DOCUMENT RESUME CE 077 478 ED 424 469 Reading Workplace Maps (P8). Workforce 2000 Partnership. TITLE Enterprise State Junior Coll., AL.; MacArthur State INSTITUTION Technical Coll., Opp, AL. Office of Vocational and Adult Education (ED), Washington, SPONS AGENCY DC. National Workplace Literacy Program. PUB DATE 1996-00-00 19p.; For other "Workforce 2000 Partnership" guides, see ED NOTE 414 598, ED 414 612, and CE 077 461-488. Southeast Alabama Adult Network and Laurens County Literacy Council are also education partners in the Workforce 2000 Partnership. Industry partners are: CMI Industries, Inc., Opp & Micolas Mills, Pridecraft Enterprises, and Shaw Industries. Enterprise State Junior College, P.O. Box 1300, Enterprise, AVAILABLE FROM AL 36331; Web site: http://www.esjc.cc.al.us Classroom Teacher (052) PUB TYPE Guides EDRS PRICE MF01/PC01 Plus Postage. Adult Education; Adult Literacy; Behavioral Objectives; DESCRIPTORS Blueprints; Carpeting; Curriculum Guides; Diagrams; *Education Work Relationship; Fashion Industry; Illustrations; Learning Activities; Learning Modules; Lesson Plans; *Literacy Education; *Map Skills; *Maps; Networks; Partnerships in Education; *Reading Skills; Records (Forms); Regional Planning; School Business Relationship; Skill Development; *Workplace Literacy *Textile Industry IDENTIFIERS ABSTRACT This curriculum package on reading workplace maps is a product of the Workforce 2000 Partnership, which combined the resources of four educational partners and four industrial partners in Alabama, Georgia, and South Carolina to provide education and training in communication, computation, and critical thinking to employees in the apparel, carpet, and textile industries. After a brief overview of the Workforce 2000 Partnership, the curriculum package's contents are described. Presented next is a curriculum guide for a course in reading workplace maps for new employees. Included in the curriculum guide are the following elements: module title; author; job title; general instructional objective; overall time; and specific instructional objectives, list of required resources and materials, and suggested learning activities and evaluation activities. Next, a lesson plan is provided that contains detailed instructions for conducting the guided practice, applied practice, and closure activities. The activities provided are designed to teach learners to read and interpret work-related maps, schematic diagrams, pictorial drawings, illustrations, and blueprints. Concluding the document are handouts, transparencies, tests and a sample individual education plan. (MN) ******************************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document. ******************************************************************************** Reading Workplace Maps (P8) EDUCATION PARTNERS INDUSTRY PARTNERS Enterprise State Junior College CMI Industries, Inc. MacArthur State Technical Opp & Micolas Mills College Southeast Alabama Adult Pridecraft Enterprises Network Laurens County Literacy Shaw Industries Council The Workforce 2000 Partnership combines the resources of educational and industrial partners to provide education and training in communication, computation and critical thinking skills to employees in the apparel, carpet and textile industries. The project is funded by a US Department of Education National Workplace Literacy Program grant awarded over three years to Enterprise State Junior College in the amount of $2,243,470 (70%) with committed private sector matching funds of $961,487 (30%), bringing the total program resources to $3,204,957. The activities of the Partnership do not necessarily represent the policy of the Department of Education, and you should not assume endorsement by the Federal Government. Participation by the education or industrial partners in the project should also not be construed as endorsement by the Government of any of the partners' products. U.S. DEPARTMENT OF EDUCATION Office of Educational Research and trnprovement E UCATIONAL RESOURCES INFORMATION CENTER (ERIC) This document has been reproduced as received from the person or organization ' originating it. BEST COPY AVM BLE O Minor changes have been made to improve reproduction quality. 2 Points of view or opinions stated in this document do not necessarily represent official OERI position or policy. TABLE OF CONTENTS I. Introduction II. Curriculum Guide 1 III. Lesson Plan 4 IV. Handouts, Transparencies, and Tests 6 V. Individual Education Plan 9 3 INTRODUCTION The Workforce 2000 Partnership is a network of industries and educational institutions that provides training in communication, computation, and creative thinking to employees in the textile, apparel, and carpet industries. The Partnership serves line employees and first-line supervisors at 15 plants in Alabama, Georgia, and South Carolina. The curricula for these topics is developed by the educational partners which include a junior college, a technical college, and two adult education/literacy programs. The Partnership uses functional context curricula to teach the topics listed above. This introduction will describe how the curriculum is developed, the contents of this curriculum package, and how to involve learners in the educational process. CURRICULUM DEVELOPMENT Before writing curriculum instructors must know what employees need to learn. An instructional need is defined as the difference between what workers know and what the job requires. Project staff employ a variety of methods to analyze the duties and tasks of the jobs, as well as what kinds of communication, computation, and creative thinking skills are required. The analyses include interviewing exemplary workers; observing these workers on the job; interviewing groups of workers who perform the same or very similar jobs; reviewing documents such as job descriptions, handbooks, signs, memoranda, etc; interviewing supervisors and managers; and structuring surveys to be completed by workers, supervisors, and managers. Also during the analyses the curriculum developer will look for skills that the worker must perform to be considered for promotions. Needs assessment is a vital part of the curriculum development process because the educator must fully understand what a worker does in order to determine what the worker must learn. As the needs assessment process continues, the educator also collects numerous documents to use as materials for instruction. The use of work-specific materials for instruction is what sets workplace education apart from other types of adult education. These materials allow skills to be learned in the classroom and more readily transferred to the plant floor. Therefore, reading skills improvement takes place as the worker is reading and comprehending the employee handbook; math skills improvement happens while the worker is computing percentages for production; and thinking skills improve as the worker is learning to work as a team member. CONTENTS OF THIS CURRICULUM PACKAGE The Curriculum Guide The curriculum guide provides a quick view of all the major components of the curriculum. The job title for which the curriculum was originally developed and field tested is given in the upper left hand corner under the name of the curriculum module. Next is the General Instructional Objective that defines the major purpose of the curriculum. The Overall Time is listed to estimate the amount of time that should be devoted to the entire module. The chart is used by reading across the columns to match the Specific Instructional Objective with the estimated amount of time required, the Learning Activities, Resources required for the activities, and the Evaluation method used to assess achievement of the specific objective. The instructor should carefully review the column on Resources / Materials to ensure that necessary items are readily available. Copyrighted materials may be referenced in the Resources section of the Curriculum Guide; however, no copyrighted material has been duplicated and placed in this module. Sequencing Learning Activities Project staff use a model of instructional sequencing adapted from Literacy at Work by Jori Phillipe. In this model, the instructional sequence begins With an activity designed to invite the learners into the learning process. This activity will allow the learners to bring to mind past learning and experiences in a way that will facilitate the learning of new information. The activity may come from the workplace or from other real-life situations. Once the new information has been presented, learners participate in activities designed to practice skills clustered in increasingly larger chunks. These skills are then applied to situations from the workplace to maximize the transfer of the skills learned. A closure activity provides for review and assessment of the skills learned and may also identify needs for further learning. Lesson Plan The Lesson Plan contains the detailed explanation of the activities referenced on the Curriculum Guide. Note that the numbering system for the activities is the same on the Curriculum Guide and in the Lesson Plan. In reviewing the Lesson Plan, the instructor should look for places where more appropriate work-specific items can be substituted. This substitution customizes the curriculum for the specific work site and makes the learning activities more meaningful for the learners involved. Handouts. Transparencies and Tests The Lesson Plan may require that handouts and/or transparencies be used in teaching the module. If so, these items are located behind the Lesson Plan in the curriculum package and are designated as Handouts or Transparencies in the header at the top of the page. If a pre- and post- test (called Preview and Review) are a part of the module, these will also be found in the Handouts section. Phillipi, Jori. Literacy at Work: The Workbook for Program Directors. New York: Simon & Schuster Workplace Resources, 1991. 5 INCLUDING LEARNERS IN THE EDUCATIONAL PROCESS It is essential to provide opportunities for the adult learners to recognize their place in the educational process. The first step in the process is the asssessment of the learner's skills and needs which is performed jointly by the learner and the instructor. This assessment becomes a part of the learner's Individual Education Plan (IEP). The IEP forms used by the Partnership are contained in this module. The IEP provides for collection of demographic data, evaluation of learner's skills and needs, and an outline of the activities in this module. Every activity contains opportunities for evaluation, and, as much as possible, the learners perform the evaluation themselves. As curriculum is written, a page is developed for the learners to use to follow the sequence of activities and to document their performance. This page, called the Learner's Page, becomes a part of the IEP. Frequently, pre- and post-tests (referred to as Previews and Reviews) are administered EIS a part of the evaluation process. Learners participate in scoring these tests and write their scores on their pages. To vary the assessment methods, the learners may be asked to rate themselves on their ability to perform certain skills, to write a phrase or statement that expresses their belief about their learning, or to specify what skills need more practice. The purpose for including the learners in the evaluation process is to help them understand that assessment is reflective, constructive, and self-regulated. The learners, having participated in an ongoing needs assessment process, understand why they are participating in the learning activities. Therefore, including them in the evaluation of the learning gives them opportunities for relearning, synthesizing, and applying the skills. Written self-evaluative comments on the Learner's Page also provide opportunities for communication between the learner and the For more information instructor. This type of assessment is teacher- about the project or the mediated (i.e. usually done when instructed curricula contact: by the teacher), ongoing, and cumulative. The Learner's Page is filed in his or her folder which is regularly Susan Steck, Project Director reviewed by the instructor. During the reviews, Workforce 2000 Partnership the instructor may write comments in response to Enterprise State Junior College those made by the learner. P.O. Box 1300 Enterprise, Alabama 36331 The goal of this curriculum is to enable learners to transfer classroom academic learning TEL: (334) 393-ESJC to the plant floor thereby improving productivity extension 226 and efficiency. This curriculum will be FAX: (334) 393-6223 most effective if the instructor customizes the curriculum to the specific worksite. iv 6 1 e I g ) m a s t s P u e i 8 L t t I a f f t n o o S o n n / i s o o t s i i a t t e e e u c l l p l p o o a m m r n v o P o a E C C ( i l g a t S s l d a n i a r e t t t s a e r M e n k n p r / e a a s d B M M e r a s m c t r : l o r f o r a r a s B u o o i r r s r F o e c h e l e i e k s t c t r t u i r d e n u h a a i A e o R W m r M P P T l a n d . n . o n r p e i u a a i k a d o t l r m a p y h t a i - c e x u c x m e e e k e a o G h h e v s e t s d t t u h n o n n n m n o t o t a e o e i e p d v u y m m y t y n t . a u e t s a s t t l t o i m i i r t r r i u p c e v r v s v o p o i t a w o i i c i i f a f t t e t t s m t l c c n c i r c e i v t . o r u A A t a A n v y o a h e r h t o l e e l h i t p u t r l s l l t k t d a i t a a n p w t n c C d a a u n n n n e i r e n A t e o s h e o o l e e s r a l d e i t i r t t t i i f t t t u s u u n c u g t s c c a o n s b c n b s t i u u n v s e t u i e u i r r d r r r i i d c w t t t i c k t i t n r s e s o s n s s u s e s o i n i h i r M n t i D A a D p D d s h a I t I e 2 d 3 1 L . . a . 1 1 1 e 1 R s e p . . : . n m n n a e i i i m M m v m i T i 5 5 t 5 e c c e a j b l l p a O i k r o d . r l s t , n o a s c s r a W e i p l h n p a a r s e o 5 n i , m n c s v H i g 3 o o i t m i f n t c . i t i e t i 1 a w c i a t u c r d c r p r e r e : g e t a u r e 7 t s j a p e N s b e m u r i t S n d R t n l O l s i i I i : c T n s e , d : i s l t t e l 0 n I a n a g l t l 0 a l m i i r n u r a T 2 e p i d e d w r n e a . e h o B b a u e e v c r M o l . 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L . 1 1 1 n n e i i . m m m n i m i 5 5 T s 1 4 p 5 a M e c a l p k l a r e o n c v W o i i f t i i c g t c c n e e u i j p d b r a S O t e s R n I : e l u d o M Module: Reading Workplace Maps Page 3 Materials Needed Student Handouts 1. Enterprise State Junior College Map 2. Pridecraft Map 3. Tour Map 4. Map Reading Activity Instructor Materials 1. Overhead Transparencies of Maps 2. Dry Erase Markers 3. Picture of Eye Symbol Lesson Outline I. Discuss experiences with maps and discuss college map H. Discuss Pridecraft Map III. Explain tour form IV. Plant tour V. Discuss symbols VI. Review map skills and draw the path a roll of fabric takes as it moves through the plant Module: Reading Workplace Maps Page 4 LESSON PLAN Motivational ActivityWhy 1.1 we use maps - 5 minutes Ask students to think about 1. a time when they used a map. Ask students for what purpose they used the map. List the different reasons for using a map on the board. 2. Distribute a copy of an Enterprise State Junior College map to each student. Ask students what information they can receive from looking at this map. Discuss the following questions with the class: What is the key on this map? (Numbers identify the buildings on campus) Define a map key as a list or chart of symbols that explain the information that is found on the map. What building is closest to the faculty parldng lot? (Administration Building) Leaving Plaza Drive, what street would you take to get to the student parking lots? (Cunningham) 1.2 Instructional ActivityPridecraft Map - 5 minutes Distribute a copy of the Pridecraft 1. map to each student. Instructor displays a copy of the map on the overhead projector. Ask students to identify the key on the map. Discuss what information the color code gives the reader. (The color code represents the different work areas and the exit employees in that area are to use during an emergency. The color code also labels the "assembly points" where employees in a given work area are to gather after evacuating the building.) 2. Instruct students to place an "X" on the Lectra Conference Room (our classroom). (The instructor should place an "X" on the overhead copy of the map.) 3. Instruct students to draw a line to mark the route that they will use to leave the plant at the end of class today. (The instructor should draw a line on the overhead copy of the map.) 1.3 Instructional ActivityTour Form - 5 minutes I. Distribute a copy of the Tour Form to each student and ask them to read the form before leaving on the tour. 2. Instruct students to record the requested information on the Tour Form during the tour.