Curriculum for Graduate Program to Prepare Vocational Education Curriculum Specialists (VECS). Module 4: Organizing Instructional Strategies.

Institution	Washington State Univ., Pullman. Coll. of Education.
Titel	Curriculum for Graduate Program to Prepare Vocational Education Curriculum Specialists (VECS). Module 4: Organizing Instructional Strategies.
Quelle	(1976), (337 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Leitfaden; Competency Based Education; Curriculum Development; Educational Strategies; Graduate Study; Higher Education; Instructional Design; Instructional Materials; Learning Activities; Learning Modules; Postsecondary Education; Specialists; Teacher Education; Teacher Education Curriculum; Teaching Methods; Vocational Education + Suchen Sie Ihr Suchwort? Education; Competence; Competency; Competency-based education; Unterricht; Kompetenzorientierte Methode; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Lehrstrategie; Aufbaustudium; Graduiertenstudium; Hauptstudium; Hochschulbildung; Hochschulsystem; Hochschulwesen; Lesson concept; Lessonplan; Unterrichtsentwurf; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Lernaktivität; Learning module; Lernmodul; Post-secondary education; Tertiäre Bildung; Lehrerausbildung; Lehrerbildung; Teaching method; Lehrmethode; Unterrichtsmethode; Ausbildung; Berufsbildung
Abstract	Part of an eight-module, graduate level, competency-based curriculum to prepare specialists in vocational education curriculum, this module provides descriptions and activities associated with different instructional approaches. The learning activities are designed to take the learner from comprehension through demonstration of 10 teaching strategies. The module is divided into the 10 strategies of lecture, discussion, demonstration, laboratory, questioning, inquiry, simulation and games, individualized instruction, field experience, and independent study. A final category supplies the learner with criteria for selecting appropriate strategies. Each major section consists of a performance objective subdivided into several instructional objectives with related learning activities and list of resources. A pretest, posttest, and glossary of terms are also included, along with appended units on microteaching and individualized instruction. (NJ)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC