Educational Training Resources

Lesson Content

• Lesson Plan Template:

  CTE Lesson Plan

• CTE Course Info and Benchmark Notes

  
  

  Career Cluster: Education & Training

  Course Number: 8909030

  Course Type: High School

  CIP Number: 713129900

  Program Name: Principles of Teaching

• Unit Outline

  
  

  This lesson is designed to be used with the case study, “Training Tug of War." See CPALMS Resource ID# 221081.

• Career Connection

  
  

  This lesson supports the durable skills of communication and critical thinking in the Education and Training career field. Through this lesson, students will use critical thinking skills to analyze the quality of digital verse traditional resources. The students will demonstrate how a professional communicates their research findings by preparing a written communication to their administration suggesting the use of a particular resource.

• Learning Objectives

  
  

  Students will be able to:

  • Identify the value of a resource for a specific content or learning purpose.
  • Research different digital resources for education.
  • Demonstrate positive work behaviors through written communication.

• Prior Knowledge

  
  

  Students should be familiar with/ able to:

  • Basic research skills
  • An understanding of educational resources (textbooks, articles, digital)

• Guiding Questions

  
  

  Guiding Questions:

  • What makes an electronic resource suitable for a specific learning topic?
  • What methods of positive communication can be used in the workplace?
  • How can I conduct research to identify appropriate curriculum?

• Procedure

  
  
  1. To introduce this lesson, the teacher will ask students, “What makes an educational resource effective for learning?” Invite students to answer in a whole group discussion, or have students record their answers either in a journal or through a digital format.
  • If possible show a brief educational resource advertisement video to engage and elicit conversation.
  2. Read the case study, “Training Tug of War." See CPALMS Resource ID#221081. This can be done individually or in small groups.
  • Ask students to identify the issue between the two teachers.
  • Allow students time to annotate the case study with questions or observations.
  3. After the students have had time to read the case study, ask them to discuss the following questions, either in a whole group or small groups.
  • What educational philosophies do Ms. Rayburn and Mrs. Scotts represent in their approaches to teaching?
  • How might interactive resources, like robotic babies, enhance a student’s learning compared to traditional textbooks?
  • How can Ms. Rayburn and Mrs. Scotts communicate their differing views to come to an agreement for the department?
  • How will the resources impact the learning and engagement of their students?
  • What should the teachers consider when making their decision about how to allocate their curriculum funds?
  4. Make sure to discuss the durable skills of communication and critical thinking within the case study. Draw attention to how both professionals were respectful with their communication, but that they didn’t reach an agreement. The characters in this case study would need to use communication and critical thinking to proceed during this discussion.
  5. As a class, brainstorm different electronic educational resources that can be used in an Early Childhood Class. It might be a good idea to share 2-4 different resources, or provide links to options for students to reference. Discuss that when they are researching, it is important to consider the credibility of the resource.
  6. Now that students have analyzed the case study, they will be assigned a type of resource to analyze. You could have each group analyze one type of resource or all types. Additionally, the teacher may choose to find examples of electronic resources ahead of time to assign to students.
  • Textbooks (traditional physical and online textbook options)
  • Websites or Learning Platforms
  • Simulation or Interactive resources
  7. Using the attached “Resource Review," students will locate the following information about a resource:
  • Name and type of resource
  • What is the purpose of the resource?
  • What topics does this resource support?
  • What are some features of this resource?
  • How could this resource be used in the classroom?
  • Who is the resource for?
  • Is the resource current and relevant to the course?
  8. Students will then give their recommendation on whether their resource should be used or not by an Early Childhood Classroom. The teacher can monitor discussions and provide feedback during their research.
  9. To bring the lesson to a close, the student will write a formal communication to their administration writing a letter either recommending or not recommending the resource they reviewed. Their letter should include the pros and cons of the resource, and a summary of why this resource is recommended or not. Stress that students should use appropriate grammar and punctuation in their letter.
  10. The teacher will ask the following questions as a closing discussion:
  • Why is critical thinking important when looking at different resources to use in the classroom?
  • What communication strategies did you see the teachers use in the case study?
  • What further communication strategies would you suggest they demonstrate?

• Teacher Notes

  
  
  • This lesson could be broken into multiple days.
  • The teacher may choose to provide resources for students to review.
  • Weeks prior to this lesson, the teacher may want to reach out to companies developing educational resources and request brochures or catalogs.