Professional Development Program - Report Example

Insert Your Name Here By: Michael Wacheke Date: 2nd April 2009 Contents 1. Introduction a. A brief overview of the recipients of the training programs b. The expected outcome c. Multiple curriculum areas d. Dealing with the students e. Comprehensive needs analysis 2. The Assessment Detailed explanation of the development program The matrix 3. Marking instructions Professional Development Program: Training Unemployed youth Unemployed youth are mainly prone to scores of stress since they usually have income related problems and therefore it is always important to develop a friendly plan that will accommodate the metal state of the unemployed youth. Since these youths are destined for a building and construction site, the best thing is to come up with an orientation that will include all the basics of building technology that are related and one of the essential. Learning Outcomes: The program is aimed at ensuring that all the youths have in hand all the theory work and what is expected of them before they get on to the building site. This will ensure that they are faster and more efficient in their works and it will also be a good introduction into building technology. In class, there should be maps that have an entire construction site setup that will be used as demonstration (Perry 1975). Multiple curriculum areas: There are multiple curriculum areas since the course will also involve public and work relations which are very important to avoid negligence and ignorance at the work place. The core areas in the curriculum are the building styles and the concrete mixtures that need efficiency and economization. I will come up with a teaching strategy that will make all the students active participants in class. This will be done by ensuring that I always set a couple of minutes after the end of every class to ask a number of questions. I will have rewards that will work as incentives and this will motivate the students to listen so that they can get rewards at the end of the lesson. I will also ask questions while I am teaching and this will be done randomly and this will mainly be aimed at ensuring that the students are keen and attentive. I intend to have classes that last short periods to give the students enough time to relax between classes and to avoid bombarding the young minds with too much information at a go. This will allow them to digest the information in understandable bits. What is it that students will know and be able to do to demonstrate the intended outcome? The students will be able to learn various ways of handling cement jobs and concrete mixtures. They will also know how to put up steel structures prior to slab preparation and they will also know the durations that cement slabs need to be left untouched. They will know how to repair cement cracks and the ways in which they can alter the design to conform to the owner’s preference. The students will able to demonstrate using dummy structures what a slab looks like and how to create the steel structures. Student learning achievement curriculum specific I will ensure that by the end of the course I test the students on an actual construction site to make sure that they have understood. This will also make sure that the students have some practical knowledge of all the building works. Students: (a) What are important student characteristics that will impede the assessment (culture, issues, values, gender and disability)? The important student characteristics that are likely to interfere with the assessment will be dealt with professionally. I will ensure that every student in the class feels equal to the rest and this will be by distribution of chores equally and creation of groups that will help the students to mingle and this will get rid of the tensions in class as people become free to relate with each other. This will also lead to development due to combination of ideas. Creativity will be greatly enhanced as well as development of diverse ideas since each student will have to work on a project first and then present it to their group (Rijnsdorp, Plomp & Möller 1984). Cultural differences Various people have different cultures but when people are in a group they tend to tame their cultures and concentrate on common good that is learning. Organizing the students into groups will have curbed the cultural hindrances. Issues and values I plan to have light moments during lessons when the students look dull mostly because of issues. Light moments may include a “by the way” statement that is related to the topic in discussion. This will give the students a laugh or a smile and they will forget the issues that they had. In extreme cases, I will refer a student with issues for counselling and also offer extra tuition to ensure that such a student understands. If there are certain values that a student has, I will ensure that the agenda does not hit at such and try as much as possible to avoid crossing the line of such values. Gender and disability No one chooses the sex they would like to be when they are born and no one chooses to be disabled. I will ensure that all discussions are not biased on matters of feminism or chauvinism to avoid hurting either sex. I will make sure that the disabled get equal chances with the rest. This will be possible by getting them to work on the same tasks as the people who are able and this will be a sign that they are embraced (Thurlow, Elliot & Ysseldyke 2002). Comprehensive needs analysis Since the students are people who are in transition from childhood to adulthood, they will always tend to assume an adult attitude that comes along with independence. This will make it hard for the tutor since the student’s thoughts are easily carried away and therefore it is wise to have every student to carry out a practical demonstration to ensure that the students learn appropriate course implementation on site. Behavioural objectives ASSESMENT TARGETS Type of knowledge Cognitive process Technical Skill The students should be assessed on a practical ground that involves manual work. This could be a site to ensure that there are well equipped with the manual part of the skill. Theoretical Skill This will involve having an oral or written paper where all the areas that have been covered in class are tested. In this case, it will include drawing and interpretation of drawings. Work Ethics This will be tested like a case study where the student is presented with a situation that they are supposed to show how well they can handle. Additional information This will include general knowledge about the skill. An example is the perceptions of people on the safety standards of a construction site. ASSESMENT METHODS Objective Subjective Performance There will be a written exam at the end of the course that will test all the skills that have been learnt through out the course period. There will be oral explanations from the students that will come along with the practical tests. There will be PowerPoint presentations from students who will receive presentation test instructions and interpret the on slides. There will be continuous assessment tests after a completion of every unit. There will be class demonstrations where students will be picked randomly. Each student will be expected to carry out a short-term research and present their findings to the tutor. There will be surprise short time writing tests that will ensure that the students keep reading. This will enhance understanding of the subject. There will be group assignments where every group will have a project to present to the class. This will enhance creativity. Students will be given a major on site project which they will be expected to work and it will be assessed at the end of the course. Range and Balance of Tasks: (a) How comprehensive is the assessment result for reporting accurately learning achievement? The degree of accuracy on the assessment The accuracy of the assessment result will be enhanced by making the assessment a part of the learning program rather than having the students assume that it is the climax of the learning program. This will be done by introduction of short notice continuous assessment tests that will ensure that the students keep reading and also concentrate in class. The continuous assessment papers will serve as indicators of the learning progress while they also serve as an initiation to the major assessment at the end of the learning period. The exam at the end of the learning period will tests all the areas covered to ensure that the topic is well understood (Aswathappa 1905). There will be criteria that will be used in assessing that will be as follows: (b) To what assessment degree of difficulty is defensible? The only boundaries that the assessment will have will be the course. Only the areas covered by the course will be assessed and these will have to be relevant to the work that the students are expected to go and do after they are done with the training (Nemati & Barko 2003). Timing: (a) What about the assessment will determine the length of time for students to respond to the assessment? The course will be divided into five periods and each period will be tested at its end. This will ensure that there is equitable breakdown of content into understandable sessions and there will be enough relaxation time in between these periods for the young minds to rest. (b) In the broader learning program, what is the best timing for assessment? The best timing for assessment should be after covering a considerable part of the course as the teacher deems considerable. This will show how well a certain topic that was covered in the period was understood (NSPI 2001). Contextual implications and Practical issues Due to the consistent tasks that the students are requires to be doing frequently, the assessment will serve as documented indication that the students have understood the content that was taught. It will be assurance from the students that they are overly competent depending on their performance (Unesco 1969). The task sheet that will be used to test the students will have the two written sections where there will be timed examination sessions that the students are required to answer questions related to the course. I would suggest the following specifications for the task sheet. Colour of paper – Green Size and print type – A4 that is printed using Normal, Times new Roman Font size 12 Title- It will bear the title of the course. For instance Building and construction Period 3 Continous assessment test. What is expected of the assessee (instructions, guidelines) – Students are expected to anwer all the questions within a certain period of time. Task parameters – Time and relevance to course content. The student will be expected to write their answers in relation to the question asked and the course content and in the essay party there will be the specified number of word that a student is expected to write. The questions are written in simple and easily understandable language though at some point, there could be language test to show subject masterly. There will be a marking scheme that will act as a guide to the people who will be marking the assessment papers and this will simplify the grading process. There will be certain marks for certain questions (Kelly 2009). Apart from the main syllabus, the course will include training on good behaviour and morals as we as correlations and this will ensure that the students are trained all round. It will promote good social relations in the working environs. Works Cited 1) Charles R. Perry The Impact of Government Manpower Programs in General, and on Minorities and Women: In General, and on Minorities and Women Pennsylvania, Industrial Research Unit, Wharton School, University of Pennsylvania, 1975 2) Vic Kelly The Curriculum: Theory and Practice New York SAGE Publications Ltd, 2009 3) Unesco, Bulletin of the International Bureau of Education Carlifornia The Bureau, 1969 4) National Society for Performance and Instruction(NSPI), Performance + Instruction Michigan, National Society for Performance and Instruction, 2001 5) Hamid R. Nemati, Christopher D. Barko Organizational Data Mining: Leveraging Enterprise Data Resources for Optimal Performance Idea Group Inc (IGI), 2003 6) John E. Rijnsdorp, Tj Plomp, J. Möller, International Federation for Information Processing, Wisconsin Pergamon Press, 1984 7) K Aswathappa Human Resource and Personnel Management: Text and Cases New York McGraw-Hill, 1905 8) Martha L. Thurlow, Judy L. Elliott, James E. Ysseldyke Testing students with disabilities: practical strategies for complying with district and state requirements Corwin Press, 2002 Read More