Best Practices and Strategies for Career and Technical Education and Training

Best Practices and Strategies for Career and Technical Education and Training

A Reference Guide for New Instructors

Kinga N. Jacobson

Table of Contents

Abstract

Chapter 1: The Context of Career and Technical Education and Training

1.1. The Mission and Goals of Career and Technical Education

1.2. The Evolution and Role of Corporate Training and Development

1.3. Personality Traits that Influence Educator and Trainer Instructional Practices

Chapter 2: Practices for Managing Career and Technical Education and Training Instruction

2.1. The Role of Classroom Management in Achieving Instructional Outcomes

2.2. Effective Course Syllabi and Calendar Instructional Practices

Chapter 3: Strategies for Leading Career and Technical Education and Training Instruction

3.1. The Role of Leadership in Accomplishing Instructional Goals

3.2. Strategies Used to Motivate and Engage Classroom Participants

References

Abstract

Best Practices and Strategies for Career and Technical Education and Training is a reference guide for novice instructors. The first chapter creates the context for the outlined instructional practices and strategies by providing a basic overview of the mission and goals of career and technical education and the evolution of training and development. The context is completed by a review of basic personality traits that affect the instructional style of the facilitator. Chapter two revolves around best practices instructors use in classroom management and assessment and includes an extensive analysis of the course syllabi and calendar which resemble procedures applied by managers in effective business operations. Chapter three explores basic career and technical education and corporate training instructional tools. It provides a practical reference of student engagement strategies and leadership techniques applicable in the career and technical education and corporate training setting.

3.2. Strategies Used to Motivate and Engage Classroom Participants

The following section describes twenty six career and technical education instructional strategies that create student engagement and increase motivation. Each strategy is presented in form of a detailed overview, a list of benefits and three levels of action items to be implemented when the strategy is used for instruction. In most cases, the third and highest level of structure is optional, many of the strategies being applicable and beneficial with just two layers as well. The total number of twenty six has been purposefully chosen to correlate with the letters of the alphabet, exemplifying that educational leadership is part of the A, B, C of career and technical education instruction.

A) Alphabet Soup

Overview:

The Alphabet Soup strategy is based on an sentence which summarizes the course’s core content or outcomes. The sentence is made up of five or six key terms, each assigned to a different small learner group. The actual words and the sentence itself is not shared with the students. Groups are asked to research possible course related terms or concepts that could be the term assigned to them based on the letters they receive from the instructor. When the small groups reconvene, students identify the key term and then the large group rebuilds the outcome sentence. Individuals reflect on how the course will benefit them personally.

Benefits:

• Motivates students to review and research course terms
• Creates a connection between course outcomes and personal goals
• Allows playful, collaborative learning

Implementation:

Level One Action Items:

• Prepare an outcome sentence of five or six words which summarizes the course’s core content or outcome. Do not share this sentence with the students.
• Divide the large group into five or six small groups and assign one word per small group keeping the actual term confidential.
• Provide learners with the letters that make up the word assigned to their group continuing to keep the actual word a secret.
• Have learners research, on their own possible course related terms that use the letters they received.

Level Two Action Items:

• Ask students to identify within their small groups, the key term assigned to them based on the letters they researched.
• Once each group determined the correct word or term, have the large group reconvene and rebuild the summary outcome sentence originally created.

Level Three Action Items:

• Require that each small group discusses the summary sentence on their own, analyzing its meaning and significance.
• Ask that learners write up a one page reflection on what the course can teach them and how will they use and apply this in their future careers.