Programming, Planning, Teaching, and Assessing - Assignment Example

Programming, planning, teaching, and assessing Name Institution Date: Introduction Vocational Education and Training (VET) is education and training whose focus is on to gaining skills applicable for those students studying industrial technology (Grubb & Ryan, 2009). The purpose of this paper is developing an approach of programming, planning, teaching, assessing and evaluating a unit of work. In order to realize it objectives, the paper will be divided into two parts: parts 1 and 2. Part one of the paper deals with developing a teaching program for one unit of work with an anticipated duration of 5 weeks in metal work as provided by the school’s syllabus. In addition, part 1 will also provide a sample of two weeks lesson plans for the industrial technology syllabus. The second part of the paper will be an explanation of how to plan for diverse learners and issues related to occupation health and safety (OH & S) so as to ensure that the learning environment is safe. Part 2 of the paper will thus explain how teach and assess lessons in part 1 so as to cater for the needs of students from diverse backgrounds. Part 2 of the paper will also evaluate the teaching program in order to determine if there are difficulties experienced when the program is taught. Part 1 Studying industrial technology helps students attain wide range practical and creative experience in applying different forms of technologies. Industrial technology is applicable in many sectors including both industrial and domestic sectors. The industrial technology syllabus covers many areas including ceramics, automotive, farm maintenance, engineering, building and construction among others (Board of Studies NSW, 2003). The teaching program for the 5 weeks is provided in the table below. General metal: Core Module 1 Overview and rationale Unit duration: 5 weeks Students studying this unit are expected to acquire knowledge and skills required in using tools, techniques and material used in metal and art metal. These skills are better acquired in when studying specialised modules like metal machining, fabrication, art metal and jewellery. The students are expected to acquire practical knowledge and skills that are related to metal technology. Syllabus topics covered: Communication Literacy Numeracy Materials OHS and Risk Management: Handling and safely using power, hand and machine tools Personal protective equipment and their use How to perform first aid Techniques Sizing and measurements Preparing, cutting, joining and finishing Materials Sheet metals Tube Ferrous and non-ferrous metal Solid stock Tools and machinery: Type of tools Hand tools: marking, cutting, holding, joining, shaping Power and machine tools: drilling, cutting and polishing tools Preliminary course outcomes The student is expected to learn: Safe use of equipment, tools and material Use personal protective equipment when handling tools, materials and machines Use different types of metals in practical works Use and adjust hand tools in different practical projects Use power tools and machines in production processes measure and mark out the material to be used shape metals through bending, filing and cutting learning the various binding methods, rivets, fasteners and soft soldering prepare and finish surfaces by such methods as buffing, polishing and painting produce, sketch and interpret drawings used in project production apply appropriate documentation techniques used in project management Assessment This unit of work will be assessed through the practical project and accompanying management folio and may also be assessed through examinations later in the course. Quality teaching focus This unit aims at developing skills and knowledge in fabrication, machining and communication. Through practical activities, the students will be expected to gain confidence in metalwork and management techniques. This will be gained through manufacturing, documentation and construction. The study will be reinforced through practical lessons. Project activities/integrated learning experiences Students learn about Students learn to Teacher Demonstrates procedures to mark out, cut, join, finish and machine using hand and power tools and machinery for completing practical projects. Provides the criteria undertaken in industry for colouring metal properties modification Provides procedures for OH & S and responsibilities Students Complete safety test Observe the processes used and how tools and equipment are used. Start practical projects by marking, cutting, joining and finishing using hand and power tools Processes Skills and procedures of marking out, cutting, machining, joining, finishing, casting and colouring Occupational health and safety risk assessment personal protection equipment OH & S requirements Safe working practices apply the practical skills and methods used, for a variety of metals, in marking out, cutting, machining, fabricating, joining, modifying properties, colouring and finishing engage in a broad range of processes through a variety of practical projects using the most suitable process use the appropriate industry processes, where possible, in the production of practical projects gain an awareness of processes used in industry, appropriate to the practical projects being undertaken, which may not be possible in the school environment Sample 2 weeks lesson plan The two weeks lesson plan will aid the teacher in delivering the objective of the course. The lesson plan should be applicable in every lesson that the teacher attends. Learning Area Year Time/Session Date Engineering K - 7 11:00am – 1.00pm Topic/Lesson Title Industrial technology: metal and engineering technology PREPARATION Rationale Students will learn about metalwork: processes, tools and materials. Student will actively participate in developing knowledge and skills through learning and practical procedures. LEARNING AREA LINKS AS PER CURRICULUM/SYLLABUS and APPROPRIATE LEVEL DESCRIPTORS IC ES1.2 Recognises and uses various means of communication. INV S1.7 Conducts guided investigations by observing, questioning, predicting, collecting and recording data and suggesting possible explanations. VA5 Works cooperatively with others in groups on scientific and technological tasks and challenges. VA2 Exhibits curiosity and responsiveness to scientific and technological ideas and evidence. DOMAINS Social/Emotional Interaction Cooperation Participation Physical Marking out Cutting Joining Finishing Cognitive Recording Communication Language Speaking Listening Children’s Prior Knowledge/Experiences Students have come into contact with metal Students know the properties of metals Objectives: Acquire knowledge on the uses of different types of metals Ability to mark, cut, join and finish metals used in practical process Preparation/Resources Knowledge in identifying materials and tools used Cutting, marking, joining and finishing tools PROCEDURE Introduction/Motivation: time: 25mins Engage students in a topic involving the uses of metals, properties and procedures used in practical works Inform students about what they are supposed to develop using metal Main Body of the Lesson: Time: 45mins Students are provided with metal pieces, tools and equipments Students are provided with the procedure used in the practical work Allow students to start working on their own Students allowed to ask questions in case of difficulties Students write down the procedure followed Formative Assessment Observe the way students are using different tools Observe student’s level of participation in discussion and listening Ask questions regarding difficulties faced Summative Evaluation Compare the projects of different students to determine whose results were better and why Debrief and Transition Time: 15mins Ask students how they felt and if they learnt anything new Did students enjoy? If no, where can improvement be done? Extension and Modifications for Particular Children Allow students continue in practical lessons Review effectiveness of learning material and resources Did the group structure work? Was there enough time? Did the students enjoy? Was adequate information about metal provided? Did the students benefit from the lesson? Lesson plan 2 Learning Area Year Time/Session Date Industrial technology K - 7 11:00am – 1.00pm Topic/Lesson Title Engineered structures PREPARATION Rationale Students will learn about the properties of engineer structures and be in a position to develop such structures during practical lessons. LEARNING AREA LINKS AS PER CURRICULUM/SYLLABUS and APPROPRIATE LEVEL DESCRIPTORS IC ES1.2 Recognises and uses various means of communication.. VA5 Works cooperatively with others in groups on scientific and technological tasks and challenges. VA2 Exhibits curiosity and responsiveness to scientific and technological ideas and evidence. DOMAINS Social/Emotional Interaction Cooperation Participation Physical Marking out Cutting Joining Finishing Cognitive Recording Communication Language Speaking Listening Children’s Prior Knowledge/Experiences Students have come into contact with metallic structures Students know the properties of engineered structures Objectives: Acquire knowledge on the properties of metallic structures Prevent metallic structures from corrosion and degradation Preparation/Resources Knowledge in identifying elastic and plastic properties of engineered structures Machines and equipment used PROCEDURE Introduction/Motivation: time: 25mins Engage students in a topic involving the uses of metals, properties and procedures used in practical works Inform students on what structure they are supposed to construct Main Body of the Lesson: Time: 45mins Students are provided with metal pieces, tools and equipments Students are provided with the procedure used in the practical work Allow students to start working on their own Students allowed to ask questions in case of difficulties Students write down the procedure followed Formative Assessment Observe the way students are using different tools Observe student’s level of participation in discussion and listening Ask questions regarding difficulties faced Summative Evaluation Compare the projects of different students to determine whose results were better and why Debrief and Transition Time: 15mins Ask students how they felt and if they learnt anything new Did students enjoy? If no, where can improvement be done? Extension and Modifications for Particular Children Allow students continue in practical lessons Review effectiveness of learning material and resources Did the group structure work? Was there enough time? Did the students enjoy? Was adequate information about metal provided? Did the students benefit from the lesson? Part 2 The teacher has a crucial role to play when teaching diverse students. Every student irrespective of his or her background has the right to acquire knowledge when in class. In a class which is culturally diverse, a teacher is required to employ certain strategies which ensure that students work in a harmonious way (Algozzine, 2009). An instructor should try to accommodate students whose cultures are different. A teacher should seek to understand their students. This ensures that a teacher makes the lessons have more meaning. Students should be taught to consider the setting they are in before behaving in a certain way. A student should learn they should behave in a certain way at home and in a different way while at school. With regard to Occupational Health and Safety, the students ought to be conversant with the guidelines which govern safety at the work place (Quinlan, 2011). Students are able understand what their responsibilities are with regard to ensuring safety. Student should be taught the reasons why such guidelines are in existent and the process of making them. There are various forms of risks that can arise in a workshop that calls for an effective risk management technique. Students need to learn that every place of work has issues relating to health and safety. Students need to learn what the term work place means. Students should be taught on the dos and don'ts in the work place and hence have the ability to observe not only their safety but the safety of others and also take care of equipment found in the workshop. Students need to identify various hazards at the workshop. This enables the students to be able to avoid proceeding with any work when they realize that conditions do not allow them to. The problem of teachers lacking some requisite skills to effectively teach would be encountered. There is a possibility that the vocational teachers are the most qualified in their area of specialty but lack some skills which ensure they can teach effectively. Such skills include being able to deal with diverse student population and thus understand why certain students appear predisposed to act in a certain way. There is also the challenge of some teacher having too long in the job without on the job training and development. Students shall have the opportunity to visit industry and observe how safety is observed in those industries. As part of the programs, students shall have discussions at the end of each week to discuss how they can implement whatever that they have learnt throughout the week. Students will have to be attached to companies which deal with the issues that are addressed in their course. This means that they lack the latest developments in the field in which they are engaged in teaching. A solution to this would be for there to have a continuous training for vocational teachers to ensure that they meet the required standards. In implementing the program, lack of knowledge in information technology would hinder a teacher from delivering to the expected levels and the students would have to learn first. This would mean that precious time that would be spent on other more important areas would be wasted and thus compromising on the quality of teaching. References Algozzine, R. (2009). 63 Tactics for Teaching Diverse Learners, Grades 6-12. New York: Corwin Press. Board of Studies NSW, (2003). Industrial Technology Years 7–10. Sydney: Board of Studies NSW. Grubb, N. & Ryan, P. (2009). The roles of evaluation for vocational education and training: plain talk on the field of dreams. New York: International Labour Organization. Quinlan, M (2011). Education in occupational health and safety: the role of universities in teaching occupational health and safety to industrial relations, law and behavioural science students. New York: Industrial Relations Research Centre. Read More