Elements of Good Occupational Training Program Design

Learning Outcomes of This Presentation At the conclusion of this presentation, participants will be able to: List and define the elements of good occupational training program design Describe the connections among the elements of good occupational training program design Differentiate among four cycles of continuous improvement, related to occupational training program design Identify which elements and cycles participants currently implement or attend to

Elements of Good Occupational Training Program Design Needs Analysis (goals) Learning Outcomes (measurable) Learning Activities (effective and efficient) Outcomes Assessment (motivation and documentation) Continuous Improvement Cycle (iterate)

Relationships Building relationships Sharing about ourselves Connecting with the learner Setting expectations

Participants Sector identity Years of experience in sector as a practitioner (non-teaching) Years teaching 26 years of teaching experience and not 1 year of teaching experience 26 times

Recurring Themes Shift of focus away from the teacher to the learner Self-reflection and self-assessment Iteration Navigating the language through concepts

Four Cycles to Recognize Industry Employer Teacher Program/Course Learner Elements Needs Analysis Learning Outcomes Learning Activities Outcomes Assessment Continuous Improvement Cycle (Iterate)

Teaching Would be Easy If…

Teaching is Hard “Teaching is understanding how the human brain processes information and preparing lessons with this understanding in mind.” “Teaching is not easy. Teaching is not intuitive. Teaching is not something that anyone can figure out on their own. Education researchers spend lifetimes developing effective new teaching methods. Teaching takes hard work and constant training. “ “Maybe the problem is tangibility. Shooting a basketball isn’t easy, but it’s easy to measure how good someone is at shooting a basketball. Throwing a football isn’t easy, but it’s easy to measure how good someone is at throwing a football. Similarly, diagnosing illnesses isn’t easy to do, but it’s easy to measure. Winning court cases isn’t easy to do, but it’s easy to measure. Creating and designing technology isn’t easy to do, but it’s easy to measure.”

Evolution of a Teacher Critical moments of recognition, brought about by honest and intentional observations; self-reflection and self-assessment Accountability, ownership, and empowerment leading to action Taking risks and being gentle with yourself Observe, evaluate, and improve Iterate Can we handle the truth?

Welcome to the Journey: Pivotal Points along the Way General Physical Science Physics for Teachers Industrial Science Rockets as Systems Fundamentals of Physical Science (distance learning)

One Consistent Thread: Self-Reflection and Self-Assessment Write about one thing that makes sense to you Write about one thing that doesn’t make sense to you How are you doing? How do you feel about this?

Student Samples (Why Reflect?) “I sometimes wonder why we have these journals. I really felt like that tonight but I realized once I started to try to think of something to write about I really started thinking about everything we said in class. It was like a self review.” “The journal writing is kind of funny. Until I sit down to write it, I'm not sure what I'm doing until my pen hits the page and then...TA DA... Some things click into place!”

Student Sample (Feelings) “The journal assignment tonight is to talk about anything that I would like to as long as it is relevant to the class. Well...I do feel a little better about the class than I did on Tuesday when I handed in my last journal. I was, basically, feeling like a failure. Everyone else seemed to be latching on to these equations and graphs while I was floundering a bit but not as badly as I was before. After talking to you last night I realized that these graphs were "do-able." All of the talk of vectors and components left me a little cloudy but the sun is beginning to shine through. I finally understand (or at least I'm closer to understanding) how horizontal and vertical components can be "separated" so we can better understand the separate, independent forces that are working upon the object. I may still (and am sure that I probably did) make a few mistakes on the homework, however I feel much more comfortable with vectors than I did just a day ago.”

Observation Activity Which travels with a faster speed? Explain why you think this. Make notes individually. Share with a colleague Commit to a prediction Do and observe

I Don’t Understand Student: I don’t understand Teacher: They don’t understand Program/Course: The data demonstrate that they don’t understand Industry employer: They can’t do

Observe and Iterate

Four Cycles to Recognize (Review) Industry Employer Teacher Program/Course Learner Elements Needs Analysis Learning Outcomes Learning Activities Outcomes Assessment Continuous Improvement Cycle (Iterate)

Elements of Good Occupational Training Program Design (Review) Needs Analysis (goals) Learning Outcomes (measurable) Learning Activities (effective and efficient) Outcomes Assessment (motivation and documentation) Continuous Improvement Cycle (iterate)

Recurring Themes (Review) Shift of focus away from the teacher to the learner Self-reflection and self-assessment Iteration Navigating the language through concepts

Attributions Slide 9: http://musingsonlifeandlove.com/2010/09/13/the-hardest-job-everyone-thinks-they-can-do/

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