CTE 361

Instructional Materials for Career & Technical Education

Lesson Three

TEXTBOOK / RESOURCE SELECTION

An effective instructor must be a good planner. Proper planning must be accomplished for long-term, intermediate, and short-term periods. The selection of the appropriate textbook and additional resource selection is crucial as it aids the instructor in planning.

The textbook is used as a tool that provides the fundamental structure to cover the content of a course. Other resource selections can provide specific content additions to assist the instructor and promote student learning.

This lesson will emphasize textbook and resource selection that will assist the instructor in planning and the student in learning.

Lesson Outline:

Miller and Miller, Chapter 5 -- Instructional Planning

· Introduction

Instructional Plan

Task Analysis

Structure

Sequence

Strategic Planning

· Planning for Instruction

Planning --- Execution --- Evaluation

“Time spent planning is a good investment.”

Increases learning

More efficient class

Decreases discipline problems

Improved instruction

Macro planning (curriculum)

Micro planning (course / lesson)

Gebhart -- conceptual framework (Fig. 5-1)

Gagne -- Instructional Design (System/Course/Lesson/Final System Level)

Fig. 5-2

· Course Planning

Course of Study

Course Objectives - realistic

Course Content - Least complex to most complex

Instructional Materials -- Visual aids/ textbooks/ films/ charts/

transparencies/ exams/ performance tests/ assignment sheets

Learning activities

“The purpose of planning is to promote learning.” (P-P-P-P-P-P)

Projects

Lab exercises

Field trips

Speakers

Reading Assignments

Evaluation activities

Teaching plan (Fig. 5-4)

Unit of Instruction (p. 102)

Course syllabus

Assignment sheets

Handouts

· Designing Lessons and Learning Packages

Format

Learning package

Preparation --- Presentation --- Application --- Evaluation (P-P-A-E)

Lesson Plans (p. 107)

Purpose

Key elements

Introduction

Presentation

Interaction items -- Preplanned questions

Application activities

Evaluation items

Summary / Test

Assignments

Lesson Summary / Review

1. Be able to answer Chapter 5 questions 1 through 20 in the text and display the

answers in your portfolio.

Be able to discuss Chapter 5 Activities 1 through 11 in the text.

References:

1. Instructors and their Jobs by Miller and Miller, Chicago, Illinois: American Technical Society.

2. Learning How to Teach by Edmunds and Smith, Alexandria, Virginia: American Vocational Association, 1996.

3. Teaching Your Occupation to Others by Bott, Boston: Allyn and Bacon, 1987.

4. Curriculum Development in Vocational and Technical Education by Finch and Crunkilton, Boston: Allyn and Bacon Co., 1999.

5. Designing Challenging Vocational Courses by Bottoms, Pucel, and Phillips,

Atlanta: Southern Regional Education Board, 1998.

SELECTING/USING TEXTBOOKS

Why Use A Text?

-- Comprehensive

-- Students Read/Reread

-- Portability

-- Enhance Instruction

Availability of Text

-- Local, State, National Conferences

-- Publishing Representative

-- Toll-Free Phone Numbers

-- Trade Journals

-- Newsletters

Textbook Evaluation

I Content Considerations

Expertise of Author(s)

Relevance

Depth

Copyright Date

Accuracy

Organization

Emphasis on Safety

Reading Level

Vocabulary

II Illustrations

Timeliness

Colorfulness

Frequency

Age-Appropriate

TEXTBOOK READING LEVEL(S)

· Select a 100-word sample from a page in the first third of the textbook.

· Count the number of sentences in the 100-word sample.

· Divide 100 by the number of sentences. The result is the average number of words per sentence.

· Count the number of words that have three or more syllables in the 100-word sample.

· Add the number of words having three or more syllables to the average number of words per sentence.

· Multiply the total by a constant of .4.

· Repeat this procedure with a 100-word sample taken from a page in the middle third of the book.

· Repeat this procedure with a 100-word sample taken from a page in the last third of the book.

· Average the three results.

· The results represent the reading level by grade.

· Remember:

--- Students generally read below the grade level (Tenth grade students read at the eighth grade level).

--- The longer the sentences, the higher the reading level.

--- The more three syllable words, the higher the reading level.

Race, Sex, Handicapped

Safety Emphasis

III Reference Aids

Table of Contents

Glossary Definitions

Index

Appendixes

IV Format

Size

Typeface

Quality of Paper

Durability of Binding

Cost

V Supplemental Products

Teacher's Manual

Workbooks

Laboratory Manual

Test Questions

Transparency / Masters

· Textbook Use as a Tool

--- Reading Assignments

--- Review Questions

---Lesson Support