Standard+4

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**Standard 4**  The teacher understands and uses a variety of instructional strategies, including the use of technology, to encourage children's development of critical thinking, problem solving, and performance skills.
 * Teachers know how to teach.**

__**Evidence 1:**__
 * VAT 40 Battery, Starting & Charging System Testing**

 __**Rationale 1:**__ In my “Electrical Systems 1 – ASEP” course, I use a variety of strategies to teach electrical systems testing and equipment usage. One piece of equipment we use is an electrical tester called a VAT-40. This tester is not computerized at all and because it is completely manual in nature, it can be somewhat cumbersome. There are no “screen prompts” or user directions supplied by the equipment at all. The user must know how to operate the machine and interpret test results entirely on their own.

 To help students learn how to use the VAT-40 I developed a series of three learning objects. [] [] []

 I show the students the learning objects and explain how to navigate through them, then I assign the learning objects as work to be done before the students go into lab to use the equipment. Once the students go through the learning object, I do a demonstration on the VAT-40 and then have the students use it until they demonstrate competence meanwhile reminding them to refer back to the learning object for help if needed.

 __**KSD:**__

 4.K.3 The teacher knows how to enhance learning through the use of a wide variety of materials and technological resources (e.g. computers, audio-visual technologies, videotapes and discs, local experts, primary documents and artifacts, texts, reference books, literature, and other print resources).

 I recognized that printed instructions were difficult for students to follow and comprehend so I developed and wrote learning objects to augment my instruction.

 4.S.4 The teacher varies his or her role in the instructional process (e.g. instructor, facilitator, coach, audience) in relation to the content and purposes of instruction and the needs of students.

 During the lesson on VAT-40 use, I vary my role through several models within the instructional process. I instruct and guide students through the learning object, then demonstrate, then coach as the students practice their skills. Finally I am an assessor as they demonstrate their abilities to diagnose vehicles.

 4.D.1 The teacher values the development of students’ critical thinking, independent problem solving, and performance capabilities.

 This disposition summarizes what a CTE (career and technical education) teacher is supposed to do every day. By the day’s end and certainly by the end of their program, every one of my students needs to demonstrate critical thinking, independent problem solving, and performance indicative of demonstrating competence in the diagnosis and repair of automobiles. This is why there is such planning incorporated into the methods of teaching this lesson and others like it. Student self study, then demonstration and discussion, then practice, then assessment.

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