designing effective workplace instruction
TRANSCRIPT
Designing Effective Workplace Instruction
Facilitated by:Lori Howard Melissa Dayton
[email protected] [email protected]
CASAS Summer Institute, June 13, 2012
Agenda
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Warm-up and Introductions Presentation/Practice Background Information: Planning, Implementing, and Evaluating
Workplace ESL Programs Read and discuss
Workplace Needs Analysis Review the process for analyzing a workplace Analyze a sample needs assessment report
Curriculum Framework Write sample lesson objectives and assessment activities
Formative and Summative Evaluations Review evaluation procedures
Evaluation/Application
5 Steps to Workplace Instructional Design
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There are 5 steps* of effective instructional design for workplace language training :
1. Conduct a Needs Analysis of the Workplace2. Develop CurriculumUse the Needs Analysis to develop Performance Objectives
and a Curriculum Framework3. Plan Instruction4. Determine Instructional StrategiesWrite a Teacher’s Guide including Lesson PlansWrite Learner’s Instructional Materials based on Lesson Plans
5. Conduct Formative and Summative Evaluations
* Adapted from Friedenberg, et. al 2003 and Grognet 1996
Goals and Objectives
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By the end of this workshop participants will be able to:
Identify the 5 steps of effective workplace instructional design Identify the components of a workplace needs analysis Review a needs assessment report Identify the components of a workplace Curriculum
Framework Write sample workplace lesson objectives and assessment
activities Identify purposes for formative and summative workplace
evaluations
The Ah Ha! Moments
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Warm-Up
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Please stand up Sit down if you are a:
Teacher in a workplace program Coordinator in a workplace program Administrator in a workplace program
Think/Pair/Share Introduce yourself to a partner
Name Agency, Location Position
Ask: What do you hope to learn at this session?
Presentation: Planning, Implementing, and Evaluating
Workplace ESL Programs By: Allene Guss Grognet
Project in Adult Immigrant Education (PAIE)
Center for Applied Linguistics
June 1996
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.
Presentation: Background Information
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Part 1 Form Groups of 4-5 Number off 1-4 (5th person takes number 1 also) Each person reads the corresponding part of “Workplace
Literacy” (parts 1-4) 1 – Green 2 – Goldenrod 3 – Blue 4 - Orange
Read your section of the article (5 minutes) Underline the important parts of your section of the article Select 3-4 of the most important parts to share with your
group
Presentation: Background Information (continued)
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Raise your hands 1-4 3 is the Facilitator 2 is the timekeeper
Facilitator asks each group member to share in turn Timekeeper allows 3 minutes per person to share and
answer questions
Presentation: Background Information (continued)
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What questions do you have? How does the information you learned from this activity
relate to your experience or your practice?
Workplace Needs Analysis
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Workplace Needs Analysis:
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Should enable… Employers:
to understand skills required to do the job to assist with prioritizing training needs
Education Coordinator: to assist with prioritizing training needs with employer
Curriculum Developers: to choose priority course content (competencies) to understand how and where competencies are used (evidence
column)
Workplace Literacy Skills Analysis: Components
1 - Preliminary Needs Assessment Initial company call Initial company visit/tour
2 - Formal Needs Assessment
3 - Needs Assessment Report
Literacy Skills Analysis Supervisor Interviews Worker Interviews and Observation Workplace Vocabulary
Employee Assessment WPLN assessments
Background Research Company-provided information Training manuals, textbooks Web Searches
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Initial Meeting and Tour Research the company before initial meeting
Obtain overview of company’s products and services, workforce profile, organizational changes, skill-related issues
Identify company stakeholders / key contacts
Obtain general view of relationship between management, workers, union (if present)
Lay the groundwork for TRAINER team to begin needs assessment Employer goals
Employer experience with language training for employees
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Needs Assessment Report
Report should include: Project background, company’s goals, stated needs and
concerns General observations Detailed workplace literacy skills analysis results Workplace vocabulary list Priority curriculum areas Recommendations
Discuss report with employer: Report findings Curriculum options Expected outcomes Next steps
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Sample Needs Assessment Report
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Context/Case Study Review the Needs Assessment Report Skill Levels (page 11) Assessment Data (page 6) Analysis (pages 9-10) Vocabulary list (page 12)
Sample Needs Assessment Report Activity
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Review sample needs assessment report through eyes of: Employer Education Coordinator Curriculum Developer
Answer the following questions: What information in the report will help you plan training? What other information do you need to plan training?
Curriculum Framework
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Components of a Curriculum Framework
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Section 1 – Introduction/Overview Section 2 – Performance Objectives Section 3 – Performance Measurement
Curriculum Framework-Section 1 Introduction
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Describe briefly the primary goal of the course primary performance objectives language skills to be improved
Describe learners in aggregate terms (no names)•Job titles •English language levels •Heritage languages/mother tongue •Average length of time with employer •Educational backgrounds
Describe pre/test and placement procedures Describe proposed course
Location/classroom arrangement Schedule Instructional techniques, strategies and/or approaches to be utilized in
order to attain objectives Single level/multi-level course Materials, Equipment and Resources
Curriculum Framework –Section 2 Performance Objectives
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List the Performance Objectives Show alignment with Competencies and Content Standards Outline the proposed sequence of instruction
Literacy Skills Job Tasks
Hotel Housekeeping
Customer Service
Oral Communication
CommonGreetings
Verb tensespast
presentfuture
Vocabularysupplieslocations
staff
Q & A5 Ws + H
Directionsprepositions
ordinal #locations
SocialCustoms
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Curriculum Framework –Section 3 Performance Measurement
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Describe how each lesson objective will be measured and reported
Outline the course evaluation criteria Note: Part of the overall program and curriculum design
should factor in the criteria to measure the efficacy of the program for all stakeholders (i.e., employees, employers, funding agency, training providers)
Creating a Curriculum Framework
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Select Performance Objectives utilizing information from the Literacy Needs Assessment Report and Workplace Literacy Skills Analysis Summary
Identify communicative tasks/functions related to the performance objectives (these will become lesson objectives)
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MENU
Practice 1: Selecting and Prioritizing Communicative Tasks
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Review the Workplace Literacy Analysis: Oral Communication for Service Specialist/Wait Staff (pages 9-10) and the vocabulary list (page 12) Brainstorm:I. What actual workplace applications (tasks) match the
competencies listed?What tasks does the beginning level learner need to be able
to do to be an effective wait staff member?
Practice 1 (continued): Linking Job Tasks to Curriculum Development
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II. What language is required to perform each task? Be specific:
1. Functions2. Grammar structures, verb tenses3. Vocabulary, terminology4. Social/Etiquette conventions
Creating a Curriculum Framework
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Prioritize tasks by utilizing knowledge of effective teaching methodology including principles of adult learning and principles of language learning Consider criticality (urgency and frequency) of the task Consider complexity Consider organizing by talk type (who is talking to whom
about what) Consider organizing by broadening responsibility Allow opportunities for repetition and reinforcement of
key material
Practice 2 – Prioritizing the tasks
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Prioritize the list of communicative tasks What are the top tasks
Practice 3 - Lesson Objectives
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Utilizing the task list, think of one or two lesson objectives for a 3 hour lesson for beginning level learners At the end of this lesson, learners will be able to:
Practice 4 - Performance Measurement
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Measure Tasks/Objectives: Describe how each lesson objective will be measured Possible Assessments:
Make sure the skills match An oral objective requires an oral assessment
Practice 4 (continued):Performance Measurement Example
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Performance Objectives Evaluation Criteria
1. Understand and follow simple (levels 1, 2) or complex (level 3) work-related instructions and schedules of work, using clarification strategies if necessary
In a role play with the instructor, learner will demonstrate, with 90% accuracy, understanding of simple (levels 1, 2) or complex work related instructions and schedules of work using clarification when necessary.
2. Interpret and follow written directions and procedures on signs posted in the store and product labels.
Given 3 signs and 3 product labels from ABC company, learner will be able to interpret the meaning of the signs and labels with 90% accuracy.
Practice 4 - Write an Assessment
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Select one of the objectives you wrote in Practice 3. Write a description for an assessment for that will verify
that learners can “do” the objective Make sure the skills match
An oral objective requires an oral assessment
Formative and Summative Evaluation
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Evaluation
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Formative - while class is in progress Review match of curriculum/instructional materials to program
objectives
Summative - at completion of program Evaluate learners
Formal assessments Program-developed assessments
Evaluate program Information from all stakeholders, i.e. teachers, supervisors, learners What worked and what didn’t work Qualitative and quantitative
Final Wrap-Up Report to Company
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could include:• documenting how skills gaps have been addressed
o formal assessment measures (WPLN)o informal assessment measures
• addressing employer expectations• participant feedback• trainer observations and recommendations• definition of focus areas for continuous learning • recommendations for next steps
Goals and Objectives
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By the end of this workshop participants will be able to:
Identify the 5 steps of effective workplace instructional design
Identify the components of a workplace needs analysis Review a needs assessment report Identify the components of a workplace Curriculum
Framework Write sample workplace lesson objectives and assessment
activities Identify purposes for formative and summative workplace
evaluations
Reflection
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What are 3 things you learned in this workshop? What will you implement immediately? What will you implement in the future?