Suggested Instructional Strategies

In this Integrated Resource Package, instructional strategies have been included for each curriculum organizer and grade. These strategies are suggestions only, designed to provide guidance for generalist and specialist teachers planning instruction to meet the prescribed learning outcomes. The strategies may be either teacher- directed, student-directed, or both.

There is not necessarily a one-to-one relationship between learning outcomes and instructional strategies, nor is this organization intended to prescribe a linear means of course delivery. It is expected that teachers will adapt, modify, combine, and organize instructional strategies to meet the needs of students and to respond to local requirements.

Teachers should include as many instructional methods as possible to present technical information. Blending real-life woodwork with simulated (i.e., instructor-prepared) tasks will maximize learning. For optimum learning, a combination in-shop and in-class approach is recommended.

The suggested instructional strategies may be undertaken by individual students, partners, or small groups. Carpentry and Joinery 11 and 12 emphasizes skills needed in a changing society. Thus, ephasis is given to the following strategies:

• Strategies that develop applied skills.
  In order to see technology education, in general, as relevant and useful, students must learn how it can be applied to a variety of real workplace situations. Students learn more quickly and retain their learning better when they are actively involved in the learning process. Using a variety of activities with built-in learning situations will help students to understand and interpret their world, and to identify, analyse, and solve problems that occur in life and in the workplace.
• Strategies that foster the development of individual and group skills.
  In the workplace, people need to know how to work effectively, individually and with others, to solve problems and complete tasks. Students need opportunities to work independently to enhance their organizational and self-evaluation skills. Students also need to experience the dynamics of group work to enhance their understanding of group problem-solving processes. Group work focuses on such skills as collaboration, communication, leadership, and cooperation.
• Strategies that foster research and critical-thinking skills.
  In order to make informed and responsible choices about the appropriate use of technology, students need to receive and process information critically. To develop decision-making and problem-solving skills, students need to be challenged to identify problems and develop solutions.
• Strategies that use technology.
  The ability to use technology to solve problems is a necessary skill in the workplace and in post-secondary education. Students use technology to access information, to perform calculations, and to enhance the presentation of ideas.

Other ways to enhance the program include:

• forming a carpentry and joinery club
• offering a career preparation program
• offering apprenticeship programs (some may include corporate sponsorship)
• arranging field trips
• holding a contest.

Problem-Solving Models

To develop decision-making and problem-solving skills, students need to be challenged to identify problems and develop solutions.

Models that describe problem-solving processes should be developed with students so they understand the recurring nature of solving real-world problems (as part of a problem is solved, new problems arise and some steps in the processes recur).