Training Station Orientation Practicum in Interior Design Lesson Plan Performance Objective Upon completion of this lesson, each student will demonstrate thorough knowledge of his or her work place. Specific Objectives Students will learn and/or reinforce basic knowledge of their respective training stations. Students will demonstrate an understanding of what is expected from their training sponsors. Students will compile information and will build a multimedia presentation. Students will communicate their knowledge orally to their peers. Terms Training plan agreement a written agreement between the school and the training sponsor for each student enrolled in a work-based instruction component of a practicum course. The training plan shall ensure that each student will receive classroom instruction coordinated with workbased instruction to develop the essential knowledge and skills identified for the chosen training area. Work-based instruction may be provided through paid work experiences, internships, and/or apprenticeships and may be enriched with job shadowing and/or mentoring experiences. Training site the business/industry site where the student is placed for work-based instruction. The student is provided occupationally-specific training experiences in accordance with the training plan agreement, under the guidance and supervision of a qualified training sponsor, and under the coordination and supervision of the teacher-coordinator. Training sponsor the person serving as the student s supervisor at the work-based training site. The training sponsor confers regularly with the teacher-coordinator to plan, conduct, and evaluate student training experiences in order to develop the knowledge and skills required in the student s chosen occupational training area. Work-based instruction in addition to classroom instruction, occupationally-specific instruction and training, either paid or unpaid, is provided by business/industry in cooperation with the school. Written agreements between the school and a representative of the business/industry training site and also agreed upon by the student and a parent or guardian, guide the coordinated classroom instruction and work-based occupational instruction. Time This lesson should take 12 class days to complete. Some of the days will be in class and others will be at your training site. 1
Preparation TEKS Correlations This lesson, as published, correlates to the TEKS listed immediately below. Any changes/alterations to the activities may result in the elimination of any or all of the TEKS listed. Practicum in Interior Design 130.45(c) Knowledge and skills. o (5) The student applies safety and sanitation practices. The student is expected to: (A) apply safety rules in performing various workplace procedures according to industry standards; (B) identify potential hazards and prevention practices; (C) summarize laws pertaining to safety and sanitation practices; (D) demonstrate appropriate responses to emergency situations; and (E) determine workplace procedures that protect the environment. o (9) The student evaluates customer relations as a tool for successful business operations. The student is expected to: (A) analyze the importance of good customer relations in building and maintaining a business; (B) demonstrate techniques for maintaining good client relationships; and (C) describe conflict resolution techniques when dealing with customer complaints. o (10) The student exhibits employability skills that lead to job success in the housing, furnishings, and equipment industries. The student is expected to: (A) demonstrate effective verbal, nonverbal, written, and electronic communication skills; (B) demonstrate effective methods to secure, maintain, and terminate employment; (C) demonstrate positive interpersonal skills, including conflict resolution, negotiation, teamwork, and leadership; (D) evaluate the relationship of good physical and mental health to job success and achievement; (E) demonstrate appropriate grooming and appearance for the workplace; (F) demonstrate appropriate business and personal etiquette in the workplace; (G) exhibit productive work habits and attitudes; and (H) maintain a project portfolio that documents interior design projects using a variety of multimedia techniques with a professional resumé. o (11) The student determines employment opportunities and preparation requirements for careers in the housing, furnishings, and equipment industries. The student is expected to: (A) determine preparation requirements for various levels of employment in a variety of careers in the housing, furnishings, and equipment industries; 2
(B) analyze the future employment outlook in the housing, furnishings, and equipment industries; (C) describe entrepreneurial opportunities in the housing, furnishings, and equipment industries; (D) determine how interests, abilities, personal priorities, and family responsibilities affect career choice; (E) compare rewards and demands for various levels of employment in a variety of careers; and (F) determine continuing education opportunities that enhance career advancement and promote lifelong learning. 3
Interdisciplinary Correlations Reading I, II, III 110.47(b) Knowledge and skills. o (1) The student uses a variety of word recognition strategies. The student is expected to: (A) apply knowledge of letter-sound correspondences, language structure, and context to recognize words; and (B) use reference guides such as dictionaries, glossaries, and available technology to determine pronunciations of unfamiliar words. o (2) The student acquires an extensive vocabulary through reading and systematic word study. The student is expected to: (A) Expand vocabulary by reading, viewing, listening, and discussing; and (B) Determine word meanings through the study of their relationships to other words and concepts such as content, synonyms, antonyms, and analogies. o (4) The student comprehends texts using effective strategies. The student is expected to: (A) Use prior knowledge and experience to comprehend; (B) Determine and adjust purpose for reading; and (D) Summarize main texts by identifying main ideas and relevant details. Public Speaking I, II, III 110.57 (b) Knowledge and skills. o (4) Organization. The student organizes speeches. The student is expected to: (B) Organize speeches effectively for specific topics, purposes, audiences, and occasions. o (7) Delivery. The student uses appropriate strategies for rehearsing and presenting speeches. The student is expected to: (C) Develop verbal, vocal, and physical skills to enhance presentations. Technology Applications 126.49 (c) Knowledge and skills. o (1) Creativity and innovation. The student demonstrates creative thinking, constructs knowledge, and develops innovative products and processes using technology. The student is expected to: (H) identify and solve problems, individually and with input from peers and professionals, using research methods and advanced creativity and innovation skills used in a selected profession or discipline; and (J) produce original work to solve an identified problem and publish a product in electronic media and print. o (2) Communication and collaboration. The student uses digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning experience of others. The student is expected to: 4
(C) determine and implement the best method of presenting or publishing findings; (D) synthesize and publish information in a variety of print or digital formats; and (E) use evolving network and Internet resources and appropriate technology skills to create, exchange, and publish information. o (3) Research and information fluency. The student applies digital tools to gather, evaluate, and use information. The student is expected to: (A) use evolving network and Internet resources for research and resource sharing of technology applications; (B) apply appropriate search strategies in the acquisition of information from the Internet, including keyword and Boolean search strategies; (D) acquire information using appropriate research strategies with source citations through electronic formats, including interactive components, text, audio, video, graphics, and simulations; and (E) identify, create, and use available file formats, including text, image, video, and audio files. Occupational Correlation (O*Net www.onetonline.org/) Job Title: Interior Designers O*Net Number: 27-1025.00 Reported Job Titles: Certified Kitchen Designer, Color and Materials Designer, Commercial Interior Designer, Decorating Consultant, Designer, Director of Interiors, Interior Design Consultant, Interior Design Coordinator, Interior Design Director, Interior Designer Tasks Skills Confer with client to determine factors affecting planning interior environments, such as budget, architectural preferences, and purpose and function. See more occupations related to this task. Advise client on interior design factors such as space planning, layout and utilization of furnishings or equipment, and color coordination. See more occupations related to this task. Coordinate with other professionals, such as contractors, architects, engineers, and plumbers, to ensure job success. See more occupations related to this task. Review and detail shop drawings for construction plans. See more occupations related to this task. Estimate material requirements and costs, and present design to client for approval. Active Listening Speaking Reading Comprehension Service Orientation Social Perceptiveness Student Tasks Students will interview employer or owner to obtain necessary information. Students will obtain company information from employee handbooks or trade journals. 5
Accommodations for Learning Differences It is important that lessons accommodate the needs of every learner. These lessons may be modified to accommodate your students with learning differences by referring to the files found on the Special Populations page of this website (cte.unt.edu). Preparation Secure the computer lab if you do not have immediate access to one in your classroom. Copy the handout sheets and rubric for the students. Instructional Aids Student handouts Grading rubric Internet Materials Needed Paper for essay Camera or phone with camera Flash drive Equipment Needed Computers (for students to complete project) Projector (for digital presentation) Scanner to scan pictures or materials brought to class 6
Outline MI Outline Instructor Notes Assignment Outline: Copy the instructions and I. Directions: a. The packet of information must be completed by interview, website, or handbook b. Minimum of 12 digital photos c. Floor plan may be scanned grading rubric and make into a packet. II. III. IV. Grading: a. Completion of packet b. Multimedia presentation c. Pictures d. Professionalism during presentation Presentation must have: a. Name and logo b. Floor plan c. Policies/procedures d. Company history e. Supervisor s or owner s previous experience f. Site of company g. Organizational chart h. Miscellaneous supplemental information i. Photos j. If I were in charge: 3,2,1 Layout format must be followed. ***Handout the Employer Project Guidelines Tell the class about some of the things you learned at previous jobs. Explain how those skills helped you to become a teacher. Explain the necessity of learning as much as possible about a job because some of the skills learned will help with future employment. Explain to the class that customers see a business much differently than the employees see it. Ask the class if they ever wanted to work at a place where they shopped. Have them give reasons why they wanted to work there. Go over all the criteria in the assignment and check for understanding. Explain the employer project guidelines. Students can set it up while working on the Training Station Orientation project. 7
Multiple Intelligences Guide Existentialist Interpersonal Intrapersonal Kinesthetic/ Bodily Logical/ Mathematical Musical/ Rhythmic Naturalist Verbal/Linguistic Visual/Spatial Application Guided Practice Using the digital presentation, the teacher will go over the requirements of this project. The student will follow along and make notes on their hard copy. Students will be strongly encouraged to take the assignment packet to their job sites so employers will know about the activity. Give some ideas to students during the brainstorming session before the end of the first class period. Employer Project Guidelines Directions You are to complete this packet of information by conducting interviews with employers and/or coworkers. If you have an employee-training manual, you may use it as a source. You can even try obtaining information from your company s website. In addition to the packet, you will include a minimum of 12 digital photos in your presentation. You may bring the pictures to class on a flash drive, a memory card, or CD to import into your project. All information will be compiled to prepare a multimedia presentation, which will be shown to the class when you present your project. You will be graded on Completion of the packet Multimedia presentation Use of pictures (as specified) Professionalism during presentation, including professional dress **Bonus credit will be given if your employer attends your presentation! Presentation must have Name and logo of company Floor Plan Policies and Procedures History of the company Supervisor s (or owner s) previous experience Site of company (including number of employees) 8
Organizational chart Miscellaneous supplemental information Photos (either throughout presentation or at the end of the presentation) If you were in charge, explain Three things you like about the training station Two things you would change One thing you have learned that will help you in your career choice Layout Format Student s name Company s name/address Type of company In a minimum of 75 words, (typed and turned in separately) state what your first day on the job was like. Procedures for reporting to work Procedures for calling in sick or calling in late Procedures for asking for time off What types of benefits are available Length of time manager/owner has been with company What prior training did manager/owner have? What type of education is needed for a managerial position with the company? Procedure for handling cash or legal documents (beginning and ending shifts), OR procedure for accessing or handling clients files Names of competitors and their locations Organizational chart Floor plan Names of vendors and suppliers Procedures for handling returns, issuing credit, and keeping clients happy What types of jobs/careers will your current training station prepare you for? What is the procedure for handling theft (by employees or clients)? What is the strangest thing that has happened to you on the job? This project is due on: Independent Practice Students will work at their own paces to complete this activity. All work is to be done in class so the teacher can check for understanding. Students are strongly encouraged to take ownership of this activity and to establish a workable pace in order to complete it on time. Students will be prepared to present their projects to the class. 9
Summary Review Why do customers see a different perspective of a business operation than that of the employees? Why is it important to learn as much as possible about the business establishment? Why are procedures established and expected to be followed? Evaluation Informal Assessment Instructor will observe students during Independent Practice. Instructor will assist students as needed. Formal Assessment Use the Individual Presentation Rubric to evaluate. 10
Employer Project Guidelines Directions You are to complete this packet of information by conducting interviews with employers and/or coworkers. If you have an employee-training manual, you may use it as a source. You can even try obtaining information from your company s website. In addition to the packet, you will include a minimum of 12 digital photos, in your presentation. You may bring the pictures to class on a flash drive, a memory card, or CD to import into your project. All information will be compiled to prepare a multi-media presentation which will be shown to the class when you present your project. You will be graded on: Completion of the packet. Multi-media presentation. Use of pictures (as specified). Professionalism during presentation, including professional dress. **Bonus credit will be given if your employer attends your presentation! Presentation must have: Name and logo of company Floor Plan Policies and Procedures History of the company Supervisor s (or owner s) previous experience Site of company (including number of employees) Organizational chart Miscellaneous supplemental information Photos (either interspersed within presentation or at the end of the presentation) If you were in charge, explain: Three things you like about the training station Two things you would change One thing you have learned that will help you in your career choice Layout Format: Student s name Company s name, address Type of company In a minimum of 75 words, (typed and turned in separately) state what your first day on the job was like. Procedures for reporting to work Procedures for calling in sick or calling in late 11
Procedures for asking for time off What types of benefits are available Length of time manager/owner has been with company What prior training did manager/owner have? What type of education is needed for a managerial position with the company? Procedure for handling cash or legal documents (beginning and ending shifts), OR Procedure for accessing or handling clients files Names of competitors and their locations Organizational chart Floor plan Names of vendors and suppliers Procedures for handling returns, issuing credit and keeping clients happy What types of jobs/careers will your current training station prepare you for? What is the procedure for handling theft (by employees or clients)? What is the strangest thing that has happened to you on the job? This project is due on: 12
Individual Presentation Rubric Presentation Title: Name: ID#: Teacher: Date of Presentation: Organization Visuals Mechanics Content Knowledge Delivery Criteria 0-5 6-10 11-15 16-20 Audience cannot Audience has Student presents Student presents understand difficulty following information in information in presentation presentation logical sequence logical, interesting because there is because student that audience can sequence that no sequence of jumps around. follow. audience can information. follow. Student used no visuals. Student s presentation had four or more spelling errors and/or grammatical errors. Student does not have grasp of information; student cannot answer questions about subject. Student mumbles, incorrectly pronounces terms, and speaks too quietly for students in the back of the class to hear. Student occasionally used visuals that rarely support text and presentation. Presentation had three misspellings and/or grammatical errors. Student is uncomfortable with information and is only able to answer rudimentary questions. Student incorrectly pronounces terms. Audience members have difficulty hearing presentation. Visuals related to text and presentation. Presentation had no more than two misspellings and/or grammatical errors. Student is at ease with content, but fails to elaborate. Student s voice is clear. Student pronounces most words correctly. Student used visuals to reinforce screen text and presentation. Presentation had no misspellings or grammatical errors. Student demonstrates full knowledge (more than required) with explanations and elaboration. Student used clear voice and correct, precise pronunciation of terms. Total Points Teacher Comments: 13