1. Elements of Good Occupational Training Program Design

2. 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

3. 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)

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

5. 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

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

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

8. Teaching Would be Easy If…

9. 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.”

10. 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?

11. 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)

12. 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?

13. 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!”

14. 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.”

15. 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

16. 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

17. Observe and Iterate

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

19. 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)

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

21. Attributions
Slide 9:

22. END

23. Extra Slide for Spontaneous Content?