Universal Teller Curriculum Guide.

Institution	DuPage Area Vocational Education Authority, Addison, IL.
Titel	Universal Teller Curriculum Guide.
Quelle	(1981), (93 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Leitfaden; Unterricht; Lehrer; Business Education; Clerical Occupations; Competence; Competency Based Education; Curriculum Guides; Educational Resources; Finance Occupations; Job Training; Learning Activities; Learning Modules; Office Machines; Office Occupations Education; Postsecondary Education; Vocational Education; Illinois + Suchen Sie Ihr Suchwort? Lesson concept; Instruction; Unterrichtsentwurf; Unterrichtsprozess; Teacher; Teachers; Lehrerin; Lehrende; Wirtschaftserziehung; Wirtschaftspädagogik; Office occupations; Büroberuf; Kompetenz; Education; Competence; Competency; Competency-based education; Unterricht; Kompetenzorientierte Methode; Curriculare Materialien; Bildungsmittel; Finanzbuchhalter; Berufsqualifizierender Bildungsgang; Lernaktivität; Learning module; Lernmodul; Bürotechnik; Büro- und Verwaltungsschule; Post-secondary education; Tertiäre Bildung; Ausbildung; Berufsbildung
Abstract	This curriculum guide has been designed to provide the teacher with a basis for planning a comprehensive program in the career field of universal teller, and to allow the teacher and learner maximum flexibility. The teaching or instruction, in both educational and financial institutions, can be accomplished through large formal groups, small groups, or individual instruction. The competency-based guide is intended to serve persons of diverse abilities, aptitudes, interests, and cultural backgrounds. The curriculum guide is a vocationally oriented system designed to meet the needs of persons who have entered or are preparing to enter finance and credit careers requiring competencies as a universal teller, including the following: mathematics, business English, machine skills, promotion of services, filing, and management. Each skill/task is developed into a goal format with a stated objective, resources identified, and an evaluation procedure to determine competence. Goals are not sequenced, and learning/instruction format can be varied to meet individual or group needs. The eight sections of the curriculum guide cover general skills, communications, human relations/customer relations, mathematics/drawer transactions, machince skills, security and prevention, and resources. Each section contains numerous performance objectives, coordinated with suggested teaching methods and suggested resources. (KC)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC