Advanced Teaching Methods for the Technology Classroom by Stephen Petrina

By Stephen Petrina

As a result of the nature in their topic, expertise academics have stumbled on how one can make studying lively and interesting, usually via new actions and initiatives that experience real-world relevance. As expertise fields develop, the good fortune of expertise lecturers is tied in with innovation instead of the accomplishments of the earlier.

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There is no universal sequence, however, there are components that can be found from demonstration to demonstration. The most common components are the following: 1. ) 2. ) 3. ) (Actual execution of proposed process) 4. ) Copyright © 2007, Idea Group Inc. Copying or distributing in print or electronic forms without written permission of Idea Group Inc. is prohibited. Communcatng and Plannng for Instructon  Table 1. Sequencing Sequence #1 Sequence #2 Sequence #3 • • • • • • • • • • • • • • • • • • • • • Introduction Relevance Use Operation—Parts Safety—Care Implications Conclusion Introduction Relevance Operation—Parts Safety—-Care Use Implications Conclusion Introduction Relevance Safety—Care Use Implications Operation—Parts Conclusion Demonstrations specific to tools and machines typically involve a few more steps at some point in the sequence.

Get in the habit of glancing at your lesson plan during your demonstrations. Check to see if you have sufficiently addressed what you wanted. For demonstrations where chemicals, electricity, tools, or machines are involved, the lesson plan serves as a legal document. This suggests the seriousness of planning and preparation. If you prepared a lesson plan but failed to cover crucial points, you can be held accountable if an injury were to occur. Design and technology lesson plans have the components listed below, but that does not mean that each lesson or demonstration will have all of these components: TITLE 1..

Sternberg’s triarchic theory validates design and technology educators in the same way that MI does. The new theories of intelligence recognize the variability among populations and acknowledge the range of capacities that can be developed in education. Knowledge Our views of intelligence were changing at the same time that our views of knowledge were changing during the 1960s and 1970s. Current perspectives on knowledge helped us to dispense with the notion that knowledge is information, or an accumulated database that can be applied when the circumstance arises.

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