Untitled document
At the conclusion of this course, the student should be able to:
1. Prepare to apply to teach in Non-Credit Adult Education or Non-Transfer Career Education
2. Explain the learning modalities and effective teaching formats that are crucial to teaching Career Education (CE) courses
3. Design and present an effective lesson for a specific industry area topic
Untitled document
I. What is Non-credit Adult Education Career Education
A. Non-credit vs. Credit Career Education
B. Similarities and differences
C. Challenges of teaching Non-credit Adult Education CE
II. Structuring the Course and Class Time in Career Education (CE)
A. Lecture/Lab balance and organization
B. Work-based learning
III. Learning Modalities and Class Format for Adult Learners of CE
A. Reading as homework
1. Anticipating comprehension difficulties
2. Explaining how to read a text and which items are more important for the
lecture/discussion, demonstration, and practice
B. Lecture/Discussion
C. Demonstration
D. Practice
1. Equipment procedures
2. Setting up the assignment
E. Written documentation or report
IV. Successive Lessons
A. Building on previous knowledge and experience aka recursion and remediation
B. Written assignment or reports
1. Describe what happened
2. Describe the hands-on problem-solving process
3. Analyze the process and make conclusions about how to improve in the future
V. Choosing Assessment and Evaluation Timing and Instruments
A. During and after practice assessment in order to provide guidance for improvement
B. Summative evaluations and assessments to test for competency or mastery
1. Periodic
2. End of unit
3. Final assessment
VI. Training vs. Teaching
A. Training is almost strictly informative
B. Teaching is a process of moving a student toward competency or mastery
Untitled document
1. Reflective writing on learning a new skill (1 page)
2. Small group discussions about the challenge of learning a particular skill or job (1 to 2)
3. Group lesson plan and presentation on a specific topic e.g. cooking a dish, painting a fence,
setting up and using equipment
4. Draft of a lesson plan for a particular class (1)
5. Revision of lesson plan (1)
| Writing: Assessment tools that demonstrate writing skill and/or require students to select, organize and explain ideas in writing. | Writing
10 - 20% |
| Reflective writing | |
| Problem solving: Assessment tools, other than exams, that demonstrate competence in computational or non-computational problem solving skills. | Problem Solving
60 - 60% |
| Group lesson plan; individual lesson plan; revised lesson plan | |
| Skill Demonstrations: All skill-based and physical demonstrations used for assessment purposes including skill performance exams. | Skill Demonstrations
0 - 0% |
| None | |
| Exams: All forms of formal testing, other than skill performance exams. | Exams
0 - 0% |
| None | |
| Other: Includes any assessment tools that do not logically fit into the above categories. | Other Category
20 - 30% |
| Active participation and attendance; small group discussion; presentation | |
Untitled document
Instructor prepared materials
