Context: Service

Provision of Services:
Training Others

This sub-organizer contains the following sections:
Prescribed Learning Outcomes
Suggested Instructional Strategies
Suggested Assessment Strategies
Recommended Learning Resources

Prescribed Learning Outcomes

It is expected that students will:

• use appropriate problem-solving models in the design of products, the provision of services, the development of systems, and the utilization of ideas
• analyse and use appropriate problem-solving strategies and critical thinking when resolving problems in a variety of contexts
• identify and apply appropriate knowledge, skills, and attitudes when making choices and defending decisions
• use appropriate criteria and standards to assess and evaluate products, services, systems, and ideas

It is expected that students will:

• use effective communication skills when gathering and sharing information independently and in groups
• select appropriate information gathering and communication tools when solving problems related to applied skills areas
• use appropriate multimedia and information technology in presentations

It is expected that students will:

• use appropriate technologies in a variety of applied contexts
• maintain an orderly and safe environment when engaged in a variety of activities
• identify and evaluate the impact of technology on the way information is gathered, problems are solved, and work is done

It is expected that students will:

• demonstrate an ability to assess the impact that acquiring applied skills can have on personal and career choices
• demonstrate a positive attitude toward lifelong health and well being
• demonstrate a willingness to participate independently and interdependently in a productive environment

Suggested Instructional Strategies

This assignment requires students to train others using certification they have acquired in programs, such as National Coaching Certificate Program, SuperHost, FoodSafe, First Aid, Leadership Training, or WCB. The focus is on effective presentation techniques to ensure that others acquire the necessary information and apply it appropriately.
Suggested Time Frame: 15 - 25 hours

Strategies
Have students:

• review essential aspects of their certification program
• research, select, and develop instructional materials appropriate for presenting selected information and for modelling skills to be taught
• use multimedia and technologies to prepare materials for presentation(s), i.e., audio-visual aids, posters, overheads, video, computer software
• create plans for the presentation(s)
• select instructional design suited for the topic selected
• practise presentation(s)
• develop assessment tools to use in conjunction with the presentation(s)
• use peer, self, and/or teacher evaluations to reflect upon and assess the training session(s)
• summarize and analyse results of videotaped training sessions
• provide a written reflection of strengths and recommendations for improvement

• peer mediation or tutoring techniques
• music or musical instruction
• clay or pottery skills
• negotiating strategies
• debate of rules of order

Suggested Assessment Strategies

• Videotape of presentation
• Group assessment of presentation
• Observations
• Self evaluation
• Journal/portfolio assessment

• Instructional design
  • clarity
  • coherence
  • thoroughness
  • appropriate modification of instructional materials
  • appropriate for audience
  • appropriate for instructional style
• Presentation skills
  • effective use of communication
  • quality, selection of media
  • visual impact
  • audience response

Recommended Learning Resources

Table of Contents Curriculum Branch Ministry of Education

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Maintained by: Applied Skills Coordinator

Revised: January 28, 1999

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