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ACADEMIC INTEGRATION Introduction The purpose of essential skills and education enhancement is to provide integrated academic instruction based on documented goals for students in the context of skills needed for occupational competency, computer familiarity, and other cognitive skills. Commendations or Strengths The combination of delivery between academic and occupational instructors enhances the degree to which students are able to relate necessary academic skills to their career choices. Students also receive a good orientation as to the purpose of including academic instruction in their program curriculum. In addition, academic staff assignments are well aligned with professional preparation, and it appears that the academic instructor and tutors as well as the math instructors are proactive in working with technical instructors to incorporate academic skill instruction into occupational curriculum. The Chickasha campus is very actively utilizing the KeyTrain instructional system for both academic skill development and employability or workplace skill instruction. The number of career readiness certificates issued on the basis of Work Keys scores is increasing steadily. Specific Recommendations for Improvement This administrative review standard was met. General Suggestions for Improvement It is recommended that occupational instructors be encouraged to utilize the Applied Technology, Writing, Business Writing, Listening, and Observation instructional components of KeyTrain to augment their programmatic instruction. These lessons incorporate career-specific skills, reinforce content presented in other formats, and incidentally improve written, oral, and auditory communication skills. In addition, it is suggested that supplemental materials and instructional aids other than technology be explored. This would include project-based learning, experiential activities, and other approaches that do not require computers, software, or the traditional learning activity packets (LAPs).
RESPONSE TO ACADEMIC
INTEGRATION |
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It was
recommended that instructors be encouraged to utilize the components other
than RI, AM and LI within KeyTrain into their individual programmatic
instruction. To implement
this suggestion, Gay Pettit the KEYS Center Coordinator, assigned each
teacher with a username and password to allow them to explore and
experience the components of KeyTrain and brainstorm how components could
be utilized within their program.
Several times, Teacher Tuesday meetings were used to discuss and
demo selected activities within KeyTrain resulting in teachers using
KeyTrain within the classroom.
Examples are: using
the Proofreading
section within the Level 5, Business Writing component was used in the
Graphic Design class to teach how making mistakes in an advertising piece
could be detrimental to success on the job. In Health Careers, using the
Listening and Observation components could improve students understanding
of the importance of having these skills when dealing with patients could
enhance their care. The
Applied Technology components go hand in hand with the concepts taught in
the TNI fields. With the
Career Ready 101 components now available, teachers and students are
encouraged to use various sections to prepare for competitions and future
job searches and preparation. Also as suggested, the KEYS Center staff has collected various hands on type instructional aides. Many of the aids are actual pieces of equipment used in the program areas. Examples include: various sizes of pipe from the Welding program are used to illustrate the how and why to calculate circumference and volume questions in the Applied Math component of KeyTrain. Paint mixing containers to demonstrate metric measures are used in figuring ratios. Gay Pettit attended the MAX Learning training and leads various literacy exercises in the classrooms. Several instructional aides are used and shared with instructors to encourage literacy activities across campus.
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