To complete the Provincial Instructor Diploma, I had to submit a lesson plan, a recording of a lesson, and a reflection. I can’t share this part publicly, but I want to thank everyone who helped me.
In this assignment I make suggestions on a fictional case study about on how to improve an online course.
Traditionally, theoretical knowledge in Trades education is taught in lectures and rote learning from textbooks. While the practical part of Trades training is more constructivist in nature. In the practical application of trades, we must adjust to constantly changing circumstances and challenges.
Along with our learners being a diverse group, we as teachers also bring our own talents and preferences into the classroom.
In this paper, I want to explore what we can count as participation in trades education and how I want to navigate this difficult task.
The introduction of online learning tools in trades education was not as widely developed as in more academic settings. The need to close classrooms during the COVID-19 pandemic necessitated a pivot to full online classrooms.
This is a report I wrote for the PIDP 3150 class “Instructional Strategies” at Vancouver Community College. Classroom Management Case Study –Assignment #3 Out of the case studies provided I picked the one titled “Tommy the talker,” describing a student whose enthusiasm seems to become overbearing and affects the ability for participation by the other