End of Course Project Options Instructional Practices in Education and Training.

End of Course Project Options

Instructional Practices in Education and Training

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Copyright

Copyright © Texas Education Agency, 2012. These Materials are copyrighted © and trademarked ™ as the property of the Texas Education Agency (TEA) and may not be reproduced without the express written permission of TEA, except under the following conditions:1) Texas public school districts, charter schools, and Education Service Centers may reproduce and use copies of the Materials and Related Materials for the districts’ and schools’ educational use without obtaining permission from TEA.2) Residents of the state of Texas may reproduce and use copies of the Materials and Related Materials for individual personal use only, without obtaining written permission of TEA.3) Any portion reproduced must be reproduced in its entirety and remain unedited, unaltered and unchanged in any way.4) No monetary charge can be made for the reproduced materials or any document containing them; however, a reasonable charge to cover only the cost of reproduction and distribution may be charged.Private entities or persons located in Texas that are not Texas public school districts, Texas Education Service Centers, or Texas charter schools or any entity, whether public or private, educational or non-educational, located outside the state of Texas MUST obtain written approval from TEA and will be required to enter into a license agreement that may involve the payment of a licensing fee or a royalty.For information contact: Office of Copyrights, Trademarks, License Agreements, and Royalties, Texas Education Agency, 1701 N. Congress Ave., Austin, TX 78701-1494; phone 512-463-7004; email: [email protected].

Copyright © Texas Education Agency, 2012. All rights reserved.

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Critical Thinking

Disciplined thinking that is clear, rational, open minded and based on evidence


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Cumulative


Formed by the addition of new material of the same kind, integrating, summing up

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Essential


Absolutely necessary

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Problem Solving


Overcoming obstacles and finding a solution that best resolves an issue

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Project Based Learning


Instructional approach built upon authentic learning activities that engage student interest and motivation

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Recommended


Worthy of acceptance

9Copyright © Texas Education Agency, 2012. All rights reserved.

TEXAS ESSENTIAL KNOWLEDGE AND SKILLS (TEKS) Instructional Practices in Education and Training

TEKS: Rule-Text Format

Copyright © Texas Education Agency, 2012. All rights reserved. 10

(3) The student identifies the importance of a well-written business plan. The student is expected to:

(A) categorize a business plan and the need for a well-orchestrated business plan; (B) research business plan outlines, resources, and templates using web search engines; (C) explain a marketing plan, including price competition, non-price competition, market analysis, competition, marketing research, market segmentation, demographics, and sales forecasting;

Knowledge and Skills Statement

Stud

ent E

xpec

tatio

ns

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(1) The student explores the teaching and training profession. The student is expected to:(A) demonstrate an understanding of the historical foundations of education and training in the United States;(B) determine knowledge and skills needed by teaching and training professionals;(C) demonstrate personal characteristics needed by teaching and training professionals;(D) identify qualities of effective schools; and(E) investigate possible career options in the field of education and training.


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(2) The student understands the learner and the learning process. The student is expected to:

(A) relate principles and theories of human development to teaching and training situations;(B) relate principles and theories about the learning process to teaching and training situations;(C) demonstrate behaviors and skills that facilitate the learning process; and(D) explain the relationship between effective instructional practices and learning differences, learner exceptionality, and special-needs conditions.

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(3) The student communicates effectively. The student is expected to:(A) demonstrate effective verbal, non-verbal, written, and electronic communication skills;(B) communicate effectively in situations with educators and parents or guardians;(C) evaluate the role of classroom communications in promoting student literacy and learning; and(D) demonstrate effective communication skills in teaching and training.


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(4) The student plans and develops effective instruction. The student is expected to:(A) explain the role of the Texas Essential Knowledge and Skills (TEKS) in planning and evaluating instruction;(B) explain the rationale for having a fundamental knowledge of the subject matter in order to plan and prepare effective instruction;(C) explain the rationale and process of instructional planning; (D) describe principles and theories that impact instructional planning;(E) create clear short- and long-term learning objectives that are developmentally appropriate for students; and(F) demonstrate teacher planning to meet instructional goals.


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(5) The student creates an effective learning environment. The student is expected to:(A) describe characteristics of safe and effective learning environments;(B) demonstrate teacher and trainer characteristics that promote an effective learning environment;(C) identify classroom-management techniques that promote an effective learning environment; and(D) describe conflict-management and mediation techniques supportive of an effective learning environment.


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(6) The student assesses teaching and learning. The student is expected to:(A) describe the role of assessment as part of the learning process;(B) analyze the assessment process; and(C) identify appropriate assessment strategies for use in an instructional setting.


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(7) The student understands the relationship between school and society. The student is expected to:(A) explain the relationship between school and society;(B) use school and community resources for professional growth; and(C) use the support of family members, community members, and business and industry to promote learning.


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(8) The student develops technology skills. The student is expected to:(A) describe the role of technology in the instructional process;(B) use technology applications appropriate for specific subject matter and student needs; and(C) demonstrate skillful use of technology as a tool for instruction, evaluation, and management.


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(9) The student understands the ethics and legal responsibilities in teaching and training. The student is expected to:(A) describe teacher and trainer characteristics that promote ethical conduct;(B) analyze ethical standards that apply to the teaching and training profession;(C) analyze situations requiring decisions based on ethical and legal considerations; and(D) analyze expected effects of compliance and non-compliance.


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(10) The student participates in field-based experiences in education and training. The student is expected to:(A) apply instructional strategies and concepts within a local educational or training facility; and(B) document, assess, and reflect on instructional experiences.



End of Course Project Options

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A Week in the Life of ……..


• An elementary school principal• A student teacher• Create a scenario for a fictitious

___________ lifestyle: marital status, number of children,

employment

• Create a 24 hour log for seven days • Document and account for all 168 hours

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Develop a Comprehensive/End of Course Test


Criteria: must equal 100 points and cover material from the entire course.• 10 T/F questions• 10 fill in the blank questions• 10 multiple choice questions• 10 short answer questions• 1 essay question• Include test key

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Series of Video Clips/Documentary


• Select a topic - general or topic specific focus on careers technical skills safety issues

• Video tape segments• Create a documentary

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Interview Documentary


• Select a topic• Develop a series of interview

questions• Video tape interviews• Create a multimedia documentary

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Diary/Journal Entries


• Two week detailed Diary or Journal Entries from the viewpoint of a…–student teacher–elementary student–high school principal

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Web Page/Newsletter


Develop a Web Page or Newsletter Template with examples, for this class.

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Database of……


• Develop a database of ………. local agencies and organizations

potential guest speakers student volunteer opportunities

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Entrepreneurship Project/Extensive Business Plan


• Investigate business plan formats• Develop a business plan for owning your own

business• If you began an entrepreneurship project earlier

this year, expand the existing business plan with added details

• See FCCLA Star Event http://www.fcclainc.org/assets/files/star/entrepreneurship.pdf

• See SkillsUSA Event http://rolla.k12.mo.us/fileadmin/rpsweb/home/RTIRTC/SkillsUSA_Tech_Standards_-_Skills/Occupationally_Related/Entrepreneurship.pdf

http://www.fcclainc.org/assets/files/star/entrepreneurship.pdf

http://www.fcclainc.org/assets/files/star/entrepreneurship.pdf

http://rolla.k12.mo.us/fileadmin/rpsweb/home/RTIRTC/SkillsUSA_Tech_Standards_-_Skills/Occupationally_Related/Entrepreneurship.pdf



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Multimedia Collection of Quotes


• Research and compile a collection of quotes and their authors

• Must relate to each student expectation for this course

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Service Learning Project


• Develop a Service Learning Project along with a Service-Learning Project Evaluation

• Emphasize our course TEKS • For additional information on service

learning see: http://www.servicelearningtexas.org

http://www.servicelearningtexas.org/

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Course Time Capsule


• To be opened by next year’s (semester’s) new students

• Include “artifacts” that reflect the course TEKS/contents o the course. – photos– favorite class projects– course syllabus

• Written log and justification for each included items


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Bulletin Boards

• Design 12 bulletin boards– for this course– for internship grade level


Lesson Plans

Develop a weeks worth of lesson plans for ___________________Include: TEKS lesson objectives follow a selected lesson plan format

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Student Memory Book


• Scrap book of the semester/year course• May include:

– course TEKS– favorite activities/lessons/pictures– course likes and dislikes – classmate autographs/comments– suggestions for improving the presentation of course

content

• Personal reflection on what you learned from this course

• How you plan to use the information now and in the future

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School-to-Work Project


• Determine the correlation between the course TEKS and preparing for the real world of work in this career field– explore one career field– explore a variety of career fields– format can vary- story board, multi-

media– may include interviews or video clips

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Student as Researcher


• Conduct research on a topic, information or questions of personal interest related to the course TEKS

• Include a five+ page typed paper with cited resources and references.

• Check with English teacher for suggested style—APA, MLA

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Career College Readiness Resource Kit


• Select a career• Determine degree

– degree plans – specialized certifications

• Investigate colleges/universities– Applications – Entrance exam fees

• Personal goals/timelines

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Other Project Option Ideas?


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References and Resources


Websites:•AchieveTexas

• A college and career initiative designed to help students (and their parents) make wise education choices. It is based on the belief that the curricula of the 21st century should combine rigorous academics and relevant career education. http://www.achievetexas.org/in

•Texas Education Agency• Texas Essential Knowledge and Skills. The mission of the

Texas Education Agency is to provide leadership, guidance and resources to help schools meet the educational needs of all students. http://ritter.tea.state.tx.us/rules/tac/chapter130/index.html

http://www.achievetexas.org/in

http://ritter.tea.state.tx.us/rules/tac/chapter130/index.html

End of Course Project Options Instructional Practices in Education and Training.

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