1. Systematically plan instruction

2. Teacher directed: Group & Individual instruction

3. Instruction is systematic, demonstration, practice & feedback

4. Students are engaged in learning activities a high % of the time

5. Students are engaged in a high % of high success activities

6. Student's work is consistently personally monitored

7. Questions are distributed to all students, receiving cues as needed

8. Questions are asked generally as well as directed to specific students

1. Informational - focuses on the development of cognitive knowledge;

2. Manipulative - focuses on the development of psychomotor skills through the application of knowledge;

3. Affective - focuses on the development of attitudes and/or values which are directly related to successful job performance.

There are six quality characteristics of a lesson -

1. Unity - The lesson must be whole in content and accomplishment; complete within itself and concerned with one task or subject.

2. Contains Some New Element - The lesson must contain something new; according to our definition of learning. This constitutes the essence of the learning assignment. The new element may be an idea, skill or higher degree of proficiency.

3. Properly Related To Other Lessons - The lesson may be preceeded by topics that are necessary for understanding the new lesson, and may in turn serve as a foundation for succeeding lessons.

4. Reasonable In Scope - The lesson must have sufficient content to challenge the learner's best effort, but must not cover so much ground that he/she cannot comprehend it or cannot complete it before tiring of it. A common mistake of inexperienced teachers is to put too much into a lesson or assignment.

5. Providers For Suitable Activity By The Learner - A learner learns by doing, and practice or drill is just as important as the presentation and checking by the instructor. The lesson must allow for the learner to practice the skill or apply the information-

6. Requires Measurable Accomplishment By The Learner - Every learning assignment should state specifically what the learner is to achieve from his/her effort, and should indicate the standards by which the learning will be verified by the instructor.

Put them at ease, explain the lesson and its importance, create interest and a need to know what is coming, establish personal meaning;

II. PRESENTATION - of the information or skill.

This is where you, the teacher, deliver the information or demonstrate the skills upon which the lesson focuses. Place students so each can easily see, hear and participate in the activity you have designed. Whether it is lecture, discussion, small group work, demonstrations, inquiry problem-solving, role playing, watching a film, slides or a videotape, debating, inductive questioning or any other form of lesson presentation, you must plan what you are going to do to help the students understand and acquire new knowledge, skills and/or attitudes. Follow task breakdowns into steps and key points. Follow information breakdowns into topics and teaching points. Explain, demonstrate, and instruct one step at a time. Stress key points or teaching points. Do not tell too much at one time. Use simple language. Do not do all the talking, ask questions to promote thinking and application. Give reasons for methods or procedures - why something is done or to be understood in a certain way. Show one thing at a time. Give everything you will want back, but no more. Set high standards. Be sure to plan the use of visual aids and other informational material to help support your instruction.

III. APPLICATION - tryout/practice of the new knowledge, skills and attitudes.

Have the learners do the job, exercise or assignment applying the information. We learn by doing. Have them actually perform the job or apply the information under your guidance. Such-activity helps to build self-confidence which is necessary for successful performance. Have the students tell you the whys and hows, and make sure that they can stress the main points. Correct errors and omissions when they are made (or before if danger is eminent) keeping the following points in mind:

1) Avoid personal criticism; Compliment before you correct; Let the student correct him/herself; Don't overdo correcting; Never embarrass by correcting harshly in front of the other students; and Don't be too quick to blame the student. If he does not do something right, the fault may lie in your method of teaching;

2) Always encourage and provide positive feedback for correct performance. Be sure you have a good reason for such communication. A compliment without a good reason cannot be sincere. Compliment at every step of the way toward the terminal objective. It is especially important to compliment at the end of the day. It sends them home with a feeling of success and also makes them feel that you were of help and that working with you was worthwhile.
Get everything you gave in Stage 11. Make sure they perform as completely and accurately as you have instructed. Have them apply the information or perform the task exactly as you did in order for you to
know that they know and understand.

IV. VERIFICATION and EVALUATION
Put them on their own to do the task or apply the information. Encourage questions from the students and be sympathetic to each one. Check frequently on their performance. Provide evaluative feedback to let them know how they are doing. Once they have had ample opportunity to practice on their own, then test them to evaluate their abilities and degree of learning.

V. SLIMMARY or REVIEW
The teacher will select the appropriate time for giving a summary or review. Many times the summary is given at the time the student is ready to apply the skills or use the information presented by the teacher in
Stage II. The teacher may summarize or have the student summarize the steps or procedures, emphasize the key points, and give the standards of performance. The students may also. explain or outline the main points given for each topic. The alert teacher will select the appropriate time and place in the lesson for the summary, whether it is after Stage 11, III or IV. BUT FOR SURE SUMMARIZE AT THE END OF THE LESSON.

2. Write the Lesson Objective or Aim

3. Prepare Stage 11

4. Prepare Stage III

5. Prepare Stage IV

6. Prepare Stage V

7. Prepare Stage 1

8. Complete the Lesson Heading

9. Make the next lesson assignment

STAGES OF INSTRUCTION	WHAT THE INSTRUCTOR SHOULD DO
I. Preparation (motivation) - prepare the learner for the lesson	· Tell a joke or story; give an analogy related to the lesson. · State the general subject of the lesson. · Tie the lesson to preceding or succeeding lessons. · Explain the aim - what the learner will know or be able to do at the end of the lesson. · Point out where and how the skill or information will be used. · Explain why the skill or information is important, and how the learner will benefit. Ask questions to determine the learner's knowledge of the lesson and to arouse his interest
II. Presentation - of the information or skill to the learner	· Position students so that they can hear and correctly during skill lessons. · Use any methods or combination of methods and teaching aids that will result in learning. Tell, show, explain, demonstrate, discuss, illustrate, or question as needed. · Follow a well prepared lesson plan. Prepare a task breakdown for skill information lessons in logical teaching order. · Instruct one step at a time. · Stress key point, safety precautions, "how", and "why". · Teach only what the student can learn at one time. Don't throw the book at him. · Use simple language. · Explain, define, and pronounce new terms. · List them on the chalkboard. · Ask question to increase student participation and understanding of each step or topic. · Set a high standard by your example · Give reasons for procedures of process · Present everything you will want the learner to give back, but no more.
III. Application - the learner tries out or gives back the skill or information presented	· Have the learner to do the task or apply the information. · Supervise closely. · Ask questions. · Make sure the learner understands. · Have the learner give back the "how" and "why" of each step. · Repeat presentation is necessary. · Correct errors or omissions immediately. · Avoid criticism. · Complement before correcting. · Let the learner correct himself. Emphasize checking standards. (Example - finish tolerances, diameters, fabrication, etc.) · Avoid overcorrection or correction in front of others. · Encourage the learner. · Get back everything presented in Stage II. · Continue application until certain the learner knows the materials. · Encourage questions.
IV. Verification or Evaluation - check to see if the learner has acquired the skill or information	· Test only the skill or information taught in the lesson. · Put the learner on his own doing the task or applying the information. · Check frequently. Tell him where to get help. · Have the learner teach another student provided the instructor is sure the learner understands safety procedures and the "how" and "why". · Use oral questions or written tests. · Check tests immediately. · Let the learner know how he is doing. · Reteach id necessary.
V. Summary or Review	· Review standards. · Reemphasize important points, including safety precautions. · Review steps of procedure. · Have students summarize steps or procedure or emphasize key points. · Have students outline pr explain main points.

DYNAMICS IN EDUCATION

. Design of Effective Lessons Madeline Hunter states that the format for designing lessons is like a "basic white sauce" in cooking. There are seven elements in Hunter's basic lesson design. 1. Anticipatory set. The teacher helps the students to develop a mental set that causes them to focus on what will be learned. 2. Objective and Purpose The teacher states what the students are supposed to learn and why that learning is important to them. 3. Input The teacher must task analyze the final objective to identify the knowledge and skills that need to be acquired. Only then can the Input phase of the lesson be designed so that a successful outcome becomes predictable. 4. Modeling "Seeing" is am important part of the learning. The teacher facilitates learning by modeling the process or product that is expected. 5. Checking for understanding Before students are expected to do something. It is important that the teacher ascertain that they have the skills required to do so. 6. Guided Practice Students practice their new knowledge or skill under direct teacher supervision. 7. Independent Practice The teacher assigns this only after the teacher is reasonably sure that the students will not make serious errors.

Teacher learns where students had problems
Reteaching occurs, if necessary

Provide overview
One thought at a time
Stay "on track"
Master each point in sequence
Give many examples
Give detailed/redundant explanations for difficult points
Ask questions to monitor student progress

Ask large number of questions:
-fact questions
-"process" questions
For higher level questions, demonstrate ("talk through") how to answer
Ensure high success (80%) by prompting at the beginning; then fading out prompts
Give additional process explanations and repetition of main points
Check for understanding until all students are "firm" in performance:
-have a large number of brief oral questions ready to cover main points, supplemental points, and processes involved
--equalize opportunity to respond through- systematic selection; no call-outs -require all students to respond through: written responses; responding to a partner, group discussion; choral responses (in small group)
.

If student answers:
-correctly and firmly
--correctly but hesitantly
-incorrectly and carelessly
-incorrectly and doesn't understand
Then teacher should:
-acknowledge and go on
-acknowledge and briefly give process of getting answer
-give right answer and go an
-give hints or probes or reteach
.

Students progress from slow, "think it through" stage to automatic Stage
Students engage in a large number of successful repetitions (overlearning)
During seatwork activities:
-direct students through first few problems or tasks
-keep interactions short (2D-30 seconds) but frequent, if necessary
-actively monitor students
Non-seatwork ways of providing independent practice:
-teacher-led question/answer session without prompts, hints (all students participate) a procedure that includes, e.g. doing seatwork and checking
-students follow with a partner
-cooperative group learning approaches
For difficult material, or slower students:
-provide several short sequences of instruction/practice followed by seatwork
-be sure to provide plenty of explanation, repetition, guided practice, feedback, and demonstration

Every Monday
Every fourth Monday

· Communicates to the student the performance that the students should be able to demonstrate upon completion of a course or a unit of instruction: BEHAVIOR.

· Tell s the students what materials, tool or manuals may or may nor be used or other constraints in demonstrating the performance: CONDITION.

· Describes what the teacher considers to be a minimum acceptable performance on the part of the student: CRITERIA.

2. Language must be understood by students.

3. Deals with the end product, the result of the activity.

4. Result must be observable.

5. Should be narrow and limited scope.

6. Must be realistic in terms of:

7. Worthy of accomplishment

a) students abilities, aspirations & interests; b) time; c) materials; d) employers' needs.

9. Consistent with course goals.

2. Manipulative - Psychomotor in nature; encompasses perceptual motor and motor skill movements requiring neuromuscular coordination.

3. Attitudinal - Affective in nature; Not a reflection of a set of personal values, but rather of those values and attitudes which are important for success in job tasks.

Questions to ask yourself when planning practice

- The smallest part that still maintains maximum meaning

- Short, intense, with great deal of student effort

- For new learning, practice should be massed
- For established learning, practice should be distributed

- By specific knowledge of results
- By immediate knowledge of results

LEVEL OF TAXONOMY	DEFINITION	WHAT THE STUDENT DOES	VERBS TO HELP YOU DESIGN ACTIVITIES
KNOWLEDGE	Recall or location of specific bits of information	· Responds · Absorbs · Remembers · Recognizes	Tell - list- define - name- recall - identify - state - know - remember - repeat - recognize
COMPREHENSION (understanding)	Understanding of communicated material or information	· Explains · Translates · Demonstrates · Interprets	Transform - change - restate - describe - explain - review - paraphrase - relate - generalize - summarize - interpret - infer - give main idea
APPLICATION (using)	Use of rules, concepts, principles, and theories in new situations	· Solves novel problems · Demonstrates · Uses knowledge · Construct	Apply - practice - employ - use - demonstrate - illustrate - show - report.
ANALYSIS (taking apart)	Breaking down information into its parts	· Discusses · Uncovers · Lists · Dissects	Analyze - dissect - distinguish -examine - compare - contrasts - survey - investigate - separate - categorize - classify - organize
SYNTHESIS (creating new)	Putting together of ideas into a new or unique product or plan	· Discusses · Generalizes · Relates · Contrasts	Create - invent - compose - construct -design - modify - imagine - produce - propose - what if …
EVALUATION (judging)	Judging the value of materials or ideas on the basis of set standards or criteria.	· Judges · Disputes · Forms opinions · Debates	Judge - decide/select/justify - evaluate - critique - debate - verify - recommend -assess

. Subject:	Proper steps to addressing and mailing a letter.
Aim:	The student will be able to address a small and a large envelope and name the appropriate steps to mailing a letter according to common business standards as stated is a Century 21 Typewriting Book
Teaching Aids:	Notes (lesson plan), Transparencies, Handouts, Application Worksheet, Prepared Test
Material:	None needed except worksheet and test.
References	Century 21 Typewriting Book
Prerequisite experience of the learner	Know left and right

.




.

I. PREPARATION ========================================================================

A. Show envelope with no address on it QUESTION: IS this ready to be mailed? Why or Why not? *no mailing address *no return address *no stamp *not sealed B. Why does a person need to know ho to address an envelope and the correct mailing procedures? C. How many of you have ever mailed a letter? COMMENTS * everybody will mail a letter in their lifetime business or personal Business -- usually uses large envelope Personal -- usually uses small envelope Praise! Praise!







II. PRESENTATION
========================== Instructional Topics Teaching Points ==========================	=========================================== Things for students to do Things for instructor to do or say. ===========================================
A. Envelope preparation - to type Return Address PRAISE !	1. Distribute envelope (for return address) handout. Show transparency. 2. Begin on line 3 and space over 3 spaces from the left edge. (small or large envelope) 3. Ask questions 4. Students takes notes and look at handout
B. Return Address Sometimes envelopes are p[re-printed with company name. (show example of envelope) PRAISE !	1. Return address is the same as the address found at the top of your letter to be mailed (usually letterhead). Personal letter - the return address is your address 2. 2. Show sample letter transparencies 3. Ask questions about the different letters. 4. Students take notes
C. Envelope Preparation To type mailing address PRAISE !	1. Distribute small/large envelope (for mailing address) handout. Show transparencies. 2. Small envelope - line 12; Center of page minus 10 spaces; **USE backspace key. 3. Large envelope -- line 14; Center of page minus 5 spaces; **USE backspace key. 4. Ask questions 5. Students take notes and look at handout.
D. Mailing Address PRAISE !	1. Mailing address is the same as the inside address of the letter being mailed. Personal letter -- the mailing address is the address of the person you are mailing the letter to. 2. Show sample letter transparencies. 3. ASK questions about the different letters. 4. Students take notes.
E. Prepare envelope to be mailed. PRAISE !	1. Check inside envelope to make sure everything is in the envelope that needs to be mailed. 2. Seal the envelope. (IF you have many letters to mail, use a sponge or an automatic envelope moistener.) 3. Place stamp or stamps in the upper right hand corner of envelope. 4. Put in mailbox. 5. Show transparencies. 6. Ask question. 7. Students take notes.
NOTE TO INSTRUCTOR:	Summarize the different steps through the use of questions. PRAISE!

. III. APPLICATION ========================================================================

A. Students work on a worksheet while I monitor their activity. (see worksheet)

------------------------------------------------------------------------------------------------------------------------------------------------ NOTE TO INSTRUCTOR: When student finish, do a quick review of the worksheet. DO THIS BY ASKING QUESTIONS!! PRAISE! ------------------------------------------------------------------------------------------------------------------------------------------------

. IV. EVALUATION ========================================================================

A. Give Test 1. Given a sample letter, students use the information in the letter to address the envelope provided on the test. The students include the return address and the mailing address. The students then answer questions concerning appropriate spacing and mailing procedures. (see Evaluation)

------------------------------------------------------------------------------------------------------------------------------------------------ NOTE TO INSTRUCTOR: Review and grade the test immediately! ------------------------------------------------------------------------------------------------------------------------------------------------

. V. SUMMARY ========================================================================

1. Envelope preparation for return address. a. envelope spacing (line 3, 3 spaces over) 2. Return Address. a. letter address - business letter b. own address -- personal letter 3. Envelope preparation for mailing address. a. Small envelope spacing (line 12, center minus 10 spaces) b. Large envelope spacing (line 14, center minus 5 spaces) 4. Mailing Address. a. Inside address -- business letter b. Address of person you are mailing to -- personal letter 5. Prepare envelope to be mailed. a. check inside b. seal envelope c. place stamp on envelope d. put in mailbox

------------------------------------------------------------------------------------------------------------------------------------------------ NOTE TO INSTRUCTOR: Summarize by asking questions .. What is the 1st step? 2nd step? … Call on students! PRAISE! ------------------------------------------------------------------------------------------------------------------------------------------------

======================================================================== Tomorrow we will review the steps to addressing and mailing a letter and start on How to prepare a memo. You may want to read Appendix 1 in your typewriting book. ========================================================================

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.

Example TWO



POWERPLANT
INSTRUCTOR'S PLAN
INFORMATIONAL LESSON

Subject: Aim: Teaching Aids: Material: References: Prerequisite experience of the learner:

Bendix S-20 Magneto disassembly The student will be able to disassemble, identify, name, determine the function and serviceability of the individual parts of a S-20 series magneto to FAA standards using commercial air carrier industry guidelines. Notes, transparencies, VCR/film, project sheets, prepared tests. S-20 series magneto, special tools, hand tools. S-20 series magneto overhaul instructions exploded view and parts list. The student must have read the required reference material and observed the disassembly of a S-20 series magneto.

======================================================================== I. PREPARATION (OF THE LEARNER - MOTIVATION) ========================================================================

A. Questions: 1. What is this unit called? 2. How many have ever worked on a magneto? 3. How did the name (Magneto) come about? 4. Who is the manufacturer of this unit? B. Parts names needed to exchange ideas on care and use of the S-20 series magneto. 1. Aid in the selection of the proper magneto to fit the job. 2. Aid in the selection and purchase of magnetos.

.


.

======================================================================== II. PRESENTATION (OF THE INFORMATION) ========================================================================

INSTRUCTIONAL TOPICS TEACHING POINTS ----------------------------------------------------------------------	THINGS FOR STDUENTS TO DO THINGS FOR INSTRUCTOR TO DO OR SAY ----------------------------------------------------------------------
A. MAIN PARTS OF A MAGNETO
1. CASE	1. Distribute exploded view 2. Student find case in hand out 3. Describe construction of case 4. Students examine case 5. Students to make notes
2. FUNCTION	1. Explain function of case 2. Show different cases 3. Use transparency
3. ROTATING MAGNET	1. Explain purpose 2. Repeat steps 2-7 above 3. Show different rotating magnet 4. Use transparency
4. MAGNETIC CIRCUIT	1. Draw circuit on chalk board 2. Explain function 3. Label parts on chalkboard 4. Students find parts on sketch 5. Students draw primary circuit 6. Students take notes
5. PRIMARY CIRCUIT	Repeat steps 1-6 above
6. SECONDARY CIRCUIT	Repeat steps 1-6 above
7. SHOW FILM	Discuss film, stress, serviceability.




.



======================================================================== III. APPLICATION (MAGNETO, ILLUSTRATION, ANALOGIES, ORAL QUESTIONS OR ASSIGNMENTS, MAKING INVESTIGATIONS, NOTE TAKING, MAKING SKETCHES, PARTICIPATING IN DISCUSSION.) ======================================================================== .

1. Students examine A S-20 series magneto 2. Erase chalkboard labels, students to relable drawing. 3. Students name part and point out. 4. Have students to give purpose or part. Note: Instructor will make sure all students get chance to name, identify, give purpose and determine serviceability of all parts. Instructor should ask questions, observe and assist students as required to keep the activity lively and interesting.


.

======================================================================== IV. VERIFICATION AND/OR EVALUATION (FINAL CHECK ON STUDENTS' COMPREHENSION OF MATERIAL PRESENTED.) ========================================================================

A. GIVE TEST WITH SKETCH (USE MATCHING TEST) 1. Students to fill in blanks. 2. Parts of a magneto 3. Construction of magneto B. ESSAY QUESTIONS 1. What is the purpose of a magneto? 2. Describe the three circuits in a magneto? 3. Describe the five induction in a magneto? 4. Describe three advantages of magneto ignition? 5. Describe the three factors determine the voltage produced by a primary coil? 6. What is the purpose of the rotating magnet in a magneto? 7. What are the pole shoes, pole shoe extensions and coil core made of? 8. How does a worn cam follower affect breaker point operation? 9. Explain the function of the capacitor in a magneto. 10. What is the purpose of a safety gap when installed in some magnetos?


.

======================================================================== V. SUMMARY (GIVE A BRIEF ACCOUNT OF EACH TOPIC REEMPHASIZING THE IMPORTANT POINTS. THIS SUMMARY MAY BE GIVEN AT ANY PLACE IN THE LESSON THE TEACHER FEELS WILL BE PROFITABLE TO THE STUDENTS.) ========================================================================

1. Construction of a magnet: 2. The main parts of a magneto are. 3. The purpose of each part. 4. Magneto operating principles

======================================================================== SUGGESTED READING FOR STUDENTS: ITP-P2 TECHNICIAN POWERPLANT TEXTBOOK, CHAPTER 7, ITP-P2 WORKBOOK CHAPTER 7 QUESTIONS, BENDIX S-20 SERIES AIRCRAFT MAGNETOS OVERHAUL INSTRUCTIONS. THE NEXT LESSON IS : AMT 3045 LAB. PROJECT 2, BENDIX S-20 SERIES MAGNETO DISASSEMBLY.






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Example THREE

AUTOMOTIVE IGNITION SYSTEMS

ROBERT FRISBEE
PERFORMANCE LESSON



Task: Objective: Tools/Equipment: Materials: Teaching Aids: References: Prerequisite experience of the learner: Checking standards:

To properly gap a spark plug Using a spark plug gapping tool the student will be able to gap a spark plug meeting industry standards. Spark plug gal tool (5) Spark plug (10) Notes, transparencies, tune-up specification catalog None The student must have a basic knowledge of automotive ignition systems including specifics on theory of spark plugs. Students proper positioning of tool, accurately decreasing gap of plug to 0.035, and accurately increasing gap to 0.040.

.

======================================================================== I. PREPARATION

A. Questions: 1. How many of you have a car? 2. Hoe many of you have had your car tuned-up? - call on individual 3. How many of you have tuned a car yourself? 4. What are some components that must be replaced in a tune-up? ---emphasize the spark plugs B. State general subject of the lesson 1. Automotive ignition system - gapping of sparks plugs · Point to chalk board 2. Comment on objective of the lesson · Point to chalk board C. Explain why information is important 1. Many of you have had your car tuned or have tuned it yourself. Spark plugs are a major component that must be replaced. As a technician, you must know how to properly gap a spark plug to ensure a quality tune-up. . =======================================================================

.

II PRESENTATION (OF THE SKILLS)
A. Procedure steps
Procedure Steps	Key Points
Step 1: Identify part of a spark plug that is to be gapped.	1. Use transparency #1 2. Specifically point out the center electrode and side electrode. 3. Ask students which area of the spark plug us to be gapped? 4. Explain to students that spark plugs (new or used) must be gapped. If gap is incorrect, engine will misfire and/or run sluggish 5. Students to take notes
Step 2: Determine proper gap specification for engine application	1. Explain that engines use different gap sizes for the spark plugs. 2. Ask the students what size of engine they have in their car? 3. Show students a tune-up specification catalog 4. Use transparency #2, and show students gap specification for a 1989 2.0L Chevrolet engine. 5. Students to take notes.
Step 3: Show gap tool	1. Hand each student a tool. Use transparency #3 of tool and identify measurement numbers and bending tang. Ask students when they would use the metric side? Then discuss.
Step 4: Demonstrate use of tool 1. Show checking of present gap on spark plug 2. Show (using tang) hoe to decrease the gap 3. Show (using tang) how in increase the gap 4. Show rechecking the gap for accuracy with the gauge	1. Show proper position of holding the tool in one's hand. 2. Insert the selected wire of tool into gap and check for proper resistance. 1. Insert tang into gap and pry down side electrode to decrease gap. 1. Insert tang into gap and pry side electrode up to increase gap 1. Insert the selected wire of tool into gap and check for proper resistance.
B. Ask for questions:	Check for key points --- review if necessary


.

======================================================================== III. APPLICATION

1. Explain application process and give directions. 2. Hand out a spark plug to each student. (Each spark plug will have the gap opened excessively by instructor prior lesson). 3. Ask students to check gap on spark plug using tool, and then adjust the gap (decrease) to 0.035. 4. Observe and reteach one-on-one with student if needed. 5. Ask students to adjust the gap (increase) to 0.040. 6. Observe and reteach one-on-one with students if needed. 7. Instructor encourages and compliments students as they work. 8. Instructor asks if there are any questions. 9. Teacher collects sparks plugs. 10. Teacher reviews and emphasizes key points.

.

======================================================================== IV. VERIFICATION AND/OR EVALUAITON

1. Instructor explains evaluation process and gives students directions. 2. Instructor hands out a different spark plug to each student. (Plug is gapped open excessively) 3. Student is asked to gap spark plug to 0.035 using tool, one at a time so instructor can observe. 4. Teacher observes each student check gap and then decrease gap on plug to 0.035 5. Instructor records students performance score on evaluation instrument. 6. The students are then told they will need to increase the gap to 0.040 using the tool. They are also to do this individually so instructor can observe for accuracy. 7. Teacher observes each student increase gap on plug to 0.040. 8. Instructor records students performance score on evaluation instrument. 9. Instructor compliments and encourages students as they succeed.

======================================================================== V. SUMMARY

A. Reemphasize key points through verbal discussion and questioning of the students. Call on individuals. 1. Identified parts of a spark plug. 2. Technician must determine proper gap specification using a tune-up catalog. 3. Gap tool was identified and the parts of it identified. 4. The steps of using a gap tool was demonstrated. The next lesson is: Proper installation of spark plugs.





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Example FOUR


INSTRUCTOR'S PLAN
Performance Lesson



. TASK:	Create two exact copies of a bootable DOS diskette.
AIM:	The student will create two exact copies of a bootable DOS diskette using the DISCKCOPY command to meet system requirements.
TOOL/EQUIPMENT:	IBM 386 DOS-based microcomputer
MATERIALS:	Markers (lack, red, and blue); bootable DOS 4.01 disk; 2 blank, unlabeled 1.2 diskettes; protective tab.
TEACHING AIDS:	Handout #7
REFERENCES:	Using PC DOS, by Que; DOS Command Reference, pgs 621-630
PREREQUISITE EXPERIENCE OF THE LEARNER	The student must have a working knowledge of the microcomputer keyboard and disk drives.

.



------------------------------------------------------------------------------------------------------------------------------------------------ I. PREPARATION

A. Question to the class: 1. Why do software manufactures (including Microsoft's DOS) recommend making a copy of your original program disks? 2. If the software program won't run without it's hidden files, but you can't COPY these special files, how can you get a "mirror" copy of the software that will work? B. DISKCOPY command used to make "mirror" copies of manufacturer's program disks in order to store and protect the originals. 1. Accident happen! Software can be corrupted or destroyed - usually when you need it most. 2. It is expensive to replace. 3. DISKCOPY insures a backup.

.




II PRESENTATION (OF THE SKILLS)




A. Procedure Steps

Procedure Steps	Key Points
Step 1: Prepare source disk by labeling & write protecting.	1. Demonstrate labeling the source diskette: write "DOS 4.01, Bootable" on; label and affix to bootable diskette. PRECAUTION: unprotected disk can have all data destroyed if overwritten. 2. Put protective tab over read/write notch. PRECAUTION: handle disk carefully - do not touch open area cover.
Step 2: Prepare the target disk by labeling	1. Continue to demonstrate by labeling each blank 1.2 disk: One that reads …… "DISKCOPY #1 - DOS 4.01" the other to read … "DISKCOPY #2 - DOS 4.01"
Step 3: Execute the DISKCOPY command.	1. Type in the command .. DISKCOPY A:B:*Command syntax: a) verb, b) source drive, c) target drive 2. Alert students to DOS instructions to appear on screen.
Step 4: · Follow the DISKCOPY screen instructions. · Insert the SOURCE diskette in drive A · Insert the TARGET diskette in drive B · Strike and key to begin · Copying 40 tracks, 9 sectors/Track, 2 slide(s) · Copy another (Y/N)? · Insert the SOURCE diskette in drive A · Insert the TARGET diskette in drive B · Strike any key to begin · Copying 4o tracks, 9 Sectors/Tracks, 2 Slide(s) Copy another (Y/N)?	Continue to demonstrate by … 1. Insert the original data disk labeled "DOS 4.01, Bootable" into drive A. *This is the source disk. 2. Insert the diskette labeled "DISKCOPY #1" in drive B. *This is the target disk. PRECAUTION: is source disk unprotected with tab and these 2 disks inserted in the reverse drives, all data will be destroyed! 3. Hit the return key. *Any key can be hit to activate. 4. Wait as copying process continues 5. Type Y for YES 6. Leave original DOS diskette in drive A 7. Replace the diskette in drive B with the diskette labeled "DISKCOPY #2". 8. Hit the return key 9. Wait as copying process continues. 10. Type N for NO
Step 5: Store the copied disk	1. Remove the disk from drive. 2. Return the disks to protective sleeves.

.

B. Ask for questions; check students for key points - review if needed. 1. Command syntax: Source and target disks 2. "Strike any key" can be any key - including the return key - to activate C. Distribute Task Sheet (DOS Command - DISKCOPY)

. III. APPLICATION (Guided Practice for Learner)

A. Students to review Task Sheet B. Students to practice on task by doing Assignment Sheet #1 C. Observe and reteach, one-on-one with student, if needed. D. Students to turn in Assignment Sheet #1 when completed.

. IV. VERIFICATION AND?OR EVALUATION

A. Administer Performance Test #1. *Refer to page 23 of notebook.

. V. SUMMARY

A. Review Steps 1-5 B. Reemphasize key points: 1. Why we should write-protect the source disk. 2. Defining the source and target disk. 3. Command syntax 4. "Strike and key" can be any - including the return key - to activate.





End of Examples

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EFFECTIVE TEACHING


.
· Begin with short review of previous, prerequisite learing - homework;

· Prepare the learners to learn - establish a positive mental set;

· Make clear the goals/objectives of the lesson, provide advanced organizes;

· Present new material; in small steps, with students engaged; Highlight main points, use illustrations, explanations, demonstrations and modeling, use questions checking for understanding;

· Give students opportunities for guided practice; give cues and corrective feedback during activity;

· Again check understanding via questioning;

· Provide explicit instructions and independent practice via seatwork exercises or lab assignments to apply new knowledge and form skills in all students;

· Review and summarize the objectives of the lesson and clarify any questions;

· Evaluate students using various techniques;

· Based on evaluations, provide remediation or extensions for students.







IMPROVING THE QUALITY OF INSTRUCTION



1) Active Teaching - The teacher establishes and maintains clear focus on the learning task; establishes expectations of high achievement', directly participates in the organizing and structuring of the learning; directly provides instruction, maintains control, and provides timely feedback; delivers content directly rather than solely relying on instructional materials. Students learn more when more time is supervised and managed rather than when working on their own, plus they get more positive reinforcement, monitoring and feedback. There is also more time- on-task with teacher-directed large group instruction than in small groups. Structured learning environments seem to be more effective for low socioeconomic status (SES) students and less functional for high SES students. Frequent interaction with the teacher is important for low ability students. High cognitive problem-solving skills tend to be learned more completely when there is a high degree of student interaction.

2) Reinforcement - Positive reinforcement can have a powerful effect on learning. Of 26 variables, reinforcement had the single largest impact in moving the achievement of students from the 50th percentile to the 86th percentile. Can occur in many ways as any event which following a response, makes the response more likely; Positive reinforcement appears to have more effect for low SES students than for high SES students.

3) Advanced Organizers - This preview of what is to come helps students structure new information, relates material taught to information already known, identifies the main concepts and patterns, and provides an outline to help students to assimilate content and integrate learning.

4) Feedback & Cues - Monitoring performance and providing corrective feedback further reinforces achievement. Feedback helps students assess what and how much they know, and is more effective when given immediately, non-evaluatively and is task related.

5) Pacing - This is the speed with which students move through material to be learns, as well as how fast it is presented. Moderate pacing can be maintained by presenting large amounts of material at a slow rate or a small amount at a fast rate. Altering instructional modes, with short teacher presentations, interspersed with practice and review should be sufficient to maintain instructional momentum, and reduce wasted time.

The need to tie new learning to prior learning is important. When prior learning is accessed, space is freed in our working memory. Then there is space for comprehension, application and problem-solving. Low achievers sometimes fail to learn simply because the pacing is too fast. They cannot sufficiently process the information, and thus negatively impacts their own perception of their learning competency and motivation for learning. However, higher achievers need a faster pace for learning or they will become bored and unmotivated.

6) Clarity of Instruction - Teachers who have deficiencies in their mastery of the subject area, use of language, both oral and written, and presentation skills can result in unclear instruction and low achievement.


7) Adaptive Instruction - Students learn in different ways and at different rates. Use of personalized instruction, tutorials, cooperative team learning and combinations of small and large group instruction help increase achievement and contribute to positive learning environments in which students realize the objectives of the instruction' is for all students to learn. Teachers should alter time, group composition and pacing as means of adapting their instruction to their learners.


8) Time-On-Task - The quantity of time actually spent in a learning process per class meeting has been positively correlated to achievement. BUT, More Time does NOT AUTOMATICALLY mean More Achievement. It depends on how well the time is used. Students learn to the extent that they have the opportunity to be actively engaged in learning. Student motivation is also a'major factor affecting achievement. But there is a point of diminishing returns. Once students approach the upper limits of their ability, more time yields smaller gains in learning. The relationship between time and achievement is NONLINEAR and LOGARITHMIC. It takes more time to go from 80% to 90% mastery than from 70% to 80%. Slower learners need more time for mastery - FIVE TO TEN TIMES MORE! This is an instructional management challenge. There is a difference between the time that the student is engaged in the task and the time that he/she is exposed to instruction. Improvements in effectiveness have been realized by maximizing time-on-task without increasing instruction time. Increasing Instructional Time Alone Will Not Yield Higher Achievement. This must be coupled with other teacher interactions, reinforcement, feedback, a positive learning environment, and supported with organized well-designed instructional materials.






TEACHING STRATEGIES TO INCREASE TIME ON TASK


• treat time as an important resource,
• define individual and class goals clearly,
• plan and organize class activities in advance,
• use a wider range of teaching methods,
• have positive expectations of students and reinforce them in a positive manner,
• encourage students to work independently,
• assign meaningful tasks,
• minimize scheduled, whole class breaks,
• decrease opportunities for interruptions from outside classroom, and
• serve as a role model for the world of work.












BEGINNING A NEW CLASS - WHAT TO DO THE FIRST DAY



1. Stand at the door and greet students
Greeting students at the door will demonstrate your interest in interacting with students from the moment they enter the classroom.


2. When you are ready to begin, get everyone's full attention before you start.
Always wait to get everyone's attention before you begin the class. It you start class while some students are still talking or are out of their seats, students will assume that 0 is all right to engage in those behaviors while class is in session. Make this wafting a habit.


3. Introduce yourself and the class
Let students know you are glad to have each of thorn in class and hope they will find out class enjoyable and profitable. Make sure students know how to address you. Provide some background about your work. professional education experience and some personal information as you feel appropriate. Describe the major types of competencies and activities of the class.


4. Present school and class rules and consequences for misbehavior
It is important that you review the school policies and consequences for breaking them regarding absents, tardies. exemptions; the bell, lunch and holiday schedules-, fire drill procedures and insurance policies. Present your class and lab rules as procedure for ensuring that class time is beneficial to everyone and then discuss consequences for inappropriate behavior. Give them a handout on rules and examinations and make sure everyone understands how yow class will be conducted. This is an important first activity because it allows you to clarify your expectations prior to any opportunity form student misbehavior. BE SERIOUS.

5. Take attendance
Once you have presented the rules and regulations, take attendance. In some schools, it may be necessary to take attendance right after the bell rings. If so, you may wish to take attendance while your are greeting students at the door. Some students may be late the first day to schedule problems, -so it is wise to wait a while before taking the role if possible.


6. Explain lour procedures for assigning and collecting work.
Introduce the procedures and routines for assigning and collecting work. Distribute any related handouts, making sure that students understand how they can monitor their own assignments- Be clear when explaining that work will be due at the beginning of the class period on the day it is due. Explain any consequences for late assignments.


7. Explain your grading policy.
Distribute handout on assignments and grading. Explain in detail how students will earn their grades. Tell your students to show this information to their parents You may wish to have students bring back parent signatures indicating they have been informed of your grading system and of your expectations for the semester. This is an excellent way to document that your students are informed.


8. Discuss your youth leadership organization, its goals and activities
For the promotion of membership and involvement, @ is vital that you show your commitment to the vocational student organization of your program and your expectations for student participation. Review the activities, goals. competitions and date of the first meeting.