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Teacher training and
support is viewed as a major element in I-CANS. In preparing
for training, we realized that it was necessary to first identify what
competencies an instructor needed to be able to implement our systems
approach to instruction. We are assuming that teachers are competent teachers
of adults and that the new or different skills required by I-CANS
will be the training outcomes.
While our competency list does not include remaining current with on-going
developments and research in the field, it is an expectation. Also, please
note that these competencies are intended outcomes for the year of intensive
implementation or two years of regular implementation.
THE NEW WORKPLACE
- Describe the changes
in the workplace that lead to the New Basics to colleagues and students
- Identify new basic
skills and explain them to students
- Establish linkages
with local employers and unions as resources for planning and teaching
THE ADULT LEARNER
- Explain the reasons
for the project
- Identify the components
of the system and how they fit together
- Use the toolbook
- Describe three
broad dimensions of adult learning: motivation, cognition, and socio-cultural
- Analyze the effects
of these on adult learning.
- Describe teaching
approaches that address these dimensions.
- Plan lessons that
apply these approaches.
TEAM ORIENTED INSTRUCTION
- Identify the reasons
for using ream strategies to colleagues and students.
- Describe several
approaches for ream instruction including cooperative learning.
- Choose appropriate
team strategies to fir specific learning goals.
- Plan and implement
appropriate team learning activities according to stated criteria.
- Monitor learning
groups to assure student involvement and task completion.
- Analyze group learning
activities according to selected criteria
- Evaluate the results
of group learning activities.
- Identify and use
the five basic elements of cooperative learning
- Offer direct instruction
to students on working effectively in groups including identifying
and demonstrating appropriate individual roles in learning groups.
- Identify the reasons
and appropriate times to assess student needs and progress.
- Identify the effects
of assessment for students.
- Compare and contrast
a variety of assessment approaches including standardized testing and
- Develop own criteria
for effective assessment.
- Select, create,
and use assessment tools according to those criteria.
- Integrate assessment
into lesson planning
CONTEXT BASED INSTRUCTION
- Explain the relationship
between learning in context, the dimensions of the adult learner and
- Identify several
approaches for integrating context into instruction
- Link skills to
instruction involving specific real-world materials, tasks, and situations
- Understand that
instruction needs to move from the concrete (context: balancing the
cash drawer) to the abstract (skill: adding whole numbers)
- Carry out the
steps of the theme process effectively.
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