signals. Some errors are more easily heard than seen.
Consider each of the following and make appropriate adjustments to your essay:
ESSAY STRUCTURE
YES NO
1. Does my introductory paragraph/section specifically state the theme/topic of my essay?
2. Have I developed the body of my essay to support my introductory theme/topic?
3. Does each paragraph link up with the previous and following paragraph?
4. Does each paragraph have one central thought?
5. Are the lengths of my sentences varied to avoid monotony?
6. Have I eliminated meandering and unnecessary repetitions?
7. Does my essay accomplish the objective as stated in the opening paragraph(s)?
8. Do my conclusions support the evidence presented in the paper?
9. Is each point I make clear and does it make sense?
10. Is my essay interesting to read?
11. Is my essay grammatically free of errors?
12. Have I proofread the essay for spelling and punctuation errors?
13. Is my essay double spaced and the physical presentation neat and attractive?
ESSAY CONTENT
1. Have good arguments been given to major considerations in the development of the
formal examination?
2. Were the sample questions included and well structured?
3. Were the sample questions appropriately integrated into the essay?
4. Was the contrast of the sample questions in support of question development

supported well?
17
ASSIGNMENT 4: DEVELOPING A RUBRIC - A Classroom Exercise
Rubrics are assessment/rating scales that describe a series of categories, assessment criteri~ and
corresponding levels of achievement used to evaluate student work. The rubric is one of the most effective
assessment methods used to evaluate student's theoretical and practical achievements. Although often used
to assess theoretical understanding, they are most effective in the Technological Education classroom for
assessing practical applications.
Rubric Structure:
Although there are several variations used in the structure of a rubric, each should include the following
components: (see the sample rubric layout on page 23 {assignment section} for a typical layout)
1) Categories:
Within Technological Education Curriculum Guidelines, you will see there are four "categories" that
must be identified and assessed. These include: Knowledge and Understanding;
Thinking and Inquiry;
Communication;
Application.
2) Criteria:
The "criteria" column is a series of "expectations" of knowledge and skills that a student is
expected to know and be able to demonstrate. These knowledge and skills "expectations" are
represented by statements of what the student is expected to achieve. Often these expectation statements
can be drawn from the" specific" expectations in the Curriculum Guideline. More often though, these
guideline expectations need to be paraphrased (without losing intent) into statements that students would
clearly understand.
3) Levels of Achievement:
A rubric needs to describe a student's level of achievement for each expectation statement identified in
the criteria column. As a standard, the Ministry has identified four levels of achievement. A series of
"descriptors" associated with each achievement level, provide information to identify at what level each
student is achieving with regard to each stated expectation criteria. A summary description of
achievement in each achievement level is as follows:
Levell: A passable level of achievement; (achieves limited)
Level2: A moderate level of achievement; (achieves some)
Level3: A high level of achievement; (achieves considerable)
Level 4: A very high to outstanding level of achievement. (achieves thorough)
Exercise: Performance Task and Assessment Rubric

Review "Performance Tasks and Assessing with Rubrics" (Section 3, pages 54 - 59) and;
1) Join with your subject discipline classmates and within your subject, create a Situation (scenario)
and a Challenge (Performance Task);
2) From the Technological Education Guideline, select a minimum of four Specific Expectations that
can be specifically addressed with the Challenge (Performance Task). Re-word each to be student-
friendly.
3) Construct a Rubric to assess the Performance Task. Be sure your Rubric includes an assessment of
all four categories, includes clear expectations in the criteria column, and has clear descriptors at each
of the four achievement levels. You may decide to design your own Rubric Format, but a Rubric
Template will be provided as a sample to follow.
NOTE: You will be required to present your Situation, Challenge, and Rubric to the class. You may
choose to have a group spokesperson make the presentation, or be a shared responsibility. This may
be presented electronically or with the aid of hard copies for everyone.
18
SAMPLE RUBRIC STRUCTURE
Categories Criteria Levell Level 2 Level 3 Level 4
Knowledge/ The student: The student: The student: The student: The student:
Understanding
(statements link to (achieves (achieves some) (achieves (achieves
expectations) limited) considerable) thorough)
Thinking!
Inquiry
Communications
Application
RUBRIC EXAMPLE
Cateaorv Criteria Levell Level 2 Level 3 Level 4

Knowledge! The student: The student: The student: The student: The student:
Understanding demonstrates knowledge demonstrates limited demonstrates some demonstrates demonstrates
and understanding of the knowledge and knowledge and considerable thorough knowledge
users needs. understanding of the understanding of the knowledge and and understanding of
users needs. users needs. understanding of the the users needs.
users needs.
Thinking! The student: The student: The student: The student: The student:
Inquiry describes the criteria used has a limited describes some of the has considerable made a thorough
to judge the success of the knowledge of the criteria used to judge knowledge in description of the
project. criteria used to judge the success of the describing most of the criteria used to judge
the success of the project. criteria used to judge the success of the
project. the success of the project.
project.
Communication The student: The student: The student: The student: The student:
provided a drawing that provided a drawing provided a drawing provided a drawing provided a drawing
gives a detailed that is limited in that has some detail, that has considerable that is thorough in
representation of the project. detail. detaiL detail.
Application The student: The student: The student: The student: The student:
demonstrates recognized demonstrates limited demonstrates some demonstrates
design details in the project. attention to detail in attention to detail in considerable attention Demonstrates
the project. the project. to detail in the project. thorough attention to
detail in the project
19
RUBRIC EXERCISE EVALUATION
Technology Program:
Team Members:
1. The "situation" is clearly described as an authentic need: 1 2 3 4 5
2. The "performance task" is a realistic open-ended challenge: 1 2 3 4 5
3. The challenge is suitably connected to the situation: 1 2 3 4 5
4. The Rubric has all "categories" addressed: 1 2 3 4 5
5. Criteria Expectations are appropriately linked to each category: 1 2 3 4 5
6. Criteria Expectations are clearly described and assessable: 1 2 3 4 5
7. Descriptors for K & U clearly reflect the expectations: 1 2 3 4 5
8. Descriptors for T & I clearly reflect the expectations: 1 2 3 4 5
9. Descriptors for Communication clearly reflect the expectations: 1 2 3 4 5
10. Descriptors for Application clearly reflect the expectations: 1 2 3 4 5
11. Team members clearly demonstrated appropriate group dynamics: 1 2 3 4 5
12. The class presentation was well organized, delivered, and defended. 1 2 3 4 5
Total:
60
Comments:
20
ASSIGNMENT 5 - Group Seminar Presentation
Education Seminars are organized presentations to groups of colleagues as a Professional Development
activity. These are hands-on workshops, demonstrations, or presentatioqs that would be of educational value
to the participants. These are seldom subject-specific unless it would benefit all participants. Usually, they
cover topics such as Conflict Management, Differentiated Instruction, etc., that would be of interest to, and
can be applied within the participants own classroom environment.
Your Tasks:
(1) You will develop and present a maximum 45-minute Professional Development Seminar to your
class. These seminars are to be presented by groups of three. Choice of partners will be yours.
Due to time constraints, each presentation must begin promptly at the start of the hour and end at the
allotted time. At the end of each presentation, 15 minutes will be allotted for seminar evaluations
and set-up for the next presentation.
These presentations should:
• involve a variety of pedagogical strategies;
• be creatively interesting;
• be interactive; (this might include an activity and/or activity sheets)
• involve all group members equally . Your instructor will be looking for evidences of this
shared involvement.
(2) Your group will develop an accompanying "handout" for the class to borrow and copy, and one for
your instructor, that outlines the major points to be made in the seminar presentation. This handout
must be well organized and factual to the degree that it would be a "treasured resource" if referenced
again a few months from now. A cover-page is essential.
(3) Your group will produce an attractively designed "poster" to announce the topic, date, and location
of the seminar. Note: This poster must be placed within the classroom on the day of the
presentation.
In-class preparation time will be scheduled to research the topic, to outline the responsibilities for the
component parts of the presentation, and to develop the presentation, handout, and poster. The
computer lab is available to assist you with these preparations.
Evaluation:
Time will be allotted at the end of each seminar for participants to complete a Seminar Evaluation Form.
Evaluations will be collected by the presenter(s), read, and submitted to your instructor. These evaluations
will also assist your instructor with an overall assessment of the seminar presentation.
Topics:
Topics may be selected from those listed on the next page or, on approval from your instructor, be of your
choice. Once groups have been determined, the topic and group names should be identified beside a
scheduled time on the posted Schedule Sheet. Choose and identify your group and topics ASAP. All
attempts should be made to have no duplication of topics.
Presenters are to make their own arrangements for audio/visual resources if the required equipment is not
already in the classroom.
21
TOPICS FOR GROUP SEMINAR PRESENTATIONS
The following is a list of topics to be considered for your Group Seminar Presentations. Additional topics
deemed current and of educational value to your classmates may be considered but require approval from
your instructor.
1. Co-operative Education
2. Ontario Youth Apprenticeship Program (O.Y.A.P.)
3. Student Success Initiative
4. Specialist High Skills Majors (SHSM)
S. Field Trips
6. Marketing Technological Education
7. Education- Industry Partnerships
8. Creating Effective Presentations (Power Point, Prezi, etc.)
9. College of Teachers: Their Mandate and Implications for Teachers
10. Video Techniques (Storyboard, Camera Techniques, Editing)
11. Dealing with Drugs (Recognition)
12. Basic First Aid
13. Safety in Technological Education Labs
14. Infusing Environmental Awareness and Sustainability
15. Aboriginal Cultural Learning
16. Competitions in Technological Education (First Robotics, Skills Canada, etc.)
17. Equity and Diversity - Creating an Inclusive Classroom
18. 21 st Century Skills Classroom Culture
Alternatives:
You may also consider one of the following:
• Mock Discipline Scenario
• Debate (educational issue)
22
SEMINAR PLANNING: RESPONSIBILITIES OUTLINE
By now, you should have given some planning considerations to group member responsibilities. These
responsibilities include among others, poster design, handout components and compilation, research for the
presentation and the presentation involvement. For each group member, outline these responsibilities.
Seminar Topic:
Group Member: _
Responsibilities:
Group Member: _
Responsibilities:
Group Member: _
Responsibilities:
Group Member: _
Responsibilities:
23
SEMINAR EVALUATION FORM: Teacher Candidate Copy
Seminar Topic:
Presenters:
Seminar Content, Planning, and Organization: (shared responsibilities)
1. The introduction clearly identified the Seminar Topic and Topic Agenda 1 2 3 4 5
2. Benefits (motivation) of the seminar topic was clearly identified 1 2 3 4 5
3. The content was appropriately selected to align with the topic 1 2 3 4 5
4. The seminar topic was well researched and covered in depth 1 2 3 4 5
5. There was a smooth transition between presenters 1 2 3 4 5
6. Presentation responsibilities were shared equally 1 2 3 4 5
7. A variety of presentation methods were used 1 2 3 4 5
8. The presenters involved the class in some way 1 2 3 4 5
9. A conclusion gave a good overview of the topic 1 2 3 4 5
10. The presentation had appeal and will contribute to our professional growth 1 2 3 4 5
11. The presentation was planned to be completed within the time constraints 1 2 3 4 5
Deportment: (personal attributes) First Name:
13. Presenter was knowledgeable with the topic materials 123 45 12 34 5 123 45 123 45
14. Presenter was convincing, confident, and enthusiastic 12345 12345 12345 12345
15. Materials were delivered sequentially and at a good pace 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5 1 2 3 4 5
Shared Responsibilities: Mark out of 55

Personal Attributes: Mark out of 15
Total Mark: Mark out of 70
Constructive Comments:
24
ASSIGNMENT 6: Instructional Teaching Aid
In a Technological Education classroom where several activities/projects are taking place at one time, several
students may be ready to learn new materials before others. The teacher, as facilitator, can direct those
students who are "ready" for this new learning to a series of "just-in time" teaching aids and learning
modules.
You are required to develop an interactive teaching aid in your subject discipline that illustrates a process,
sequence of steps, or any activity that will clearly direct students to proceed with the required learning.
The following should be included with your teaching aid:
• a cover page detailing;

• title
• purpose of the teaching aid/challenge
• use of the teaching aid/context
• curriculum connection
• additional resources
• references
• an evaluation sheet indicating the level of:

• functionality
• professionalism
• longevity of content
• durability
• form and design
• ingenuity and interactivity
• integration of problem-based learning
Supplementary Instructions:
1. Instructional teaching aids will be displayed at a showcase event at the end of the course.
2. You will evaluate your own teaching aid and others using the teaching aid evaluation sheet.
25
Teaching Aid Cover
Title
Name of Designer
Purpose of Teaching Aid / Challenge
Use of Teaching Aid / Context
Curriculum Connection
Subject / Grade:
Strands / Expectations:
Additional Resources
References
Note: AttachTeachingAid EvaluationSheet
26
Teaching Aid Evaluation Sheet
Evaluation Sheet for: (Key in your Name here)

For #1 - #7 select one descriptor beneath each criterion and highlight it in some way, e.g. change the
text colour, or underline it, or bold it or use the highlighter in MS Word etc.
1. Functionality
It is very easy to understand and use.
It will be understandable by most students.
There may be some difficulties in using this aid.
In retrospect, it might cause some confusion.
2. Professionalism
A great example of my creative abilities to design an aid for my preferred teaching style.
Generally, a good example of my skills as a designer but less so as a teacher.
Some parts could do with some work to more clearly show my skills as a designer and teacher.
3. Longevity of Content
The content will always be viable.
The content will likely last for a very long time.
The content may change quite soon.
The content will change rapidly - on reflection it was a poor choice.
4. Durability
This will clearly pass the test of time in any classroom environment.
Unless the conditions are extremely wearing, this will last a long time.
May wear out with use due to some weakness or parts that could break.
On reflection, it may not stand up to the rigours of a classroom.
S. Form & Design
Very pleasurable to look at with clear information.
Most of the product is very nicely displayed but some parts are not clear.
Form detracts from information and understanding.
6. Ingenuity and Interactivity
It has a few really interesting and useful features and includes an interactive element.
It has some features that have improved this product but it lacks an interactive element.
My aid is well done but with no really unique ideas evident and lacks interactivity.
7. Integration of Problem-Based Learning
It promotes problem-based learning and creative problem solving.
It promotes divergent thinking (room for more than one right answer).
It promotes convergent thinking (leads to one right answer).
8. Re-design:
If I made this again I would make the following changes: (describe them below)
9. Grade (choose one and delete the rest)

A+ A A- B+ B B- C+ C C- D+ D D-
27
ASSIGNMENT 6 (b): Instructional Video Module
In a Technological Education classroom where several activities/projects are taking place at one time, several
students may be ready to learn new materials before others. The teacher, as facilitator, can direct those
students who are "ready" for this new learning to a series of ''just-in time" Learning Modules.
You are required to develop a 5-minute, video learning module in your subject discipline, that shows you
demonstrating a process, sequence of steps, or any activity that will clearly direct students to proceed with
the required learning.
The following should be included within your video:

• a title indicating the nature of the content of the video;
• a lesson-type introduction with a recall (if appropriate);
• an overview of the expectations students will achieve after viewing the video (this can be given orally
or in a text format within the video);
• a variety of close-up, medium, and long shots, as appropriate, to clearly demonstrate the learning to be
achieved;
• an appropriate number of clearly articulated teaching points for the 5 minute video length;
• a concluding summary of the main points demonstrated; (this can be given orally or in text format
within the video)
• a set of instructions for an assignment (if appropriate) that will reinforce the learning;
• a set of instructions (at the end of the video) directing students to demonstrate to you, an understanding
or competence in performing this new learning. (an application of the learned materials)
Supplementary Instructions:
3. On the outside of the CDIDVD jacket, print a label indicating:
• the video title;
• your specific expectations that students will achieve after viewing the video. These should be
appropriately introduced with "After viewing the video, students will ... ";
• your name
NOTE:
Assessment will focus on content of your video. Quality should be a consideration but will be
secondary in the assessments.
28
VIDEO MODULE ASSESSMENT
Teacher Candidate(s)
------------------------------------
Each component identified below will use the following rating scale to evaluate your
instructional video.
SCALE/CRITERIA 0= Not Acceptable

1= Needs Improvement
2 = Satisfactory
3=Good
4 = Excellent
A. Clearly stated expectations (JacketNideo): o 1 234
B. Clear Title (JacketNideo) and Introduction: o 123 4
C. Pace/Sequence of teaching points: o 1 2 3 4
D. Easy to follow demonstrations: o 1 234
E. Clearly articulated teaching points: o 1 2 3 4
F. Appropriate number of teaching points: o 123 4
G. Summary of teaching points: o 1 234

H. Instructions for assessing competence: o 1 234
I. Approximates the 5 min. time frame: o 1 2 3
Total Score
Comments: 35
29

ETS 1010Y Principles and Methods of Teaching Technological Education

Uploaded by

Document Information

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

ETS 1010Y Principles and Methods of Teaching Technological Education

Uploaded by

Copyright:

Available Formats

Preamble:

Section 2 - Resource Materials

Section 3 - Approaches to Evaluation

Section 4 - Broad-based Technology 71

Section 5 - Preparations for a Teaching Position 87

Section 6 - Course Assignments

SECTION 6 COURSE ASSIGNMENTS

Assignment 1 - Prepared Lesson Plan 1

Assignment 2 - Team Practice Teaching 9

Assignment 3 - Mid-Term Essay - Developing TestlExam Questions 14

Assignment 4 - Developing a Rubric 18

Assignment 5 - Group Seminar Presentation 21

Assignment 6 - Instructional Teaching Aid/Video 25

ETS1010Y PRINCIPLES & METHODS COURSE SCHEDULE 2014-2015

05 Assignment 3: Mid-term Essay Due; Guest Presentation: OSSTFCertification

09 Pedagogical Shift: Project-based Learning; 21st Century Skills; Performance Tasks;

06 Assignment 5: Seminar Presentations (4-6)

INTERMEDIA TEISENIOR & TECHNOLOGICAL EDUCA TlON

Se tember 2014 Re istration Classes Classes Classes Classes

October 2014 Classes Classes Classes/Orientation Classes Practicum

November 2014 Practicum Practicum Practicum Classes

December 2014 Classes Classes No Classes Holida Holida

Janua 2015 Holida Classes Classes Classes Classes

Februa 2015 Classes Classes Classes I Orientation Classes I Practicum

March 2015 Practicum Practicum No Practicum I No Classes Practicum Practicum

A ril2015 Practicum Classes Classes No Classes Intemshi

University College Apprenticeships Work-placements

6. Rigidly teaching the curriculum content Teaching according to student interests

7. School dances/social activities are of Dances/social activities are important

CONTENT OR STUDENT CENTREDIPROCESS ORIENTED TEACHER

• knows their subject and believes in what they are doing;

CHARACTERISTICS OF A GOOD TEACHER

• Covers the content;

STAGE 1: The "ME" Focus.

STAGE 2: The "CONTENT" Focus.

STAGE 3: The "STUDENT" Focus.

Reading --~------ 10%

Demonstration ------+----- 30%

Teach Others I Immediate Use of Learning -.lIk--- 900/0

Students learn by:

2) Indirect Experiences These are second-hand experiences where students are:

"Never do for students what they can do for themselves"

1. Mental (Memorization tasks)

CONDITIONS FOR HABIT FORMATION TO OCCUR :

1. Repetitive practice is necessary;

HABIT FORMATION IN TEACHING

Formal teachingllearning begins with the strengthening of stimulus - response bonds.

Meaningful/pleasurable connection made

Meaningful/pleasurable connection not made

Therefore: satisfying results (student pride) reinforces learning.

Instructional Entering Instructional Performance

Instructional Objectives: (What they will do)

Entering Behavior: (What they will know)

Instructional Procedures: (How I will do it)

Performance Assessment: (How well they did)

• oral or written recall of material previously taught;

• evidence of successful completion of a previously assigned task;

• Every part of a demonstration should be within sight of all students;

• Accompany each step with questions to stimulate student thinking;

TYPE LESSON CHARACTERISTICS BEST USE

New learning is developed from previous experiences Teaching new

This is a more informal atmosphere where the Ideal for problem

COGNITIVE DOMAIN (Knowledge) is often characterized by three levels of understanding:

1. relevant facts concerning objects, ideas, people, and events;