Interior Design. COM-LINK. Competency Based Vocational Curricula with Basic Skills and Academic Linkages.

Autor/in	Guarini, Michael
Institution	Ocean County Vocational Technical School, Toms River, NJ.
Titel	Interior Design. COM-LINK. Competency Based Vocational Curricula with Basic Skills and Academic Linkages.
Quelle	(1989), (139 Seiten)Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Leitfaden; Unterricht; Lehrer; Academic Education; Basic Skills; Communication Skills; Competency Based Education; Design Requirements; Drafting; Integrated Curriculum; Interior Design; Interior Space; Mathematics Skills; Occupational Information; Science Instruction; Secondary Education; Vocational Education + Suchen Sie Ihr Suchwort? Lesson concept; Instruction; Unterrichtsentwurf; Unterrichtsprozess; Teacher; Teachers; Lehrerin; Lehrende; Akademische Bildung; Basic skill; Grundfertigkeit; Kommunikationsstil; Education; Competence; Competency; Competency-based education; Unterricht; Kompetenzorientierte Methode; Design preferences; Gestaltungsmittel; Draft; Entwurf; Raumgestaltung; Innenraum; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Berufsinformation; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Sekundarbereich; Ausbildung; Berufsbildung
Abstract	This competency-based module uses the Ocean County (New Jersey) Vocational-Technical Schools curriculum-infused model for infusing basic skills instruction into vocational education. The model demonstrates the relationship of vocational skills to communication, mathematics, and science. The document begins with a philosophy statement; preface; a table that explains the number of hours required for academic credit in various programs and the number of those hours that are devoted to basic skills and vocational activities; matrices that show in which courses specific basic skills are taught; a list of objectives; and an explanation of student activities. The rest of the document consists of matrices that describe the relationship of vocational skills to basic skills within the interior design program. These pages are organized by instructional unit and the topics within them. For each topic and associated task(s) are listed the theories, and the communication, math, and science skills covered. Also listed are the expected student outcomes. The nine units are: orientation; design project formation; mechanical drafting skills; space planning skills; utilization of design elements; application of historic concepts; application of structural concepts; project management; business and professional skills development; and project-based experience. (KC)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01