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DOCUMENT RESUME ED 286 023 CE 048 308 AUTHOR Castro, Jesus; And Others TITLE Bilingual Microcomputer Business Skills Course. Vol. I. Joint Lesson 1-7. INSTITUTION Hacer Hispanic Women's Center, Inc., New York, NY. SPONS AGENCY Office of Vocational and Adult Education (ED), Washington, DC. PUB DATE 87 GRANT G008620006 NOTE 387p.; For related volumes, see CE 048 309-310. PUB TYPE Guides - Classroom Use - Guides (For Teachers) (052) EDRS PRICE MF01/PC16 Plus Postage. DESCRIPTORS Adult Education; Behavioral Objectives; *Clerical Occupations; Competency Based Education; *Computer Literacy; *Computer Oriented Programs; Curriculum Guides; Job Skills; Keyboarding (Data Entry); Learning Activities; Limited English Speaking; *Microcomputers; *Office Occupations Education; Postsecondary Education; Secondary Education; Spanish Speaking; Vocational Education; *Vocational English (Second Language) IDENTIFIERS *Occupational Literacy ABSTRACT This curriculum guide for the Bilingual Microcomputer Business Skills Course reflects modern office pract'ces and technology and encompasses 19 joint lessons. This volume, one of three, contains seven competency-based joint lessons, the focus of which is on mastering specific tasks needed to accomplish the job of the occupational cluster of clerical worker while also learning job-related English as a second language (ESL). The language level of the lessons is designed for a trainee with high-intermediate to advanced levels of English language proficiency. Teacher materials include a curriculum outline. Each joint lesson includes these components: a cover sheet (identifying related communicative task, vocational task, performance objective, steps and technical knowledge, technical terms, language functions, language structures, tools and materials, background knowledge, safety, attitudes, learning activities and resources--vocational and job-related ESL); technical terms sheets; information sheets; operation sheets; job sheets; activity sheets; and performance evaluation sheets. The seven joint lessons/tasks are: boot an Apple II Plus microcomputer; correct typographical errors in a letter; open, name, and save a file, rename or delete a file; type, save, and print a memorandum on a microcomputer; type, save, and print a letter on a microcomputer; type, save, and print a manuscript on a microcomputer; and edit a heavily proofread text and save on a microcomputer and then print with 100 percent accuracy. (YLB) *********************************************************************** Reproductions supplied by EDRS are the best that can be made from the original documen. *********************************************************************** Bilingual Microcomputer HOER Business Skills Course HISMIC Vol.I Joint Lesson 1-7 hater Inc. 1987 WOMEN'S Grant Number 6008620006 CENTER 'A place to stand together; to meet U S. DEPARTMENT OF EDUCATION improvement and work for all 0 ce of Educational Research and E UCATIONARESOURCESINFORMATION CENTEER)( This document has en reproduced as Hispanic women." received from thepebrseon or organization onginatng it 0 Minor changes have beenmade to improve 611 Broadway, Room 812 reproduction Quality New York, New York 10012 Points of view or opinionsstatedin thisdccu 212/254-1444 ment do not necessariiyrepresent official OERI position or policy These 19 joint lessons are the productofa work team consisting of the following individuals: Jesus Castro, Alice Sigalos, Mary Romney, Felicita Ramos,andCharissa Collazo. Special thanks to Nancy Smith,Rebecca Douglas, Joan Friedenberg, the trainees and the BVTAdvisory boardmembers for there feedback during the developmentprocess. SOTCOPYMAILAILIC U-I INTRODUCTION The Curriculum and Joint Lesson Levelopment Process The curriculum developed for the Bilingual Microcomputer Business Skills Course reflects the modern office practices and technology. During the course of its development various individuals from private and public sectors were consulted to provide feedback. The basic guidelines, strategies, aad format for the curriculum and joint lessons were provided by the Miranda Associates document entitled "A Guide for Planning Instruction for Bilingual Vocational Training Projects". The following steps well describe the basic process which was used in the development of the 19 Joint Lessons. 1. analyzing current Job descriptions through the USE of local classified ads, the Dictionary of Occupational Titles, employment agencies and employers to select the basic skills and qualifications required for office workers. 2. Selecting fundamental tasks to be developed and outlining a curriculum for :Astruction. 3. Preparing a vocational performance objective chart which included communication skills necessary for each of the 19 tasks selected. 4. Preparing a comparative chart for Joint lessons and curriculum. 5. Developing materials such as activity sheets, information sheets, job and performance evaluation sheets and learning strategies for each lesson and testing them with trainees. 6. Seeking expert and trainee feedback and revising the materials according to recommendations. The 19 joint lessons developed are competency-based. The focus was on mastering specific tasks needed to accomplish the job of the occupational cluster of clerical worker. The sequence of the lessons are in a logical order for learning about the microcomputer and word processing in a systematized manner. The lessons were designed so that the trainees could complete the tasks on their own, in pairs or in small groups. The learning activities included were prepare) and revised to accommodate individual learning styles, interest and pace of learning and to relate to the objectives of the task. many different kinds of illustrations and examples were provided for the purpose of assisting the trainee in the comprehension of a process theory or communicative skill. Effort was made to use language that was free of culture and sex stereotyping and to show females and males equally and at the same time making the trainee aware of their rights as workers and of gender and racial discrimination and harassment which still occur in some office settings. As stated, the content of the joint lessons was drawn fromthe course curriculum. The most accurate and up to date informationwas incorporated into the lessons. Hi-tech office communicationsystems were introduced and their advantagesand disadvantages discussed with the trainees. The language level of thelessons was designed for a trainee with high-intermediateto advanced levels of English language proficiency. Some materials offer alternativesin terms of language levels forpresenting information to the trainee. Explanations for technical terms anddirections are simple and the text avoids slang. Since the joint lessons were all based on the Miranda Associatesdocument for curriculum and joint lesson development,they include technical terms sheets which providedefinitions; information sheets which provide information thetrainee needs to comprehend processes and proceduresrelated to the task at hand or to the occupation; operationsheets which contain the step-by-step direction to performan operation; Job sheets which provide informaticson the materials, supplies, steps needed to complete a job task andprovide practice of the skill; activity sheets which providethe trainee with independent and/or cooperative exercisesand assignments and which strengthen a concept, jobskills or communicative skill; and performance evaluationsheets which explain to the trainee the task and the evaluationprocedures that she/he needs to complete in order tomaster a competency. The process of developing thejoint lessons involved having trainees use the materialsin the lesson in order to determine if the materials reallyfocused on the task, what difficulties the trainees experiencedand what motivated and interested them. This feedback was used torevise the lessons. By no means do we feel that the19 joint lessons presented are perfect and willnot need any further revisions. On the contrary, we plan to continuetesting these lessons for as longas they are utilized at the Hacer Inc. training center. We recognize that they willneed to be reviewed and revised in order tomaintain their capacity to keep up with technological advancesand communicative skills necessary to meet the learning needs andabilities of new trainees and a changing jobmarket. Vocational and J.R. ESL Perforsance ObjectivesChart :- ;'r:'MS 1111111 MilMil NM 11111 111111 Olt NO IN. MI OM Mit PIMall MP MIR1.11 HACER, INC. BILINGUAL MICROCOMUTER BUSINESS MULLS COURSE : RELATED COMMUNICATIVE : PERFORMANCE CRITERIA TASK TASK : CONDITIONS 1) Boot Micro- Understand directions :Given an Apple II Boot Disk Operating System: A checklist will be used to computer :sequentially stated. !Plus Microcomputer :(DOS) and format a blank : rate your performance. All Boot an AppleIl:Identify meanings of I Idisk : items must receive a yes rating: Plus Micro- :signs and symbols. computer : . 1 ' . : ,' 2/ Correct typo:Correct written infor- :Given one document :,Correct these by retyping 1 With 100% accuracy graphical :illation with 5 word divisionithe document 1 errors in a :5 spelling and 2 , letter . :spacing errors. : . ' 3) Open, Name a:Understand directions !Given an Apple II :Dpen and name a fire and 1 A checklist will be used to file, keyboard :sequentially stated. :Plus Microcomputer, :keyboard a handwritten : rate your performance. All a document and :Identify meanings of :program and data Document and sa'e it
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