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objectives are fulfilled. The course outline is developed by considering course objectives, length of the course, and instructional facilities available. The course outline should progress from simple to complex material. In addition, new information presented should build on previous information and promote transfer of similar principles and concepts to different applications. Chapter objectives in the Carpentry Instructor’s Resource Guide can be used as a guide when developing the course outline.

Resources provided in Carpentry Instructor’s Resource Guide highlight the principles of residential/light and heavy construction methods in Carpentry. The information in this instructor’s resource guide is designed to serve as a basis for instruction. Like an artisan using specialized tools, an instructor uses many instructional tools, including personal experience to further supplement this material.

PROGRAM FORMAT Carpentry Instructor’s Resource Guide is designed to provide instructional tools for a variety of program formats. The material included provides the instructor with several options. For example, training programs may be created to fit different formats, such as a 4-hour or 8-hour seminar, a 2-day seminar, or a 16-week course. The instructor must assess the course objectives, the time allocated, and the equipment and the facilities available when determining the program format.

INSTRUCTOR REQUIREMENTS The instructor must have in-depth knowledge of the subject matter and the necessary teaching skills to efficiently and effectively convey this knowledge to learners. Also, hands-on experience in the field is an absolute requirement. Teaching skills involve using several instructional methods and resources to effectively transfer knowledge and skills from experience. Successful instructors will continually seek to improve their knowledge and teaching skills.

COURSE OBJECTIVES Course objectives vary according to the purpose of the training program and the level of the participants. Course objectives are based on the knowledge and skills to be acquired in the course, with consideration given to experience in the field and educational background of the learners. Specific competencies are then developed to meet the training objectives. Lists of competencies may be altered as required for specific training needs. The competencies are written for specific tasks to clearly define the expected learner outcome.

Subject Matter Knowledge Subject matter knowledge is acquired through experience in the field and formal training. Experience in the field is necessary for establishing instructor credibility. In addition, as technology advances, the instructor must be proactive in acquiring new skills and capabilities. Seminar programs by recognized companies can present new products, tools, and equipment to the instructor. Conferences can offer a wealth of new information from industry professionals and equipment vendors. These venues may also present the opportunity for instructors to share common problems and solutions with peer professionals in the field. Other methods of acquiring information include reading trade publications, attending classes, and participating in professional organizations.

COURSE OUTLINE A course outline lists the sequence of the material presented in a course. This allows the instructor to accurately plan the proper pace by which specific course  2013 by American Technical Publishers, Inc. All rights reserved

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